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In the current fast-paced digital work environment, it has become crucial for individuals to cultivate a deep understanding of the constantly changing nature of the job market. With jobs and career paths becoming increasingly indistinct and unpredictable, developing awareness of the digital work world is more important than ever. This research empirically investigated the degree to which the world of work readiness and competency of distance learning students could serve as predictors for their digital work world awareness. Data were collected from (N = 486) full-time employed undergraduate students at a comprehensive South African distance learning institution. Regression analysis and structural equation modelling were used in the cross-sectional, quantitative study. The study emphasised the significance of developing job certitude, business ingenuity and socio-digital agility as part of students' career development learning to improve their awareness of the digital work environment. The study enhanced comprehension of the implicit function of students' work readiness and competency in relation to significant digital-era awareness.

COVID-19, Artificial Intelligence (AI), and Climate Change, have disrupted work education, rendering sustainability of careers and livelihoods a concern. This paper outlines a collaborative response to that challenge, offering opportunities for sustainable livelihoods in a work education cloud collaboration, Project SLiC (Sustainable Livelihoods Collaboration). We have joined forces across nation states in the Global South/North to share cloud resources, focused on teaching a postgraduate course, Sustainable Livelihoods. Online modules are stored in a secure cloud site, from which local courses draw-down, autochthonously, whichever resources fit workforce development in context. We outline modules, and an evaluative process, in a proof-of-concept trial. Finally, we envisage how this initial collaboration may morph into a whole degree, including research supervision. We close with a call to career development professionals to share their unique expertise and experiences at the work education frontline, on how to develop this sustainable careers project, for the greater good.

Lecturers often claim that time constraints cause tension regarding feedback on students' assessment opportunities. Assessment strategies for effective feedback procedures can lead to early identification of problem areas in student performance. Numerous students at higher education institutions (HEIs) do not complete their qualifications or take up to 6 years to complete a 3-year qualification. Situations like these may be avoided if lecturers provide informative feedback fostering self-directed learning, overall enhancing student achievement. In the quantitative, non-experimental descriptive research study reported on here, a set of questions was used to determine the following: (1) feedback procedures; (2) feedback inspiration; and (3) reflection on feedback. The data were collected from undergraduate and postgraduate students at a South African university. The 3 categories above revealed 3 tiers that form part of a metacognitive methodology which indicates that feedback procedures do play a role in student achievement. This study contributes to the body of knowledge on assessment and feedback as well as the implications for feedback on current practices of university lecturers and students' future learning endeavours.

Abstract Background Diaphyseal radius and ulna fractures require surgical fixation in adults. Open reduction and internal fixation (ORIF) have been considered the gold standard of treatment. The recent development of an interlocking intramedullary nail (IMN) has provided an alternative treatment method for these fractures. The objective of this meta-analysis is to compare the outcomes and complications of IMN versus ORIF for diaphyseal forearm fractures in adults. Methods MEDLINE and Embase were searched from January 1, 2000, through January 7, 2024. All English-language studies were included comparing radiographic and functional outcomes for interlocking IMN fixation and ORIF of diaphyseal forearm fractures in adults (age ≥ 18 years). Study demographics, fracture data, functional outcomes, radiographic outcomes, and complications were extracted. Study quality was determined using the ROBINS-I criteria for cohort studies and the Cochrane risk of bias 2.0 (RoB 2) tool for randomized controlled trials. Meta-analysis of included studies used odds ratios and standardized mean difference when appropriate. Data was analyzed using subgroups of all diaphyseal fractures (including isolated radius or ulna fractures) and those with BBFFs. Results Nine studies were included for analysis. There were 42 isolated radius, 80 isolated ulna, and 116 both-bone fractures (BBFF) treated with IMN and 36 radius, 81 ulna, and 116 both-bone fractures treated with ORIF. Compared to ORIF, IMN of diaphyseal forearm fractures appeared to be associated with shorter operative times and a lower overall complication rate. Time-to-union and the rate of nonunion following IMN were similar to ORIF. According to the Grace–Eversmann score, functional outcomes tended to be better following IMN, but DASH scores were similar between fixation strategies. Conclusions Our findings suggest that interlocking IMN can be a safe and effective treatment option for simple and complex diaphyseal forearm fractures in adults. Further high-quality studies are needed to define indications for treating diaphyseal fractures with an interlocking IMN. Level of Evidence Therapeutic Level IV.

Words read correctly per minute (WCPM) is the reporting score metric in oral reading fluency (ORF) assessments, which is popularly utilized as part of curriculum-based measurements to screen at-risk readers and to monitor progress of students who receive interventions. Just like other types of assessments with multiple forms, equating would be necessary when WCPM scores are obtained from multiple ORF passages to be compared both between and within students. This article proposes a model-based approach for equating WCPM scores. A simulation study was conducted to evaluate the performance of the model-based equating approach along with some observed-score equating methods with external anchor test design.

General spectroscopy is known to be difficult for novice students due to its complex and abstract nature. In this study we used a first-year chemistry Mini Spec laboratory activity to uncover language barriers to student learning in spectroscopy. Analysis revealed that language barriers generated conceptual difficulties for English as Second Language (ESL) students. As well as demonstrating difficulty with understanding of the origin of spectral lines identified in prior research, this work surfaces previously unreported language difficulties which were characterized in terms of technical and non-technical language. These include observations that 'refract' and 'diffract' appeared poorly delineated for students, the teleological animism of 'jump' to describe excited electron transitions towards the ground state, and the non-technical term 'discrete' being difficult for students to understand and construct meaning for. In addition to this, students battled with the symbolic language required to depict the formation of spectral lines. Several solutions to the language difficulty are proposed including the re-sequencing of macroscopic, sub-microscopic and symbolic teaching and reconsidering the usefulness of certain non-technical terms for teaching and learning spectroscopy.

The laboratory is a complex environment where the three levels of the chemistry triplet coincide. As the laboratory environment places a large demand on the working memory of students, cognitive load theory can address overload which causes barriers to learning. Breaking down barriers requires iterative phases of analysis/exploration, design/construction and evaluation/reflection over multiple cycles which are the hallmarks of design-based research. In a complex setting, managing change and redressing teaching approaches can be difficult to navigate. Design-based research incorporates iterative phases in which theory informs decision making. This paper uses the context of a laboratory exercise of emission spectra to illustrate how the cognitive load theory can be used in tandem with design-based research to support student learning in the exercise. Using this approach, it was possible to show how barriers to student understanding, including task demands and conceptual demands were supported through proposed approaches focusing on extraneous, intrinsic and ultimately germane cognitive load.

Abstract Background This study explores the use of Unmanned Aerial Vehicles (UAVs) for estimating wheat biomass, focusing on the impact of phenotyping and analytical protocols in the context of late-stage variety selection programs. It emphasizes the importance of variable selection, model specificity, and sampling location within the experimental plot in predicting biomass, aiming to refine UAV-based estimation techniques for enhanced selection accuracy and throughput in variety testing programs. Results The research uncovered that integrating geometric and spectral traits led to an increase in prediction accuracy, whilst a recursive feature elimination (RFE) based variable selection workflowled to slight reductions in accuracy with the benefit of increased interpretability. Models, tailored to specific experiments were more accurate than those modelling all experiments together, while models trained for broad-growth stages did not significantly increase accuracy. The comparison between a permanent and a precise region of interest (ROI) within the plot showed negligible differences in biomass prediction accuracy, indicating the robustness of the approach across different sampling locations within the plot. Significant differences in the within-season repeatability (w2) of biomass predictions across different experiments highlighted the need for further investigation into the optimal timing of measurement for prediction. Conclusions The study highlights the promising potential of UAV technology in biomass prediction for wheat at a small plot scale. It suggests that the accuracy of biomass predictions can be significantly improved through optimizing analytical and modelling protocols (i.e., variable selection, algorithm selection, stage-specific model development). Future work should focus on exploring the applicability of these findings under a wider variety of conditions and from a more diverse set of genotypes.

This paper investigates in-service intermediate phase mathematics teachers' metacognitive awareness based on their engagement in a professional development intervention in two rural and one township school in South Africa. Professional teacher development interventions should be structured and collaborative as teachers tend to revert to traditional modes of teaching when interventions are brief and sporadic. This research was scaffolded across the zone of proximal teacher development (ZPTD) as conceptualized by Warford (2011). The aim of the study was to investigate how metacognitive awareness facilitated intermediate phase mathematics teachers' ZPTD, i.e., from their actual knowledge to "proximal development". 10 intermediate phase mathematics teachers participated in the qualitative research (n=10). The professional development intervention was conducted on two consecutive Saturdays, infused with an adapted lesson study approach. The data was collected through (i) individual interviews, (ii) reflective prompts, (iii) observations, and (iv) reflective journals. The data from each data source were coded and categorized and were triangulated to answer the research question. Participants deemed the professional development intervention and the accompanying materials as supportive and showed increased metacognitive awareness of their personal teaching praxis during and after the intervention, hence growth along the ZPTD occurred.

This study explores whether a range of socio-demographical factors predict adult learner self-directedness in the context of South African open and distance e-learning higher education (ODeLHE). We observe significant differences between socio-demographical groups in the sub-dimensions of the Adult Learner Self-Directedness Scale. The study advances a theory on adult learner self-directedness in ODeLHE contexts. Educators should consider learners’ support practices, particularly in the cases of women, Black Africans, and younger cohorts. ODeLHE practices should also consider learners’ high school grades and proficiency in English, their library access, number of modules they are enrolled in, and who they support financially as factors influencing their level of self-directedness. Such considerations can be used to address the need for the translation of knowledge into policies and activities that improve educational opportunities for students.

Travelling families contribute significantly to the domestic tourism market in South Africa. This study aimed to determine why families go on holiday and what their needs are during a holiday from the perspective of a mother. A quantitative study was undertaken, and 115 responses were obtained. A typical mother travelling with her family was depicted, paired with the required amenities such as Wi-Fi, kids' entertainment and washing machines. It was further determined that mothers go on holiday, mainly to spend time with their families. The results further indicated that mothers’ quality of life was positively impacted by single families going on holiday, every six months and they reported being less stressed after the holiday. Concluding, the more family members join in on a holiday, the more challenging it may be to maintain a positive quality of life. Recommendations include providing the required amenities and accommodating families to ensure a good quality of life. The optimal family holidays would be with the least amount of extended family members and limiting holidays to once every six months. The results of this study will guide family accommodation establishments on what to focus on in their service offering should they want to attract more families.

Existing literature on social media groups’ identity in South Africa is both outdated and insufficient, notably lacking a comprehensive exploration of ethnic identity and demographic disparities. Previous research in South Africa has examined social group identity in advertising, however, it lacks focus on ethnic identity and demographic variations. The purpose of the study was to investigate demographic variations in ethnic identification and attitudes toward advertising ethnic appeals, guided by social identity theory (SIT) and cue evaluation theory (CET). This research study followed a positivist paradigm and utilised a descriptive research design. In addition, the study employed purposeful sampling to select consumers from four ethnic groups in South Africa: Afrikaans, English, Nguni, and Sotho-Tswana. Only bilingual consumers were surveyed. An online structured questionnaire was distributed on social media platforms via a research company. The survey was completed by those who passed filter questions to ensure they were proficient in at least one African language and English, as an additional language, and self-identified to the major ethnic groups selected. This resulted in a sample size of 704 completed surveys. The findings provide marketers with insights into how diverse demographic segments within major ethnic groups relate to their own and other ethnic groups. The overall results demonstrate that South African consumers are enthusiastically embracing their cultural heritage and actively supporting their ethnic communities’ welfare and rights. It, furthermore, uncovers varying ethnic identification dimensions and attitudes toward advertising ethnic appeals between gender, age, and ethnic groups, presenting opportunities for targeted marketing strategies. Marketers should acknowledge the potential of leveraging native language advertising as a tool for ethnic targeting, while multicultural visual elements could be employed to effectively convey messages that transcend linguistic and cultural barriers.

Developing countries facing population growth and increased energy demand present simultaneous challenges regarding wastewater treatment and electricity supply. Constructed wetland-microbial fuel cells (CW-MFCs) offer a dual solution to the challenges of insufficient electricity and wastewater treatment by integrating indigenous plant species. CW-MFCs provide sustainable power generation and wastewater treatment. This approach can enhance sustainability and foster a circular economy by utilising plant-derived byproducts as an added product. Current research indicates various novel designs for effective wastewater treatment and potential power generation. Future studies focusing on rural settings and upscaling operations can apply advanced techniques like mass spectrophotometry and metagenomics to refine the technology for grid use. Developing CW-MFC technology will catapult the idea of developing a robust strategy for addressing power supply and sanitation issues in developing regions. This will also aid in continuous research into system optimisation and microbial communities, aiding long-term viability.

The pandemic and climate change are mortality salience triggers. Environmental issues, attitudes, and climate change risk perceptions were hypothesised to impact how individuals perceived the threat of COVID-19 and climate change during the pandemic. The study explored: 1.) the associations between seeing a link between COVID-19 and climate change and environmental concerns; 2.) the associations between mortality salience and environmental concerns; 3.) the associations between feeling less worried during the pandemic and environmental concerns; and 4.) what these associations tell us about the relationship between mortality salience, the perceived link between COVID-19 and climate change, and feeling less worried during the pandemic. A sample of 665 respondents was achieved from an online survey in 2021. The results of the multiple regression analysis and structural equation modelling showed that environmental issues, attitudes and perceptions, time spent in nature, and climate change risk perception played a role in the extent to which individuals perceived COVID-19 as an indicator of climate change threats, whether mortality salience was made conscious, and whether there was distancing of concern about climate change and social issues during the pandemic. The study makes an important contribution to understanding psychological processes that are activated during disasters that trigger mortality salience, and how this is impacted by the human-nature nexus, and climate change risk perception.

Background: Moulds and dimorphic fungi are increasingly recognised as pathogens carrying high morbidity and mortality in critically ill and immune-compromised patients. The lack of surveillance data limits our understanding of these infections. Objectives: To determine the distribution, patient characteristics, risk factors, therapy and treatment outcome in patients with positive mould or dimorphic fungal cultures from sterile sites at a tertiary hospital in central South Africa. Method: All moulds or dimorphic fungi cultured from sterile specimens from 1 July 2014 to 30 June 2017 were identified retrospectively. Laboratory and clinical records were reviewed. Information collected included gender and age, type of specimen collected for investigation, specific fungi isolated, underlying conditions, other contributing risk factors, treatment and outcome of the patients. Results: Forty-eight patient records were analysed. Male and female patients were equally distributed. The mean age was 40.5 years (range 7–78 years). Aspergillus spp. were most commonly isolated. The most common underlying condition was HIV infection, followed by haematological conditions. Twenty-six (54.2%) patients received treatment involving antifungal therapy alone (n = 19; 73.1%), surgery alone (n = 5; 19.2%) or a combined medical and surgical approach (n = 2; 7.7%). Twenty-two (45.8%) patients received no treatment. The overall mortality rate was 25.0% (n = 12). Conclusion: The diagnosis of fungal infections remains challenging. In the current study, moulds and dimorphic fungi were isolated from at-risk patients’ specimens. Despite treatment with appropriate antifungal agents, the associated mortality rate was high. Contribution: This study contributes to the growing body of knowledge on these potentially life-threatening infections.

Due to various conditions, countries such as Venezuela, Nigeria, and South Africa suffer from lawlessness (disregard of norms and rules of society) today, threatening their social fabric. It is contended on the basis of the situation in South Africa that citizenship education is arguably a suitable vehicle (in combination with, for instance, religion education, moral education, and forgiveness education) for offering tolerance, forgiveness, hospitality, and reconciliation education in schools, all of these as means for counteracting lawless (deviant, errant) behaviour. Thus far, reflection on citizenship education has, however, been characterised by conceptual uncertainty, controversy, and a wide range of applications in practice. The paper reports on theoretical interpretive-constructivist research. This research is aimed at the question of how citizenship education could be employed to form (equip, educate) young people so that they can be able to display morally justifiable behaviour and recognise and counteract lawlessness wherever they encounter it in their lifeworld. https://doi.org/10.19108/KOERS.89.1.2458 Opsomming Te wyte aan verskeie omstandighede is die burgers van ‘n hele aantal lande regoor die wêreld - insluitend Venezuela, Nigerië en Suid-Afrika – aan die een of ander vorm van wetteloosheid blootgestel (die verontagsaming van die gangbare wette of norme van die land en die samelewing), en dit kan uiters nadelig wees vir die welsyn van die samelewing. Op grond van ‘n ontleding van die situasie in Suid-Afrika word aangevoer dat burgerskapsonderwys - in kombinasie met byvoorbeeld godsdiensonderwys, morele onderwys en vergifnisonderwys - ‘n bruikbare instrument in skole kan wees om wetteloosheid (afwykende en normverontagsamende gedrag) teen te werk. Tot dusver was die besinning oor burgerskapsonderwys egter gekenmerk deur konseptuele onsekerheid, meningsverskille en ‘n wye verskeidenheid toepassings in die praktyk. Dié artikel doen verslag oor teoretiese interpretivisties-konstruktivistiese navorsing. Hierdie navorsing is gerig op die vraag hoe burgerskapsonderwys ingespan sou kon word om jongmense te vorm (toe te rus, op te voed) om hulle in staat te stel tot moreel-regverdigbare gedrag, die herkenning van wetteloosheid en die bestryding daarvan waar hulle dit ook al in hul leefwêreld teëkom.