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Black students account for over 72% of enrollments in higher education, but only a small percentage of them choose Early Childhood Education (ECE) as a field of study and complete the qualification. The purpose of this study was to examine, from the perspective of black ECE students, why so few of them enroll in this particular programme at a historically white university. Through a qualitative, case study approach the reasons for the low enrolment and completion rates were investigated. Participants mentioned that recruitment for this programme, particularly in rural areas should be improved. They also pointed out the higher prestige of other career options, the linguistic challenges they face, the cost of university education and early teacher education in particular, as well as access to transport and resources as barriers to recruitment and retention. Their recommendations for higher enrollment rates included the use of black students to recruit in rural and in township areas, increased funding for bursaries, and more culturally sensitive pedagogies in early childhood teacher education.

Background: Phototherapy is used to treat atopic dermatitis (AD). Evidence for its efficacy, impact on quality of life, cost‐effectiveness and short‐ and long‐term safety with real‐life usage is weak. Objectives: We established a taskforce to examine how phototherapy is currently being used as a treatment for AD across the United Kingdom and Europe to inform our understanding and guide future research into management of patients with AD using UV‐based phototherapies. Methods: An anonymous electronic multiple‐response survey exploring phototherapy prescribing practices and experience of phototherapy modalities was developed by the study authors and sent to members of phototherapy networks from the United Kingdom and Europe. Responses were received between February and July 2021. Results: About 144 respondents from 27 European countries completed the survey. NBUVB was the most widely used [n = 138 (96%)]. Home‐based NBUVB was available in 8/27 countries (25/144 respondents, 17%). Oral psoralen‐UVA (PUVA) was more widely available than bath PUVA (n = 106, 74% vs. n = 60, 42%) and used mainly in adult patients. 49/144 (34%) of respondents had access to UVA1. Phototherapy would be considered instead of systemic treatment in 96% of adults and 82% of children for NBUVB, versus 40% of adults and 3% of children for PUVA. Starting doses, standard dosing increments, length of treatment courses, lifetime limits for treatments and thresholds for performing annual skin assessments varied between responders. Conclusions: NBUVB was the most widely used phototherapy for AD in adult and paediatric patients, while PUVA and UVA1 were less used. Prescribing practices varied considerably, highlighting the lack of consensus practice in many different aspects of phototherapy for the treatment of AD in children and adults. This indicates that further studies are required to determine optimal phototherapeutic regimens for AD and informs our understanding of parameters that should be included in future high‐quality randomized controlled trials (RCT) of phototherapy. [ABSTRACT FROM AUTHOR]

This paper presents one aspect of a larger scale doctoral study, namely the teachers' experiences of technology-based teaching and learning in the Foundation Phase. Technology is a huge driver of change and South African education has to change regularly to meet the requirements set out by the Department of Education, including the development of learning outcomes for the 21st century. This study therefore explored teachers' experiences of technology-based teaching and learning in the Foundation Phase. Qualitative case study research methods such as photo voice, semi-structured interviews and field notes were conducted within two cases of technology-rich schools and examined through the Technological Pedagogical and Content Knowledge framework. Data yielded results that correlated with the theoretical framework namely: technological knowledge; pedagogical knowledge; and content knowledge, as well elements such as technological tools, 21st century skills and technology-based teaching and learning in the Foundation Phase. Finally, the significance of this study was that the data gathered proved worthwhile in producing a framework in order to understand Foundation Phase teachers in context as well as provide a robust contribution to the way in which technology-based teaching and learning occurs.

The purpose of this research project was to explore how Black students perceive the reasons for the low enrolment of Black students in the Foundation Phase teacher education and training programmes at universities. Focus groups and follow up small group interviews were conducted to explore the reasons why Black students choose Foundation Phase and the factors that affected their experiences while enrolled in the programme. All interviews were recorded and transcribed and initially coded independently by each researcher. The codes were reviewed afterwards by all researchers as a team from which three main themes emerged from the interviewed data: (a) personal choices, (b) community influences and (c) institutional factors. Bronfenbrenner's systems theory was used to conclude how students' choices as well as environmental and institutional factors influence the enrolment of Black students in Foundation Phase teacher education and training programmes. (Contains 1 figure.)

Understanding sexual dimorphism is very important in studies of human evolution and skeletal biology. Sexual dimorphic characteristics can be studied morphologically and metrically, although morphologic studies pose several problems such as difficulties with quantification and interobserver error. Geometric morphometrics is a relatively new method that allows better assessment of morphologic characteristics. This paper aims to investigate the usability of this method by assessing three different morphologic characteristics in a sample of South African blacks: shape of the greater sciatic notch, mandibular ramus flexure, and shape of the orbits. Relative warps, thin-plate splines, and canonical variates analysis (CVA) analyses were performed. As expected, the shape of the greater sciatic notch provided the best separation between the sexes. Surprisingly, however, the shape of the orbits performed better that ramus flexure. Several possible explanations for this result are possible, which include the possibility that orbit shape is more sexually dimorphic than previously expected, or that biological reality is not reflected by this technique. More research is, however, needed. KEY WORDS ramus flexure; orbit shape; greater sciatic notch; geometric morphometrics