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Background: Several studies have shown the influence of mathematical knowledge on both individual opportunities and chances for a self-determined and prosperous life as well as the welfare of nations. Against this background, the contents of maths education in the foundation phase as well as the way in which it is conveyed gain importance. While competence-oriented approaches (e.g. the Curriculum Assessment Policy Statements [CAPS]) state learning goals that all learners should achieve, developmental approaches (e.g. developmental models) describe typical learning trajectories of learners. As both approaches are quite separated, there is a need for bridging the gap between them. Aim: This article aims at revisiting the CAPS critically and comparing contents for early numeracy instruction. A possible alternative to the CAPS is intended. Setting: In this article, we describe a maths learning programme for Grade-R (Meerkat Maths) that combines and integrates empirical findings and curricular demands. The presented maths training aims at teaching maths in such a way that it suits children's development, raises a positive attitude towards maths and also meets educational expectations. Methods: Contents of the training programme and the CAPS are compared against the background of empirical research on numerical development and predictors for arithmetic performance. Results: The results reveal that research based math instruction can be conveyed in a formal training programme. Conclusion: Keeping in mind the qualifications and training of Grade-R teachers, teacher training is necessarily embedded in the programme. Thus, the described programme is a comprehensive application of recent research for maths classes in the early grades.

This study compares and contrasts four international faculty development programs for blended learning in order to understand the benefits, challenges, lessons learned, and recommendations from such initiatives. The benefits identified for faculty members, who participated in these programs, were that they became more reflective of their teaching practice and began to make a role adjustment from being a content provider to a designer and facilitator of learning for students. The biggest challenge appeared to be a lack of common institutional definition and understanding of blended learning as well as a lack of time and resources to support faculty in the redesign of their courses. With regards to lessons learned, each program emphasized the need for all institutional stakeholders to be involved in supporting the initiative and that blended learning does not simply imply adding digital technologies to an existing face-to-face course. The key recommendation from this study is that a faculty development program for blended learning needs to be clearly aligned with the institution's vision and mission.

This article applies a network lens to transactional data in order to improve a food banking network's supply chain design and planning. This study draws on data from FoodForward South Africa. This food bank has compiled a rich dataset of connections between supply chain partners (e.g., donors), the flow of stock (volume of food), and their beneficiary organisations. Our analysis showed an increase in the system's 'moving parts' (increased handling of donations), resulting in a significant imbalance between supply and demand. Additionally, in 2022, the organisation's warehouses received a larger number of smaller-volume donations from a wider variety of suppliers, placing an extra burden on the network. [ABSTRACT FROM AUTHOR]

Introduction: Toxicity among staff members of higher education institutions (HEIs) is often under-reported or not reported at all. Experiences of toxic leadership are deemed unmentionable within the consultative and collaborative ideals of HEIs. The underreporting of toxicity among HEI staff may stem from fear of retaliation, inadequate reporting structures, and concerns about alienation or not being taken seriously. Method: The study explored experiences of leadership behaviours in a South African HEI to identify specific dimensions of toxic leadership behaviours. Using an interpretivist qualitative research design, the study involved analysing 39 interviews of secondary data from two datasets gathered by the research team, comprising 25 and 14 participant responses, respectively. Results: The study identified four distinct themes of toxic leadership behaviour - authoritarian leadership behaviour, in-group favoritism/groupthink, destructive criticism and self-centredness - with authoritarianism being the most common behaviour displayed. Conclusion: Presence of toxic leadership within the South African University community, emphasising the necessity for a comprehensive approach and strategy to address this behaviour. [ABSTRACT FROM AUTHOR]

The interplay between biotic and abiotic environments is increasingly recognized as a major determinant of spatial genetic patterns. Among spatial genetic studies, saxicolous or rock-dwelling species remain underrepresented in spite of their strict dependence on landscape structure. Here we investigated patterns and processes operating at different spatial (fine and regional scales) and time scales (using mitochondrial and microsatellite markers) in the rock hyrax (Procavia capensis (Pallas, 1766)). Our focus was on the western seaboard of South Africa and included two recognized biodiversity hotspots (Cape Floristic Region and Succulent Karoo). At fine spatial scale, significant genetic structure was present between four rocky outcrops in an isolated population, likely driven by the social system of this species. At a broader spatial scale, ecological dependence on rocky habitat and population-level processes, in conjunction with landscape structure, appeared to be the main drivers of genetic diversity and structure. Large areas devoid of suitable rocky habitat (e.g., the Knersvlakte, Sandveld, and Cape Flats, South Africa) represent barriers to gene flow in the species, although genetic clusters closely follow climatic, geological, and phytogeographic regions, possibly indicating ecological specialization or adaptation as contributing factors enforcing isolation. Taken together, our study highlights the need to consider both intrinsic and extrinsic factors when investigating spatial genetic structures within species. Key words: Afrotheria, Cape Flats, Knersvlakte, landscape connectivity, landscape genetics, phylogeography, Procavia capensis, rock hyrax. Il est de plus en plus largement reconnu que l'interaction des milieux biotique et abiotique est un déterminant majeur des motifs génétiques spatiaux. Les espèces saxicoles ou vivant dans les rochers demeurent sous-représentées dans les études de génétique spatiale, bien qu'elles soient strictement dépendantes de la structure du paysage. Nous avons étudié les motifs et processus présents à différentes échelles spatiales (fine et régionale) et temporelles (en utilisant des marqueurs mitochondriaux et microsatellites) chez le daman des rochers (Procavia capensis (Pallas, 1766)). Nous nous sommes intéressés plus particulièrement au littoral ouest de l'Afrique du Sud et avons inclus deux points chauds de biodiversité reconnus (la région floristique du Cape et le Karoo succulent). À échelle spatiale fine, une structure génétique significative est présente entre quatre affleurements rocheux dans une population isolée, qui découle probablement du système social de cette espèce. À échelle spatiale plus grossière, une dépendance écologique à des habitats rocheux et des processus à l'échelle de la population, combinés à la structure du paysage, semblent être les principaux moteurs de diversité et de structure génétiques. De grands secteurs exempts d'habitats rocheux convenables (p. ex. le Knersvlakte, le Sandveld et la plaine du Cape, en Afrique du Sud) représentent des barrières au flux génétique au sein de cette espèce, bien que des groupements génétiques concordent de près avec des régions climatiques, géologiques et phytogéographiques, ce qui pourrait indiquer que la spécialisation ou l'adaptation écologique sont des facteurs qui contribuent à l'isolement. Globalement, l'étude souligne la nécessité de tenir compte de facteurs tant intrinsèques qu'extrinsèques dans l'étude des structures génétiques spatiales au sein d'espèces. [Traduit par la Rédaction] Mots-clés : afrothériens, plaine du Cap, Knersvlakte, connectivité du paysage, génétique du paysage, phylogéographie, Procavia capensis, daman des rochers., Introduction Fundamental drivers of biodiversity include the patterns of species distributions in conjunction with their genetic structures (Silvertown and Antonovics 2001). These aspects are both biotically (e.g., dispersal ability, life [...]

Although genome-scale data generation is becoming more tractable for phylogenetics, there are large quantities of single gene fragment data in public repositories and such data are still being generated. We therefore investigated whether single mitochon- drial genes are suitable proxies for phylogenetic reconstruction as compared to the application of full mitogenomes. With near complete taxon sampling for the southern African dwarf chameleons (Bradypodion), we estimated and compared phylogenies for the complete mitogenome with topologies generated from individual mitochondrial genes and various combinations of these genes. Our results show that the topologies produced by single genes (ND2, ND4, ND5, COI, and COIII) were analogous to the complete mitogenome, suggesting that these genes may be reliable markers for generating mitochondrial phylogenies in lieu of generating entire mitogenomes. In contrast, the short fragment of 16S commonly used in herpetological systematics, produced a topology quite dissimilar to the complete mitogenome and its concatenation with ND2 weakened the resolution of ND2. We therefore recommend the avoidance of this 16S fragment in future phylogenetic work. [ABSTRACT FROM AUTHOR]

Generalist educators in South Africa shy away from music in the subjects Life Skills (Dance, Drama, Music, Visual Art, Physical Education and Personal and Social Well-being) and Creative Arts (Dance, Drama, Music, Visual Art) and universities are not delivering generalist students for the subject demands. In-service educators, as well as subject advisors, often have had no music training. The twofold purpose of this study was to determine the extent of challenges experienced in the music component of Life Skills and Creative Arts in South Africa and how this can best be dealt with. In the current study, mixed methods research was conducted to ascertain the problems experienced with music tuition in Life Skills and Creative Arts classrooms. It was found that generalist educators have to teach music, whether they have the requisite skills or not. The subject has low status and is frequently used as a filler subject for teachers. Lack of music knowledge, scarce resources, limited support and ever-changing educators are some reasons for the absence of quality music tuition. Mentoring by competent subject advisors and senior educators and the re-alignment of school and university curricula will assist music in enjoying its rightful place in the school curriculum.

Abstract: Interpopulation variation in life-history patterns are influenced by intrinsic and extrinsic factors. Life-history patterns have been intensely studied in the eusocial African bathyergid species, largely neglecting the solitary species. [...]