Metateoretiese perspektieweop liggaamlike probleme as moontlike uitvloeisel van onverwerkte trauma

This article focuses on the close relationship between unresolved trauma and some physical problems. For most persons, the initial response to trauma is that of denial. However, emotional pain that is suppressed on a continued basis could result in physical problems. With regard to this aspect, attention is also paid to the contribution by research in the field of psychoneuroimmunology. In this regard, special emphasis is placed on the intimate relationship between body and emotions, as well as the role of the immune system. The role of unresolved trauma with regard to some specific diseases is also discussed. In conclusion, a number of specific guidelines regarding a holistic approach in the pastoral counselling of traumatized persons are presented.Acta Theologica Vol. 1 2007: pp. 1-2

'n Ondersoek na operasionele praktykvoerings en- bestuursriglyne vir stads- en streekbeplanners: Moontlike riglyne vir die privaat praktyk

Die Vryemark-ekonomie moedig die vestiging van nuwe ondememings aan asook die groei van bestaande ondernemings. Hierdie studie het van die standpunt uitgegaan dat talle persone graag ’n eie onderneming wil begin, maar nie werklik die nodige bestuursvaardigheid het nie. Die privaat praktyk kan die vergestalting van ’n wye ondememingstelsel vir die beplanner wees; dit is die vryheid van die individu om vir sy eie voordeel ’n onderneming van sy eie keuse te begin en te bedryf. Die stelsel van mededinging en handel, asook die aanmoediging om nuwe ondernemings te vestig, is tiperend van ’n verskeidenheid ondernemings waarin ook die beplanner i.t.v. geesdrif, inisiatief, vindingrykheid, kreatiwiteit en sy besondere kundigheid, uiting in ’n eie praktyk kan vind

The Mediating Influence of Role Stress on the Relationship between Adult Attention Deficit and Self-Efficacy

Adult Attention Deficit Disorder (AAD) and stress are pervasive and significant experiences with harmful consequences for both employees and organizations as a whole. This research study proposes a network of significant relationships between AAD, role stress, and self-efficacy. Adults who are experiencing the core symptoms of AAD (difficulties with task activation, concentration, effort, emotional interference, and accessing memory) are less likely to manage their role effectively and develop selfefficacy. The correlations between AAD and both role stress (r = 0.49, p \u3c 0.01) and self-efficacy (r = -0.32, p \u3c 0.01) were statistically significant, as was the correlation between role stress and self-efficacy (r = -0.44, p \u3c 0.01). The Sobel test (Z = 6.57, p \u3c 0.00) provides support for the hypothesis that role stress mediates the relationship between AAD and self-efficacy. A significant partial correlation between AAD and self-efficacy (r = -0.15, p = 0.02) remains after inclusion of the mediator (role stress), which limits the finding to partial mediation. Future research needs to draw samples from a variety of work situations

Seroprevalence of Rift Valley fever and lumpy skin disease in African buffalo (Syncerus caffer) in the Kruger National Park and Hluhluwe-iMfolozi Park, South Africa

Rift Valley fever and lumpy skin disease are transboundary viral diseases endemic in Africa and some parts of the Middle East, but with increasing potential for global emergence. Wild ruminants, such as the African buffalo (Syncerus caffer), are thought to play a role in the epidemiology of these diseases. This study sought to expand the understanding of the role of buffalo in the maintenance of Rift Valley fever virus (RVFV) and lumpy skin disease virus (LSDV) by determining seroprevalence to these viruses during an inter-epidemic period. Buffaloes from the Kruger National Park (n = 138) and Hluhluwe-iMfolozi Park (n = 110) in South Africa were sampled and tested for immunoglobulin G (IgG) and neutralising antibodies against LSDV and RVFV using an indirect enzyme-linked immunosorbent assay (I-ELISA) and the serum neutralisation test (SNT). The I-ELISA for LSDV and RVFV detected IgG antibodies in 70 of 248 (28.2%) and 15 of 248 (6.1%) buffaloes, respectively. Using the SNT, LSDV and RVFV neutralising antibodies were found in 5 of 66 (7.6%) and 12 of 57 (21.1%), respectively, of samples tested. The RVFV I-ELISA and SNT results correlated well with previously reported results. Of the 12 SNT RVFV-positive sera, three (25.0%) had very high SNT titres of 1:640. Neutralising antibody titres of more than 1:80 were found in 80.0% of the positive sera tested. The LSDV SNT results did not correlate with results obtained by the I-ELISA and neutralising antibody titres detected were low, with the highest (1:20) recorded in only two buffaloes, whilst 11 buffaloes (4.4%) had evidence of co-infection with both viruses. Results obtained in this study complement other reports suggesting a role for buffaloes in the epidemiology of these diseases during inter-epidemic periods

A Critical Reflection on the Importance of Education for Sustainable Development

The United Nations (UN) 2030 Agenda and Sustainable Development highlights the value of the Sustainable Development Goals (SDGs) in enabling societal progress. Contemporary society needs to consider sustainable development in a broader context where equity, diversity, and inclusion are integral to design of educational systems. Education can act as a disruptor that brings change to existing economic growth models misaligned with the needs and demands of modern society. As we transition to economic models that are more attuned to the needs of global society and planet, access to education, natural resources, and human talent is crucial for sustaining development, and allowing societies to continue advancing. However, it is imperative to deliberate on the necessity of adopting an alternative perspective on economic growth and its facilitation while adhering to the principles of sustainability. Inclusive, diverse, and transdisciplinary education can help to enhance quality learning, social equity, and resilience in nations, fostering intellectual empowerment, lifelong learning values, and a cohesive society. The prominence of education and its partners, training, and awareness has been recurrently underscored in UN assemblies, illuminating its capacity to address concerns such as climate change, violations of human rights, and degradation of the environment. Conversely, minimal headway in this realm indicates enduring and formidable hurdles obstructing the progress of education. Broadening the reach of education is fundamental for supporting an improved future. Although the expansion of educational opportunities is applauded, it is insufficient if the requirements of global economies are not considered. A thriving community requires substantial investment, and the capability of world economies to bring about change through capital investment is finite and dependent on access to scarce resources and their level of economic development. In addition, the fact that education has become an unattainable luxury good contributes to the widening gaps and distinctions between wealthier and less affluent nations. As such, there is a need to critically introspect on the role that education plays in driving sustainable development

Special Issue - Editorial

Editorial for this Special Issue

Education for Sustainability – Are we Forgetting the Economic Dimension?

The world\u27s economies face acute anthropocentric challenges. We are witnessing significant structural disruption, driven by an urgent need to redress a historical focus on unchecked economic growth and unequal access to resources, requiring seismic transformations of our economic, social, and educational systems. Debate about sustainable development is becoming less controversial. Yet, many countries still struggle to commit to action. Whist political leaders engage in commendable discussion on sustainable practices, impacts range from rhetoric to constrained solutions. Our socio-economic and environmental challenges require collective effort, as we witness a contestation of development models that omit environmental preservation, lack inclusivity and compromise future generations. In this context, in which we seek alternative models that are more applicable to reality, education emerges as a driving force for change. Education already plays a role in the design of the socio-political economy. So, thoughtfully designed, it can help to define our understanding of sustainability beyond political and economic selection of goals and self-serving dimensions. Given transformative character, education can help to bridge the need for an inclusive and sustainable economic development model. Through an economic lens, this paper offers critical and reflective insights into how education can contribute to the necessary transformation for the achievement of the UN Sustainable Development Goals (SDGs). We argue that, with the right changes, education and economic development can be synergistic in pursuit of circularity, thereby meeting the requirements for just and equitable access, and preventing the depletion of natural resources needed for a thriving and flourishing humanity

Effects of supplementation of limit-fed growing diets with either soybean meal or nonenzymatically browned soybean meal on steer performance

Seventy two individually fed Angus × Hereford steers (642 lb) were used to evaluate the effects of supplementing limit-fed, growing diets with either soybean meal (SBM) or nonenzymatically browned soybean meal (NSBM). Eight steers were allotted to a control diet composed of 39.1% high-moisture corn, 42% cottonseed hulls, 10.4% ground corn, 5% cane molasses 2.25% urea, and 1.5% vitamins and minerals (dry basis). The remaining steers were allotted to diets that derived 100, 80, 60, or 40% of their supplemental protein from SBM or 60, 45, 30, or 15% of their supplemental protein from NSBN. The balance of supplemental protein came from urea. All diets were formulated to contain 13.0% crude protein (dry basis). Steers were fed once daily for 80 days at 2.25% of BW. Average daily gain and efficiency did not differ (P>.05) between sources (ADG=1.932 + .103 × (% CP from SBM) + .097 × (% CP from NSBM); gain:feed=.140 + .0058 × (% CP from SBM) + .0051 × (% CP from NSBM)). The lack of response to NBSBM supplementation above that for SBM suggests that either degradable intake protein was limiting in the basal diet or a large proportion of the amino acids in the NSBM were unavailable due to overprocessing

Absence of Acanthocytosis in Huntington’s Disease-like 2: A Prospective Comparison with Huntington’s Disease

Background: Huntington’s Disease-like 2 (HDL2) is classified as a neuroacanthocytosis; however, this remains unverified. We aim to determine if acanthocytes are present in HDL2 and whether acanthocytes can differentiate HDL2 from Huntington’s disease (HD). Methods: We prospectively compared 13 HD and 12 HDL2 cases against 21 unaffected controls in Johannesburg. Blood smears were prepared using international standards and reviewed by at least two blinded reviewers. An acanthocytosis rate of greater than 1.2% in the dry smear or greater than 3.7% in the wet smear was designated a priori as the threshold for clinical significance based on previously established standards. Flow cytometry was performed on all but four of the cases. Red cell membrane protein analysis was performed on all participants. Results: There were 12 HDL2, 13 HD, and 21 controls enrolled. None of the HD or HDL2 participants had defined acanthocytosis or other morphological abnormalities. None of the HD or HDL2 cases had evidence of an abnormal band 3. Discussion: Acanthocytosis was not identified in either HDL2 or HD in our patient population. Our results, based on the first prospective study of acanthocytes in HDL2 or HD, suggest that screening for acanthocytes will not help establish the diagnosis of HD or HDL2, nor differentiate between the two disorders and raises the question if HDL2 should be placed within the neuroacanthocytosis syndromes