Vryheid en gebondenheid in die ekonomie van die Republiek van Suid-Afrika

Toe ek ingewillig het om u toe te spreek oor „Vryheid en gebondenheid in die Ekonomie van die Republiek van Suid- Afrika” het ek nie besef dat dit ’n onderwerp is wat veel meer diepgaande studie vereis as waartoe iemand wat tot ’n groot mate die kantoor en studeerkamer verruil het vir die plaas in staat is nie. Ek is dus bevrees dat ek nie reg sal kan laat geskied aan so ’n belangrike onderwerp nie en u hoë verwagtings waarskynlik sal teleurstel

Minimum vereistes vir 'n Suid-Afrikaanse onderwysstelsel: 'n Nederlands-Belgiese perspektief1

A common element among the different educational interest groups in South Africa is the expectation that a new education system should be acceptable to the international community. This expectation could therefore serve as one of the determinants that might guide the development of an education system that could serve the educational needs of a majority of interest groups. This article is the result of qualitative research by means of which the opinions of Belgian and Dutch communities were identified. These opinions regarding the education system policy, education system administration, school system and supportive services of the South African education system, can also be viewed as an exponent of the opinion of the international community

Die noodsaak van kultuurdifferensiasie in die onderwys

In this article the author discusses the necessity of cultural differentiation in education. Following a brief introduction in which various viewpoints are compared and contrasted, he outlines the concepts of culture, education and educational system, following this by a discussion of the interaction between culture and the educational system. He further illuminates this by referring to a number of the modes of existence of educational systems. In the physical manifestation of an educational system three main components can be distinguished, viz. educational policy, educational administration and execution of education. After a close reasoning and explication of these points, he comes to the conclusion that the educational system also belongs to culture, in that the educational system is man's most comprehensive cultural product in the field of education and teaching. This leads to the second part of the article where close attention is paid to the links between culture and the aims of education, between culture and the cirriculum. He comes to the final conclusion then that cultural differentiation is essential in education. Each country with a multi-cultural society has to work hard, through research and honest reflection, to enrich and to refine the existing practices in education

Cardiogenic shock – a look at acute functional mitral incompetence

A 44-year-old man presented with cardiogenic shock secondary to acute functional mitral incompetence as well as septic shock related to pneumonia. The patient  deteriorated haemodynamically despite adequate medical therapy. An echocardiogram revealed a massive mitral incompetence and an ejection fraction of 32%. An intra-aortic balloon pump was placed and the patient improved dramatically. On day 6 after admission the echocardiogram was repeated, revealing a mild mitral incompetence and an ejection fraction of 58%

A neuronal network model of interictal and recurrent ictal activity

We propose a neuronal network model which undergoes a saddle-node bifurcation on an invariant circle as the mechanism of the transition from the interictal to the ictal (seizure) state. In the vicinity of this transition, the model captures important dynamical features of both interictal and ictal states. We study the nature of interictal spikes and early warnings of the transition predicted by this model. We further demonstrate that recurrent seizures emerge due to the interaction between two networks.Comment: 9 pages, 7 figure

Food items consumed by students attending schools in different socio-economic areas in Cape Town, South Africa

Objective: We investigated the food consumption patterns of adolescent students at schools. Our findings are intended to reveal the overall nutritional quality of foods eaten by students at school, including foods brought to school and foods purchased at school. Methods: A questionnaire was completed by 476 students, mostly from grades 7 and 10, from 14 schools in Cape Town, South Africa. The schools were representative of the various ethnic groups and socioeconomic strata of the population. The questionnaire requested information on eating habits at school, foods brought to school and food purchases, and breakfast consumption before school. We also tested whether students knew which foods are healthy and which are less healthy choices. Results: The students were mostly 12 to 16 y of age (mean age 14.5 y). The large majority had breakfast before school (77.8%) and ate at school (79.7%). Food was brought to school by 41% to 56%, whereas 69.3% purchased food at school, mainly at the school store (tuck shop). Predefined “unhealthy” foods brought to school outnumbered “healthy” ones by 2 to 1. Among students who purchased food at school, 70.0% purchased no healthy items, whereas 73.2% purchased two or more unhealthy items. With six foods 84% of students correctly stated whether they were healthy or unhealthy; however, with cola drinks, samoosas (deep-fried pastry with spicy filling), and pies, only 47% to 61% knew that these were less healthy choices. Students’ scores on this question were unrelated to whether they purchased healthy or unhealthy foods. Students who attended schools of high socioeconomic status were twice as likely to bring food to school (64.7% versus 31.0%, P < 0.001), scored higher marks on the quiz of healthy versus unhealthy foods (P < 0.01), but were no more likely to purchase healthy food. Conclusions: The large majority of food eaten by adolescent students in Cape Town is classified as being unhealthy choices. This applies to foods brought to school and food purchases. Consideration needs to be given to policy measures to improve this situation and to improve education of students and their parents

Isotopic Production Cross Sections in Proton-Nucleus Collisions at 200 MeV

Intermediate mass fragments (IMF) from the interaction of $^{27}$Al, $^{59}$Co and $^{197}$Au with 200 MeV protons were measured in an angular range from 20 degree to 120 degree in the laboratory system. The fragments, ranging from isotopes of helium up to isotopes of carbon, were isotopically resolved. Double differential cross sections, energy differential cross sections and total cross sections were extracted.Comment: accepted by Phys. Rev.