A SOLUTION-BUILDING METAPHORICAL CONCEPT FOR DIRECT SOCIAL WORK WITH CHILDREN: AN EXPLORATORY STUDY

As a practicing social worker the researcher was interested in a specific metaphorical conceptthat was used in a private practice context during direct social work intervention with children.The metaphbrlcal concept was subjected to methodological analysis to determine and describeits applicability with the aim of adding to the body of knowledge regarding the use ofmetaphors in direct work with children from a solution-focused perspective. The underlyingmetatheory was social constructionism with specific reference to solution-focused andstrengths-based social work practice.It was found that the particular metaphorical concept had specific functions that could belinked to solution-building questions and play actions. Adaptations to the basic metaphor wereobserved when it was used as part of sensory play, biblioplay and to enhance posttraumaticplay

Breeding season and breeding potential of the greater cane rat (Thryonomys swinderianus) in captivity in South Africa

The cane rat, Thryonomys swinderianus, is an aseasonal breeder. It has a very low fecundity rate with an average litter size of 2.9 (range 1-5), producing a maximum of two litters per annum. The low annual fecundity is the direct result of the extended gestation period of the cane rat which exceeds 150 days in duration

Foetal growth curves and seasonal breeding in the Natal clinging bat Miniopterus schreibersi natalensis

Growth of the foetus of Miniopterus schreibersi natalensis is described. The gestation period in this subspecies is 240 days of which 120 days is the period of delayed implantation. Birth mass is taken as 2,7 g from measurements of near-term foetuses. Foetal growth follows a typical J-shaped curve during the last half of the gestation period. Young of M. s. natalensis are proportionately lighter at birth than many other mammals.Fetale groei in Miniopterus schreibersi natalensis word beskryf. Die dragtigheidsperiode in hierdie subspesies is 240 dae, waarvan 120 dae 'n periode van vertraagde implantering is. Geboortemassa is 2,7 g en is bereken uit gegewens verkry van fetusse net voor geboorte. Fetale groei volg 'n tipies J-vormige kurwe gedurende die laaste helfte van die dragtigheidsperiode. Die kleintjies van M. s. natalensis is proporsloneel llgter by geboorte as baie ander soogdiere

Schizamniogenesis in the rusty bat, Pipistrellus rusticus

Rusty bats are seasonally monoestrous, carrying a single foetus in each of the two uterine horns. Implantation is superficial with amniogenesis initiated very early during embryogenesis. Contrary to most other bat species where the amnion is formed by folding, it is formed by cavitation in the rusty bat

The Use of Learning Support Materials in Rural Schools of Maputaland, KwaZulu-Natal, South Africa

The African Coelacanth Ecosystem Programme (ACEP) was established in 2002 after the discovery of a colony of coelacanths off the Maputaland coast at Sodwana Bay, KwaZulu-Natal. The environmental education and awareness sub-programme developed learning support materials for use in schools and the materials were disseminated annually through teacher education workshops. This study aimed to uncover the use of these learning support materials in the rural schools of Maputaland. The active learning framework, originally proposed and developed by O’Donoghue (2001), was used to analyse the materials. Collectively, the ACEP materials cover a range of active learning aspects; however alignment with the curriculum has resulted in an increased focus on experiments, accompanied by a loss of environmental content and a narrowing scope for active environmental learning. Workshop questionnaires and four school case studies revealed the patterns of practice of use of materials in schools. The stated use of materials by teachers is not fully realised in the actual classroom practice which centres on learning content and concept definitions. There is no culture of use of materials in the schools following the annual introduction of ACEP materials. It was also found that the marine and coastal knowledge holding power is outside the realm of the teachers’ practice and control. The findings of this study come at a time when there is uncertainty over the future of South African education and the curriculum. This research may inform the environmental education and coastal and marine education field as to their role in education and more specifically the development of learning support materials

A consumer perspective on food labelling: ethical or not?

This article provides a review of ethical food labelling from a consumer perspective and makes recommendations to the food industry and regulators regarding ethical food labelling in order to satisfy consumers’ food-labelling needs. Various studies have found that many consumers have negative perceptions regarding food labelling. However, research on consumers’ perspectives regarding ethical food labelling has been accorded little attention. This article addresses this topic through a review of the relevant literature of mostly quantitative research, but also includes qualitative and mixed method studies. The article examines such aspects as the trustworthiness of claims on food labels, intelligibility of label information, listing of food additives on labels, and labelling of genetically modified foods. As negative perspectives on food labelling are likely to affect consumers’ decision making regarding the purchasing of food products, the food industry must realise their responsibility to provide ethical food labels. The food industry and regulators should aim to provide risk communication and intelligible information through ethical food labels and consumer education programmes on food labelling. Consumers need to be aware of their right to know what they are purchasing through ethical food labels and take a stand in this regard

INFORMATION COMMUNICATION TECHNOLOGIES (ICTs) AND INCLUSIVE PEDAGOGY: A SOUTH AFIRCAN PERSPECTIVE

The world of technology in education has grown rapidly and at an alarming rate. In South Africa, in particular more and more technology has been adopted towards teaching and learning. This came amidst the implementation of inclusive education. This study therefore sought to analyse the role of ICTs and social media in relation to enhancing the pedagogy of inclusion. The study was a qualitative Participatory Action Research