Kontrakulturele aksies op onderwysgebied

The author deals with the school criticism of the so-called "new humanism" in terms of a radical rejection of the existing norms of the Western welfare society, together with a rejection of the values and lifestyle of the "establishment". Counter-cultural criticism wishes to attain the utter destruction of existing school systems and structures

Kultuuropvoeding en die gemeenskap: Enkele christelike-wetenskaplike perspektiewe. Deel 1

In 'n vorigc arlikel (Sclioeniun, 1990:511-534) liet dit gegaan oni die blootlegging van beskawingsontwikkelingsnorme wat in ’n funderende tydsrigting ten opsigte van die liisioriesc aspek gelce is, en is die a andag toegespits op kiiltiiurverdieping soos dit gckoiistiliieer word deuir die voor-historiese bestaanswyses van die opvoedeiing. In die onderhawige artikel word gefokus op beskawingsontwikkelingsnorme wat in ’n regulatiewe, oflcwel transendentaie tydsrigting vanaf die historiese aspek van die werklikheid gelee is, en word die nioo n tlik h ed e van kiiltuurverdiep ingdeur die na-historiese asp ek te van die menslike b e staan tentatief aan die orde gestel, aangesien ontslote kiiltmirontwikkcling sonder iiitsondering in verband staan met die regiilatiewe rigting van die hisloriese aspek (Dooycweerd, 1955; 265 266)

Die kultuurtaak van die skool: Opvoeding tot beskawingsmondigheid: ’n Christelik - wetenskaplike perspektief. Deel I

Even to the casual observer, it is apparent that there is a definite relationship between the education of the child, his cultural heritage, and the cultural environment within which the educational enterprise is set in motion. The status and position of culture as educational objective, however, has become problematic, especially in a country like South Africa where cultural differences have for many decades provided the foundation for serious disparities in the provision of education to its citizens. Where the RSA is apparently on the verge of radical and far-reaching change regarding its future educational policies, the following questions have to be addressed: Can culture be regarded as a regulating principle (like for instance the Christian) which must (co-) determine the spirit and direction of education? Or is culture merely the necessary facilitator which provides for adequate and tension free education, regardless of the nature of the society in which education manifests itself? The current demand to promptly and irrevocably expunge a system of fragmented and therefore repressive and unjust educational control (which is undeniably founded on the cultural differences which exist in this country), by implication also relativizes the role culture has to play in the education of the child. A fundamental reconsideration of the relationship between education and culture, as well as of the question as to whether cultural development can still legitimately be incorporated as a part of education which is no longer to be tom asunder solely on account of political strategies, is therefore essential at this stage. It should be ascertained what the impact of culture is on education in general, and whether and to what extent a concept like cultural maturity can function as an acceptable and legitimate educational objective for a non-repressive, non-racial but multi-cultural South African society

Vrae na die sin van die werklikheid met verwysing na die Agogiese

Questions about reality with special reference to the agogical. Reflection on the meaning of reality and man's existence is peculiar to human beings and virtually as old as man himself. This problem has been addressed in the works of philosophers through the ages, and was brought to a head during the twentieth century by exponents of the extentialist philosophy. It is also of relevance for the education is t. This article is an attempt to elucidate this problem and its bearing on education against the background of the Scriptural basic motive of creation, fall and redemption and the Christian cosmonomic idea which is the transcendental basic idea of reformational philosophy

Escapement of the Cape rock lobster (Jasus lalandii ) through the mesh and entrance of commercial traps

Metal-framed traps covered with polyethylene mesh used in the fishery for the South African Cape rock lobster (Jasus lalandii) incidentally capture large numbers of undersize (<75 mm CL) specimens. Air-exposure, handling, and release procedures affect captured rock lobsters and reduce the productivity of the stock, which is heavily fished. Optimally, traps should retain legalsize rock lobsters and allow sublegal animals to escape before traps are hauled. Escapement, based on lobster morphometric measurements, through meshes of 62 mm, 75 mm, and 100 mm was investigated theoretically under controlled conditions in an aquarium, and during field trials. SELECT models were used to model escapement, wherever appropriate. Size-selectivity curves based on the logistic model fitted the aquarium and field data better than asymmetrical Richards curves. The lobster length at 50% retention (L50) on the escapement curve for 100-mm mesh in the aquarium (75.5 mm CL) approximated the minimum legal size (75 mm CL); however estimates of L50 increased to 77.4 mm in field trials where trapentrances were sealed, and to 82.2 mm where trap-entrances were open. Therfore, rock lobsters that cannot escape through the mesh of sealed field traps do so through the trap entrance of open traps. By contrast, the wider selection range and lower L25 of field, compared to aquarium, trials (SR = 8.2 mm vs. 2.6 mm; L25 =73.4 mm vs. 74.1 mm), indicate that small lobsters that should be able to escape from 100-mm mesh traps do not always do so. Escapement from 62-mm mesh traps with open entrance funnels increased by 40−60% over sealed traps. The findings of this study with a known size distribution, are related to those of a recent indirect (comparative) study for the same species, and implications for trap surveys, commercial catch rates, and ghost fishing are discussed

Vrae na die verwantskap tussen wys begeerte en vakwetensk ap, met verwysing na opvoedkunde en sy vak filosofie

In this paper it is argued that the pursuit of all special sciences is always intimately interwoven with, and can in fact never be separated from, presuppositions which are essentially philosophical in nature. The peculiar nature of philosophy is investigated and the relationship between philosohpy and the various special sciences is indicated. From this survey it is concluded that particular philosophical presuppos it ions exert an a priori influence on the most concrete problems of any particular science. It thus becomes apparent that even education as a special area of scientific investigation can never be regarded as possessin g an essential autonomy with respect to philosophy in the sense of a theory of reality

Voorwoord / Preface

From text: In order to describe contemporary social work contextually, a synopsis of developments in the discipline is called for. Various developmental phases in the profession are described in the research. Concerning the South African context, Potgieter (1998: 20-4) distinguishes three phases, namely social welfare in South Africa in the preapartheid era, that of the apartheid era and that of what he terms “the new era 1990 and beyond”. During the pre-apartheid area, social work in South African was primarily focused on the effects of poverty and unemployment which went hand-in-hand with urbanisation and industrialisation

Phylogenetic analysis to define feline immunodeficiency virus subtypes in 31 domestic cats in South Africa

Feline immunodeficiency virus (FIV), a lentivirus, is an important pathogen of domestic cats around the world and has many similarities to human immunodeficiency virus (HIV). A characteristic of these lentiviruses is their extensive genetic diversity which has been an obstacle in the development of successful vaccines. Of the FIV genes, the envelope gene is the most variable and sequence differences in a portion of this gene have been used to define 5 FIV subtypes (A, B, C, D and E). In this study, the proviral DNA sequence of the V3-V5 region of the envelope gene was determined in blood samples from 31 FIV positive cats from 4 different regions of South Africa. Phylogenetic analysis demonstrated the presence of both subtypes A and C, with subtype A predominating. These findings contribute to the understanding of the genetic diversity of FI