Has Affirmative Action Reached South African Women?

South Africa has unfortunately inherited a work environment based on an economic system characterised by deprivation, political instability, adversarial labour relations, cheap migrant labour, and massive income and wealth disparities. The world of work is also characterised by an appalling systematic discrimination against Blacks, women, and people with disabilities. Affirmative action has been the only policy instrument used by the Democratic South Africa to redress the past imbalances. In line with the Employment Equity Act No. 55 of 1998, the beneficiaries of this action are mainly African women (Blacks, Coloured, and Indians including disabled people). This has been justified by the fact that they were subjected to innumerable forms of discrimination and bias in the past. The policies of Affirmative Action are a system of political tools used to level the playing field. They focus on policies and strategies needed to redress past racial imbalances in the workplace, education, gender equality, and the like. This paper examines the strategy of Affirmative Action in South Africa harnessed to redress past wrongs and its effectiveness in so doing

Promoting the well-being of higher education: Re-engineering of transnational nursing education

Internationalization of nursing education has become a priority of academic institutions’ strategic plans and visions allowing for greater autonomy and inter-connectedness of the nursing profession.  South African universities have, in recent years, engaged in international partnerships, influencing the delivery and facilitation of transnational nursing education (TNE) or cross-border nursing education, involving the steady increase of international student enrolment, particularly from other African nations. Whilst, much has been written about international partnerships relevant to other forms of higher education, minimal research has been done and reported on for cross-border nursing education and partnerships. This provided the rationale for this study to examine and explore TNE challenges by using actual participant examples and experiences. Using a qualitative, multiple case-study approach to sample local, national and international nursing education institutions, academic leaders and nurse graduates, the study attempted to identify challenges and best operating practices in TNE implementation and facilitation. The study aimed to highlight regulatory, administrative and quality assurance factors that challenged TNE’s successful delivery and findings revealed that these programmes are still challenged alluding to it being a ‘for profit’ arrangement. The study, further concluded that, for international students to adapt academically and socially and be in a position to fulfil the requirements of their respective academic programmes, a culturally and socially inclusive teaching and learning environment needed to be provided. This will ensure that the standard of the programme remained consistently high and globally competitive increasing the credibility of the educational institution and the country’s higher education system

Deconstructing career myths and cultural stereotypes in a context of low resourced township communities

The current research presents the voices of black adolescents struggling to emerge from the shadow of the Apartheid legacy, focusing on the career beliefs that are perpetuated in low socio-economic communities and negatively influence career opportunities. Inaccurate information can result in career myths, which can have a negative impact on career development. The present study uses the Systems Theory Framework (STF) as a means of engaging with clients from marginalised groups. It also offers a mechanism to explore the impact of overlooked career influences such as culture, religion, community and socio-economic conditions. The qualitative career measure, My System of Career Influences (MSCI), was used to explore the factors that contribute to career decision-making. Specifically, widely shared irrational beliefs that had prevented participants from applying to tertiary institutions were examined. Career misconceptions were grouped according to Stead and Watson’s (1993) career myths, namely: 1) test myths; 2) misconceptions of exactitude; 3) self-esteem myths; and 4) career anxiety myths. The meaning-making that adolescents from disadvantaged contexts undergo, based on their unique constellation of contextual career influences and their resultant story-telling, is intrinsic to understanding local South African career identities embedded in township communities.Keywords: career beliefs; career decision-making; career development; career myths; My System of Career Influences; South African township; Systems Theory Framewor

Success Factors for Creating Spin-Out Companies by South African Publicly Financed Research and Development Institutions: A Resource-Based View Perspective

Technology commercialisation using spin-out companies has shown to be a viable option by publicly financed research and development (R&D) institutions internationally. In South Africa (SA) this trend of spin-out company creation for technology commercialisation is anticipated to be on the rise since the inception of the Intellectual Property Rights from Publicly Financed Research and Development Act number 51 of 2008 (IPR-PFRD Act). This study aimed at trying to understand the factors that influence the successful creation of spin-out companies by SA publicly financed R&D institutions, utilising the RBV as the main theoretical framework. A survey questionnaire was distributed using a purposive sample approach to 49 key individuals (technology transfer professionals) who have been involved in spin-out creation in the past and the response was received from 17 respondents. A mixed methods research methodology was utilised and the data was presented using descriptive statistics and narration. The results of the data indicate a similar pattern to international trends and in some instances unique resource combinations that are relevant to SA

Utilising the Healy and Jenkin’s Research Teaching and Curriculum Design Nexus to transform undergraduate nursing research communities of practice

In science, research is known to be a diligent systematic inquiry into nature and society or both. It assists in validating and refining existing knowledge and generating new knowledge. Lecturers and scholars have embraced the integration of evidence-based practice into the nursing education curriculum in numerous ways. Although the learning competencies necessary for research competencies amongst undergraduate nurses include an understanding of the basic concepts and processes of research methods, it does not adequately support student preparedness for the attainment of postgraduate research competencies. The design of this study adopted a qualitative, exploratory and descriptive course of enquiry that explored current pedagogical research practices amongst lecturers and supervisors. A case study approach utilising, specifically, a cross-case analysis helped provide a clear picture of institutional pedagogical practices related to the topic of inquiry and its implementation thereof. The cases from approved local, national and international higher education institutions formed the setting for the study. Lecturers facilitating and supervising undergraduate and postgraduate research studies comprised the target population of a purposive sampling selection. In this study, the authors utilised the Healey and Jenkins Teaching Nexus to show that the research engagement of students and nursing research communities of practice can be strengthened if embraced by sound pedagogical practices. The Nexus outlines four concepts that guide the pedagogical practice of the research module that promotes undergraduate students as researchers. The authors of this article concluded that it was necessary to engage students as producers and not merely as consumers of knowledge. In this study, the researchers also utilised the Nexus to show students’ engagement in fostering different teaching approaches to research knowledge acquisition

Comparative metabolism as a key driver of wildlife species sensitivity to human and veterinary pharmaceuticals

Human and veterinary drug development addresses absorption, distribution, metabolism, elimination and toxicology (ADMET) of the Active Pharmaceutical Ingredient (API) in the target species. Metabolism is an important factor in controlling circulating plasma and target tissue API concentrations and in generating metabolites which are more easily eliminated in bile, faeces and urine. The essential purpose of xenobiotic metabolism is to convert lipid-soluble, non-polar and non-excretable chemicals into water soluble, polar molecules that are readily excreted. Xenobiotic metabolism is classified into Phase I enzymatic reactions (which add or expose reactive functional groups on xenobiotic molecules), Phase II reactions (resulting in xenobiotic conjugation with large water-soluble, polar molecules) and Phase III cellular efflux transport processes. The human-fish plasma model provides a useful approach to understanding the pharmacokinetics of APIs (e.g. diclofenac, ibuprofen and propranolol) in freshwater fish, where gill and liver metabolism of APIs have been shown to be of importance. By contrast, wildlife species with low metabolic competency may exhibit zero-order metabolic (pharmacokinetic) profiles and thus high API toxicity, as in the case of diclofenac and the dramatic decline of vulture populations across the Indian subcontinent. A similar threat looms for African Cape Griffon vultures exposed to ketoprofen and meloxicam, recent studies indicating toxicity relates to zero-order metabolism (suggesting P450 Phase I enzyme system or Phase II glucuronidation deficiencies). While all aspects of ADMET are important in toxicity evaluations, these observations demonstrate the importance of methods for predicting API comparative metabolism as a central part of environmental risk assessment

Inflammation: the foundation of diseases and disorders. A review of phytomedicines of South African origin used to treat pain and inflammatory conditions.

Great interest in herbal medicine as a potential source of phytopharmaceuticals has created the need to review common factors responsible for major diseases and body disorders. This review shows one such common factor in inflammation and the role herbal medicine can play. Traditional medicinal herbal remedies in the southern African region have long been used to treat various pain- or inflammation-related symptoms. Although the precise mechanisms of action of many herbal drugs have yet to be determined, some of them have been shown to exert anti-inflammatory and/or antioxidant effects in a variety of cells in the human and animal bodies. There is increasing evidence toindicate that both peripheral and central nervous system cells play a prominent role in the chronic inflammatory responses in the body system and anti-inflammatory herbal medicine and its constituents are being proved to be a potent protector against various pro-inflammatory mediators in diseases and disorders. These mediators have therefore been suspected of being the functional basis of diseases and disorders. The structural diversity of these medicinal herbs makes them a valuable source of novel lead compounds against the therapeutic molecular targets, cytokines and mediators, that have been newly discovered by the platforms of genomics, proteomics, metabolomics and highthroughput technologies. This article reviews the basic mechanisms of inflammation and the potential of 123 southern African plant species to be effective as chronic inflammatory disease preventive agents. With one third of these species there are no indications of the chemical composition, indicating possible subjects for further research

Impact of a primary school-based nutrition and physical activity intervention on learners in Kwazulu-Natal, South Africa: A pilot study

Background. The opportunity for children to be physically active during school hours is rapidly decreasing in selected schools. This study evaluated the effects of a nutrition and physical activity (NAP) intervention incorporated within the school curriculum. Study design and methods. A prospective empirical pilot study with an intervention and an assessment of pre- and post-intervention fitness. Learners completed a NAP questionnaire and participated in a battery of fitness tests before and after intervention. Setting. A purposive sample of four primary schools in KwaZulu-Natal was selected by the provincial Department of Health. Interventions. The NAP intervention was designed to introduce various methods of physical activity and healthy nutritional habits within the school's existing curriculum. Classroom-based intervention materials were developed to provide cost-effective and, more importantly, a sustainable intervention. Results. Post-intervention results showed a significant increase (p<0.05) in the average number of sports participated in by each learner during physical education / life orientation periods. Learners were motivated to participate in physical activity including games and sports during break times. A general increase in after-school activities from pre- to post-intervention per learner was noted. Conclusion. A school-based physical activity and nutrition intervention programme has the potential to increase the physical activity of learners and to a lesser degree their nutritional behaviour