Academy of Science of South Africa (ASSAf): Open Journal Systems
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Folklore genre designation among the Manden peoples
No full textIn this article I deal with the problem of division into genres and genre designation in the oral tradition of the Bamana, Maninka, and Dyula. These people belong to the Manden or Mandinka, Mandingo peoples (Mali, Guinea, and Burkina Faso). For comparison, the names of similar genres among the Dogon are also given, as the Dogon consider themselves a Manden people, even though their languages do not belong to the Mandé language family. Both expeditionary materials and written sources were used. Almost all the words related to genre formation were recorded, and a description of the genres themselves was given. It was interesting to understand what features are important for choosing genres for Manden peoples. Due to cultural characteristics and historical development, the generally accepted division into genres is not entirely suitable for the Manden peoples and forms a “Procrustean bed” for their subdivision. First of all, the degree of ‘seriousness’ of the genre is important, that is, its significance for tradition: ‘true’ texts are opposed to fictional ones. The degree of rituality of the folklore text is also significant. Restrictions on the performance of texts are associated with the ability to control the occult power of nyama energy. An important role in this is played by the presence of the griot tradition. Also, a formal feature plays a role in defining various folklore genres
Transitions, transformations, and translocations of African oral literature in the 21st century
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The ethical imperative: continuing professional development in dentistry
Get PDFDentistry is not a static art; it’s a dynamic science. The landscape of dental care, with its technological advancements, evolving treatment modalities and shifting patient expectations, is in perpetual flux. To maintain the relevance and efficacy of our practice, we must acknowledge this inherent dynamism. The ethical framework of our profession compels us to adapt to change and growth, both for our patients’ benefit and our professional responsibility. In our noble profession, where the pursuit of knowledge is as vital as the precision of our tools, we are often faced with the question of whether we fully embrace the journey of continuing professional development (CPD). It’s a question that reaches the heart of our ethical commitment to the wellbeing of our patients, the integrity of our practice and the vitality of our profession itself
Knowledge and perception of oral health professionals regarding the National Health Insurance
Get PDFOral health professionals (OHPs) are key stakeholders in the implementation of the National Health Insurance (NHI) in South Africa. Therefore, the views of this cohort on the NHI are invaluable to the successful implementation of the programme.The aim of the study was to explore the perception of OHPs regarding the NHI. This national study was conducted with eligible OHPs in South Africa. A descriptive cross-sectional survey was conducted with 377 OHPs. Data was collected using an electronic semi structured questionnaire. Statistical Package for Social Sciences version 28 was used to analyse data. Of the 377 respondents, the majority were female (58.9%), dentists or specialists (52.0%), public sector employees (53.6%), had a postgraduate qualification (58.4%) and had a maximum 10 years’ working experience (67.6%). Overall, most participants (231 = 61.3%) were knowledgeable and had positive expectations about the NHI. Yet, 180 (47.7%) perceived the NHI would have a deleterious impact on the private sector and oral health in general 203 (53.8%). A total of 165 (43.8%) OHPs believed the NHI would fail, while 287 (76.1%) thought the NHI should be amended or combined (210 = 55.7%) with existing medical schemes. OHPs were knowledgeable and positive about the NHI. However, serious concerns prevail in this cohort regarding implementation and impact of the NHI, especially in the private sector
Determining the efficacy of push-pull for management of Eldana saccharina (Walker (Lepidoptera: Pyralidae) in sugarcane through on-farm field trials in KwaZulu-Natal
No full textAn area-wide integrated pest management (AW-IPM) programme was developed to improve management of Eldana saccharina Walker (Lepidoptera: Pyralidae), a major pest of South African sugarcane. Push-pull technology is an important component of this AW-IPM approach. The sugarcane push-pull programme uses plants which are both repellent (Melinis minutiflora P. Beauv. (Cyperales: Poaceae)) and attractive (Cyperus dives Delile and Cyperus papyrus L. (both Cyperales: Cyperaceae) to E. saccharina. Previous research demonstrated the efficacy of push-pull in the Midlands North region of KwaZulu-Natal (KZN), South Africa. To date, little research has been conducted in coastal sugarcane growing areas. The aim of this study was to assess the feasibility of using push-pull for management of E. saccharina in coastal KZN, using large-scale on-farm field trials conducted on five model farms. On each farm, wetland habitats were rehabilitated with pull plants (C. dives and C. papyrus) and fields were intercropped with the repellent grass M. minutiflora. Eldana saccharina damage and infestation levels were recorded to assess the efficacy of push-pull, using a multiple before-after-control-impact (mBACI) design. Push-pull treatment sites showed a significant reduction in mean percentage stalk damage and E. saccharina abundance relative to control sites. Furthermore, stemborer surveys in wetland habitats revealed higher numbers of E. saccharina within Cyperus spp. stands. Pull plants were therefore effective at attracting E. saccharina away from sugarcane. The success of the push-pull trials in this study indicates that it is a useful tool for managing E. saccharina populations in coastal sugarcane, especially in conjunction with other management practices
PROVIDING A LEGAL DEFINITION FOR CYBERBULLYING IN SOUTH AFRICA
No full textTraditional bullying is not a new phenomenon, and this behaviour has plagued many countries. It has received a wide interpretation by many academics seeking to define this concept. Bullying itself may take various forms and it has developed and adapted to changing times throughout history. One such adaptation arose owing to the expansion of the Internet – in the form of online bullying or cyberbullying. Although bullying has been given various definitions, cyberbullying in South Africa has not been given a legal definition, and perpetrators are therefore not disciplined in the appropriate manner. Introducing a legal definition would assist law enforcement to regulate cyberbullying and protect victims from harm. Advances in technology have created many opportunities for people to communicate across the world. At the same time, they have also created unintended consequences, such as allowing online users to harm each other. Although bullying has existed for a long time, the threat of cyberbullying online is arguably worse than its traditional counterpart. Scholars have attempted to provide definitions of cyberbullying. However, there is confusion and there are contradictory views regarding the characteristics of this conduct. Recommendations are made on what the requirements should be for a legal definition of cyberbullying. A comparative analysis of the United States and Canada is relied upon to establish clarity on this conduct
Transforming students’ perceptions of selfhood through pedagogical theatre strategies
Get PDFTraditional approaches to postgraduate psychological education are inherently reductionistic – drawing on positivist theoretical models designed for understanding our physical bodies rather than our thoughts, feelings, and actions. Taking a decolonial stance, and advocating for critical reflexivity, this paper argues that theatre holds a potential space for students to engage with selfhood in complex ways. Positioned within critical pedagogy, theatre strategies can present vital opportunities to personalise historical eras, enabling intertwined psychodynamic, cultural, economic, and ideological factors to impact sensuously, emotionally, and cognitively on students. Such immersive opportunities can foster students’ awareness of the social embeddedness of subjectivity, prior to their engagement with clinical practice. Drawing on Fugard’s political tragedy, ‘Sorrows and Rejoicings’, possible guidelines are suggested as to how theatre can educate students about the impact of taken-for-granted social-political attitudes, norms, and values on selfhood. 
Paragons of inequality: Challenges associated with online learning at a selected rural university in South Africa
Get PDFIn the wake of the COVID-19 pandemic, higher education institutions (HEIs) globally were forced to abruptly transition from traditional face-to-face classrooms to online classrooms in order to salvage teaching and learning. This was especially tougher for HEIs in the Global South where little to no infrastructure and technologies had been rolled-out prior to the pandemic. Navigating this ‘new normal’ was even tougher for poor rural institutions and students who were already grappling with several inequalities. Against this background, this study explored the challenges associated with online learning at a rural university in South Africa. The study was grounded in the connectivism learning theory and was underpinned by a qualitative approach. To this end, data were collected using in-depth interviews and analysed thematically. The findings revealed that students and staff were grappling with connectivity problems, lack of technological skills, academic dishonesty, and poor attendance, among other things. Because online learning will remain a feature of HEIs for the foreseeable future, the study thus recommended that governments and non-government actors work together to ensure that learning technologies filter to students in least technologically accessible areas to create a genuinely inclusivepedagogy. The study also recommended that additional support be provided for students and teachers to ensure effective participation, and that universities actively promote the creation of online communities where students can connect so as to avoid isolation and solitude that have been known to be features of online learning
