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In this article, the focus falls on five Hellenistic epigrammatic poets (Theaetetus of Cyrene, Antipater of Thessalonica, Bianor of Bithynia, Apollonides of Nicaea and Antiphilus of Byzantium) and epigrams they wrote on the theme of extraordinary accidents. Typically of Hellenistic epigrammatists, each poet aimed at finding novelty and surprise, or at varying (and outdoing) predecessors’ efforts. The process generated innovative language and thought, pushing the literary epigram far away from its origins in lapidary epitaphs. The article aims at demonstrating this.

Die antieke Griekse gemeenskap was uiters mededingend; veral by die adel was daar die konstante behoefte en ideaal om prestasies op die slagveld of sportveld te behaal en in die familiegeskiedenis op te neem. In die afwesigheid van die rol wat die hedendaagse media vandag in ons samelewing speel, het veral drie digters die prestasies van atlete by die antieke Olimpiese en ander spele op rekord gestel, verkondig en opgehemel: Simonides, Pindaros en Bakchulides. Hulle het ’n spesiale oorwinningslied, die epinikion, gekomponeer – ’n verhewe ode wat deur ’n koor met musiekbegeleiding voorgedra is. In hierdie artikel word uittreksels uit hierdie gedigte ontleed om die digters se siening van wenners en verloorders te illustreer.

The United Nations adopted eight Millennium Development Goals in 2000. Five of these target issues are in respect of poverty and hunger, reduction in child mortality, improving maternal health, the fighting of HIV, AIDS, malaria and other diseases, and the assurance of environmental sustainability. Relationships between nutrition, food, hunger and poverty are discussed. In the second part of the article we speculate on how some philosophical and paradigmatic approaches may influence curriculum design and curriculum development. Some policy changes regarding knowledge acquisition, knowledge development, the achievement of specific educational objectives and learners' awareness of critical social trends, as set out in the introductory part of the article, are explored. The reader's attention is then drawn to the reconstruction of societies through planned curriculating and the strengthening of learners' moral identities. The representation of critical food and nutrition-related issues are explained regarding the Science and Technology curriculum in the three South African schooling phases, namely the Intermediate Phase (Grades 4-6), the Senior Phase (Grades 7-9) and the Further Education and Training Phase (Grades 10-12). Reference is made to aspects such as energy and transfer of energy, food chains, energy and movement, photosynthesis, nutrients and food, ecosystems, food webs, food processing, water purification and balance in the ecosystem, conservation of the ecosystem, healthy diet planning, energy transformation to support life, animal nutrition, population ecology and the human impact on the environment, as well as current crises. [ABSTRACT FROM AUTHOR]

In this article we discuss the perceptions teachers (n = 45) have regarding the nutritional practices of a sample of primary school learners and their families in a resource-constrained community. We specifically focus on the needs, practices and expectations related to food consumption, which implies food production, food choice and food preparation. Our study forms the first part of a more comprehensive institutional research project. For the purpose of our study we utilised participatory reflection and action-based workshops with the participants in order to generate data, and employed interpretivism to interpret the findings. This study emphasises the need of resource-constrained and unemployed community members, who are often forced to purchase food as a reduced cost of which the quality is not optimal. An attenuated breakfast, lunch or dinner where choices are often limited to black tea, porridge and one or two slices of stale bread, confirms the manifestations of poverty in resource-constrained communities. Meals are often limited to large quantities of carbohydrates, few vegetables, canned fish, porridge with inkomazi and marog. Chicken feet and tripe may supplement the menu. Teachers emphasise the fact that community members typically rely on donations from employers, churches and grocery stores in order to supplement their food budget. Teachers furthermore focus on the needs of community members to be educated. In their view community members need to be informed in respect of food production, vegetable gardens, techniques of determining the quality of soil, irrigation and the application of sustainable crop rotation. The article concludes with achievable and informative ideas for educating rural communities. Based on these research findings an intervention programme is currently being developed, with the purpose of implementing the intervention in the various participating schools in support of healthy nutrition-related behaviour and well-being. [ABSTRACT FROM AUTHOR]

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The findings of the present study suggest that anxiety, to some extent, influences the learning of focusing, tracking and vergence. Curiosity, on the other hand, did not influence the learning of any of the visual skills under investigation in the present study. Good visual skills are essential components in achieving educational, economic and social success, and independence. A need has been identified to determine whether the visual skills of students can be improved through sports vision exercises, and whether the potential benefits derived from these sports vision exercises could be influenced by emotional states such as anxiety and curiosity. Since little research has been conducted on the relationship between the learning of visual skills and the presence of these two emotional states, one needs to determine the extent to which anxiety and curiosity affect the learning of visual skills. For the purposes of this study, a quantitative research methodology was used. A quasi-experimental approach was employed to collect data on visual skills and the effects of sports vision exercises on these visual skills. The sample consisted of second-year physiology students (n = 204) and included students of genders, various ethnicities, and ages ranging from 18 to 27 years of age. Anxiety and curiosity were measured by using the State-Trait Personality Inventory (STPI), whilst the visual skills of the participants were measured by using a battery of visual skills tests. The results proved that sports vision exercises can improve some visual skills. It should, however, be noted that anxiety levels must be controlled when administering this training. The findings of the present study suggest that anxiety, to some extent, negatively influences the learning of focusing, tracking and vergence. Curiosity on the other hand did not influence the learning of any of the visual skills under investigation in the present study. [ABSTRACT FROM AUTHOR]