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Background. Meconium-stained amniotic fluid (MSAF) may reflect normal fetal gut maturation or may indicate fetal compromise. Protocols on the management of newborns with grade 3 MSAF exposure who do not require immediate resuscitation at birth, are required. Objectives. To determine the outcomes of newborns born through grade 3 MSAF. Methods. A retrospective chart review was conducted at King Edward VIII Hospital (KEH) in Durban, KwaZulu-Natal (KZN), South Africa (SA) from 1 January to 31 December 2018. Data were collected from 238 newborns born through grade 3 MSAF to determine the incidence of neonatal sepsis, respiratory complications and neurological complications associated with grade 3 MSAF exposure. Descriptive statistics were used. Result. Neonatal sepsis was suspected in 10.5% of the grade 3 MSAF-exposed newborns and confirmed in 1.7% of the cases. Respiratory distress occurred in 18.9% of newborns, with 9.2% requiring supplementary oxygen. Neurological complications occurred in 2.9% of grade 3 MSAF- exposed newborns and 2.2% of newborns complicated with seizures Conclusion. There was a low rate of neonatal sepsis, respiratory distress, neurological complications and perinatal asphyxia in newborns exposed to grade 3 MSAF. Neonates who are stable at birth can be observed in the postnatal ward for a short period after birth before discharge. [ABSTRACT FROM AUTHOR]

The introduction of outcomes-based education in South Africa placed many challenges on the transformation of science classrooms. The 2009 National Education Evaluation and Development Unit (NEEDU) Report concluded that South African rural and township schools are largely dysfunctional. This article examined some of the reasons for the "collapse" of rural schools as seen through the eyes of pre-service science teachers. It explored the reflections of 30 pre-service teachers in science classrooms in the Limpopo Province of South Africa where the majority of schools lack infrastructure such as libraries, laboratories and computer rooms. The reflections of pre-service science teachers revealed that the culture of teaching and learning has been negatively affected by lack of resources, poor training of science teachers, incompetent school management teams, overcrowding of science classrooms and a plethora of curriculum policies. Furthermore, teachers had not fully embraced all aspects of curriculum policy. This has resulted in the outcomes identified for science not being completely achieved. Pre-service teachers found it challenging to adapt to the "realities" of teaching science without science equipment or appropriate resources. Suggestions made by pre-service teachers to improve science teaching in schools are considered in the recommendations of this article. Some of the recommendations are: development of resource packs for teachers in rural schools; a module on improvisation and innovation in science in pre-service and in-service training; establishing science nodal hubs or science resource centres in rural areas; improving awareness of science through competitions, open days and science clubs; developing mobile libraries and science laboratories for rural teachers; and establishing science committees in schools or regions.

This study investigated the challenges that history learners in rural black schools are faced with during assessments when using English as the language of learning and teaching. The aim of the study was to investigate whether English, which is used as a language of learning and teaching in schools, is a barrier to the learning and teaching of history. It is argued that the use of English has implications on the results that learners obtain during summative assessment. The literature reviewed revealed that any language of learning and teaching, which is not the mother tongue of learners, has an impact on the process of learning. Assessment, which determines whether the learning outcomes have been attained or not, is affected by factors like the type of assessment, for example, formative or summative; the purpose of assessment and the rules and regulations that goes along with assessment. In order to gain a greater insight and a comprehensive understanding of the research problem, a qualitative approach was used with some quantitative elements. A multiple-case study design was adopted. The research instruments employed were interviews, document analysis and observations. The findings indicated that the environment in which the learners learnt a second language had an impact on the learners' language proficiency. Furthermore, it was found that assessment poses a challenge to learners, in addition to the challenges caused by the language. The findings also indicated that educators and the learners preferred to use English as a language of learning and teaching and not their mother tongue. This was despite all the challenges they faced when they used English. An important recommendation was to develop mother-tongue terminology in history.

Research papers take a long time to write and in an academic environment where the "publish or perish" clause applies, writing retreats are a way of creating time and space to write academic articles in a concentrated period of time. This article examines ways in which academics can write more articles for publication. In particular it focuses on the writing retreat as a possible model that institutions can follow in order to increase publication output without over-burdening academic staff. The aim is to examine how the writing retreat model can be used to suit the needs of individual academics. It is often argued that academics' heavy workloads are not conducive to productivity in research. In higher education institutions (HEI) were there is an established culture of research and where there is adequate funding for research, publication output is relatively high. However, in historically black universities (HBUs), this is not the case. The problem is that research output is low and shows no trend of increasing. Therefore, this article argues for use of the "writing retreat" model to promote writing for research. The literature reviewed suggests that this type of model is commonly used at HEIs with positive impact on research output. The research conducted on writing retreats was based on the experiences of academics who attended writing retreats for various purposes. Data was collected from three sources. The first was from postgraduate students who went on a writing retreat with their supervisor; the second source was a group of 15 academic staff who attended a Ph.D. writing retreat; the third source was the personal experiences of the researcher who attended a few writing retreats aimed at women academics and postgraduate students. Data was qualitatively gathered using interviews, evaluation forms and accounts of personal experiences. The findings from the research indicated that academics and postgraduate students welcomed this model of writing for research. It was found that the respondents wrote more in a concentrated period of time; they could concentrate better without distractions; they were motivated within the group and their research progressed at a faster pace. Based on the findings, a writing retreat model is proposed. The purpose of this model is to encourage academic writing for various purposes. It is also intended to motivate writing for publication in a research environment for different groups of academics so that HEIs, and in particular HBUs, can begin to increase research activity. Finally, a writing retreat model can be used for wider purposes like encouraging excellence in writing, reading and researching. (Contains 1 figure.)

Current trends in higher education learning and teaching focuses on the use of technology, integrated learning through "blended learning" and writing for academic purposes. This introductory article initiates the debate around the context of South African higher education teaching and learning. It does so by contextualizing the South African scenario within the broader higher education framework and by pointing out some of the issues that are currently being grappled with in South African higher education institutions (HEIs). More importantly, it sets the scene for further engagement on these issues in future articles.

Academics are viewed as one of the agents through whom the university classroom can be reinvented. With recent changes in higher education policies, the concept of the university classroom is undergoing change. This article explores the various aspects that make up the university classroom: the physical space, the resources available, the use of Information Communication Technology (ICT) and the type of intellectual activity that takes place within the classroom. In order to bring about radical change in the university classroom, areas that need to be prioritized include employment of highly competent staff, innovative programmes and responding to the needs of the marketplace and the community. I also examine some practical yet radical changes that can stimulate change.

Congenital HIV infection has declined in South Africa with an expanded programme to decrease perinatal HIV transmission. Understanding the challenges within this programme can identify opportunities for improvements. There is an opportunity with birth HIV DNA polymerase chain reaction testing to expedite very early treatment of neonates born with HIV in referral hospitals. Objectives. This study was aimed at describing the characteristics of mothers of neonates born with HIV as well as the evaluation of the access and availability of birth HIV DNA PCR results within a referral hospital. Method. This study was a retrospective chart review of all documented neonates born with HIV delivered between 1 January 2017 and 30 June 2019 at King Edward VIII Hospital, Durban, KwaZulu-Natal. The birth HIV DNA PCR results provided through institutional programmes were analysed, and the clinical characteristics of mothers of neonates born with HIV were described. Results. Review of hospital-based records, during the 30-month study period, identified 6 902 (40.02% of 17 243 total live births) birth HIV DNA PCR tests having been done. During the sample period, documented positive, rejected or indeterminate results were analysed. These results indicated only 37 (0.54%) of known HIV-exposed neonates who were tested, to have a documented positive birth HIV DNA PCR result. Fifty-nine neonates had either indeterminate or rejected results. Negative HIV DNA PCR results could not be verified. Analysis of the mothers of neonates with documented HIV-positive results indicated high mean viral loads of these mothers (52 343 copies/mL) and most were diagnosed in the current pregnancy or at delivery. Conclusion. Review of the characteristics of mothers of neonates born with HIV within a public referral hospital reiterates that late HIV diagnosis is common in this high-risk group. Birth HIV DNA PCR results may fail to adequately identify all positive neonates timeously for very early initiation of antiretroviral treatment. [ABSTRACT FROM AUTHOR]

Over the past five years, higher education teaching and learning in South Africa has experienced a significant shift as the focus has turned inwards to teaching, learning and research practice of individual institutions. A specific area of interest has been on teacher education as South Africa struggles to train enough teachers to meet its high demand. A need for increased postgraduate throughput has forced higher education institutions (HEIs) to focus on research capacity building in the areas of supervision, publications and staff qualifications. Amidst these are the challenges of large classes, recurriculation, and development and use of local African languages. Reflecting on these issues is the focus of this introductory article. [ABSTRACT FROM AUTHOR]

The introduction of outcomes-based education in South Africa placed many challenges on the transformation of science classrooms. The 2009 National Education Evaluation and Development Unit (NEEDU) Report concluded that South African rural and township schools are largely dysfunctional. This article examined some of the reasons for the 'collapse' of rural schools as seen through the eyes of pre-service science teachers. It explored the reflections of 30 pre-service teachers in science classrooms in the Limpopo Province of South Africa where the majority of schools lack infrastructure such as libraries, laboratories and computer rooms. The reflections of pre-service science teachers revealed that the culture of teaching and learning has been negatively affected by lack of resources, poor training of science teachers, incompetent school management teams, overcrowding of science classrooms and a plethora of curriculum policies. Furthermore, teachers had not fully embraced all aspects of curriculum policy. This has resulted in the outcomes identified for science not being completely achieved. Pre-service teachers found it challenging to adapt to the 'realities' of teaching science without science equipment or appropriate resources. Suggestions made by pre-service teachers to improve science teaching in schools are considered in the recommendations of this article. Some of the recommendations are: development of resource packs for teachers in rural schools; a module on improvisation and innovation in science in preservice and in-service training; establishing science nodal hubs or science resource centres in rural areas; improving awareness of science through competitions, open days and science clubs; developing mobile libraries and science laboratories for rural teachers; and establishing science committees in schools or regions. [ABSTRACT FROM AUTHOR]

Current trends in higher education learning and teaching focuses on the use of technology, integrated learning through 'blended learning' and writing for academic purposes. This introductory article initiates the debate around the context of South African higher education teaching and learning. It does so by contextualizing the South African scenario within the broader higher education framework and by pointing out some of the issues that are currently being grappled with in South African higher education institutions (HEIs). More importantly, it sets the scene for further engagement on these issues in future articles. [ABSTRACT FROM AUTHOR]

Bluetongue (BT) is a noncontagious and arboviral disease of both domestic and wild ruminants. The disease is enzootic in areas where reservoirs (cattle and wild ruminants) and vectors exist for the BT virus (BTV). A total of 24 BTV serotypes have been recognized worldwide. The major control measures include restriction of animal movement, vector control applying insecticides, slaughter of infected animals and vaccination. Prophylactic immunization of sheep against BT is the most practical and effective control measure to combat BT infection. At present, attenuated vaccines are used in the Republic of South Africa, the USA and other countries. However, EU countries were using attenuated vaccines, only recently shifting to inactivated vaccines owing to their safety and efficacy. In India, inactivated vaccines are in experimental stages and are expected to be on the market shortly. Inactivated vaccines generate serotype-specific longlasting protective immunity after two injections, and may help in controlling epidemics. Differentiating infected from vaccinated animals (DIVA) is theoretically possible with inactivated vaccines but has not yet been developed, whereas the attenuated live vaccines are not candidates for DIVA. Attenuated live vaccines are efficacious but safety issues are of great concern. Newgeneration vaccines (subunit, virus-like particles, core-like particles and vectored) can be employed for DIVA. Recombinant vaccines, which generate cross-protection against multiple BTV serotypes, have great potential in BT vaccine regimens. Furthermore, new-generation vaccines are safe and efficacious experimentally, but large-scale field trials are warranted. Alternative areas, such as antivirals, siRNA, interferon and nanotechnology, may be of future use in the control of BT. We give an overview of BT vaccines, starting from conventional to recent developments, and their feasibility in controlling BT infection. [ABSTRACT FROM AUTHOR]

The devastating impact of landslides and secondary instability associated with their unconsolidated debris deposits due to weathering, settlement and groundwater seepage are significant geological threats. Mass movements can impact negatively on urbanisation and represent a critical factor determining landuse zonation during town and regional planning. Mapping and classification of mass movement deposits in the KwaZulu-Natal Province highlighted the more widespread extent of these Quaternary geomorphic disequilibrium indicators than is commonly appreciated. Many of the largest occurrences mapped are palaeo-landslides located in areas of high relief and steep Slopes in the Ukhahlamba-Drakensberg footslopes and the major river valleys. Some of these events temporarily blocked river channels resulting in changed channel and floodplain morphology. However, the majority of the landslides identified are smaller, more recent, localized occurrences associated with high intensity rainfall events. Accelerator Mass Spectrometry (AMS) or radiocarbon dating of bulk organic material derived from ponds on back-tilted surfaces (sag ponds) of the palaeo-landslides has yielded minimum ages for the landslide events. [ABSTRACT FROM AUTHOR]