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We propose the Critical Diversity Literacy (CDL) framework for citizenship education in contemporary heterogeneous societies. It encourages an anti-essentialist, power-conscious awareness of difference beyond notions of citizenship that have been constitutive of the nation and tend to normalise masculinity, patriarchy, heterosexuality, able-bodiedness and whiteness. Using intersectionality and decoloniality heuristics, we approach multicultural citizenship from the multiple axes of our identities as we inhabit the world more complexly than mere belonging to the nation-state. The framework synthesises insights from contemporary social theory into a usable scaffolding for diversity capacitation. The ten principles focus on intersectionality, social identities and positioning, historical awareness, diversity vocabulary, the coded nature of hegemonic power and personal engagement. Taken together, they promote an approach to multicultural citizenship that focuses on social justice and pushes us to recognise the lived experience of citizenship 'from below'. The framework has proved useful in designing curricula and interventions in different contexts and sectors and can be utilised to develop age-appropriate materials in schools.

Abstract People with severe mental illness have high rates of obesity, type 2 diabetes, and cardiovascular disease. Emerging evidence suggests that metabolic dysfunction may be causally linked to the risk of severe mental illness. However, more research is needed to identify reliable metabolic markers which may have an impact on mental health outcomes, and to determine the mechanisms behind their impact. In the METPSY research study, we will investigate the relationship between metabolic markers and clinical outcomes of severe mental illness in young adults. We will recruit 120 young adults aged 16–25 years living in Scotland with major depressive disorder, bipolar disorder, schizophrenia, or no severe mental illness (controls) for a prospective observational study. We will assess clinical symptoms at three in-person visits (baseline, 6 months, and 12 months) using the Structured Clinical Interview for DSM-5, and collect blood samples at each of these visits for agnostic profiling of metabolic biomarkers through an untargeted metabolomic screen, using the rapid hydrophilic interaction liquid chromatography ion mobility mass spectrometry method (RHIMMS). Participants will also complete remote assessments at 3 and 9 months after the baseline visit: Ecological Momentary Assessments to measure mental health, wrist actigraphy to measure rhythms of rest and activity, and continuous glucose monitoring to measure metabolic changes. Throughout the 12-month enrolment period, we will also measure objective markers of sleep using a radar sleep monitor (Somnofy). Using advanced statistical techniques and machine learning analysis, we will seek to better understand the mechanisms linking metabolic health with mental health in young adults with schizophrenia, bipolar disorder, and severe depression. Clinical trial number: Not applicable

This study explores what factors enable or prevent South African educators from carrying out effective mathematics teaching. The objectives are to explore the qualifications and experience of those involved, which skills, tools, and resources they use and what barriers they encounter. A qualitative approach using an interpretivist paradigm with multiple case studies was used. Eighteen participants were interviewed, and the data were analysed using qualitative content analysis. Findings showed that the barriers impeding effective mathematics teaching included lack of resources, teachers leaving the profession and many principals not attending workshops or professional development programmes. From the findings, we recommend the Department of Basic Education encourage more teachers to specialise in mathematics and that more funding is directed toward allocating the necessary resources to schools where resources are lacking. The department can provide incentives to encourage more student teachers to pursue mathematics teaching.

In this article, we explore how collaboration between Foundation Phase teachers could address and support the teaching of Foundation Phase learners with visual impairments (VI). By actively involving teachers in the research process, teachers contributed to changes that promoted the inclusion and success of FP learners with VI. This qualitative study implemented participatory action learning and action research (PALAR) as the research design of choice. Participants were recruited using purposive sampling, and the action learning set (ALS) comprised seven Foundation Phase teachers. Data generation entailed three cycles. Cycle One was relationship building, i.e. forming a shared vision for our study, negotiating an ethical agreement, and then determining the specific challenges Foundation Phase teachers have to face. During Cycle Two, we determined how we could address and support the educational needs of Foundation Phase learners with VI. During Cycle Three, we determined the strategies and guidelines that Foundation Phase teachers may use to enhance the teaching of learners with VI. Data generation encompassed ALS discussions, photovoice and reflective journal entries conducted throughout the three cycles. However, this article exclusively focuses on the ALS discussions. Data were analysed using thematic content analysis to design action plans collaboratively by means of which to assist Foundation Phase teachers working with learners with VI. The North-West University (NWU) and the Department of Education of the Western Cape (RSA) granted ethical clearance. The two themes derived from the findings highlighted the crucial importance of collaboration among parents, caregivers, teachers, and stakeholders in addressing the educational needs of FP learners affected by VI effectively, while also highlighting the importance of working together in designing strategies and guidelines for teaching FP learners with VI.

Summary of PhD Thesis. This thesis was defended on October 23, 2023 at Stellenbosch University (South-Africa). Supervisors: prof. dr. Cas Wepener (Stellenbosch University, South-Africa) and prof. dr. Christo Thesnaar (Stellenbosch University, South-Africa). The Pastoral Office of the Western Cape Synod of the Dutch Reformed Church in South Africa acted as the problem owner and the funder of the research.

Abstract Objective To conduct a systematic review of the computer vision applications that detect, diagnose, or analyse tuberculosis (TB) pathology or bacilli using digitised human lung tissue images either through automatic or semi-automatic methods. We categorised the computer vision platform into four technologies: image processing, object/pattern recognition, computer graphics, and deep learning. In this paper, the focus is on image processing and deep learning (DL) applications for either 2D or 3D digitised human lung tissue images. This review is useful for establishing a common practice in TB analysis using human lung tissue as well as identifying opportunities for further research in this space. The review brings attention to the state-of-art techniques for detecting TB, with emphasis on the challenges and limitations of the current techniques. The ultimate goal is to promote the development of more efficient and accurate algorithms for the detection or analysis of TB, and raise awareness about the importance of early detection. Design We searched five databases and Google Scholar for articles published between January 2017 and December 2022 that focus on Mycobacterium tuberculosis detection, or tuberculosis pathology using digitised human lung tissue images. Details regarding design, image processing and computer-aided techniques, deep learning models, and datasets were collected and summarised. Discussions, analysis, and comparisons of state-of-the-art methods are provided to help guide future research. Further, a brief update on the relevant techniques and their performance is provided. Results Several studies have been conducted to develop automated and AI-assisted methods for diagnosing Mtb and TB pathology from digitised human lung tissue images. Some studies presented a completely automated method of diagnosis, while other studies developed AI-assisted diagnostic methods. Low-level focus areas included the development of a novel $$\upmu$$ μ CT scanner for soft tissue image contract, and use of multiresolution computed tomography to analyse the 3D structure of the human lung. High-level focus areas included the investigation the effects of aging on the number and size of small airways in the lungs using CT and whole lung high-resolution $$\upmu$$ μ CT, and the 3D microanatomy characterisation of human tuberculosis lung using $$\upmu$$ μ CT in conjunction with histology and immunohistochemistry. Additionally, a novel method for acquiring high-resolution 3D images of human lung structure and topology is also presented. Conclusion The literature indicates that post 1950s, TB was predominantly studied using animal models even though no animal model reflects the full spectrum of human pulmonary TB disease and does not reproducibly transmit Mtb infection to other animals (Hunter, 2011). This explains why there are very few studies that used human lung tissue for detection or analysis of Mtb. Nonetheless, we found 10 studies that used human tissues (predominately lung) of which five studies proposed machine learning (ML) models for the detection of bacilli and the other five used CT on human lung tissue scanned ex-vivo.

Abstract Ionic driving forces provide the net electromotive force for ion movement across receptors, channels, and transporters, and are a fundamental property of all cells. In the nervous system, fast synaptic inhibition is mediated by chloride permeable GABAA and glycine receptors, and single-cell intracellular recordings have been the only method for estimating driving forces across these receptors (DFGABAA). Here we present a tool for quantifying inhibitory receptor driving force named ORCHID: all-Optical Reporting of CHloride Ion Driving force. We demonstrate ORCHID’s ability to provide accurate, high-throughput measurements of resting and dynamic DFGABAA from genetically targeted cell types over multiple timescales. ORCHID confirms theoretical predictions about the biophysical mechanisms that establish DFGABAA, reveals differences in DFGABAA between neurons and astrocytes, and affords the first in vivo measurements of intact DFGABAA. This work extends our understanding of inhibitory synaptic transmission and demonstrates the potential for all-optical methods to assess ionic driving forces.

The adage "happy wife, happy life" implies that women's gender emancipation could contribute to the overall societal quality of life. However, it raises at least two questions: Does advancing women's rights lead to increased happiness for women? Is it possible that advancing women’s rights occurs at the expense of men? The study examines the relationship between gender emancipation and happiness, aiming to determine whether gender emancipation genuinely enhances the happiness of both women and men, and whether the focus on women’s well-being might negatively impact men. Data from the World Values Survey were used to conduct cross-sectional and longitudinal analyses. The cross-sectional analysis focused on the relationship between emancipation and happiness, while the longitudinal analysis explored trends in gender emancipation and happiness from the 3rd cohort (1995-1998) to the 7th cohort (2017-2022). Women had higher gender emancipation scores, but the genders did not differ significantly in happiness scores. Surprisingly, there was no significant correlation between gender emancipation and happiness, whether analysing the entire sample or each gender separately. Longitudinal data revealed increasing gender emancipation and happiness over time. This similarity in trends was interpreted as a spurious relationship. It was hypothesised that happiness could stem from gender emancipation. However, despite longitudinal data revealing growing gender emancipation and happiness for both sexes, the cross-sectional analysis showed no such correlations. Gender emancipation and happiness, as measured by the World Values Survey, were not related. Emancipation does not necessarily equate to a happy life.

The landscape in which modern organisations operate is rapidly changing and requires managerial agility. This necessitates a frequent review of how managers are developed. The aim of this article is to examine the role of workplace feedback in employee development. This will be achieved by developing a contemporary and comprehensive definition of feedback and specifying the elements of feedback that are associated with managerial development. Employing a qualitative, non-systematic literature review approach, journal articles and textbooks published after 2015, with feedback as their primary theme, were systematically selected and analysed for their content as well as the seminal works they referred to. The analysed literature suggests that feedback forms part of a dynamic communication and learning process. Development-driven feedback is information presented to recipients regarding their behaviour and/or performance in executing work tasks, as assessed by supervisors, subordinates, peers, coworkers, or the recipients themselves, with the intent to enhance work relationships and job performance. The elements central to structuring feedback were identified as purpose, content, source, frequency, timing, and delivery. These elements are customised to meet workplace performance requirements, also taking individual skill sets and personalised needs into account. A broad base of academic literature was captured and integrated to reach a comprehensive understanding of feedback as a development intervention. It was concluded that, although complex, literature on feedback can be consolidated to present both an inclusive definition of the concept and the elements associated with it.

The purpose of the study was to analyze the support roles and responsibilities of Circuit Managers' (CM) as middle tier managers to principals during education change in South Africa. Change management theories were used as theoretical frameworks to underpin this study. Using semistructured individual interviews data was collected from four CM and thirteen secondary school principals. Principals expressed that they are not effectively nor adequately supported within their specific challenging context by the Circuit Manager that is appointed to support them during education change. The study reveals that CM dictate more time toward administrative obligations and mostly assume accountability and responsibility for tasks outside of their purview or job description. Principals who are not effectively supported by CM find it difficult to provide quality leadership and management during education change as well as ensure school improvement. Change strategies are recommended for CM's, districts and stakeholders in the basic education system.

Mindless actions in the form of environmentally degrading behaviour constantly threaten the sustainability of healthy ecosystems. In this paper, the intrinsic value of strengthening the bond between humanity and nature through high-risk nature-based sports participation is explored. This interpretative phenomenological analytical study considers lived experiences of 10 skilled South African high-risk nature-based sports participants who take calculated risks through precautionary measures. Participant's activities are performed in the wilderness in isolation from civilisation with minimal availability of human and medical resources in case of an emergency, which give rise to the term 'high-risk.' Phenomenological traditions from Heidegger and Merleau-Ponty navigate a hermeneutical understanding of their-bodily-being-towards-death. Evidence of meaningful psychological transformation towards an eco-sensitivity by way of high-risk nature-based sports participation is analysed, through first-hand narratives via semi-structured interviews. The sensitizing process of the 'self' can be effectively articulated in the synchronous relationship between the Eigenwelt, Mitwelt and Umwelt.

Background: Many adults with intellectual disabilities live a sedentary lifestyle, have low levels of functional fitness and are overweight. The purpose of this study was to determine whether an exercise intervention with activities which are simple, fun, accessible and adapted for socialising in a group would elicit significant improvements in various parameters associated with functional fitness for adults with intellectual disabilities. Methods: Forty-two adults with intellectual disability (44.5 ± 11.5 years) were randomly located to an exercise group (n = 19) and a control group (n = 23). The program consisted of walking, dancing, and resistance training exercises and was implemented, three times a week for 6 weeks. Results: Significant ameliorations (p < 0.05) were reported for body mass, hip circumference, aerobic capacity, functional ability, muscular strength, balance, and flexibility with varying degrees of effect sizes. p Conclusions: The combined exercise training program showed a significant positive impact on various parameters associated with functional fitness for adults with intellectual disability.

Background: The purposes of this study were to (1) longitudinally examine US college and university COVID-19 dashboard content and (2) explore county-level population health and COVID-19 community indicators where colleges with large undergraduate enrollments were located. Methods: We identified 10 colleges with the largest undergraduate enrollments. Next, we located all public and private two- and four-year nonprofit colleges (n = 58) in each respective county. We assessed active COVID-19 dashboards using established criteria from "We Rate COVID Dashboards" in March 2021 and February 2022. Results: In 2021 and 2022, two-thirds (n = 38/58) of colleges had an active COVID-19 dashboard. While most COVID-19 dashboards were easy to read, they were less likely to include updated daily infection rates and testing frequency details. Conclusion: Overall quality, content, and features of COVID-19 dashboards varied greatly across colleges. Future COVID-19 dashboard designs should focus on providing evidence-based information with the goal of promoting and supporting informed decision making.

This article refers to the South African Design teachers' attitudes towards the implementation of the 2020 Section 4 amendments of the Design Curriculum and Assessment Policy Statement (CAPS). The purpose of the article is twofold: first to establish the necessity for "awareness" of the teachers' attitudes towards curriculum changes, especially when they are unexpected and abrupt. Secondly, to demonstrate the importance of "awareness" among educational authorities about the role of transparent discussions on the nature, purpose, and consequences of their relevant decisions before their final implementation. To this end, the article discusses the amendments and their differences to the former curriculum. The role of the Design teachers' positive attitude towards curriculum changes, especially in dealing with challenging pedagogical issues and communicating creative motivation to learners, is critically assessed. Theoretically, the study was guided by "Ubuntu" philosophy and the South African democratic principles while methodologically, based on a qualitative data collection process, the "attitudes" of Design teachers from seven selected schools have been individually examined. In conclusion, the teachers' heterogeneous responses have indicated that their opinions do not reflect the "à priori" governmental acceptance of the amendments.