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Mamotheti, Makhasane, and Olawande Daramola. "Preferences of Grade R-12 learners in South Africa for Digital Game-based Learning." European Conference on e-Learning 21, no. 1 (October 21, 2022): 240–49. http://dx.doi.org/10.34190/ecel.21.1.909.
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Evidence from the literature suggests that Game-based Learning (GBL) can help students learn better. A gamified environment can provide a blend of serious learning and fun for students. Some researchers have observed that GBL could stimulate valuable educational outcomes and positively impact a child's life. However, evidence shows that students in poor communities in South Africa are performing poorly academically due to poor student engagement and lack of motivation. Although GBL platforms are being used widely in some developed countries, they have not been widely adopted in South African schools. This paper provides insight on the preferences of learners in South African schools with respect to GBL. We conducted a survey involving participants from four South African Schools (2 Primary schools and 2 Secondary schools) to determine the type and mode of GBL that Grade R-12 learners prefer. A total of 193 learners participated in the survey. The study found the learners' preferential order of type of games are puzzles, video games, simulation games, word games, and card games. The aspects of visual aesthetics, musical scores, and incentive appeal to most learners. At the same time, there is also a preference for games that involves a challenge, enable competition with peers, and promotes curiosity. Based on our findings, we argue that multiplayer game platforms that have rich social interaction features would suit learners in South African schools, while single-player game platforms that can stimulate logical thinking and reasoning will also be helpful to aid learners in identified difficult subjects like Mathematics, Mathematical Literacy, Pure Science, accounting, and Geography. The study provides a solid foundation for understanding the requirements for developing GBL solutions to support education in South Africa. Furthermore, the study's findings could guide government policy on the adoption of GBL and software developers in making design choices during the development of GBL platforms.
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Bayeck, Rebecca Y. "Exploring video games and learning in South Africa: An integrative review." Educational Technology Research and Development 68, no. 5 (April 8, 2020): 2775–95. http://dx.doi.org/10.1007/s11423-020-09764-7.
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Pietersen, André J., Jan K. Coetzee, Dominika Byczkowska-Owczarek, Florian Elliker, and Leane Ackermann. "Online Gamers, Lived Experiences, and Sense of Belonging: Students at the University of the Free State, Bloemfontein." Qualitative Sociology Review 14, no. 4 (January 8, 2019): 122–37. http://dx.doi.org/10.18778/1733-8077.14.4.08.
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Individuals who partake in video games are often regarded with prejudice. It is an activity that is perceived to be mainly related to senseless leisure and teenage entertainment. However, many diverse people make video games such an important part of their lives that they become passionately engaged in it. Video games and online video gaming offer the player immersive experiences unlike any other forms of media. A phenomenological and interpretive exploration is undertaken in order to gain a deeper understanding of the narratives of online gamers and their experiences of a sense of belonging to the associated online communities. Through the use of in-depth interviews, the article explores various aspects of the life stories of a group of eight South African university students. It attempts to show how online gaming has become a part of their lifeworlds. The aim of this article is to present the narratives of online gamers as rich and descriptive accounts that maintain the voices of the participants. Various aspects of the lifeworlds of online gamers are explored. Firstly, an exploration is undertaken to gain an understanding of what it means to be a gamer. It focuses on how a person can become involved with gaming and how it can evolve into something that a person is engaged with on a daily basis. Secondly, it explores how video games influence the perception of reality of gamers. Immersion in video games can transfer a player into an alternative reality and can take the focus away from the real world. This can lead to feelings of joy and excitement, but can also lead to escapism. Lastly, the article shifts attention towards how online video gamers experience online communities. Players can have positive experiences with random strangers online, but because of the anonymous nature of the online environment, it can also lead to negative and isolating experiences.
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Veblen, Kari K., Nathan B. Kruse, Stephen J. Messenger, and Meredith Letain. "Children’s clapping games on the virtual playground." International Journal of Music Education 36, no. 4 (May 14, 2018): 547–59. http://dx.doi.org/10.1177/0255761418772865.
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This study considers children’s informal musicking and online music teaching, learning, playing, and invention through an analysis of children’s clapping games on YouTube. We examined a body of 184 games from 103 separate YouTube postings drawn from North America, Central and South America, Europe, Africa, Asia, Australia, and New Zealand. Selected videos were analyzed according to video characteristics, participant attributes, purpose, and teaching and learning aspects. The results of this investigation indicated that pairs of little girls aged 3 to 12 constituted a majority of the participants in these videos, with other participant subcategories including mixed gender, teen, adult, and intergenerational examples. Seventy-one percent of the videos depicted playing episodes, and 40% were intended for pedagogical purposes; however, several categories overlapped. As of June 1, 2016, nearly 50 million individuals had viewed these YouTube postings.
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Ortiz, Luz, Héctor Tillerias, Christian Chimbo, and Veronica Toaza. "Impact on the video game industry during the COVID-19 pandemic." Athenea 1, no. 1 (September 25, 2020): 5–13. http://dx.doi.org/10.47460/athenea.v1i1.1.
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This work presents trends and comparisons that show a change in the consumption and production of video games in times of confinement due to the health emergency. The video game industry has modified its philosophy and adapted its products to the new requirements and trends of consumers who see in this activity a way to appease the psychological and social impact due to quarantine and isolation. There is evidence of a 65% increase in the use of online video games, which has broken a world record. Products that have new aspects and considerations never before proposed by this great industry have been developed and offered, such as thematic games related to the COVID-19 pandemic.
Keywords: Video game, pandemic, online games, confinement.
References
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[4]O. Wulansari, Video games and their correlation to empathy: How to teach and experience empathic emotion. Advances in Intelligent Systems and Computing, 2020.
[5]C. Bachen, Simulating real lives: Promoting Global Empathy and Interest in Learning Through SimulationGames. Sage Journal, 2012.
[6]S. Fowler, Intercultural simulation games: A review (of the united states and beyond). Sage Journals, 2010.
[7]G. Chursin, Learning game development with Unity3D engine and Arduino microcontroller. Journal ofPhysics: Conference Series, 2019.
[8]K. Hewett, The Acquisition of 21st-Century Skills Through Video Games: Minecraft Design Process Modelsand Their Web of Class Roles. Sage Journal, 2020.
[9]R. Bayeck, Exploring video games and learning in South Africa: An integrative review. Educational TechnologyResearch and Development, 2020.
[10]K. Hewett, The 21st-Century Classroom Gamer. Games and Culture, 2021.
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de Jager, Nic. "Reading gamefully: videogamification as multimodal pedagogy for high school setworks." Image & Text, no. 36 (June 21, 2022): 1–41. http://dx.doi.org/10.17159/2617-3255/2022/n36a8.
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This paper draws from multiple publications in the Literacy Studies, Game Studies and Multimodal fields to foreground the affordances of using modern video game aesthetics - particularly their user interfaces or screens - as learning scaffolds in the under-resourced English classroom context. Though this may be seen as a well-worn terrain for research today (nearly 30 years after the advent of Game Studies), it is argued that video games remain somewhat underrepresented in literacy education, with the Covid-19 pandemic and recurrent lockdowns even further cementing games technologies from learners' home domains as the new frontier in teaching and learning. The benefits of importing such technologies into the classroom is nothing new to the field. Yet, this study innovates by optimising the most accessible of graphological media (pencils, pens, paints and paper) during participants' transmodalisations of prescribed English literature - particularly Shakespeare's plays - into a range of video game screenshots, including character menus, maps, and heads-up-displays. The research site is a public high school in Johannesburg, South Africa, with five Grade 10-12 learners drawing the screenshots in response to an extracurricular, multimodal enrichment programme. The author contends that this programme (or similar pedagogies) may encourage future groups to delve further into the complexities of their school setworks, which may then be connected meaningfully to their own, increasingly digital life-worlds. Recognising game-making as an extraordinarily complex undertaking, the researcher then offers a fine-grained analysis of each participant's text-to-game re-genrefication. In this way, the powerful representational properties of the video game medium can come to light, reaffirming its importance as a semiotic resource and pedagogic tool.
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Loliwe, Thando. "How to Design Accounting Video Lectures to Recover Lost Time." Issues in Informing Science and Information Technology 15 (2018): 207–47. http://dx.doi.org/10.28945/4046.
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Aim/Purpose: The objective of this study is to understand how video lectures of the same length and content as the current face-to-face lectures can be designed and implemented to have a positive effect on student performance, particularly when there is a campus shutdown. Background: In a number of South African universities protests by the students are on the increase. Often, they lead to the cancellation of academic activities such as face-to-face classes and examinations. Methodology: A quasi-experimental design was used on two video lectures to (1) compare the performance of the students who did not watch the video lectures and those who watched the video lectures, (2) compare the performance of each student who watched the video lectures on the test topics covered in the videos and the test topics not covered in the videos, and (3) determine the factors that influence the effectiveness of the video lectures. Contribution: This study contributes to the literature by investigating the effectiveness of video lectures in improving student performance, the factors associated to the effectiveness of such lectures, and the complexity or simplicity of the two video lectures used, and by providing possible solutions to the challenges identified in relation to designing video lectures. Findings: In terms of student performance, there is no significant advantage arising from watching the video lectures for the students who watch the video lectures, as compared to those who did not watch the video lectures. It is also found that the student performance on the topics with video lectures is significantly associated to the students’ commitment, prior performance, the quality of the content, and the design of the videos. Recommendations for Practitioners: This study recommends how the accounting video lectures can be designed and highlights the environments in which the video lectures of the same length and content as the face-to-face lectures should not be used. Recommendation for Researchers: Researchers should replicate this study by using short length videos of better quality and appropriate length, which incorporate current issues, games, are interactive, and so forth. Impact on Society: This study examines the use of educational video lectures in order to minimise the impact of disruptions at university level. Future Research: Future studies may use randomly selecting treatment and control groups. They may consider a nationwide research or using qualitative interviews in examining the use of educational video lectures.
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Bunt, Byron, and Lance Bunt. "Ganking the Ranking: The self-reported Learning Potential from a Selection of game Genres to Develop self-directed Learning." European Conference on Games Based Learning 16, no. 1 (September 29, 2022): 117–27. http://dx.doi.org/10.34190/ecgbl.16.1.802.
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Game-based learning (GBL) is said to have encouraging potential for varying educational contexts and scenarios, but how do practitioners select suitable edifying gaming content for their own unique environments? Moreover, what are the correct strategies, recommendations, procedures and/or parameters for choosing appropriate gaming media for learning? There are countless options to choose from, varying in genre, play style, medium, difficulty, aim(s), etc. This paper presents the results of an interpretive study seeking to discern a set of requirements and qualities of informed GBL selection. Online surveys completed by history-for-education students at a South African Higher Education institution hope to bring us closer to guidelines for more effective GBL selection and application in tertiary education contexts across the globe. The following paper begins with remarks on the significance of self-direction in contemporary Higher Education and the potential for GBL to not only spur this tendency on, but to frame and support it. The conceptual framework used in the project is then unpacked as it relates to self-directed learning, game-based learning, video games and supplementary theoretical structures. The proceeding section is divided into three sections related to central study concepts, including: meta-behaviour, metacognition, and meta-emotion, with trial and error, observation and modelling, as well as reinforcement learning as subcategories of meta-behaviour that follow. Additional subcategories surrounding metacognition are then explored, namely: connected learning, reflect and improvise, logical and analytical reasoning, inquiry-based learning, and synthesis. The methodology then describes the hybrid video/survey techniques utilised to gather data relating to participant impression(s), motivational factors, challenge and educational value of GBL selection for Higher Education contexts. Results obtained provide a suitable starting point to construct a viable applied framework for such an environment.
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NASIR, Taofiq Olaide, Florence Oluwakemi OLADEJI, and Adeyinka Juliet AKINBOYE. "Education through Entertainment in Contemporary African Society: An Examination of Wale Adenuga’s “Super Story” in Select Divisions of Ibadan, Nigeria." International Journal of Education and Literacy Studies 10, no. 1 (February 4, 2022): 231. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.231.
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The educational system in many contemporary African nations is faced with many challenges amongst which are the quest for effective teaching and learning methodology. This paper therefore examines the methodological value and inherent potentials within the ambits of drama/cultural performances that embraces ‘edu-tainment’ concepts to identifying a problem while seeking plausible means of finding solutions to the identified problems in a participatory induced order. ‘Edu-tainment’ in this order refers to a form of entertainment activity designed to educate, amuse or entertain and instruct by embedding lessons in form of live acts, television, computer, multimedia and video games. The suitability and preference of this educational mode especially amongst the youth is a sine-qua-non essentially because of their restless gabs and proneness to boredom. The viewership of Super Story among Ibadan South-West Local Government residents was analysed to elicit knowledge for improved educational access. Survey research method using multistage and convenient sampling techniques was used with 500 copies of questionnaire distributed. The analysis of data showed that 100% of the respondents watch soap opera series and super story while 71.4% maintained viewership due to captivating storylines. Further findings suggest that soaps can be used to preserve culture and improve educational access; carefully designed Entertainment-Education programmes are viable requiring the designing and conscious implementation of media messages with the aim of educating the target audience to fulfill the functions of information, education and entertainment.
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Al-Imam, Ahmed, Marek A. Motyka, and Mariusz Z. Jędrzejko. "Conflicting opinions in connection with digital superintelligence." IAES International Journal of Artificial Intelligence (IJ-AI) 9, no. 2 (June 1, 2020): 336. http://dx.doi.org/10.11591/ijai.v9.i2.pp336-348.
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<p>In 1964, Nikolai Kardashev proposed the Kardashev scale, a system for measuring the extent of technological advancement of a civilization based on the magnitude of energy consumption. We are approaching an inevitable type-1 civilization, and artificial superintelligence superior to that of humans can concur with a higher-hierarchy Kardashev civilization. We aim to survey public opinions, specifically video gamers, worldwide compared to those in Poland, concerning artificial general intelligence and superintelligence. We implemented an amalgam of cross-sectional and longitudinal analyses of the database of literature and Google search engine. The geographic mapping of surface web users who are interested in artificial superintelligence revealed the top ten contributing countries: Iran, Mexico, Colombia, Brazil, India, Peru, South Africa, Romania, Switzerland, and Chile. Developing countries accounted for 54.84% of the total map. Polish people were less enthusiastic about artificial general intelligence and superintelligence compared with the rest of the world. Futuristic technological innovations imply an acceleration in artificial intelligence and superintelligence. This scenario can be pessimistic, as superintelligence can render human-based activities obsolete. However, integrating artificial intelligence with humans, via brain-computer interface technologies, can be protective. Nonetheless, legislation in connection with information technologies is mandatory to regulate upcoming digital knowledge and superintelligence.</p>
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Gumede, Musa, Vusi Mazibuko, and Pumela Msweli. "Commonwealth Games: can Africa afford the games?" Public and Municipal Finance 6, no. 1 (April 5, 2017): 57–62. http://dx.doi.org/10.21511/pmf.06(1).2017.06.
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The Commonwealth Games Federation recently awarded the hosting of the 2022 Games to Durban, South Africa. This will be the first time the Games are hosted in the African continent. The paper looks into whether tangible benefits for hosting mega-events are less or more important than intangible benefits. In investigating this issue, the paper takes a political geography theoretical stance for its ability to provide normative ideological content for explaining intangible and tangible values for hosting Commonwealth Games. The paper looks at pros and cons for investing in mega-event infrastructure and also looks at the cost of hosting the Games for cities. The 2010 Commonwealth Games in Delhi budgeted $240 million for the entire Games, but the actual costs after the Games were found to be $1.7 billion. Similarly, in 2014 Glasgow, the cost of the Games was calculated at £575 million ($690 million). The paper looks at whether South Africa as the 2022 Commonwealth Games host can afford the games. It also considers the impact of the Games on national identity, national pride and patriotism here identified as novelty values that preserve social cohesion, a social attribute that has to be in place to build a robust economy. The paper concludes by noting that the success of the Games will depend on deliberate investment in catalytic facilities in areas that will be sustained post event. The amount of novelty value generated out of the Commonwealth Games will depend on how successful the Games are and on how the communities are able to interact with the facilities post event.
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Hangebrauck, Jan. "South Africa, Apartheid and the Olympic Games." STADION 45, no. 1 (2021): 116–37. http://dx.doi.org/10.5771/0172-4029-2021-1-116.
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South Africa was part of the Olympic Movement for more than two decades after apartheid had been officially introduced in 1948. In 1964 South Africa was excluded from the sporting event for the first time, and in 1970 it was formally expelled from the Olympic Movement. It had to wait until 1992 for its return when South Africa participated in the Olympic Games in Barcelona and won two medals. In the first part, this article describes South Africa’s development to exclusion and then back to its return by examining reasons for the late expulsion from, and re-entry to, the Olympic family. The next part looks at reactions of the governments and national sports federations (NFs) of Great Britain, the Federal Republic of Germany (FRG) and the German Democratic Republic (GDR) to South Africa’s exclusion and its return against the backdrop of the Cold War. This paper further analyses the general attitudes of those actors towards apartheid (in sports). The conclusion points out the implications of South Africa’s sporting isolation and additional research gaps.
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Brittain, Ian. "South Africa, apartheid and the Paralympic Games." Sport in Society 14, no. 9 (November 2011): 1165–81. http://dx.doi.org/10.1080/17430437.2011.614773.
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Zavyalova, Natalya, Evgenia Evgenevna Frolova, Vitaliy Vasilievich Bezbakh, Ekaterina Petrovna Rusakova, and Mihail Nikolaevich Dudin. "BRICS Message From South Africa." Revista Amazonia Investiga 9, no. 26 (February 21, 2020): 529–44. http://dx.doi.org/10.34069/ai/2020.26.02.60.
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The paper features the data obtained from the analysis of a video strip with the help of ELAN 5.4, the free software developed by the experts from Max Planck Institute for Psycholinguistics, the Language Archive, Nijmegen, the Netherlands. The software enables to annotate video and audio strips, describing pauses, the duration of utterances, gestures, pronunciation and other linguistic and extralinguistic factors. The speaker in the video – South African President Cyril Ramaphosa – delivers his official address to the leaders of the 10th BRICS leadership summit in Sandton, Johannesburg on July 26, 2018. BRICS is a powerful link of a global financial architecture. Its main targets are to mobilize resources for sustainable development projects of BRICS and to facilitate the global growth of multilateral and regional financial, educational and industrial institutions. The material and the speaker for the analysis belong to the domain of BRICS top level politics. South Africa was the main host of the leadership summit in 2018. South African President Cyril Ramaphosa in his speech stressed the significance of the fourth industrial revolution highlighted by Professor Klaus Schawb at the World Economic Forum in Davos in 2016. The notion of the revolution appeared in the South African leader's address 7 times. Nevertheless, the authors of the paper see more messages hidden between the lines of the South African President's address. In the paper it is argued that BRICS architecture has a right to be interpreted as an attempt of keeping the world away from further plunging into environmental degradation, the development of critical thinking and innovation among BRICS citizens. The purpose of the paper is to demonstrate the method of pauses analysis to reveal a more complex mixture of speakers' visions. Long pauses are meaningful and extremely informative for discourse analysis. The data may be relevant for discourse analysis experts, political journalists, educators and copywriters.
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Rosli, Mohd Shafie, and Muhammad Fairuz Nizam Awalludin. "Improving Vocabulary Skills Using Video Games." Asia Proceedings of Social Sciences 2, no. 4 (December 4, 2018): 87–90. http://dx.doi.org/10.31580/apss.v2i4.324.
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As the world is embracing the 21st century, a new tool that could facilitate English as Second Language (ESL) classroom is imperative. In this case, video games seem to offer a promising positive impact toward ESL classroom. Video games is interactive, which at the same time is suitable for 21st century learner who are craving for technologies. Thus, this study was conducted. Data collection was done in a primary school in South of Malaysia which two class being sampled. The two classrooms were separated into control group and experimental group. Before any statistical test being conducted, the data was tested for its normality. For this research, the researchers had performed Shapiro-Wilk test. Based on the test, the data was found as normally distributed. To study the effectiveness of video games in facilitating ESL classroom, a Paired Sample T-Test was conducted to measure the different between the pretest and posttest score. A significant different was visible from the test. Further statistical test shows that experimental group perform better that their counterpart in control group.
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Nienaber, LN. "Video laryngoscopy in paediatric anaesthesia in South Africa." Southern African Journal of Anaesthesia and Analgesia 17, no. 6 (January 2011): 363–68. http://dx.doi.org/10.1080/22201173.2011.10872807.
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Allen, Dean. "South African Sports History and the Archive." African Research & Documentation 116 (2011): 71–88. http://dx.doi.org/10.1017/s0305862x00019178.
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The history of sport in South Africa is about more than mere games. Within the preface to his study of The Games Ethic and Imperialism, J.A. Mangan expressed the wish that he:Would not like [the] study of cultural diffusion to be naively and erroneously catalogued under “Games”. It is concerned with much more: with ethnocentricity, hegemony and patronage, with ideals and idealism, with educational values and aspirations, with cultural assimilation and adaptation and, most fascinating of all, with the dissemination throughout the Empire of a hugely influential moralistic ideology.Arguably, nowhere more than in South Africa have such processes been played out through sport. This makes the country an ideal case study for sports historians. Based on experiences from my Masters and PhD studies, this paper will provide a contemporary perspective of studying South African sports history as well as form part of the discussion at the June 2011 SCOLMA conference, ‘Sport in Africa: History, Politics and the Archive’.
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Fullerton, Simon, Anne W. Taylor, Eleonora Dal Grande, and Narelle Berry. "Measuring Physical Inactivity: Do Current Measures Provide an Accurate View of “Sedentary” Video Game Time?" Journal of Obesity 2014 (2014): 1–5. http://dx.doi.org/10.1155/2014/287013.
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Background. Measures of screen time are often used to assess sedentary behaviour. Participation in activity-based video games (exergames) can contribute to estimates of screen time, as current practices of measuring it do not consider the growing evidence that playing exergames can provide light to moderate levels of physical activity. This study aimed to determine what proportion of time spent playing video games was actually spent playing exergames.Methods. Data were collected via a cross-sectional telephone survey in South Australia. Participants aged 18 years and above (n=2026) were asked about their video game habits, as well as demographic and socioeconomic factors. In cases where children were in the household, the video game habits of a randomly selected child were also questioned.Results. Overall, 31.3% of adults and 79.9% of children spend at least some time playing video games. Of these, 24.1% of adults and 42.1% of children play exergames, with these types of games accounting for a third of all time that adults spend playing video games and nearly 20% of children’s video game time.Conclusions. A substantial proportion of time that would usually be classified as “sedentary” may actually be spent participating in light to moderate physical activity.
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Krotee, March L. "Apartheid and Sport: South Africa Revisited." Sociology of Sport Journal 5, no. 2 (June 1988): 125–35. http://dx.doi.org/10.1123/ssj.5.2.125.
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The South African government’s socially based policy of segregation and discrimination, or “apartheid,” has caused tremendous external, as well as internal, pressures to reverse the government’s inhumane treatment of its repressed populace. Until recently none of the pressures have been more forceful than those evoked by the sporting world and the United Nations. Since 1960, these forces have served to isolate South Africa from most international sports competitions, including the Olympic Games. At one juncture, various leanings in apartheid policy seemed to point toward a tilt in attitudinal posture not only in regard to sport but to various related apartheid conduct. Recent events, however, have elucidated a continued dominant posture concerning South Africa’s all-encompassing socially repressive apartheid practice. It appears that, unless the South African government initiates swift and salient apartheid expiration, the perilous game they are playing may get out of hand.
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DeArmond, Marc C., Brett E. Shelton, and Yu-Chang Hsu. "The Gap Between Korean Esports and Educational Gaming." International Journal of Game-Based Learning 12, no. 1 (January 2022): 1–12. http://dx.doi.org/10.4018/ijgbl.287828.
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While some research suggests South Korea has fallen behind other developed nations with regard to publishing and using serious games in the classroom, Korean interest in video games remains extremely high. Due to a number of cultural, social, and technological factors, esports was primed to become a significant force in Korean culture and received significant support from the Ministry of Culture. The Korean Ministry of Education, meanwhile, is resistant to adopting educational games as a part of its accepted pedagogy. This resistance has created a significant gap between the interest in video games as a learning tool and that of video games as an industry and career path in Korea. While a number of factors play a role in the languishing serious games market, based on evidence analyzed through educational gaming literature it is unlikely educational gaming will be able to significantly advance without the support of the primary governing body controlling educational policy.
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Ramchandani, GM, and DJ Wilson. "Forecasting South Africa’s performance at the 2010 Commonwealth Games." South African Journal of Sports Medicine 22, no. 2 (June 30, 2010): 42. http://dx.doi.org/10.17159/2078-516x/2010/v22i2a315.
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Objectives. This paper predicts South Africa’s performance at the Delhi 2010 Commonwealth Games. Methods. Potential scenarios are developed based on South Africa’s previous performances. Results. South Africa will win up to 15 gold medals and 43 medals in total. Conclusions. After Delhi 2010, the actual results should be examined to verify the forecasts.
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Amory, Alan, and Bolepo Molomo. "Gendered Play and Evaluation of Computer Video Games by Young South Africans." Gender, Technology and Development 16, no. 2 (January 2012): 177–96. http://dx.doi.org/10.1177/097185241201600203.
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Louw, Stephen. "African numbers games and gambler motivation: ‘Fahfee’ in contemporary South Africa." African Affairs 117, no. 466 (December 5, 2017): 109–29. http://dx.doi.org/10.1093/afraf/adx043.
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Walton, Marion, and Nicola Pallitt. "‘Grand Theft South Africa’: games, literacy and inequality in consumer childhoods." Language and Education 26, no. 4 (July 2012): 347–61. http://dx.doi.org/10.1080/09500782.2012.691516.
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Aseey, Anne Achieng. "Multi-Disciplinary Approaches to Learning and Teaching in Kenya: Use of Video Games in Education." Afrika Tanulmányok / Hungarian Journal of African Studies 15, no. 3 (December 16, 2021): 61–74. http://dx.doi.org/10.15170/at.2021.15.3.4.
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Education is one sector that tries to be consistent despite facing several changes. Vari- ous factors and emerging trends have affected the sector both positively and negatively. The scope of the digital divide is more pronounced in the developing countries and the COVID-19 pandemic exacerbated the technological struggles in Africa more than before. Technology is an enabler in education but not in all contexts because it also causes other challenges that increase the vulnerability of learners and educators in diverse circumstances. The proliferation of digital devices, especially mobile and smart devices, has brought in new changes and innovative ideas that have impacted the sectors input, output, and outcome. Leaners have demonstrated various degrees of adoption and absorption of new devices, and simultaneously educators have integrated and adapted to new pedagogies that resonate with the situation. As a continent, Africa has experienced an emerging trend with digital and non-digital devices interconnected for educational purposes on demand whenever needed. In developing countries like Kenya, more innovative ways of learning have been harnessed for learning and teach- ing purposes .With the penetration of the World Wide Web, the internet of things, availability of electronic devices, and improvement in information communication and technology infrastructure. Video games, which can be played on many platforms and electronic devices, can easily be leveraged for teaching and learning purposes. This study was conducted among learners and educators in an urban setting in Nairobi County, Kenya. The study investigated the potential of video games in education as used by leaners and teachers. The findings indicated that most leaners targeted had personal mobile devices. This gave them easy access to video games, which led to the popularity of these games. The findings also indicated that the leaners were not allowed to use digital devices like mobile phones in the classroom at school but had limited access to video games through desktops and laptops available in their institutions. The findings also showed that the majority of teachers were not keen on using video games for teaching and learning purposes, and this scenario presented a disparity in and a barrier to using multi-disciplinary approaches and integrating technology in teaching and learning. The study recommended that, with more electronic devices available for leaners and other education stakeholders, it is necessary to harness video games for learning and teaching purposes to allow for innovation, discovery, critical thinking, and experiential learning among learners.
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Bao, Hongwei. "The queer Global South: Transnational video activism between China and Africa." Global Media and China 5, no. 3 (August 31, 2020): 294–318. http://dx.doi.org/10.1177/2059436420949985.
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In this article, I examine grassroots cinematic connections between China and Africa by using Queer University, short for the Queer University Video Capacity Building Training Program, a 3-year (2017–2019) participatory video production program between Chinese and African queer filmmakers and activists, as a case study. Through interviews with Queer University organizers and participants, I discuss the transnational politics and decolonial potentials underpinning these grassroots initiatives. Drawing on Françoise Lionnet and Shu-mei Shih’s critical term “minor transnationalism,” I study transnational queer grassroots collaborations in the Global South, and, in doing so, unravel the hopes, promises, and precariousness of emerging people-to-people exchanges taking place in the Global South.
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Cheng, Diana, and Maura Twillman. "Double the Fun: Pairs Skating Jumps." Mathematics Teacher 111, no. 4 (January 2018): 249–55. http://dx.doi.org/10.5951/mathteacher.111.4.0249.
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The 2018 Winter Olympic Games will take place on February 9-25, 2018, in Pyeongchang, South Korea. One of the featured Olympic sports is figure skating. Jumps are an exciting part of singles and pairs figureskating events. View a video of the 2015 and 2016 world champion Canadian pair Meagan Duhamel and Eric Radford performing their winning free skate at the 2016 World Figure Skating Championships (their side-byside jump entry begins at 1:07 in the video): http://web.icenetwork.com/video/topic/174637818/v571390583
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Ramchandani, Gm, and DJ Wilson. "Review of medal predictions for South Africa in the Delhi 2010 Commonwealth Games." South African Journal of Sports Medicine 22, no. 4 (December 30, 2010): 106. http://dx.doi.org/10.17159/2078-516x/2010/v22i4a309.
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Objectives. This paper reviews South Africa’s performance in the Delhi 2010 Commonwealth Games relative to predicted medal success. Methods. Forecasts based on the nation’s previous success are compared against medals won in Delhi. Results. Actual performance is in line with predicted performance in terms of gold medals but total medals won are below expectations. Conclusion. The findings are of potential value to relevant sports authorities and follow up research is proposed.
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Herman, Fanie. "Textile Disputes and Two-Level Games: The Case of China and South Africa." Asian Politics & Policy 3, no. 1 (January 2011): 115–30. http://dx.doi.org/10.1111/j.1943-0787.2010.01241.x.
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Gunter, Ashley. "Mega events as a pretext for infrastructural development: the case of the All African Games Athletes Village, Alexandra, Johannesburg." Bulletin of Geography. Socio-economic Series 23, no. 23 (March 1, 2014): 39–52. http://dx.doi.org/10.2478/bog-2014-0003.
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AbstractThe hosting of mega events in the Global South has become a symbol of prestige and national pride. From the hosting of international mega events such as the world cup, to regional events like the Commonwealth Games, developing nations are hosting mega events frequently and on a massive scale. Often used as a justification for this escapade in hosting a mega event is the purposed infrastructural legacy that will remain after the event. From the bid documents of the London Olympics to the Delhi Common Wealth Games, the pretext of infrastructural legacy is cited as a legitimate reason for spending the billions of dollars needed for hosting the event. This paper looks at this justification in the context of the All Africa Games which was hosted in Johannesburg, South Africa in 1999. It examines how the legacy infrastructure from this event has been utilised as a social housing development and how the billions of dollars spent on the infrastructural legacy of the games has been used by local residence of the city. The vast majority of the current residence of the All Africa Games Athletes’ Village have little recollection of the Games and do not feel that the housing stock they have received is of significantly better quality than that of other social housing. This points to the contentious claim that developmental infrastructure built through hosting a mega event is of superior quality or brings greater benefit to the end users. That is not to say that hosting a mega event does not have benefits; however, the claim of development through hosting, in the case of Johannesburg, seems disingenuous.
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Derman, WE. "Medication use by Team South Africa during the XXVIIIth Olympiad: A model for quantity estimation for multi-coded team events." South African Journal of Sports Medicine 20, no. 3 (February 5, 2009): 78. http://dx.doi.org/10.17159/2413-3108/2008/v20i3a278.
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Objective. This descriptive study was undertaken to report the medications used by the athletes and officials of Team South Africa at the 2004 Olympic Games and to provide a model for the estimation of quantities to be used for planning support to future events. Setting. South African medical facility, 2004 Olympic Games, Athens, Greece. Methods. The names of the medications, including the dosage and quantity of medications dispensed, were recorded in the pharmacy stock control book at the South African medical facility, 2004 Olympic Games, Athens, Greece. Retrospective review of patient files and medical encounter forms was also undertaken to check against the pharmacy stock control book to ensure complete data capture of dispensed medications. Main outcome measures. Quantities of medications consumed during the observation period. The units of medication consumed per travelling team member were calculated by dividing the number of units (tablets, capsules, tubes, inhalers, bottles and ampoules) used during the trip by the total number of travelling team members. Results. Complete records of medications included in the travelling pharmacy are described. Quantities of medications included ranged from single units to 2 250 units and percentage use of various medications varied from 0% to 100% of stocks. Units per team member ranged from 0 to 9.43. Medications were consumed from all categories of agents. The most utilised agents included the analgesics, musculoskeletal and non-steroidal anti-inflammatory agents as well as certain vitamin and mineral supplements. Conclusions. This study describes the consumption of pharmacological agents by the athletes and officials of Team South Africa during the Athens 2004 Olympic Games. It also provides a model to assist with the estimation of quantities of medications to be included in the travelling pharmacy for future international multicoded sports events. South African Journal of Sports Medicine Vol. 20 (3) 2008: pp. 78-84
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Derman, WE. "Medication use by Team South Africa during the XXVIIIth Olympiad: A model for quantity estimation for multi-coded team events." South African Journal of Sports Medicine 20, no. 3 (October 5, 2008): 78. http://dx.doi.org/10.17159/2078-516x/2008/v20i3a278.
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Objective. This descriptive study was undertaken to report the medications used by the athletes and officials of Team South Africa at the 2004 Olympic Games and to provide a model for the estimation of quantities to be used for planning support to future events. Setting. South African medical facility, 2004 Olympic Games, Athens, Greece. Methods. The names of the medications, including the dosage and quantity of medications dispensed, were recorded in the pharmacy stock control book at the South African medical facility, 2004 Olympic Games, Athens, Greece. Retrospective review of patient files and medical encounter forms was also undertaken to check against the pharmacy stock control book to ensure complete data capture of dispensed medications. Main outcome measures. Quantities of medications consumed during the observation period. The units of medication consumed per travelling team member were calculated by dividing the number of units (tablets, capsules, tubes, inhalers, bottles and ampoules) used during the trip by the total number of travelling team members. Results. Complete records of medications included in the travelling pharmacy are described. Quantities of medications included ranged from single units to 2 250 units and percentage use of various medications varied from 0% to 100% of stocks. Units per team member ranged from 0 to 9.43. Medications were consumed from all categories of agents. The most utilised agents included the analgesics, musculoskeletal and non-steroidal anti-inflammatory agents as well as certain vitamin and mineral supplements. Conclusions. This study describes the consumption of pharmacological agents by the athletes and officials of Team South Africa during the Athens 2004 Olympic Games. It also provides a model to assist with the estimation of quantities of medications to be included in the travelling pharmacy for future international multicoded sports events. South African Journal of Sports Medicine Vol. 20 (3) 2008: pp. 78-84
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McDowell, Matthew L., and Fiona Skillen. "The 1986 Commonwealth Games: Scotland, South Africa, sporting boycotts, and the former British Empire." Sport in Society 20, no. 3 (October 13, 2015): 384–97. http://dx.doi.org/10.1080/17430437.2015.1088725.
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Lankford, Bruce A., and Joanne Craven. "Rapid Games Designing; Constructing a Dynamic Metaphor to Explore Complex Systems and Abstract Concepts." Sustainability 12, no. 17 (September 3, 2020): 7200. http://dx.doi.org/10.3390/su12177200.
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Initiated by a research project examining agricultural and water resilience in South Africa and tested in workshops on a range of topics, we reflect on our application of a half-to-one day “games designing” format for constructing dynamic metaphors for complex systems and related concepts (e.g., the resilience or sustainability of a catchment/agricultural marketing system). While this short format gives rich and detailed games that potentially could be played in an extended version of the workshop, we did not go ahead with this step. Instead, we devoted the limited time available to supporting participants in designing, comparing and discussing their games and to exploring the concepts and meanings of a given complex system, even if the latter was initially deemed by participants to be abstract and “academic”. Our abridged term for short-format games designing is “rapid games designing” (RGD). Key benefits to participating individuals, the whole group and workshop organizers include (a) the highly productive and creative use of limited time; (b) an inclusive group exercise that draws everyone into the process; (c) rich discussion of pluralist viewpoints through the comparison of the remarkable variety of games generated, including their differences in purpose, players and rules; and (d) observations on how the games construct a dynamic metaphor for the system and its properties, leading to deeper insights and knowledge building regarding system concepts and components. Here, we use two case studies in South Africa to explore what value RGD provides and how it does so, and then we briefly compare it to other similar methods. We also provide practical guidance for facilitating RGD workshops. In conclusion, we argue this format offers an option for the ongoing evolution of games about complex human, natural and socio-ecological systems and that it generates considerable creativity, learning, discussion and insights amongst all participants.
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Pastore, Chris, Yordan Kyosev, Ali-Akbar Fassihi, and Becky Flax. "Textile education during the 2020 pandemic: experiences in US, South Africa and Germany." Communications in Development and Assembling of Textile Products 2, no. 1 (May 24, 2021): 18–33. http://dx.doi.org/10.25367/cdatp.2021.2.p18-33.
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The Covid-19 pandemic has had a major impact on higher education across the world. In this paper we consider how textile education has been impacted and what approaches have been employed to maintain quality education and laboratory experience when traditional methods are not appropriate. This paper considers three different countries – United States, South Africa and Germany. Each has been affected in a different way, has a different sociological makeup, and has developed distinct solutions to the challenge. Methods related to HyFlex, flipped classrooms, and blending learning have been applied by all three institutions. Lectures have been presented as pre-recorded videos, synchronous video conferencing, and hybrid. Similarly, laboratory and studio experiences have been handled through pre-recorded video, guided “at home” experiments, and modified in-person experiences. This paper gives an overview of the laboratory and studio experiences, time spent in preparation, and reaction of the students to remedies. It also addresses best practices from each country in the three continents.
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Modise, Julia Mantsali. "Jerusalema, a Heritage Day Song of the COVID-19 Pandemic." Religions 14, no. 1 (December 28, 2022): 45. http://dx.doi.org/10.3390/rel14010045.
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Musical activities, religious or spiritual, share much in common. They tend to evoke powerful emotional responses in participating individuals and have great significance at the personal, social and communal levels. Music and dance have always been strongly connected in South Africa. The songs of South Africa were prominent for the social and political role they played in the struggle against apartheid rule. Post-apartheid era songs were used to reconcile a nation that was deeply divided. Nkosi Sikelel’ iAfrika (God Bless Africa), became the national anthem of a democratic South Africa. Jerusalema music and dance was unofficially adopted as the Heritage Day song when President Cyril Ramaphosa encouraged the people to participate in the Jerusalemadancechallenge “to remember the loved ones lost to the COVID-19 disease and to quietly rejoice in the diverse heritage of our nation”. A qualitative study was conducted using webnography to find the meaning ascribed to Jerusalema music by the viewers of the video during the COVID-19 pandemic. While several themes emerged after the qualitative content analysis was performed, the focus of this article was on one of the themes that led the viewers of this music video to believe that Jerusalema brought the world together through music and dance during the COVID-19 hard lockdown. South Africans embraced it as the Heritage Day song.
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Chi, Yeong, Marvin Glen Lovett, and Orson Chi. "Gaming Motivations among American College Students." International Journal of Business and Management 12, no. 6 (May 18, 2017): 211. http://dx.doi.org/10.5539/ijbm.v12n6p211.
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The purpose of this study was to examine American college students’ motivations related to video games and to identify groups exhibiting common patterns of responses. This study investigated the video gaming motivations of American college students through the adoption of a gaming motivation scale, developed by Lafrenière, et al., which was composed of 18 Likert-typed items. A questionnaire survey, administered to 191 American college students at a public university in South Texas, was employed to collect primary data for this study. The gaming motivations of these participants were examined through factor analysis, which identified four reliable factors. Cluster analysis was then employed to identify three prominent video gaming motivation groups. This research may provide practical marketing implications by proposing effective ways to better understand and target video gaming consumers. Research results may also provide direction for developing successful marketing strategies in the video gaming industry.
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Tlou, Faith, and Nosisi N. Feza. "Grade R educators voluntarily share their mathematics practices: Authentic realities in South Africa showcased." South African Journal of Childhood Education 7, no. 1 (December 12, 2017): 9. http://dx.doi.org/10.4102/sajce.v7i1.468.
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<p><span>In South Africa’s reception classes (Grade R), the harsh reality is that the sector is beset by serious challenges. As part of a broader professional development study, this article focuses on the actual operations of Grade R educators as they conduct mathematics lessons using video technology to record their teaching. An observation tool adapted from Clements and Sarama is used to determine the quality of mathematics instruction, and to provide recommendations for bridging the gaps observed. Fourteen Grade R classes were video-recorded as part of the bigger project, with the educators themselves selecting three lessons per class to showcase their practices. For this article, the authors employed a qualitative approach guided by Vygotsky’s conceptual development of knowledge theory. A thematic analysis was conducted, mediated by the lesson observation instrument. The findings indicate that Grade R educators lack structure and purpose in their instructional activities. Even when sound content knowledge is demonstrated, the instruction tends to be teacher-centred.</span></p>
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Harrop-Allin, Susan. "Multimodality and the Multiliteracies Pedagogy." Journal of Research in Music Education 65, no. 1 (February 1, 2017): 25–51. http://dx.doi.org/10.1177/0022429417694874.
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Drawing on a study of children’s musical games in urban South Africa, this article employs two theoretical frames: that of multimodality and the multiliteracies pedagogy. These are applied to a contextual analysis of the forms of musicality that musical games embody and to ways of incorporating children’s play into pedagogy. Based on ethnographic research in primary schools in Soweto, I first examine representative examples of musical games in order to demonstrate children’s musicianship in relation to the concept of multimodality. Analysis reveals the games’ sophistication in terms of children’s deployment of multiple modes and the inventiveness their methods imply. Furthermore, a multimodal theoretical frame and analytical approach enables an understanding of musicality as the capacity to “design.” Second, children’s multimodal musicality prompts questions about how such musicality may become a resource in formal learning. I propose that applying the multiliteracies pedagogy to music education offers a methodological solution for “recruiting” musical games so that the capacities children demonstrate in their games may be developed.
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Coetzer, Willem, Alexandra Holland, and Ian Engelbrecht. "Biodiversity Data Curation: South Africa Goes Online." Biodiversity Information Science and Standards 2 (May 22, 2018): e25840. http://dx.doi.org/10.3897/biss.2.25840.
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The South African Institute for Aquatic Biodiversity (SAIAB) operates several research platforms, which may be used by the broader South African research community (e.g. a marine research vessel and a remotely operated underwater vehicle). SAIAB’s Enterprise-grade data centre, along with expertise in systems administration and biodiversity information management, allow the institute to offer a Biodiversity Information Management Platform. Data hosted by SAIAB is replicated across three data centres, with each centre being at least 250m apart and operating independently. Infrastructure at two data centres replicates in real time, forming a high availability cluster. The third datacentre is dedicated to storing backups. High-capacity tape backup will be added in the near future. As an additional measure, cloud storage is used to store daily extracts of Specify databases, which are retained for one year. In the first instance, the Platform aims to provide SAIAB researchers and associates with biodiversity data curation services. This begins with support for the SAIAB Collections Division, to ensure that voucher specimens, tissue samples and associated media are accurately catalogued and can be easily retrieved. Biodiversity data curation is broader than this. It also means that any biodiversity data/metadata (records of species, events, occurrences/observations and traits) can potentially be curated using Specify Software, and standardised and published (subject to relevant policies) to the GBIF Data Portal using the GBIF Integrated Publishing Toolkit. The use of Specify Software to curate biodiveristy data that do not represent voucher specimens (e.g. underwater images and video) is a new research project within SAIAB, which has the potential to be extended beyond SAIAB. A new national initiative, the Natural Science Collections Facility (NSCF), was launched in 2017 to reinvigorate natural science museums across the country, to halt deterioration of specimens and improve capacity for specimen and data curation. In support of the NSCF, the SAIAB platform is offered to natural science museums in South Africa (excluding herbaria, which are all part of or affiliated with SANBI, and therefore accommodated by a different system). Each museum will be provided with a webserver, Specify 7 database, Specify web portal and IPT server. In offering this platform to the broader South African Biodiversity Science community, SAIAB is primarily motivated by the potential for collaborative research in capacity development for biodiversity data curation / information management, using Specify Software. The first research project will examine participating museums’ capacity to use the Specify Workbench sustainably, to import new voucher/occurrence records generated by fieldwork. The requisite training to enhance this potential will be provided. The Natural Science Collections Facility (NSCF) is an important collaborator in the context of enhancing the general state of South Africa’s specimen collections, and the Specify Collections Consortium is an important collaborator, specifically for support.
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Tella, Oluwaseun, and Pieter Labuschagne. "Sport, Politics, and Diplomacy: Perspectives on Durban's (South Africa) Bid to Host the 2022 Commonwealth Games." Politikon 45, no. 3 (May 31, 2018): 408–25. http://dx.doi.org/10.1080/02589346.2018.1477555.
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De Vos, L., RGA Watson, A. Götz, and CG Attwood. "Baited remote underwater video system (BRUVs) survey of chondrichthyan diversity in False Bay, South Africa." African Journal of Marine Science 37, no. 2 (April 3, 2015): 209–18. http://dx.doi.org/10.2989/1814232x.2015.1036119.
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R. Brett, Michael. "The effectiveness of audio-visual media and social media platforms as components of blended learning." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 9, no. 4 (December 1, 2020): 177–95. http://dx.doi.org/10.31920/2634-3622/2020/v9n4a8.
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South Africa currently has 90 million cellphone connections and 4G bandwidth is accessible to 75% of the population. Audio-visual media, such as videos, can be used to enhance teaching as the use of multimedia is a key component of blended learning. In total, 92 fourth-year university education students were surveyed to determine their response to video-based assessments. Of the students surveyed, 92% believed that videos assisted their understanding of the course content, 78.5% believed that video-based assessments were less difficult than traditional assessments and 89% intend using audio-visual media in their own classrooms. Significantly, 88.7% believe that such media should be used at least once a week. In addition, once they graduate, 63% of participants intend using social media platforms to communicate with learners. The study suggests that a greater emphasis needs to be placed on blended learning, both in schools and tertiary institutions in South Africa.
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Carlin, Ryan E., Gregory J. Love, and Daniel J. Young. "Political Competition, Partisanship, and Interpersonal Trust Under Party Dominance: Evidence from Post-Apartheid South Africa." Journal of Experimental Political Science 7, no. 2 (June 17, 2019): 101–11. http://dx.doi.org/10.1017/xps.2019.17.
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AbstractHow does single-party dominance influence interpersonal trust? We draw on evidence from trust games played by more than 2,000 subjects in South Africa, where, since Apartheid, race-based social enmity has persisted under democratic competition characterized by single-party dominance. We find that partisan-based trust discrimination is most pronounced for those who identify with the main opposition party and is driven by strong distrust of rival partisans. These findings underscore how electoral competition, in general, shapes trust across party lines and suggests one-sided competition, in particular, has asymmetrical effects between parties in dominant party systems. Moreover, this study provides additional evidence regarding the relative weights of trustworthiness stereotypes tied to partisanship and race.
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Morton, Jennifer F., Laura Myers, Katherine Gill, Linda-Gail Bekker, Gabrielle Stein, Katherine K. Thomas, Menna Duyver, et al. "Evaluation of a behavior-centered design strategy for creating demand for oral PrEP among young women in Cape Town, South Africa." Gates Open Research 4 (March 10, 2020): 29. http://dx.doi.org/10.12688/gatesopenres.13103.1.
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Background: There is an urgent need to find effective interventions that reduce young South African women’s vulnerability to HIV, and pre-exposure prophylaxis (PrEP) is highly effective when taken consistently. As national programs in Africa launch PrEP programs for young women, it is critical to understand how to effectively create awareness, stimulate interest, and increase uptake of PrEP. Methods: Behavior-centered design (BCD) guided the development of a PrEP social marketing campaign for young women. Ethnographic observations, in-depth interviews, and focus-group discussions with young South African women informed the content and design of a 90-second PrEP demand creation video and two informational brochures. A short survey was administered to young women at their homes after watching a video to evaluate PrEP interest. Of 800 households with a 16-25-year-old female identified from a Cape Town township census, 320 women in these households viewed the video and completed a survey about the video and their interest in PrEP. Results: In focus groups, young women from the township preferred local characters and messaging that was empowering, simple, and motivational. From the household survey of young women who viewed the video, most reported interest in learning more about PrEP (67.7% ‘definitely interested’ and 9.4% ‘somewhat interested’) and taking PrEP (56.4% ‘definitely interested’ and 12.5% ‘somewhat interested’). Factors significantly associated with interest in taking PrEP were having a primary partner with whom they regularly have sex (80.0% vs. 65.2% without a primary partner; adjusted odds ratio (AOR)=3.1, 95% CI: 1.3, 7.0) and being in a sexual partnership for <6 months (86.8% vs. 68.5% for >12 months; AOR=3.0, 95% CI: 1.2, 7.3). Conclusions: A positively framed PrEP demand creation video generated high interest in PrEP among young South African women, particularly among women with a primary partner and a shorter-term relationship. Registration: NCT03142256; registered on 5 May 2017.
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Morton, Jennifer F., Laura Myers, Katherine Gill, Linda-Gail Bekker, Gabrielle Stein, Katherine K. Thomas, Menna Duyver, et al. "Evaluation of a behavior-centered design strategy for creating demand for oral PrEP among young women in Cape Town, South Africa." Gates Open Research 4 (July 3, 2020): 29. http://dx.doi.org/10.12688/gatesopenres.13103.2.
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Background: There is an urgent need to find effective interventions that reduce young South African women’s vulnerability to HIV, and pre-exposure prophylaxis (PrEP) is highly effective when taken consistently. As national programs in Africa launch PrEP programs for young women, it is critical to understand how to effectively create awareness, stimulate interest, and increase uptake of PrEP. Methods: Behavior-centered design (BCD) guided the development of a PrEP social marketing campaign for young women. Ethnographic observations, in-depth interviews, and focus-group discussions with young South African women informed the content and design of a 90-second PrEP demand creation video and two informational brochures. A short survey was administered to young women at their homes after watching a video to evaluate PrEP interest. Of 800 households with a 16-25-year-old female identified from a Cape Town township census, 320 women in these households viewed the video and completed a survey about the video and their interest in PrEP. Results: In focus groups, young women from the township preferred local characters and messaging that was empowering, simple, and motivational. From the household survey of young women who viewed the video, most reported interest in learning more about PrEP (67.7% ‘definitely interested’ and 9.4% ‘somewhat interested’) and taking PrEP (56.4% ‘definitely interested’ and 12.5% ‘somewhat interested’). Factors significantly associated with interest in taking PrEP were having a primary partner with whom they regularly have sex (80.0% vs. 65.2% without a primary partner; adjusted odds ratio (AOR)=3.1, 95% CI: 1.3, 7.0) and being in a sexual partnership for <6 months (86.8% vs. 68.5% for >12 months; AOR=3.0, 95% CI: 1.2, 7.3). Conclusions: A positively framed PrEP demand creation video generated high interest in PrEP among young South African women, particularly among women with a primary partner and a shorter-term relationship. Registration: NCT03142256; registered on 5 May 2017.
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Mazinter, Luisa, Michael M. Goldman, and Jennifer Lindsey-Renton. "Cricket South Africa’s Protea Fire brand." Emerald Emerging Markets Case Studies 7, no. 1 (April 18, 2017): 1–20. http://dx.doi.org/10.1108/eemcs-05-2016-0081.
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Subject area Marketing, Sports marketing and Social media marketing. Study level/applicability Graduate level. Case overview This case, based on field research and multiple secondary sources, documents the 12-month period since early 2014 during which Cricket South Africa (CSA) developed the Protea Fire brand for their national men’s cricket team, known as the Proteas. In mid-2014, Marc Jury, the Commercial and Marketing manager of CSA set up a project team to take the previously in-house Protea Fire brand public. With the 2015 Cricket World Cup in Australia and New Zealand less than a year away, Jury worked with a diverse project team of Proteas players, cricket brand managers and external consultants to build a public brand identity for the national team, to nurture greater fan affinity and to mobilize South Africans behind their team for the World Cup. The project team developed a range of Protea Fire multimedia content as the core of the campaign. These included video diaries, scripts which were written by the Proteas players themselves, player profile videos, motivational team-talk videos and good luck video messages featuring ordinary and famous South Africans. Having invested in creating this content, the project team faced the difficult task of allocating a limited media budget to broadcast and amplify the content. Another significant challenge was to ensure that the Proteas team values were authentically communicated across all content, including via the social media strategy using Twitter, Instagram and YouTube. As the World Cup tournament kicked off on February 14th 2015, South Africa was well placed to overcome their previous inability to reach a final, although Jury wondered whether another exit in the knockout round would weaken the strong and positive emotions the Protea Fire campaign had ignited. With the last two balls remaining in South Africa’s semi-final game against New Zealand on March 24th 2015, and the home team requiring just five runs to win, Jury joined 60 million South Africans hoping that Protea Fire was strong enough. The case concludes with South Africa losing the semi-final game and Jury turning his attention to how the #ProteaFire campaign should respond. Expected learning outcomes This study aimed to analyse the development of a sport team brand and a megaevent campaign; to assess the efficiency and effectiveness of a marketing campaign; and to consider appropriate brand responses to the team’s failure to deliver on expectations. Subject code CSS 8: Marketing.
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Mosimege, Mogege. "The use of indigenous games in the teaching and learning of Mathematics." Revemop 2 (March 4, 2020): e202009. http://dx.doi.org/10.33532/revemop.e202009.
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Indigenous games play an important role in various communities. Despite research indicating that these games can be used to advance and create a connection between classroom activities and the real life contexts, the connection has not been explored adequately to make this a reality in many mathematics classrooms. This Article reports on the various indigenous games that are a feature in South Africa as well as the Southern Africa region. The Article identifies a number of indigenous games that are popular in South Africa and how such games have been used to promote cultural heritage. This article also discusses examples of the use of such games in the process of teaching and learning of mathematics in schools.Keywords: Indigenous games. Mathematics teaching and learning. Sociocultural context. Real-life examples.El uso de juegos indígenas en la enseñanza y aprendizaje de las Matemáticas Los juegos indígenas juegan un papel importante en varias comunidades. A pesar de las investigaciones que indican que estos juegos pueden usarse para avanzar y crear una conexión entre las actividades del aula y los contextos de la vida real, pero, la conexión no se ha explorado adecuadamente para hacer de esto una realidad en muchas aulas de matemáticas. Este artículo informa sobre los diversos juegos indígenas que son una característica en Sudáfrica y en la región de África del Sur. El artículo identifica una serie de juegos indígenas que son populares en Sudáfrica y cómo dichos juegos se han utilizado para promover el patrimonio cultural. El artículo también analiza ejemplos del uso de tales juegos en la enseñanza y el aprendizaje de las matemáticas en las escuelas.Palabras clave: Juegos indígenas. Enseñanza y aprendizaje de las Matemáticas. Contexto sociocultural. Ejemplos de la vida real.O uso de jogos indígenas no ensino e na aprendizagem de Matemática Os jogos indígenas desempenham um papel importante em várias comunidades. Apesar das pesquisas indicarem que esses jogos podem ser utilzados para avançar e criar uma conexão entre as atividades da sala de aula e os contextos da vida real, essa conexão ainda não foi explorada adequadamente para tornar isso uma realidade em muitas salas de aula de matemática. Este artigo relata diferentes jogos indígenas que são jogados na África do Sul e na região da África Austral. Este artigo, também, identifica vários jogos indígenas populares na África do Sul e como esses jogos foram utilização para a promoção do patrimônio cultural, bem como discute exemplos do uso desses jogos no processo de ensino e aprendizagem de matemática nas escolas.Palavras-chave: Jogos indígenas. Ensino e aprendizagem de Matemática. Contexto sociocultural. Exemplos da vida real.
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Derman, WE. "Profile of medical and injury consultations of Team South Africa during the XXVIIIth Olympiad, Athens 2004." South African Journal of Sports Medicine 20, no. 3 (February 5, 2009): 72. http://dx.doi.org/10.17159/2413-3108/2008/v20i3a277.
Full textAbstract:
Objective. This descriptive study was undertaken to document the nature of medical and injury consultations of the athletes and officials of the South African Team at the 2004 Olympic Games, and to provide data for planning future events. Setting. South African medical facility, 2004 Olympic Games, Athens, Greece. Methods. Total number of consultations and diagnoses were ascertained from medical logs and patient files which were completed daily by the members of the medical team. A retrospective clinical audit of medical records was then undertaken and the data were then compared with similar data collected during the Sydney 2000 Olympic Games. Acute and chronic-soft tissue (muscle strain, ligament sprain, tendon injury, contusion or laceration) and bony injury were analysed in terms of nature of injury, grading of severity and anatomical region injured. Main outcome measures. Number of consultations due to medical complaints or injuries among athletes and officials. Results. A total of 180 medical consultations were logged during the time in Athens while 348 consultations were logged in Sydney. The daily consultation rate was 6 per day in Athens compared with 13 per day in Sydney. In Athens, 84% of consultations were with athletes and the remainder (16%) with officials – this was similar to Sydney. The most common medical complaints in Athens were dermatological (16%), ENT (13%), and respiratory (8%) in nature, which contrasts with the profile of consultations in Sydney (ENT 18%; neurological system 16% and respiratory 16%). Acute injury and chronic injury accounted for 26% and 14% of consultations respectively. In Athens, the most common acute and chronic injuries were soft-tissue injuries. The most common acute injury regions were the foot and ankle (25%), upper leg (17%) and knee (17%). A total 77% of acute injuries were grade I, 17% grade II and 6% grade III in severity. The most common chronic injury regions were foot and ankle (32%), lumbar spine (32%), and shoulder (11%). These injury profiles were similar to those documented in Sydney 2000. Conclusions. Injury and illness complaints of the South African team were fewer in Athens 2004 compared with those documented during Sydney 2000. This can be attributed to local environmental conditions and travel across time zones. These data should be useful for planning medical services for future multicoded events. The analysis of the nature of consultations suggests that it should be a prerequisite for physicians travelling with a multi-coded events team to have broad knowledge of both medical and injury management of athletes. Specifically, a sound knowledge of the management of soft-tissue injury is an important prerequisite for the personnel of the medical team. South African Journal of Sports Medicine Vol. 20 (3) 2008: pp. 72-76
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Derman, WE. "Profile of medical and injury consultations of Team South Africa during the XXVIIIth Olympiad, Athens 2004." South African Journal of Sports Medicine 20, no. 3 (October 5, 2008): 72. http://dx.doi.org/10.17159/2078-516x/2008/v20i3a277.
Full textAbstract:
Objective. This descriptive study was undertaken to document the nature of medical and injury consultations of the athletes and officials of the South African Team at the 2004 Olympic Games, and to provide data for planning future events. Setting. South African medical facility, 2004 Olympic Games, Athens, Greece. Methods. Total number of consultations and diagnoses were ascertained from medical logs and patient files which were completed daily by the members of the medical team. A retrospective clinical audit of medical records was then undertaken and the data were then compared with similar data collected during the Sydney 2000 Olympic Games. Acute and chronic-soft tissue (muscle strain, ligament sprain, tendon injury, contusion or laceration) and bony injury were analysed in terms of nature of injury, grading of severity and anatomical region injured. Main outcome measures. Number of consultations due to medical complaints or injuries among athletes and officials. Results. A total of 180 medical consultations were logged during the time in Athens while 348 consultations were logged in Sydney. The daily consultation rate was 6 per day in Athens compared with 13 per day in Sydney. In Athens, 84% of consultations were with athletes and the remainder (16%) with officials – this was similar to Sydney. The most common medical complaints in Athens were dermatological (16%), ENT (13%), and respiratory (8%) in nature, which contrasts with the profile of consultations in Sydney (ENT 18%; neurological system 16% and respiratory 16%). Acute injury and chronic injury accounted for 26% and 14% of consultations respectively. In Athens, the most common acute and chronic injuries were soft-tissue injuries. The most common acute injury regions were the foot and ankle (25%), upper leg (17%) and knee (17%). A total 77% of acute injuries were grade I, 17% grade II and 6% grade III in severity. The most common chronic injury regions were foot and ankle (32%), lumbar spine (32%), and shoulder (11%). These injury profiles were similar to those documented in Sydney 2000. Conclusions. Injury and illness complaints of the South African team were fewer in Athens 2004 compared with those documented during Sydney 2000. This can be attributed to local environmental conditions and travel across time zones. These data should be useful for planning medical services for future multicoded events. The analysis of the nature of consultations suggests that it should be a prerequisite for physicians travelling with a multi-coded events team to have broad knowledge of both medical and injury management of athletes. Specifically, a sound knowledge of the management of soft-tissue injury is an important prerequisite for the personnel of the medical team. South African Journal of Sports Medicine Vol. 20 (3) 2008: pp. 72-76