A. Le Roux

The sensory ecology of prey detection in the bat-eared fox ( Otocyon megalotis )

In the absence of direct sunlight, nocturnal animals face sensory challenges different to those affecting their diurnal counterparts whilst foraging. Anecdotal observations have led to the general prediction that the auditory sensory mode is the most prominent for the bat-eared fox (Otocyon megalotis), a nocturnal, insectivorous canid. The present study aimed to clarify the relative importance of different sensory modes to foraging bat-eared foxes by conducting sensory trials with individuals belonging to a habituated population in the Kuruman River Reserve in South Africa. Foxes were tested in repeated trials controlling for particular sensory stimuli using live or pre-killed prey. Auditory cues proved significant (p⩽0.01) predictors of fox foraging success with olfactory and visual cues indicated as being of secondary importance. This study thus provides empirical confirmation for anecdotal reports that the bat-eared fox is predominantly reliant on auditory cues to determine hunting success.

Innovative parental care in a myrmecophageous mammal

Male bat-eared foxes, Otocyon megalotis, are known to contribute extensively to parental care. Yet, the exact roles that males and females play in raising offspring remain relatively unexplored. Here, we describe interactions between adult foxes and their presumed offspring based on a pilot study on three family groups of a wild population in South Africa. We report the first recorded instance of dung provisioning observed in canids. A male bat-eared fox provided dung to his offspring during a foraging trip, presumably to give them access to the ensconced insects. Further, this male provisioned the young foxes with large, live insects. Similar to other researchers, we never observed provisioning by females, but the females in this population did interact socially with their young in addition to suckling. We emphasize the importance of anecdotal reports of novel behavioural responses in wild canids, as an accumulation of such evidence may reveal patterns of innovative behaviour presently unrecognized in this family.

Percutaneous Injuries in Doctors in the School of Medicine, University of the Free State: Prevalence, Reporting and Adherence to Precautionary and Management Procedures

Abstract Background: Despite the official precautionary measures against percutaneous injuries, incidents still occur. Consequently, it is possible that healthcare workers could contract infections like HBV, HCV, HGV (hepatitis B, C and G viruses) and HIV (human immune deficiency virus). The most serious problem lies in the fact that percutaneous injuries are often underestimated, resulting in non-reporting of the incident. The aim of this study was to determine the incidence of percutaneous injuries in doctors in the School of Medicine at the University of the Free State (UFS), whether the incidents were reported, and the reasons for non-reporting. The use of gloves during procedures was also evaluated. Methods: A mainly descriptive study design was used. Questionnaires were administered from October 2006 through January 2007 to collect information. Participants were selected randomly, and the respondents were divided into surgical and non-surgical groups. Results: The respondents fulfilled the following roles and/or functions in their respective departments of employment: 35 (67.3%) were registrars, 12 (23.1%) were specialists/consultants, four (7.7%) were medical officers, and one (1.9%) was exclusively involved in student training. Two of the respondents did not indicate their roles and functions in their respective departments. A total of 82 incidents of percutaneous injuries occurred. Although the surgical groups handled sharp objects more frequently per week than the non-surgical groups (p-value = 0.04), more incidents occurred in the non-surgical groups (p-value = 0.02). Only 39 (47.6%) of the incidents were reported, while 44.4% of the respondents were aware of the correct reporting procedures. The reasons given for the non-reporting of these incidents were “too busy” (58.1%), “did not think it was serious” (48.8%), and “was not aware of the reporting procedures” (7%). Only 13.7% of the respondents indicated that they always used gloves when drawing blood, 17.4% used them when injections were administered, and 22.4% used gloves during intravenous cannulation. However, 86.8% of the respondents wore gloves when they used a scalpel or any other incision object. The respondents (n = 51) suggested that the three most important precautionary measures to take into consideration when working with sharp objects were (i) the use of gloves (23/51; 45.1%), (ii) never recapping a needle (9/51; 17.6%), and (iii) keeping the container for disposing of sharp objects close at hand (6/51; 11.8%). Conclusions: Despite the risk of percutaneous injuries, non-reporting still occurs. Although the rate of reporting these incidents could be compared with international findings published in the literature, it remains too low. Drastic measures should be taken to ensure that physicians are informed of the hazards of percutaneous injuries, as well as of the appropriate mechanisms of reporting these incidents.

Education for sustainable development in South Africa: a model case scenario

ABSTRACT Education for Sustainable Development (ESD) is an educational approach that, by being a catalyst of social change, promotes sustainability. Although South African education policy and practice appear to be oriented towards ESD, the concept is contested, and ragged with ambiguity and vagueness. Because the transformation of South African education is primarily aimed at social change, such vagueness and ambiguity could prevent the achievement of the vision of an education system that contributes to social change and sustainable development. In this article, we construct a model case scenario to assist in clarifying the concept of ESD. A model case scenario, we contend, might not only lead to an advanced understanding of the concept, but could also serve as an informative tool with which to comment on the extent to which an education system has responded to the call to promote sustainable development. A model case scenario could therefore assist the promotion of the appropriate and unambiguous use of the concept ESD and the alignment of education policy and practice to achieve the transformational goals of the South African Constitution, and of South African education.