Ready-made readers vs CR-39: A study of refractive index, clarity, and scratch resistance

PurposeThe purpose of this study is to assess the perceived satisfaction of Advanced Certificate in Teaching students and facilitators regarding online library services offered by the University of the Free State (UFS) in South Africa.Design/methodology/approachThe study adopted a quantitative approach with open-ended questions that generated some qualitative data. Data has been presented using descriptive statistics in the form of tables, graphs and charts and thematic content analysis for some qualitative data.FindingsAll learners in this study were adults between 45 and 55 years of age. Of the respondents, 13% lacked online experience, while about 85% had never used online library services and 35% indicated that Google was their primary source of information. The majority of respondents indicated information literacy as a core function of the academic library. High data cost in South Africa came out as one of the major issues affecting distance learners as well as login and password frustrations. The study confirmed computer anxiety, physical discomfort, information overflow and prompt response as some of the perceived challenges and levels of satisfaction respectively of Advanced Certificate in Teaching students and facilitators regarding online library services offered by the University of the Free State (UFS) in South Africa.Practical implicationsThe study revealed that a distance learning library policy is of the essence because it helps to put in place rules and regulations that guide the delivery of distance library services.Originality/valueThe offering of online and distance library services is a fairly new concept to the UFS library. This study bridges the gap between theory and practice regarding the perceived satisfaction of distance users on online library services and how to improve the current practice.

1. INTRODUCTION, Jan G. van der Watt - University of Pretoria 2. VIEWS ON SALVATION IN THE GOSPELS AND ACTS 2.1 [Ihsou, the Davidic Messiah, as political Saviour in Matthew's history, Andries G. van Aarde - University of Pretoria 2.2 Salvation in Mark, H. J. Bernard Combrink - University of Stellenbosch 2.3 Soteriological perspectives in Luke's Gospel, Gert J. Steyn - University of Pretoria 2.4 Salvation in the Gospel according to John, Jan G. van der Watt - University of Pretoria 2.5 The soteriology of Acts: Restoration to Life, Hermie C. van Zyl - University of the Free State 3. PAULINE AND DEUTRO-PAULINE LETTERS ON SALVATION 3.1 The for us phrases in Pauline soteriology: Considering their background and use, J. Celliers Breytenbach - Humboldt-Universitat zu Berlin/University of Stellenbosch 3.2 Cavri~ in Paul. An investigation into the apostle's 'performative' application of the language of grace within the framework of his theological reflection on the event/process of salvation, Stephan J. Joubert - University of Pretoria 3.3 Forensic metaphors in Romans and their soteriological significance, Andrie B. du Toit - University of Pretoria 3.4 Salvation as redemption. The use of 'redemption' metaphors in Pauline literature, D. Francois Tolmie - University of the Free State 3.5 Salvation of the reconciled (With a note on the background of Paul's metaphor of reconciliation), J. Celliers Breytenbach - Humboldt-Universitat zu Berlin/University of Stellenbosch 3.6 Salvation in Colossians and Ephesians. Petrus J. Grabe - Regent University School of Divinity/ Associate University of Pretoria 3.7 Safe in the Family of God. Soteriological perspectives in 1 Thessalonians, Pieter G.R. de Villiers - University of the Free State 3.8 Christ Jesus came into the world to save sinners: Soteriology in the Pastoral Epistles, Abraham J. Malherbe - Emeritus Buckingham Professor of New Testament Criticism and Interpretation at Yale Divinity School 4. PERSPECTIVES ON SALVATION FROM THE GENERAL EPISTLES, HEBREWS, AND REVELATION 4.1 God's Purposes and Christ's Saving Work according to Hebrews, Craig R. Koester - Lutheran Theological Seminary/ University of Pretoria 4.2 Simple salvation, but not of straw... Jacobean soteriology, J. Eugene Botha - University of South Africa 4.3 Soteriology of Peter, Fika J. Janse van Rensburg - North West University 4.4 Salvation in the Johannine Epistles, Dirk G. van der Merwe - University of South Africa 4.5 Soteriology in the Apocalypse of John, Jan A. du Rand - University of Johannesburg 5. CONCLUSION, Jan G. van der Watt - University of Pretoria 6. INDEX OF AUTHORS

The paper discusses the nature of extralegal land transfers in an upgraded informal settlement in South Africa. The paper investigates these extralegal transfers in terms of the notion of property and property law as a social construct. The paper researches two main but contradictory conclusions, namely that either extralegal transfers are the result of the current social construct of property (also related to the historic lack of formal property for black people in South Africa) and / or that they are the result of the excessively high transaction costs of a formal transfer process.

Background: The use of learning styles to guide an educational method is becoming increasingly important, with it contributing to the effectiveness of a learning environment. This study addresses the concept of learning styles with reference to students of the Department of Optometry at the University of the Free State, South Africa – a topic that previously has not received much attention. Aim: The aim of this study was to identify the learning styles of optometry students as described by Kolb. Kolb’s Learning Style Inventory (LSI) was completed by the undergraduate students of the Optometry Department, in order to create a better understanding of how students perceive and process learning and to enhance the learning environment accordingly. Setting: This study was conducted in the Optometry Department at the University of the Free State. Methods: Undergraduate optometry students ( N = 106) who were registered for the 2014 academic year and agreed to participate in the study completed Kolb’s LSI to determine their learning styles. Descriptive statistics for categorical data and medians and percentiles for numerical data were calculated. Results: A response rate of 94.6% was achieved, with female students representing the majority (72.6%). The converger learning style was identified as the most preferred learning style among most students, followed by the assimilator, accommodator and diverger learning styles. Conclusion: Knowledge of Kolb’s learning styles created a better understanding of how students learn, which will benefit the facilitator as well as the students. It is recommended that to enhance the learning environment, curriculum delivery and education methods, the learning styles of students should be kept in mind.

The adoption of the 1996 Constitution mainstreamed women's issues in South Africa, but, despite the commendable progress in this sphere over the past ten years, success is only discernible if it translates into the betterment of women's lives. This paper aims to ascertain whether the development status of women improved or worsened between 1996 and 2001 by employing a gender-adjusted human development index (HDI). To offset the limitations of an aggregate measure, while compensating for the potentially distorting effects of HIV/AIDS on an aggregate human development indicator, a framework of supporting measures of well-being is also analysed to augment and validate the findings of the gender-specific HDI. The study finds that between 1996 and 2001 the development status of women in South Africa regressed, in both absolute and (especially) relative terms. 1Respectively, Researcher, Department of Economics, University of the Free State; Distinguished Professor of Economics and Vice-Chancellor, University of the Free State; and Professor in Development Studies and Director of the Centre for Development Support, University of the Free State.

Research on the training of psychologists in South Africa has remained in abeyance for a long time. In view of the diversity of demands made on them by the South African practice, psychologists are concerned that training for the profession may no longer be adequate or relevant. Questionnaires were sent to 61 psychologists who had completed their professional training at the University of the Free State during the period 1990 to 1996 in order to determine how successfully such training had prepared them for practice. Other aspects such as training methods and training in research are also discussed. Although several aspects of the professional training of psychologists at the University of the Free State were rated as very good, there were some aspects of training participants felt that should receive more attention. The article concludes with recommendations on how to improve the professional training of psychologists.

Accuracy of Tuberculosis Routine Data and Nurses’ Views of the TB-HIV Information System in the Free State, South Africa

The paper interrogates the issue of language and social justice in South Africa's higher education using quantitative and qualitative data collected at the University of the Free State (UFS). Data were collected using questionnaires. Through purposive sampling based on South African and UFS demographics, 120 questionnaires were administered to UFS students. Descriptive and inferential statistics were used to analyse the data. The results show that language is a critical component in the conceptualisation and actualisation of social justice in South Africa's higher education. The results further indicate that language continues to play the role of privileging access to higher education for some, while curtailing access to higher education for others, in South Africa. The paper concludes that this reality is contrary to the principles of social justice and recommends a radical overhaul of the language dispensation in South Africa's higher education within the framework of social justice.

For many urban South Africans the traditional way of building recalls rustic images with a colourful cultural past. The self-help process of home-making in traditional materials is still strongly linked with rural earth construction. While the temporary recycled shack becomes the next housing step closer to the image of the promise of a better life in the city. In South Africa the ever growing consciousness of sustainable values resulted in some long life, low energy and lose fit buildings constructed during recent years. This paper reflects on some buildings constructed, sustainable efforts in capacity building and training on different levels during the past ten years under the supervision of the Unit for Earth Construction (UEC) at the University of the Free State. These activities of the UEC shows that by upgrading existing skills and techniques involving stabilised earth construction, economic and ecologically sustainable buildings of a high quality can be built. The social and cultural sustainability of these buildings boost local economic development and can help to revive the tradition of women participating in the home-making process. Much of the findings in this paper are based on desktop research, field studies, involvement in community buildings and the personal experience of the author in building his own home using a considerable amount of earth construction. This paper also reflects on preliminary findings from a research project funded by SANPAD (South Africa – Netherlands Research Programme on Alternatives in Development) and conducted by the University of the Free State in collaboration with the Technical University Eindhoven, Netherlands.

<p dir="ltr">Advancing South African Sign Language for 4IR Technological Development Using Placenames funded project by the Department of Sport, Arts, and Culture through the University of the Free State from April 2022 - June 2025. This project produced several research outputs and empowered an understanding of South African Sign Language technology advances.</p><p dir="ltr">This research is funded by the Department of Sport, Arts and Culture (South Africa) and conducted in collaboration with the Department of South African Sign Language and Deaf Studies (University of the Free State, South Africa). If the publication uses the data provided by the NID in any way: and with the support of the National Institute for the Deaf (South Africa). The following people made notable contributions to the project: Herkulaas Combrink, Chrismi Loth, Patrick Sibanda, Sara Siyavoshi, Nkateko Nkuna, Priscilla Keche, Taylon Colbert, Aviwe Matoti, Jarryd Trip, Valusha Oelofse and Molemo Dibe, Jani de Lange, Annalene van Staden, Emily Matabane, Susan Lombaard, Theodorus du Plessis, Donovan Wright, Lucia Mamotete Mapeshoane, Kirsten de Villiers, Gloria Motshoeneng, Nhlanhla Simelane, Anele Kotoyi and Annemarie le Roux. </p>

<p dir="ltr">Advancing South African Sign Language for 4IR Technological Development Using Placenames funded project by the Department of Sport, Arts, and Culture through the University of the Free State from April 2022 - June 2025. This project produced several research outputs and empowered an understanding of South African Sign Language technology advances.</p><p dir="ltr">This research is funded by the Department of Sport, Arts and Culture (South Africa) and conducted in collaboration with the Department of South African Sign Language and Deaf Studies (University of the Free State, South Africa). If the publication uses the data provided by the NID in any way: and with the support of the National Institute for the Deaf (South Africa). The following people made notable contributions to the project: Herkulaas Combrink, Chrismi Loth, Patrick Sibanda, Sara Siyavoshi, Nkateko Nkuna, Priscilla Keche, Taylon Colbert, Aviwe Matoti, Jarryd Trip, Valusha Oelofse and Molemo Dibe, Jani de Lange, Annalene van Staden, Emily Matabane, Susan Lombaard, Theodorus du Plessis, Donovan Wright, Lucia Mamotete Mapeshoane, Kirsten de Villiers, Gloria Motshoeneng, Nhlanhla Simelane, Anele Kotoyi and Annemarie le Roux. </p>

<p dir="ltr">Advancing South African Sign Language for 4IR Technological Development Using Placenames funded project by the Department of Sport, Arts, and Culture through the University of the Free State from April 2022 - June 2025. This project produced several research outputs and empowered an understanding of South African Sign Language technology advances.</p><p dir="ltr">This research is funded by the Department of Sport, Arts and Culture (South Africa) and conducted in collaboration with the Department of South African Sign Language and Deaf Studies (University of the Free State, South Africa). If the publication uses the data provided by the NID in any way: and with the support of the National Institute for the Deaf (South Africa). The following people made notable contributions to the project: Herkulaas Combrink, Chrismi Loth, Patrick Sibanda, Sara Siyavoshi, Nkateko Nkuna, Priscilla Keche, Taylon Colbert, Aviwe Matoti, Jarryd Trip, Valusha Oelofse and Molemo Dibe, Jani de Lange, Annalene van Staden, Emily Matabane, Susan Lombaard, Theodorus du Plessis, Donovan Wright, Lucia Mamotete Mapeshoane, Kirsten de Villiers, Gloria Motshoeneng, Nhlanhla Simelane, Anele Kotoyi and Annemarie le Roux. </p>

Background. Shortly after the first case of SARS-CoV-2 infection (COVID-19) had been reported in South Africa, a national lockdown was declared. Subsequently, the University of the Free State (UFS) changed from a contact delivery mode to remote multimodal teaching, learning and assessment. Objectives. To determine the effect of the initial months of the COVID-19 lockdown on MMed training activities at the UFS, specifically the demographic and health profile of students, research progress, academic activities and the clinical training environment. Methods. A cross-sectional study using an anonymous self-administered questionnaire was used. All registered MMed students at the UFS were eligible to participate. Results. A response was obtained from 134 (51.9%) of 258 registrars, most of whom were included in the analysis (n=118; 45.7%). Significant associations between the effect of the COVID-19 lockdown on day-to-day clinical work and the ability to work on MMed research (p<0.01) and self-directed learning time (p<0.01) were noted. Changes in domestic circumstances affecting MMed research were reported by 26.9% of respondents. Worsening or new symptoms of stress were reported by 40.0% of respondents. Conclusion. The initial months of the COVID-19 lockdown might have far-reaching implications for registrars’ academic progress. Registrars experienced adverse psychosocial consequences that might impede their academic progress.

IntroductionSince 2001, undergraduate medical students at the University of the Free State (UFS), South Africa, plan, perform, and report on their research projects during semesters 2–5 of their ten-semester training. We describe the research modules and review the projects of the first 21 years.MethodsThis cohort study included all undergraduate medical student projects that formed part of the first 21 presentations of the research modules. Information was obtained from material archived by the module leaders. Students’ 2020 feedback on the modules was summarised.ResultsIn total, 607 projects were planned (range 22–35 per year) and involved 229 supervisors. Only four projects were not completed. Thirty-nine Faculty departments/divisions/units provided supervision with Family Medicine, Internal Medicine, and Paediatrics and Child Health each supervising 60 or more groups. Projects were predominantly quantitative (99.7%); only 4.9% of projects involved an intervention or experiment. Main topics were infectious diseases (10.5%), mental health (8.9%), and cancer (8.7%). Data subjects were mainly patients (61.9%) and undergraduate students (12.0%), and data collection was mostly performed at the faculty’s training hospitals or laboratories (71.4%). The most positive aspect indicated by students was the exposure to and learning about research; the most negative aspects were group work and supervisors.ConclusionThe projects received support from a broad spectrum of supervisors and covered a wide variety of topics. Given the timing of the projects in the training programme, the mainly quantitative and observational nature of the projects was appropriate. Attention to supervision and group work is required.

To the Editor : Rape is a serious violent crime. In South Africa in 1994, 44 751 rape cases were reported to the police, increasing to 54 926 in 2006. Of the rape victims in South Africa, a third are young girls. Investigations strongly emphasise the importance of rape educational programmes. Our investigation was conducted before the amendment of Act 32 of 2007 regarding the legal definition of rape and related sexual offences was accepted and implemented. We aimed to determine the knowledge of post-rape procedures and guidelines among first-year female students living in a residence on campus at the University of the Free State (UFS), and how/where this information was acquired; evaluate the efficiency of existing educational campaigns and programmes; and, if necessary, outline new programmes that could be implemented. Our study showed that the distribution of existing rape guidelines is inefficient. Respondents felt strongly that insufficient post-rape guidelines were available, and were eager to obtain adequate information. Since our sample consisted mainly of students who had recently matriculated, we concluded that precise post-rape guidelines should be addressed at school level.