University Of The Western Cape Research Articles

A Comparison of Conventional Root Canal Sealers With Ones That Use Green Synthesized Nanoparticles for Antimicrobial Activity: Protocol for a Systematic Review.

Root canal failure and secondary endodontic infection are frequent clinical scenarios in dentistry. The main microorganisms implicated in root canal therapy failure are persistent Enterococcus faecalis, Candida albicans, and Staphylococcus aureus. To combat the impact of disease resistance, scientists are concentrating on alternative antimicrobial root canal sealers. Nanomaterials are a recent development in endodontic materials that exhibit great antimicrobial properties, making them an ideal material choice for root canal sealers. This systematic review aims to compare the antimicrobial properties of conventional root canal sealers to those incorporating green synthesized nanoparticles between 2010 and 2024. A well-constructed protocol was established and registered with PROSPERO (CRD42021286373). Ethics approval was obtained from the Biomedical Research and Ethics Committee from the University of the Western Cape (UWC; BM22/1/4). PRISMA-P (Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols) reporting guidelines were followed. The included criteria demonstrate the green synthesized nanoparticles studies where the nanoparticles (NPs) are incorporated in root canal sealers. MeSH (Medical Subject Headings) terms were used for the search strategy of the systematic electronic databases for articles published in English between 2010 and 2024. The selected databases included Scopus, PubMed, Web of Science, Science Direct, EBSCOhost, SpringerLink, and Wiley Online. A quality assessment tool for laboratory studies will be used to critically appraise the included studies. If applicable, statistical measures (mean, SD, etc) will be used for data analysis and presentation of the results. The protocol is registered with PROSPERO. A preliminary search was conducted using a determined search strategy across 8 electronic databases, and the review is now complete. It is anticipated that the results of this systematic review may reveal the increased interest and application for nanoparticle-enhanced root canal sealers. This will aid in the future development of root canal sealants and mitigate the risk of endodontic failure. PROSPERO CRD42021286373; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=286373. DERR1-10.2196/51351.

The use and ethics of dental photography and social media at an oral healthcare training centre in South Africa.

The ethics surrounding the use and sharing of photographs on social media has come under the spotlight as the Protection of Personal Information Act (POPI Act) has come into play. The aim is to determine the use, ethical practice and sharing of dental photography on social media among qualified and undergraduate oral health practitioners at a dental school in South Africa. A cross-sectional study design was used on staff and students at the University of the Western Cape's Dental Faculty in 2022. Chi-squared and Fisher's exact tests were used to determine associations between the different graduation statuses and various demographic factors. From the 80 undergraduate students and 46 qualified oral healthcare practitioners, the majority were aware that photography could be used in dentistry, and 87.3% (n = 110) took photographs of the dental treatments performed on their patients. Only 60.3% of the participants attended an ethical course that addressed issues with social media and digital photography. Almost 80% (n = 100) of the participants did not feel that they needed to mention all the social media platforms that they would use with their patients' photographs before sharing. Dental photography is being used and sometimes shared on social media platforms by some students and staff at university level. Not all participants have attended an ethical course on clinical photography. Dental training needs to include an ethical course on dental photography and the use of sharing photographs on social media. Good ethical practice regarding clinical photographs in all undergraduate and postgraduate curriculums, to eliminate any uncertainty.

Establishing reliability and construct validity for the revised Emotional Social Screening Tool for School Readiness (E3SR-R)

School readiness assessments in South Africa still predominantly focus on the assessment of cognitive skills. The Emotional Social Screening Tool for School Readiness (E3SR) was developed to bridge the perceived gap in assessing emotional-social skills as a domain of school readiness. An emerging body of research reports exists on the psychometric properties and factor structure of the E3SR. An initial validation study recommended a 6-factor solution instead of the theoretical 9-factor model that was proposed in the development of the E3SR. The E3SR (Revised) was also reduced in length. We report here on a pilot study of which the aim was to establish the reliability and construct validity of the E3SR (Revised). A cross-sectional survey design was used to gather data from 9 pre-schools in Cape Town, South Africa. Pre-school teachers (n = 24) constituted the respondent group who completed the E3SR (Revised) screening questionnaires on Grade R learners (n = 394). Analysis was conducted on 321 completed screening questionnaires. With the data analysis we aimed to: a) summarise sample characteristics of teachers and children; b) establish reliability estimates; and c) establish construct validity and confirming the factor structure. Ethics clearance was given by the Humanities and Social Science Research Ethics Committee (HSSREC) of the University of the Western Cape. The study adhered to stipulated ethics requirements. Data failed to show multivariate normality; however, this violation of normality was expected and was theoretically supported. The sample size (n = 321) was sufficient for factor analysis of a 36-item scale. All subscales showed excellent reliability: Cronbach’s alphas ranged between .939 and .971. CFA results demonstrated a good model fit. The E3SR (Revised) was found to be reliable and valid for use. The use of a rigorous methodological process including the decision-making matrix represent good research practice that can be used in instrument development across cultures.

Doing Academia Differently: In Conversation With Neuroatypicality

This special issue originated from a webinar series made possible through a Tri-Continental (3C) Partnership between the University of the Western Cape, the University of Missouri, and Ghent University. These universities organized a series of webinars on the theme “Doing Academia differently: In conversation with neuroatypicality.” The Tri-Continental (3C) Partnership is a trilateral agreement that set out to promote partnership between the three institutions during a time of travel restrictions due to the global pandemic.

Guidelines for chronic pain in adult spinal cord injury population: Scoping review.

Chronic pain among survivors of spinal cord injury (SCI) hurts physical and mental health. Persons with SCI have demonstrated dissatisfaction with the management of their chronic pain. This study aimed to identify existing clinical practice guidelines for chronic pain in the SCI population. A scoping review was conducted across various databases available at the University of the Western Cape, in addition to guideline clearing houses (BioMedCentral, Cambridge Journals Online, CINAHL, Cochrane Library, Medline [EbscoHost], Medline [Pubmed], Sabinet Reference, SAGE Journals Online, ScienceDirect, SCOPUS, Wiley Online Library, Springerlink, PubMed, Guideline Central, and Agency for Healthcare Research and Quality). The population consisted of adults with SCI, and the interventions that were included were pharmacological and nonpharmacological management of chronic pain. Guidelines that met the inclusion criteria were critically appraised by two reviewers from this study using the AGREE II instrument. Inter-rater reliability was calculated using SPSS 27, and Cohen's kappa coefficients were established. Five articles were included in the data extraction, analysis and appraisal. Two guidelines were rated as high quality, according to the AGREE II tool. In addition, most guidelines focused on neuropathic pain (NeuP) and only one guideline included nociceptive pain and NeuP. One guideline met the objectives of this scoping review. Guidelines developed in the future should include a screening tool to identify the specific type of pain and distinguish peripheral NeuP from central NeuP.

“All we do has humans at its heart”: Linguistic Landscape’s Value in Scholarship and Pedagogy

Four prominent Linguistic Landscape (LL) scholars reflect on the value of LL research and its utility in education. Elana Shohamy is a Professor Emerita in the Multilingual Education program at Tel Aviv University. She has carried out extensive research on language policy, language testing, and LL, with a recent focus on injustices in the public space. David Malinowski is an Assistant Professor of Linguistics and Language Development at San José State University. His recent work focuses on education, language pedagogy and learning, and intersections between these areas and LL. Amiena Peck is an Associate Professor and Head of the Department of Linguistics at the University of the Western Cape. She has led innovative research in skinscapes, with a recent focus on autoethnography. Robert Blackwood is a Professor of French Sociolinguistics at the University of Liverpool. His recent work examines processes of memorialization in postcolonial Africa.

OoNomfundo: a teacher raised by teachers

Background: The inspiration for this reflection piece originates from dialoguesn shared with colleagues over mealtimes at the 2022 Learning and Teaching Arts Faculty Writing Retreat for early career researchers and academics. As an early career academic, researcher and relatively newly appointed member of the Linguistics Department at the University of the Western Cape at the time of the retreat, it was these moments that allowed me to find my feet in what was initially a daunting experience. Through the conversations, laughter and sometimes tears, we began to share pieces of ourselves - from the commonality of our present daily personal lives right to our lived experiences and histories.

Introduction: Building decolonial learning and teaching through connecting to our diverse pasts: a case for ukuzilanda

The authors of this special issue – Nondwe Mpuma, Martina van Heerden, Khanyiso Jonas and Robyn Tyler - are part of a cohort of early career academics in the Arts and Humanities Faculty at the University of the Western Cape. We are joined by co-author Athambile Masola from the University of Cape Town. We are all fewer than 5 years into our permanent position as a lecturer at our institution. We come from Lubaleko, Kariega, Durban, eMonti and Cape Town and we speak isiXhosa, Afrikaans, English and isiZulu. Our academic disciplines within Arts and Humanities include Linguistics, English Literature, Sociology, Academic Literacies and Historical Studies. The foregrounding of our academic, geographic and linguistic identity positions within the body of this introduction is intentional.

Vanaf Wellington na Universiteit van Wes-Kaapland (UWK)

The years between 1958 and 1994 saw radical shifts in the theological training of the DR Missionary Church (DCMC) in South Africa. This article offers a chronological overview of those changes by extensively quoting from and offering interpretation of the original documents. The shifts are analysed thematically as a journey from a pietistic inspired curriculum taught by missionaries in a single-church seminary in Wellington, to an academic education at the University of the Western Cape (UWC) in Belville. This was guided by well-trained theologians and represented a further leg of the journey, representing development from a single-church institution to an ecumenical collaboration with the University of the Western Cape (UWC).This article presents a historiographical overview of the development of theological training under the influence of the specific contexts of an era. It offers a window on an overview of the educational changes that were affected and indicates the need for the acceptance of a discipline that can consistently continue to accommodate formation, reformation, and transformation. The article in itself testifies to a changing and developing educational process and to the way that the passage of time enhances its growth and development.

Iingoma Zomzabalazo in Conversation: An Archival Engagement with Recordings of Liberation Songs

This text is a remix of an archival engagement with recordings/performances of 'freedom songs' or 'liberation songs' in a south or southern African context. The authors began this collaborative research project as part of a course in the Masters in History degree programme at the University of the Western Cape (UWC). The essay includes a re-edited, updated transcript of dialogue the authors shared along with two mix(tap)es they produced together. The conversation speaks of songs as archives, archives of song(s), and memory/ies pertaining to anti-Apartheid struggle and ongoing Fallism.

Oral/Aural: Pastness and Sound as Medium and Method

In archival footage uploaded online of a concert at the University of the Western Cape in 1988 musician Robbie Jansen declared that the next composition to be performed was named 'Freedom Where Have You Been'.1 Before counting the band in, Jansen offered a short discourse on the meaning of the phrase hoya chibongo. Hearing the Afrikaans hoorie (meaning listen here) in the expression hoya, Jansen proceeded to split up the word chibongo to accentuate chi- as aurally reminiscent of the suffix -tjie that is used in Afrikaans to mark the diminutive. bongo, in this context as Jansen remarked, is the drum, leading Jansen to exclaim that the phrase hoya chibongo means to 'listen to the (small) drum', the drum that is, according to Jansen, 'the truth'. In Jansen's exact words, 'the drum speaks the truth and the drum has always been our language before these funny words that we are speaking now'. Jansen's translation was markedly oral, not only in its expression of speech and languaging but also in its invocation of a historicity through the oral; an oral tradition, for all intents and purposes. In its locatedness in a musically expressive and performative moment, Jansen expressed a duality of sound that exceeds the oral itself: calling attention to how language might be a conduit for the instrument, and how in some sense the drum might speak across time and space. It usefully deepens the often cliché proclamation rehearsed in and out of music studies in particular that music is universal, or that sound might be thought of as a kind of connective tissue that allows a specific sense-making of the social.2 In Jansens invocation of 'before' in his statement about the drum as language, and in debates around the meaning of sound to the social, it is history - or, a representation of pastness - that is called upon to bring about a set of futures where sound mediates the experience of a temporal matrix where truth, or freedom, might be found. What Jansen does/did was not necessarily an act of translation into a local vernacular as it is the blurring of the oral and the aural in a moment that might express the relation between sound, its interpretation, and its social life, obliquely. The truth for Jansen was what the drum expressed; but it was also the drum itself. The oral is aural, as the aural is oral.

Contributor biographies

Contributor biographies

28th International Nuclear Physics Conference (INPC2022)

The 28th International Nuclear Physics Conference (INPC2022) was successfully held in Cape Town, South Africa from 11 to 16 September 2022, marking the first time the conference was held on the African continent. This event, overseen by the International Union of Pure and Applied Physics (IUPAP), coincided with three major scientific events: The International Year of Basic Sciences for Sustainable Development (IYBSSD), the centenaries of the Nobel Prize awarded to Niels Bohr and the establishment of IUPAP.The conference program spanned a wide range of topics across the breadth of Nuclear Physics, from hadrons to nuclei, from fundamental science to applications, covering topics such as Hadron Structure and Spectroscopy and QCD Partonic Phenomena, Hot and Dense Nuclear Matter, Nuclear Structure and Nuclear Reactions, Nuclear Astrophysics, Applications and Societal Impact, Neutrinos and Nuclei, Fundamental Interactions and Symmetries, New Facilities and Instrumentation, Outreach and Science Education, and Quantum Computing, Machine Learning, and Artificial Intelligence in Nuclear Physics.The in-person conference was the largest to bring our scientific community together since the COVID-19 pandemic, and provided an excellent opportunity for the 468 delegates to explore the latest progress in the field and reconnect with colleagues. The INPC2022 was a great success, providing an excellent platform for the delegates to share their latest research work, techniques, experiences, challenges, and innovative solutions with colleagues from around the world and provided an opportunity for over 40 African students to be exposed to the field. The conference coincided with the completion of many projects that constitute the pillars of the 2017-2022 Long-Range Plan of iThemba LABS. The delegates had the opportunity to visit the facility and appreciate the advancement and completion of many of these pillars.The INPC2022 was sponsored and supported by the South African National Convention Bureau, Department of Science and Innovation, National Research Foundation, Cape Peninsula University of Technology, University of the Witwatersrand, University of the Western Cape, University of Cape Town, Metrological and Applied Sciences University Research Unit, IUPAP, NuPECC, ACF Metals, XIA and IBA.List of Local Organizing Committee, International Advisory Committee, Session Conveners are available in this pdf.

Excursions as an Immersion Pedagogy to Enhance Self-Directed Learning in Pre-Service Teacher Education

Pre-service teacher education should be underpinned by pedagogies that would enhance self-directed learning. Future teachers need to create contexts in the classrooms that would enable learners to, as self-directed learners, identify individual learning goals for themselves, search for appropriate resources, and monitor and assess their own learning. Self-directed learning is essential to adequately prepare learners for a complex and changing world. This paper focuses on the affordances of a first-year student teacher excursion to scaffold learning and the development of a professional identity, and to address the ‘apprenticeship of observation’ that could prevent optimal learning. Pre-service teachers often enter the Bachelor of Education degree with a naïve understanding of the teaching profession. Furthermore, they come from school contexts that often do not enhance self-directed learning. The faculties of education from three different universities have engaged in excursions for first-year student teachers, where the student teachers, as Homo ludens (the playing human), engage in problem-based and cooperative learning activities, exploring the complexities of the teaching profession. Social constructivism underpins the excursion. Findings over 17 years (2007–2023) across three universities—the University of Johannesburg, North-West University and the University of the Western Cape—show that such immersion pedagogy is a high-impact educational practice, in which student teachers learn from practice. The findings show that the excursion provides pre-service teachers with a more nuanced understanding of the teaching profession, enhanced sensitivity to diversity, social justice and inclusivity, an understanding of the value of reflection, and a sense of belonging as a student in the higher education sector. The findings also highlight the affordances of excursions to enhance self-directed learning, an important attribute to ensure continued professional development. Due to the COVID-19 pandemic, higher education institutions had to rethink teaching and learning, and this article also explores the transformation of face-to-face excursions to virtual online excursions.

Decentralised systemising of Scholarship of Engagement in higher education towards societal impact

In this article, a case study is presented for the development of a Scholarship of Engagement (SoE) engagement database, to map the engagement footprint of the university, and develop a Knowledge Management System (KMS) at the University of the Western Cape (UWC), in order to facilitate the process of knowledge sharing. The aim of this article is to discuss a process of creating baseline data, to explore and profile the institution’s SoE landscape, and facilitate a decentralised system of the SoE, based on an integrated approach to the institutionalisation of the SoE. The sharing of exemplars are important; consequently, in this article the context and role of the Community Engagement Unit (CEU), as well as the motivation for embarking on the project are explained. Additionally, the process from conceptualization, through implementation, to reflections on lessons learnt, and the future path of decentralisation, are plotted and documented. All partners pilot an integrative approach to implementation, to facilitate acceptance and uptake, while enablers that facilitate the process are identified, and decentralisation for the protection of academic freedom is highlighted. This case study is relevant to other universities, especially those on the African continent, as we attend to the broader decolonialisation agenda, which presents an exemplar for the duplication, adaptation, and creation of a SoE database, for universities to profile and present their anchoring in communities, following the principles of engagement that are aligned to transformation and social justice.

Reading the Belhar Confession in a Wounded World

This paper was presented by the author as the annual Belhar Confession lecture at the University of the Western Cape on 21 April 2022. First, the paper presents what the Belhar Confession is, as well as how it has evolved in the church. The South African political, economic, social, religious and cultural landscape is portrayed as representing the “wounded world.” Second, the message of the Belhar Confession is applied to the situation, and attention is given to how this triune message can be read in the midst of emerging societal challenges.

Online Assessments for Reflection within a Large Class: A Case Study of English for Educational Development Law Students at the University of the Western Cape

This study reports on the use of online assessments in English for an Educational Development module for law students at the University of the Western Cape, South Africa. It highlights the benefits of using the method of an online test to manage and enable learning by reflection in a large class setting. The design and development of online materials and assessment activities is based on a theoretical and conceptual framework that stems from the main schools of learning, namely behaviourism, cognitivism, and constructivism, and alternative assessment. Upon the completion of the course, a survey of 12 questions was given to 530 students to determine the benefits and challenges they experienced while completing their online test within a formative and reflective context. The adoption of e-Learning practices to enhance teaching and learning was explored and has shown its advantages. Results revealed that this method enables students to engage with learning materials, stay motivated, and test their own understanding of meaningful knowledge in the English language especially in the Law context. It is evident that the use of online methods for testing are beneficial for a large class context as in this case. It makes the learning and management thereof easier for both the learner and educator and accommodates different learning styles. Apart from the advantages, the findings of this study included some ethical and technical challenges and disadvantages of online assessments.

Factors that affected the efficacy of non-surgical periodontal treatment carried out by postgraduate periodontology students

The training of postgraduate students in periodontology has a significant clinical impact. The overall assessment of the efficacy of non-surgical treatment of periodontitis, has value to inform training protocols as well as assess the quality of clinical service delivery. Furthermore, obstacles to successful treatment can be identified. The aim of the study was to determine the effectiveness of non-surgical periodontal treatment, as well as the factors that may determine treatment outcome at the postgraduate clinic in the Periodontology Department at the University of the Western Cape, Tygerberg Dental Hospital, between 2016 and 2018. A cross-sectional record-based study of 100 patients was conducted. Demographic, social, clinical, treatment data were obtained from the hospital files. Periodontal parameters including bleeding index (BI), Pocket Probing depth (PPD), Plaque index (PI), and clinical attachment level (CAL), were recorded at the initial visit (Pre-treatment) and follow-up visits (Post-treatment), and the final treatment outcomes were calculated based on the differences of these parameters’ values between the initial visit and the last follow-up visit. Data were presented as mean and range for continuous variables and as a frequency for categorical variables. Statistical analyses were performed to determine if there was a relationship between the varied factors and treatment outcome with p < 0.05 as statistically significant. The results showed that all 100 patients demonstrated a marked reduction in PPD, PI, BI, and loss of CAL. The overall mean PPD reduction was 0.32 (0.5), the mean reduction in PI and BI were 37.2 (24.08) and 34.61 (22.78), respectively, and the mean clinical attachment gain was 0.42 (0.97) mm. Treatment outcome showed no difference in PPD, PI, BI, and CAL between females, smokers, and patients with systemic conditions compared to males, non-smokers, and patients without systemic conditions. On the other hand, patients who underwent more maintenance treatment visits over a period longer than 2 months duration had significantly better outcomes compared to patients who had less than two months of duration of treatment. This study proved the effectiveness of the non-surgical surgical periodontal treatment at the postgraduate periodontal clinic. Treatment duration and frequency of recall visits were the most influential factor impacting the treatment outcome.

Advances made by the University of the Western Cape in the support of remote online teaching and learning for student success and access

During the COVID-19 pandemic, ongoing advances were made by higher education institutions (HEIs) to support remote online teaching and learning for student success and access, which are increasing areas of research. The major objective of this paper is to address the shift to remote teaching and learning practices that Covid precipitated in higher education. We report on literature that captures the ongoing shift to remote teaching and learning practices. The response of the University of the Western Cape (UWC) to the crisis of the pandemic will be highlighted. Various themes related to the pedagogical value of emergency remote teaching (ERT), online learning, and continual post-pandemic support are discussed. We examine how challenges presented new opportunities for curriculum innovation and transformation at the UWC. The focus is the importance of a continual professional academic support structure and post-covid awareness campaigns in order to sustain fully online and hybrid teaching and learning approaches. Recommendations highlight that departments across faculties need to focus on training and support with regard to the attainment and effective application of eSkills and eTools; and that there is a need to intensify this, especially as part of the broader curriculum transformation agenda. More research that focuses on ongoing advances in the support of remote online teaching and learning for student success and access during a pandemic is necessary.

Transdisciplinary, transgressive and transformative: Pedagogical reflections on sexual ethics, religion, and gender

Over the last four years, student movements in South Africa have demanded the ‘fall’ of normative systems of power in government and higher education. These ‘fallist’ movements have called for decolonised curricula and pedagogies. However, there is debate surrounding what decolonial means and what it looks like. Drawing on four years of experience teaching gender and sexual ethics at the University of the Western Cape (UWC) we offer some tentative reflections on what constitutes a decolonial and socially just pedagogy. Facilitated through critical, queer, liberatory and feminist theories, our reflections comprise our teaching experience and the curriculum reform process of a third-year undergraduate module. In this module we explored the ways in which religious and cultural discourses form and transform understandings and experiences of gender and sexuality. This paper draws on a range of data which includes personal reflections, the module outline, course evaluations which were submitted anonymously via an electronic survey, classroom engagement and student essays. We reflect on the ways in which we made use of a transdisciplinary co-teaching method which drew on four disciplines, Ethics, Gender Studies, Sociology of Religion, and Biblical Studies. We also engage with how the classroom became transgressive as we destabilised the taken-for-granted separation between the academic and the popular. Last, by facilitating student-centred, participatory approaches to learning we argue that the classroom became a transformative space.