African culturally and linguistically diverse communities’ blood donation intentions in Australia: integrating knowledge into the theory of planned behavior

Background 

Tertiary educators' voices in Australia and South Africa: experiencing and engaging in African music and culture

Music tertiary educators can foster positive experiences that promote diversity, enhance intercultural and cross-cultural understanding through our teaching. Through findings of interview data of tertiary music educators’ understandings of multicultural music practice at two South African universities and at an Australia university, I used interpretative phenomenological analysis to analyse the data. Two major themes emerged: why is it important to teach multicultural music like that of Africa, and what are some of the effective ways of preparing students to best teach it? The data provides insights into an appreciation of and respect for music and cultural diversity. In multicultural societies educators cannot deliver courses based solely on one’s own identity and cultural perspective. I argue that music education may be seen as an agent of social change where music teaching and learning can occur through exploring, experiencing, expressing and engaging in the music of our own culture and that of others.

South African money Laundering and Terror Financing Law

South African Money Laundering and Terror Financing Law is a useful guide to the legislation around the prevention of organized crime and protection against terrorism. Key money laundering and terror financing offences are discussed along with the money laundering and terror financing control institutions in South Africa. Record-keeping and compliance management obligations are covered and all relevant legislation is included along with the Guidance Notes issued by the Financial Intelligence Centre.

Stable isotope-based community metrics as a tool to identify patterns in food web structure in east African estuaries

1.Quantitative tools to describe biological communities are important for conservation and ecological management. The analysis of trophic structure can be used to quantitatively describe communities. Stable isotope analysis is useful to describe trophic organization, but statistical models that allow the identification of general patterns and comparisons between systems/sampling periods have only recently been developed. 2.Here, stable isotope-based Bayesian community-wide metrics are used to investigate patterns in trophic structure in five estuaries that differ in size, sediment yield and catchment vegetation cover (C3/C4): the Zambezi in Mozambique, the Tana in Kenya and the Rianila, the Betsiboka and Pangalanes Canal (sampled at Ambila) in Madagascar. 3.Primary producers, invertebrates and fish of different trophic ecologies were sampled at each estuary before and after the 2010–2011 wet season. Trophic length, estimated based on δ15N, varied between 3·6 (Ambila) and 4·7 levels (Zambezi) and did not vary seasonally for any estuary. Trophic structure differed the most at Ambila, where trophic diversity and trophic redundancy were lower than at the other estuaries. Among the four open estuaries, the Betsiboka and Tana (C4-dominated) had lower trophic diversity than the Zambezi and Rianila (C3-dominated), probably due to the high loads of suspended sediment, which limited the availability of aquatic sources. 4.There was seasonality in trophic structure at Ambila and Betsiboka, as trophic diversity increased and trophic redundancy decreased from the prewet to the postwet season. For Ambila, this probably resulted from the higher variability and availability of sources after the wet season, which allowed diets to diversify. For the Betsiboka, where aquatic productivity is low, this was likely due to a greater input of terrestrial material during the wet season. 5.The comparative analysis of community-wide metrics was useful to detect patterns in trophic structure and identify differences/similarities in trophic organization related to environmental conditions. However, more widespread application of these approaches across different faunal communities in contrasting ecosystems is required to allow identification of robust large-scale patterns in trophic structure. The approach used here may also find application in comparing food web organization before and after impacts or monitoring ecological recovery after rehabilitation.

Developing programs for African families, by African families: engaging African migrant families in Melbourne in health promotion interventions

Obesity is an emerging problem for African migrants in Australia, but few prevention programs incorporate their cultural beliefs and values. This study reports on the application of community capacity-building and empowerment principles in 4 workshops with Sudanese families in Australia. Workshop participants prioritized health behaviors, skill and knowledge gaps, and environments for change to identify culturally centered approaches to health promotion. The workshops highlighted a need for culturally and age-appropriate interventions that build whole-of-family skills and knowledge around the positive effects of physical activity and nutrition to improve health within communities while reducing intergenerational and gender role family conflicts.

Creating a space and place for culture bearers within tertiary institutions: Experiencing East African dance songs in South Africa

This paper highlights the intersections between formal and informal African music and dance within a tertiary setting. Reflective practice, journaling and survey data within case study methodology provide a snapshot of the teaching and learning that took place at North West University in South Africa in October 2012. I argue for the inclusion of informal pedagogy of indigenous musics within the formal context of university courses. The experience provided a pathway to connect local community and university to celebrate the rich diversity of African music and culture. The teaching and learning experiences served as onsite professional development for tertiary students, music staff and myself.