ALLES Magazine Edition 73

"BEST SA YOUTH TOURISM & DEVELOPMENT"

CEO INTERNATIONAL TRAVEL AWARD WINNER

2018, 2020, 2021, 2022, 2023

CEO Today Magazine DeLuxe Travel Awards 2022, 2023

Nominee for 2022 Tourism South Africa Media Category

Photographs: Mona Preller, Milla Preller, Canva Stock Image, SATourism - Asset Library (southafrica.net Asset Writers: Contributing Advertorial Writers from within the camping community

Special thanks to Education Support for our Frontpage, and Milla Preller our ALLES Youth Ambassador Alles is a free publication and may be distributed as needed The information provided and opinions expressed in this publication are provided in good faith but do not necessarily represent the opinions of this publication, the publisher, or the editor. Neither the publisher nor the editor can be held legally liable in any way for damages of any kind whatsoever arising directly or indirectly from any facts or information provided or omitted in these pages or any statements made or withheld by this publication

Third-party websites

The publication contains links to other websites. We are not responsible for the privacy policies or practices of third-party websites. The materials on ALLES Media’s platforms are provided “as is”.

ALLES Media makes no warranties, expressed or implied, and hereby disclaims and negates all other warranties, including without limitation, implied warranties or conditions of merchantability, fitness for a particular purpose, or noninfringement of intellectual property or other violation of rights. Further, ALLES Media does not warrant or make any representations concerning the accuracy, likely results, or reliability of the use of the materials on its media platforms or otherwise relating to such materials or on any sites linked to this site The information contained on this site is not medical advice and should not be used in place of the care of a medical doctor or other qualified healthcare professionals

Limitations

In no event shall ALLES Media be liable for any damages arising out of the use or inability to use the materials and/or ideas on ALLES Magazine’s site, even if ALLES Media and its subsidiaries authorized representative has been notified orally or in writing of the possibility of such damage Because some jurisdictions do not allow limitations on implied warranties, or limitations of liability for consequential or incidental damages, these limitations may not apply to you.

Revisions and Errata

The materials appearing on ALLES Magazine’s platforms could include technical, typographical, or photographic errors. Though every effort is made to provide accurate, complete, and current information, ALLES media and ALLES Magazine cannot guarantee that materials on its website are accurate, complete, or current ALLES Media may make changes to the materials contained on its platforms at any time without notice. ALLES Media does not, however, make any commitment to update the materials.

CONTENT

PUBLIC HEALTH IN STEM EDUCTION - 10

ADVENTURE - 12

The story of Anke - 14

LEADERSHIP - 31

A consequence of character - 40

LIFESTYLE/SKILLS - 47

EDUCATION - 60

Education Support - 61

Museums are a space for exploration and discovery - 73

Snakebite and breathing - 84

SPORT - 88

Cricket 4 Good Clinics - 89

GAP YEAR - 98

CAMP DIRECTORY - 142

Office Contact: 064 5090918

Mobile: 0814840716

Editor: editor@allesmag.co.za

Advertising: booking@allesmag.co.za

Distribution: publisher@allesmag co za

Media Enquiries: editor@allesmag co za

Digital Copy: info@allesmag co za

Printed Guide: sales@allesmag co za

Website: www.allesmag.co.za

Directory: www.allesmagazine.co.za

Organization: www.alles.org.za

Facebook: www.facebook.com/allesmagazine

E-Reader: www.issuu.com/allesmagazine

Editor's letter

A new school year provides teachers the opportunity to colour their classroom calendar with opportunities and fresh ideas

After a well-deserved rest, the new year had no fear of dashing ahead and piling up your duties and responsibilities including planning ahead for all the excursions and tours for 2023

We understand that this added task may sometimes be a timeous and frustrating process, with a lot of research, planning, follow-up communication, and documentation.

We all know the huge benefits of taking learners on excursions and tours, especially when the value is seen when learning outside of the classroom environment has a positive impact on their lives.

Many teachers plan trips for the second half of the year, however, early-year events could provide huge rewards The early year experience can help build lasting relationships for the rest of the year – both among learners and with teachers Keep in mind that any tours to be had out of ' season ' could ensure cost savings for your school at a time when parents are still recovering from the last three years of financial difficulties

For many years we have been a source of relevant, interesting, and engaging information about all the categories you as a teacher want to include in your plans. We are kicking off the year with a bumper edition of information on service providers and curriculum-aligned programs for your classroom trips. You will find a product for almost any need you may have If you do not find what you need, we have a library of service providers and can assist you

2023 sees our team showcasing School Travel and Tourism at Educational and Tourism Exhibitions in South Africa (you may follow these on our upcoming social media posts) and will be distributing the Annual Printed Journal with one thousand of the most wonderful destinations, museums, and residential service providers. We look forward to meeting you in person at these events. Follow us on Facebook and share your experiences with other teachers. Please remember to pay it forward by sharing the digital copy with all your colleagues in education.

I would love to hear about your experiences and feedback

Yours kindly Mona

Press Release

January 2023

RELEASE DATE

PUBLIC HEALTH IN STEM EDUCATION

The academic disciplines of science, technology, engineering, and math (STEM) form a foundation for public health. CDC aims to foster educational excellence, establish a pathway to basic STEM literacy for all students, and inspire the next generation of STEM learners to pursue public health careers

Our STEM experts are at the forefront of safeguarding our nation’s health. In fact, our talented and trusted public health workforce is CDC’s greatest asset The combined talents of many different scientists and other experts across multiple disciplines including STEM, liberal arts, and the humanities sparks ingenuity, leads to technologically sophisticated data-driven science, and inspires the next generation of STEM learners in public health. To prepare a highly skilled and diverse workforce for the future, it is critical for CDC to build and maintain multi-disciplinary pathways into public health careers.

Dr Rochelle Walensky, the CDC Director, welcomes the next generation of STEM learners to public health.

What is public health?

Public health is about more than just preventing and responding to disease outbreaks It’s about science to protect and improve the health of communities through policy recommendations, communications, health education and outreach, evaluation, and the research to give every person the opportunity to be as healthy as possible

The standard definition of public health used for over a century was developed by C -E A Winslow, a leading figure in the modern study of public health. He described public health as “the science and art of preventing disease, prolonging life, and promoting health through the organized efforts and informed choices of society, organizations, public and private communities, and individuals.”

Prepared by

Public health practice involves professionals from all STEM disciplines, including statisticians, biologists, epidemiologists, informaticians, data scientists, microbiologists, and economists, as well as the liberal arts and the humanities. Some of the essential skills that public health professionals use cut across multiple disciplines These skills include problem-solving, critical thinking, communication, innovation, and collaboration

What do students gain from learning about public health?

Public health examples in daily life can be used to teach students about applied STEM concepts It improves their understanding of how things like disease transmission, individual behavior, and social influences on health are all connected. It also teaches students essential skills such as problem-solving, critical thinking, innovation, collaboration, and communication. For example, problem-solving in public health can spark ingenuity It allows students the opportunity to practice pivoting, adapting, and changing their thinking as knowledge evolves This lifelong skill will help students think critically about the world around them. It will help them make informed decisions not only in their public health careers but also in their daily lives

Why should we encourage student interest in public health from an early age?

Public health has never felt more real for youth Students are facing real-life experiences with some of today’s most pressing public health issues, including misuse of prescription opioids, obesity, vaping, bullying, racism, and even a global pandemic Understanding public health can help youth make sense of their world

It can also:

·Lead to a greater appreciation for the role of STEM in preventing and addressing public health crises and building a healthier world for all

·Show students how they can help design realistic solutions to large-scale health issues by pursuing a public health career

Provide new ideas for career paths, even for students whose main interests lie outside of STEM subjects.

To have a workforce prepared to address today’s issues, we need to spark the interest of middle and high school students in STEM‐based careers especially public health

As the current generation of public health workers retires, it is critical to prepare the next generation of skilled professionals to confront ongoing and emerging public health threats

Prepared by

·Students who receive effective STEM education earlier are more likely to pursue STEM careers and accept jobs in STEM fields

·Research suggests that students know by 8th grade what their general professional field will be

Exposure to science at the middle and high school levels attracts students to careers in STEM fields, including public health

A specialist in the field of

Leadership Development

Life Skills

Grade 8 Ice-Breaker Camps

Environmental

MARANEMAN OFFERS AN ARRAY OF ACTIVITIES, DESIGNED AND DEVELOPED WITH PARTICULAR OBJECTIVES IN MIND. THESE ACTIVITIES ARE SELECTED ACCORDING TO WHAT WOULD BEST SUITED FOR YOUR TYPE OF VISIT. OUR ACTIVITIES ARE CONTINUOUSLY MAINTAINED, UPDATED OR REPLACED. YOU HAVE THE GOAL IN MIND, WE HAVE THE SOLUTION.

A Consequence of Character:

How Summer Camp Promotes Character, Leadership, and Entrepreneurship

by Leann Mischel, PhD and Stephen Gray Wallace, MS Ed

Even casual observation reveals the powerful role the summer camp experience plays in accelerating character development in children and teens

The question then becomes "What's next?"

The answer, it appears, is emerging leadership often expressed through entrepreneurship.

Character Development

Character development and the moral education of children has been fodder for debate since Aristotle, peaking and waning at various junctures throughout the American experience. Regardless, it is clear that character, or a lack thereof, influences decision making and, thus, is observable in conduct. In this way, one's character differs from one's values, which are "orientations" as opposed to "activation" that connotes action, or behavior (Huitt, 2004).

Psychologist Lawrence Pervin defines moral character as "a disposition to express behavior in consistent patterns of functions across a range of situations," which implies both sustainability and predictability (Pervin, 1994). Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut mauris urna, dapibus nec odio ut, rutrum placerat sapien. Proin vestibulum est orci, sed pretium risus commodo vitae. Proin rhoncus sapien non enim gravida faucibus. Quisque id bibendum erat, a sagittis lorem. Cras non feugiat mi. Nulla nec magna mauris Nam non eros a nisl ornare malesuada molestie a lorem. In orci enim, commodo egestas est sed, aliquam porttitor tellus. Donec feugiat dapibus justo, a convallis metus maximus et. Nulla rhoncus nisi quam, nec laoreet leo sodales eu. Integer vitae tellus quis leo congue gravida non eget metus.

While the development of character has historically reflected traits consistent with the industrial age, such as respect for authority and work ethic, more modern themes in character education mirror attributes found more commonly in the information age in which we live and raise our children These include honesty, individual responsibility, justice, and dependability (Kronkosky, 2004).

Good news can be found in recent survey results reported by the Pew Research Center. In examining the differences in educational priorities between conservatives and liberals, researchers found that majorities across all groups support teaching children responsibility, independence, hard work, helpfulness, and creativity (Pew, 2014).

A review of effective and ineffective strategies in promoting character development tells us the community and the relationships that form it best aid prosocial character formation, rather than approaches that stress lecturing and moralizing (Journal of Extension, 1998).

Indeed, there are many approaches we can and do take in our experiential, intentional approaches to youth development that engender important character outputs. They include:

·Developing supportive adultchild relationships

·Exposing campers to community values

·Discussing expectations in different camp situations

·Considering the perspectives of others

Supportive Relationships

It may very well be the case that the first of these, supportive adultchild relationships, best sets the table for the rest And here we can learn from psychologist Diana Baumrind's research about parenting, or "interaction," styles (Crosser, 2008)

There are essentially four styles that caregivers, including camp personnel, might adopt: indulgent, authoritarian, authoritative, and uninvolved. They differ in the extent to which they are demanding and responsive. In other words, they address what standards for behavior are established and expected (demandingness) and how warm and supportive caregivers are toward the children (responsiveness).

Each style has been linked to the amount of problematic behavior children will display as they grow and develop.

As you might guess from the label, indulgent approaches are responsive but establish few expectations for the behavior and responsibilities of the children. Indulgent adults are permissive and offer acceptance almost regardless of how their child acts. With few rules in place, these children are often prone to misbehavior.

Authoritarian patterns, on the other hand, are high on control and low on responsiveness. They tend to establish strict standards for conduct and may react harshly when those standards are not met But they provide little supportive interaction Children with authoritarian caregivers are often anxious, depressed, and socially unsuccessful They also may have trouble learning to think through

choices on their own, because they are used to being told what to do and what not to do with few, if any, explanations

Authoritative styles of interaction tend to be both demanding and responsive, holding children accountable for age-appropriate behavior while engaging them in the process of understanding expectations instead of simply adopting a "my way or the highway" approach.

Finally, uninvolved approaches are neither demanding (as are authoritarian ones) nor responsive (as are indulgent ones), leaving kids feeling disconnected, unwanted, or unloved. They neither set expectations for children nor pay them much attention or offer affection and support. In a sense, they're not really acting like caregivers at all.

Clearly, authoritative approaches will be most effective in eliciting the types of behaviors we want from our campers (Wallace, 2010). According to Sandra Crosser, PhD, practical applications of this knowledge include (Crosser, 2008):

·Listening to the children

·Setting high but reasonable standards

·Explaining why you have the expectations you have

·Being willing to negotiate reasonable solutions

·Of fering choices and encouraging independence

·Valuing ideas and opinions

Navigating the World as We Know It

While the soft side of social science sometimes obscures cause and effect, it seems clear from generational change that young people are benefiting from the collective knowledge of parents, teachers, coaches, and camp professionals, despite common and often misguided thinking.

Against a backdrop of negativity, normal youth behavior is too often mischaracterized as dysfunctional, discordant, and marked by mood swings, acting out, and self-centeredness. Indeed, a seemingly endless trickle of news reports, studies, and anecdotal storytelling paints Generation Y those born between 1983 and 2004 as narcissistic, uninvolved, and lacking in empathy. Clearly, the purveyors of these observations have not spent much time at camp. Fortunately, there's a research-based view that tells another story at least in regard to today's children and teens.

Data from the national Students Against Destructive Decisions (SADD) organization, collected in 2006 from more than 2,700 middle and high school students reveal that most young people feel good about their progress on the key developmental tasks of establishing an identity, achieving independence, and building meaningful relationships with peers In addition, the majority of respondents reported they feel happy almost every day and perceive themselves as friendly (77 percent), honest (72 percent), and smart (72 percent) (SADD, 2006)

Tufts University Professor Richard M Lerner also offers rebuttal to definitions of this developmental stage that routinely link it to disruptive and risky behavior Through his research he found ample evidence among young people of what he calls the five Cs: competence, confidence, connection, character, and caring These may coalesce, says Lerner, in a sixth C, contribution something summer camps intentionally aim to inspire (Wallace, 2014a).

In an August 2014 New York Times article, "The Millennials Are Generation Nice," Sam Tanenhaus offers up some Cs of his own in reviewing other Pew Research Center analysis of this cohort of more than 80 million Americans. He reflects on their openness to change and propensity for communicating outward, as opposed to turning inward, through the use of social media.

Tanenhaus says, "The generation that gave us Occupy Wall Street has embraced its own modes of entrepreneurship, found across the spectrum of 'creatives,' from stylists to techies, who reject the presumed security of the corporate job and riskily pursue their own ventures." He further lauds their empathy and optimism and notes that, for many, failure has become the default outcome and ground zero of eventual triumph. Finally, he concludes the piece by offering a glimpse, perhaps, of the young people who will follow: "A new generation, as yet unnamed, is growing up in the world the millennials have made and may already be working on its own revision of the nation's moral life (Tanenhaus, 2014) "

Leadership Learned at Summer Camp

Intentional leadership development, such as the type practiced at Camp Rising Sun (CRS) in Rhinebeck, New York, has shed important new light on the outcomes of early teen summer camp experiences In assessing the impact across multiple domains of development of a seven-week selective international leadership program for gifted adolescent boys and girls, CRS found that experiential learning about leadership, diversity, and sensitivity to the needs of others resulted in important personal advances in tolerance, global awareness, self-confidence, sensitivity, relationships, and development of lifelong interests (Louis August Jonas Foundation, 2014).

Similarly, campers enrolled in the teen leadership program at Cape Cod Sea Camps in Brewster, Massachusetts, routinely cite gains in maturity, leadership, personal development, social skills, adaptability, confidence, independence, and responsibility (Wallace, 2013).

Civic Engagement

There is no question that youth today are exercising leadership through civic engagement. That reveal comes in the work of young adults to improve their lives, families, schools, and communities often through entrepreneurial behavior directed at helping others

Research from the Center for Adolescent Research and Education (CARE), conducted by SurveyTelligence, Inc., highlights the work of young social entrepreneurs, who appear to be both people- and values-oriented, sharing with their business entrepreneur counterparts an ability to gather the resources to get things done. The findings also reveal key variables statistically tied to entrepreneurial interest and behavior, including having family responsibility in childhood (such as household chores and taking care of younger siblings) and receiving information from elders. Not insignificantly, the traits of both social and business entrepreneurs taken in totality represent the type of "noncognitive" skills employers say they are looking for.

According to the Partnership for 21st Century Skills, changes are evident in how people interact with those around them: "The ways in which Americans, as citizens, engage in their communities, their country, and the world are changing and expanding. The challenges of being a responsible, effective citizen are more diverse, nuanced, and complex than in the past.

Sustaining our democracy, strengthening economic competitiveness and meeting local, state, national, and global challenges demands a broader vision of citizenship (Partnership, 2014)."

Navigating the World as We Know It

Which brings us back to our young social entrepreneurs

Common characteristics of those creating positive change also include sociability, adaptability, motivation, and optimism That final trait optimism and positive thinking are predictive of better health outcomes, including those related to length of lifespan, rates of depression, and coping skills during times of hardship and stress (Mayo Clinic, 2014). By temperament and training, young people are poised to move beyond doing good to doing well, perhaps becoming a Richard Branson, Bill Gates, or Mark Zuckerberg of tomorrow (Wallace, 2014b).

It is important to point out that while youth interested in social entrepreneurship possessed many of the same background traits and experiences as those pursuing economic ends, community service-minded individuals were more likely to express commitment to faith and values, report interaction with positive peers, and have greater motivation to develop healthy social connections with others. Additional factors, such as increased exposure to grandparents, foreign travel, and attending summer camp, also influence entrepreneurial activity regardless of whether that fulfills business- or community-based goals.

Entrepreneurship and the Connection to Summer Camp

Study participants who attended a summer camp were significantly more likely to state an interest in social entrepreneurship than those who had not attended Why? They cited the influence of counselors, especially in mentoring them to develop social and leadership skills; assisting them in obtaining

social and material resources to start new projects; and guiding them in understanding such projects and identifying other mentors Young people who had started their own businesses or were highly interested in doing so were especially influenced by camp counselors who taught them how to gather resources needed to achieve goals.

Peg Smith, retiring CEO of the American Camp Association and a CARE Advisory Board member, explains, "Camps are rich in mentors, providing children and teens with nurturing adults who help them to learn more about themselves and cultivate individual interests and talents. When those relationships motivate service, it's truly a win-win situation."

This data supports earlier research from SADD, a CARE collaborator, which revealed that teens with mentors reported they are significantly more likely than those without mentors to challenge themselves by taking positive risks, such as volunteering to perform community service. That study also noted young people who participated in camp were significantly more likely to report being highly mentored, taking positive risks, and possessing a healthier sense of self (SADD, 2006).

Jennifer Hall, PhD, at the Leadership Development Institute at Eckerd College and co-author of the Entrepreneurial Dimensions Profile (EDP), an assessment tool based on research into the traits, motivations, and skills of entrepreneurs, agrees with the notion that an "entrepreneurial mindset" can be developed at camp

"The results of this research are noteworthy for camps and their counselors," says Hall, listing additional traits of entrepreneurs measured by the EDP, such as persistence, future focus, and idea generation, which she says young people can use to help shape the social and economic landscape worldwide.

Regardless of who's doing the teaching, young people benefit from:

·Having assigned responsibilities

·Engaging in dialogue about values and faith

·Hearing about successful social entrepreneurs

·Developing close relationships with the adults in their lives

·Receiving encouragement about their ability to succeed At home, at camp, at school, and beyond, influential mentors motivate young people to be a force for positive change, here and around the world truly an important consequence of character (Wallace, 2014c).

References

Crosser S (2008) Helping young children to develop Early Childhood News Retrieved from www.earlychildhoodnews.com/ earlychildhood/article view.aspx?ArticleID=246

Huitt W (2004) Moral and character development Educational Psychology Interactive Valdosta, GA: Valdosta State University Retrieved from www edpsycinteractive org/ morchr/morchr html

Journal of Extension (1998) Character education: developing effective programs Retrieved from www joe org/joe/1998april/a3 php

Kronkosky Charitable Foundation (2004) Character development in youth Retrieved from www kronkosky org/research/ Research Briefs/Character%20Development%20 of%20Youth%20Jan%202004 pdf

Louis August Jonas Foundation (2014) Retrieved from www lajf org Mayo Clinic 2014 Positive thinking: Stop negative self-talk to reduce stress Retrieved from www mayoclinic org/healthy-living/ stress-management/in-depth/positivethinking/ art20043950

Partnership for 21st Century Skills (2014) A vision for 21st century citizenship Retrieved from www.p21.org/our-work/citizenship

Pervin, L (1994) A critical analysis of current trait theory Psychological Inquiry Retrieved from www tandfonline com/action/ doSearch?quickLinkJournal=&journalText= &AllField=Pervin&publication=40000733

Pew Research Center for People & the Press (2014) Teaching the children: sharp ideological differences, some common ground Retrieved from www peoplepress org/2014/09/18/teachingthe- children-sharp-ideological-differencessome- commonground/ Tanenhaus, S (2014) The millennials are generation nice New York Times August 15, 2014 Retrieved from www nytimes com/ 2014/08/17/fashion/the-millennials-aregenerationnice html? r=0

SADD (Students Against Destructive Decisions) (2006) New study shows teens with "natural" mentors have higher sense of self and take more positive risks Teens Today December 13, 2006. Retrieved from www.sadd.org/ teenstoday/mentors.htm

Wallace S (2010) Confessions of a disciplinarian: how managing camper behavior can save the summer Camping Magazine Retrieved from www ACAcamps org/ campmag/1005/confessions-disciplinarian

Wallace, S (2013) Change agents: social entrepreneurship and the summer camp experience Camping Magazine Retrieved from www ACAcamps org/ campmag/1305/change-agents

Wallace, S (2014a) Oddly hopeful: a counterintuitive view of modern-day adolescence Independent School National Association of Independent Schools Retrieved from www nais org/ Magazines-Newsletters/ISMagazine/Pages/ Oddly-Hopeful aspx

Wallace, S (2014b) Good will hunting: families key to promoting youth entrepreneurship Psychology Today June 2, 2014 Retrieved from www psychologytoday com/blog/ decisionsteens-make/201406/good-will-hunting Wallace, S (2014c) A consequence of character The Huffington Post April 24, 2014 Retrieved from www huffingtonpost com/ stephen-graywallace/a-consequence-ofcharacte b 5168036.html

Leann Mischel, PhD, senior research fellow at the Center for Adolescent Research and Education (CARE), is an associate professor at Susquehanna University, where she has started an entrepreneurship program Dr Mischel has published in leading journals in her field, spoken at conferences around the globe, and been recognized in Entrepreneurship Magazine, The New York Times and USA Today

Stephen Gray Wallace, MS Ed, has broad experience as a school psychologist and adolescent counselor He serves as director of counseling and counselor training at the Cape Cod Sea Camps; senior advisor for SADD; director of the Center for Adolescent Research and Education (CARE); and parenting expert at kidsinthehouse com and NBCUniversal's parenttoolkit com For more information about Stephen's work, visit www stephengraywallace com

Originally published in the 2015 January/February Camping Magazine © American Camping Association, Inc ocial and material resources to start new projects; and guiding them in understanding such projects and identifying other mentors Young people who had started their own businesses or were highly interested in doing so were especially influenced by camp counselors who taught them how to gather resources needed to achieve goals

Peg Smith, retiring CEO of the American Camp Association and a CARE Advisory Board member, explains, "Camps are rich in mentors, providing children and teens with nurturing adults who help them to learn more about themselves and cultivate individual interests and talents When those relationships motivate service, it's truly a win-win situation "

This data supports earlier research from SADD, a CARE collaborator, which revealed that teens with mentors reported they are significantly more likely than those without mentors to challenge themselves by taking positive risks such as volunteering to perform community service. That study also noted young people who participated in camp were significantly more likely to report being highly mentored, taking positive risks, and possessing a healthier sense of self (SADD, 2006)

Jennifer Hall, PhD, at the Leadership Development Institute at Eckerd College and co-author of the Entrepreneurial Dimensions Profile (EDP), an assessment tool based on research into the traits, motivations, and skills of entrepreneurs, agrees with the notion that an "entrepreneurial mindset" can be developed at camp

Ons is OOP!

KINDER KAMP

PRET & KREATIEWE AKTIWITEITE

Buitelug speletjies, skattejag, kampvuur stories, modder avonture, toubane en vele meer!

HEERLIKE PLAAS ATMOSFEER NABY AAN DIE STAD!

MUSEUMS ARE SPACES OF EXPLORATION AND DISCOVERY

The Education Department at Iziko Museums of South Africa runs dynamic school, holiday, public and outreach programmes geared towards creating engaging learning experiences for everyone The school programmes are directly aligned to the national CAPS curriculum and support the learning outcomes at Foundation, Intermediate and Senior, as well as Further Education and Training (FET) Phases. Lessons conducted during museum visits build on classroom practice and provide relatable experiences for both learners and educators. School programmes include visual art, natural history and social history education School programmes provide lessons, resources, special needs activities, educator enrichment workshops and projects aimed at adding value to classroom practice

Public Programmes endeavours to create safe, neutral spaces to reflect and discuss relevant societal issues Public Programmes, often aligned to national commemorative days, draws upon museum exhibition and collections resources to contextualise contemporary topics, and actively encourage citizen participation, nation-building and social cohesion.

The Iziko Mobile Museum and Outreach Programme extends the museum ’ s footprint and educational benefit to communities and schools across the province and beyond The museum on wheels takes the museum experience to people and communities in remote and peri-urban areas who are unable to visit the museums physically.

The Iziko Planetarium and Digital Dome is a 360-degree immersive full-dome theatre and multipurpose facility located at the Iziko South African Museum. The Planetarium boasts a diverse range of school and public shows that unlock the secrets of maths, science and art, and provide unparalleled edu-tainment opportunities.

Snakebite and rescue breathing

Snakebite deaths are quite rare in South Africa with between 1012 fatalities being reported annually These fatalities are largely because of Black Mamba and Cape Cobra bites – two snakes with fast-acting neurotoxic venom that may quickly affect breathing

The Green Mamba, Rinkhals and other non-spitting cobras have a more complex mixture of cytotoxins and neurotoxins and their venom is not near as fast-acting, giving victims far more time to get to a medical facility

As for snakes like the Puff Adder and Mozambique Spitting Cobra, the venom is largely cytotoxic causing pain, progressive swelling, blistering and potentially tissue damage Fatalities are rare but small children are at risk Sadly, these bites often result in morbidity with patients needing corrective surgery after serious bites The early administration of antivenom in such bites could have a positive outcome on morbidity

A severe bite from a Black Mamba or Cape Cobra usually results in rapid symptoms with victims mentioning a metallic taste in the mouth followed by progressive weakness – pins and needles in the lips, the tongue getting paralyzed which affects swallowing and speech, ptosis, dilated pupils and difficulty with breathing It is the lack of oxygen, once the chest rises stop and the lungs do not get air, that is the biggest problem The heart functions well but once breathing is compromised, the blood that is pumped to the brain has no oxygen and if the brain does not receive sufficient oxygenated blood, the victim could be brain dead within minutes

In such bites, while the victim is being transported to a trauma unit, it is vitally important to provide rescue breaths if needed CPR (cardiopulmonary resuscitation), which consists of thirty chest compressions and two rescue breaths at a rate of around 120 chest compressions per minute, is not necessary as the heart still functions

and CPR is exhausting! One can resort to mouthto-mouth resuscitation but, unless it is a family member or very good friend, a barrier device is essential It will prevent bodily fluids from the victim entering your mouth

Face masks are often included in first aid kits but are difficult to use effectively and do not provide adequate protection – if you suck onto one of these devices you can still get air through it

A far better option is a pocket mask They are inexpensive (just over R100 00), can be sterilized and re-used, and ensure a good seal over the mouth and nose If turned upside-down they can even be used on small children

Make sure that the head is tilted backward to open the airway, check that nothing is blocking the airway and bear in mind that patients may have a build-up of saliva as the tongue no longer functions properly This may necessitate the removal of excess saliva with a hand pump

In adults we give one breath every six seconds, in children one every five seconds and in babies one breath every four seconds It is a slow, gentle breath given over a second and just enough to ensure a chest rise The air that we inhale has around 21% oxygen and we utilise about 5% of it, therefore giving the patient around 16% oxygen Continue to provide rescue breaths until you reach a medical center Also bear in mind that ambulances are staffed by paramedics, and they have far better training in providing rescue breaths than most members of the public

Avoid cheap face masks - they do not provide adequate protection.

Make sure that the head is tilted backwards to open the airway.

When providing rescue breaths a bag valve mask reserve (BVM) is a far better choice It is far more effective, less tiring and, if used correctly, highly effective Doctors and paramedics are trained in the use of a BVM Should you wish to be trained in the proper use of a BVM, consider doing a Basic Life Support Course (check out https://resus co za)

To summarize, snakebite fatalities are largely because of a lack of breathing and in serious bites victims could die within about one to seven hours, but in severe bites, especially where small children are involved, it could occur well within one hour Your immediate action should be to get the victim to the closest medical center with a trauma unit and to provide rescue breaths if required Meeting an ambulance halfway to hospital could be greatly beneficial as a paramedic will provide far better rescue breaths than any member of the public

Keep the following private ambulance services numbers on speed dial or if you have a preferred emergency number for your area, make use of that Netcare 911- 082 911 ER24 – 084 124

CRICKET 4 GOOD CLINICS

PROMOTE PHYSICAL AND MENTAL WELLBEING AND BUILD

LIFE SKILLS AMONG CHILDREN AND ADOLESCENTS

19 JANUARY 2023

PHOTO: © UNICEF SOUTH AFRICA

Johan Weyers, Senior Cricket Manager, Cricket South Africa (CSA) said, “Children of our cricket community centers, clubs and schools attended the ICC Cricket 4 Good clinics over the last few days The presence of the international players added to the excitement of our girls and boys attending these sessions The sessions provided ongoing skills development to grow the game amongst our youth CSA would like to thank ICC, UNICEF, and the participating teams for their efforts to inspire the players to continue with the sport The Cricket 4 Good clinics function as a catalyst to improve the game in the country ”

Christine Muhigana, UNICEF South Africa Representative, said that “Sport is a powerful force for good and is one of society’s greatest levelers The Cricket 4 Good clinics have provided fun for the children, and they’ve empowered and engaged girls and boys to promote tolerance and gender equality We know that when girls’ do better, we all do better,” added Muhigana

A global partnership between the International Cricket Council (ICC) and UNICEF calls on children, young people, and everyone to #BeAChampion for gender equality Cricket and sports more broadly can play a critical role in tackling some of the pressing issues of our time Cricket 4 Good is the ICC’s global community outreach programme, aimed at leveraging the vast power and reach of cricket to empower women and girls

UNICEF South Africa’s ‘Sports for Development’ approach aims to bring about social change and cohesion within communities The strategy focuses on promoting sport and physical education as essential not only for physical and mental health but also to learn the importance of key values such as honesty, teamwork, fair play, and respect

The Cricket 4Good clinics were held alongside the ICC Women’s T20 World Cup, with the first match on 10 February in Cape Town.

The volunteers conducting the ‘Sports for Development’ sessions are alumni of the UNICEF South Africa supported ‘Girls and Boys Education Movement’ (GBEM), which provides young people with life skills through sports and other activities to help them realize their full potential Conflict resolution, leadership and mentoring skills are developed to ultimately empower adolescents and young people to thrive in and outside the school environment

About UNICEF

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children Across 190 countries and territories, we work for every child, everywhere, to build a better world for everyone.

Visit www unicef org

Follow UNICEF on Twitter, Facebook, Instagram and YouTube

Written by Toby Fricker

About ICC

The ICC is the global governing body for cricket Representing 105 members, the ICC governs and administrates the game and is responsible for the staging of major international tournaments including the ICC Men’s World Cup and Women’s World Cup and the ICC Men’s and Women’s T20 World Cups as well as all associated qualifying events The ICC presides over the ICC Code of Conduct which sets the professional standards of discipline for international cricket, playing conditions, bowling reviews and other ICC regulations The Laws of the game remain under the auspices of the MCC

The ICC also appoints the umpires and referees that officiate at all sanctioned Test matches, One Day International and Twenty20 Internationals Through the Anti-Corruption Unit it coordinates action against corruption and match fixing

The ICC Development department works with Associate Members to improve the quality of international cricket, build better cricket systems, get more people playing cricket and grow the game

EASTERNCAPE EASTERNCAPE

FREE-STATE FREE-STATE

A specialist in the field of

Leadership Development

Life Skills

Grade 8 Ice-Breaker Camps

Environmental

MARANEMAN OFFERS AN ARRAY OF ACTIVITIES, DESIGNED AND DEVELOPED WITH PARTICULAR OBJECTIVES IN MIND. THESE ACTIVITIES ARE SELECTED ACCORDING TO WHAT WOULD BEST SUITED FOR YOUR TYPE OF VISIT. OUR ACTIVITIES ARE CONTINUOUSLY MAINTAINED, UPDATED OR REPLACED. YOU HAVE THE GOAL IN MIND, WE HAVE THE SOLUTION.

GAUTENG GAUTENG

Ons is OOP!

KINDER KAMP

PRET & KREATIEWE AKTIWITEITE

Buitelug speletjies, skattejag, kampvuur stories, modder avonture, toubane en vele meer!

HEERLIKE PLAAS ATMOSFEER NABY AAN DIE STAD!

KWAZULU-NATAL KWAZULU-NATAL

PhoneNumber:0317771446

Facebook:www.facebook/Vuleka/

ACCOMMODATION AND CONFERENCING

The conference centre is located in The Valley of Thousand Hills between Durban and Pietermaritzburg not far from Comrade Marathon half way mark in Drummond. On our 125 beds site sites we provide affordable accommodation to the province, as well as to guests from further afield. Expanses of green lead on to comfortable rooms and communal places, lush gardens and a breath taking view. Behind our big hall we have a labyrinth that participants on trainings and guests find it useful for meditating

It is here that people gather to be “awakened to a new way of living”.

We have 3 accommodation sites, and offer either catered or un-catered packages.

TRAINING COURSES

Basic Human Relations is an experiential and process based learning course offered by Vuleka Centre This unique learning experience aim at providing a holistic community development approach to youth from various communities. The course gained popularity in 80’s to a level that it became a signature course for the centre that is still impactful years later In the course youth get an opportunity to discover more about themselves and get equipped on how to play meaningful role in a group situation. As much as the setting is designed to enable engagement, a participant that engages more get the most out of the process as content include (but not limited to):

How the group functions

What to observe in a group?

Needs of an individual/group and tasks

Creative ways of communicating and managing conflict in a group

The course is residential and is conducted over the period of 5 days. The center with its accredited facilitators is able to conduct tailor made trainings such as Enneagram, Leadership, Conflict management and Team building.

LIMPOPO LIMPOPO

MPUMALANGA MPUMALANGA

NORTHERN-CAPE NORTHERN-CAPE

NORTH-WEST NORTH-WEST

WESTERN-CAPE WESTERN-CAPE