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Summary In non-specific abdominal pain, cross-sectional imaging, often valued more than clinical examination in today's technologically advanced age, may reveal a large incidentaloma, posing questions regarding its relation to symptoms and the need for surgical removal. This is a situation that highlights the potential for early detection and treatment yet raises the question as to whether surgery is indeed indicated. This report relates the case of a 79-year-old male, with a longstanding history of abdominal pain, who had a giant loose peritoneal body removed. We discuss the reasons for removal and its pathogenesis.

The primary aim of the survey was to determine the core equipment required in a nuclear medicine department in public hospitals in Kenya and South Africa, and evaluate the capital investment requirements. Physical site audits of equipment and direct interviews of medical and clinical engineering professionals were performed, as well as examination of tender and purchase documents, maintenance payment receipts, and other relevant documents. Originally, 10 public hospitals were selected: 6 referral and 4 teaching hospitals. The 6 referral hospitals were excluded from the survey due to lack of essential documents and records on equipment. The medical and technical staff from these hospitals were, however, interviewed on equipment usage and technical constraints. Data collection was done on-site and counter-checked against documents provided by the hospital administration. A list of essential equipment for a nuclear medicine department in sub-Saharan Africa was identified. Quotations for equipment were provided by all major equipment suppliers, local and international. A nuclear medicine department requires eight essential pieces of equipment to operate in sub-Saharan Africa. Two additional items are desirable but not essential.

This paper focuses on the policy issue of expanding schooling in a post-apartheid South Africa. The Project of placing about two million children of school-going age in school is viewed as central to the rebuilding of South Africa. The paper argues that this project should be located within the peculiar history of this country's educational underdevelopment. Challenging the constraining influence of the New Right context should be central in conceptualising the provision of expanded school access. Access policy should be based on a notion of educational development that is linked to the overall socioeconomic development of this society. The view is promoted in this paper that a policy of quantitative expansion of schooling should not ignore the quality of such schooling. /// Dieser Artikel behandelt die Politik bezüglich der Ausweitung der Ausbildung in Südafrika nach der Apartheid. Das Projekt, ungefähr 2 Millionen Kinder im Schulalter in Schulen unterzubringen, wird als zentrale Aufgabe der Umstrukturierung Südafrikas angesehen. Es wird argumentiert, daß diese Aufgabe im Hinblick auf die spezielle Geschichte der bildungspolitischen Unterentwicklung des Landes gelöst werden muß. Zentrale Aufgabe bei der Konzeptualisierung eines breiteren Schulzuganges muß die Begegnung mit dem einschränkenden Einfluß des New right-Kontextes sein. Die Zugangspolitik muß die Bildungsentwicklung unter dem Aspekt der sozio-ökonomischen Entwicklung des Landes konzeptualisieren. Der Autor vertritt die Meinung, daß die quantitative Erweiterung der Ausbildung die Qualität nicht vernachlässigen darf. /// Cet article est axé sur la question des politiques en matière d'extension de la scolarité dans l'Afrique du Sud post-apartheid. Le projet de scolariser environ deux millions d'enfants d'âge scolaire est considéré comme essentiel à la reconstruction de l'Afrique du Sud. L'article établit que ce projet devrait être placé dans le contexte de l'histoire particulière du sous-développement éducatif du pays. Défiant l'influence contraignante de la nouvelle législation, ce contexte doit constituer un élément central dans la conceptualisation précédant la mise en place d'un accès élargi à la scolarité. Les politiques en matière d'accès à l'éducation doivent se fonder sur une notion de développement éducatif qui doit être rattachée au développement socioéconomique global de la société. L'article défend le point de vue selon lequel une politique en faveur de l'extension quantitative de la scolarisation ne doit pas s'effectuer aux dépens de la qualité de cette scolarité. /// Este trabajo se concentra en el resultado de la política referente a la expansión de la escolaridad en una Sudáfrica post-apartheid. El proyecto de colocar unos dos millones de niños en edad escolar en las escuelas se considera como un tema central en la reconstrucción de Sudáfrica. El trabajo argumenta que este proyecto debería situarse dentro de la historia peculiar del subdesarrollo educacional de este país. El enfrentamiento de la influencia restringente que ejerce la Nueva Derecha debería ser un aspecto decisivo el delineamiento destinado a proveer un acceso escolar ampliado. La política de acceso debería basarse en una noción del desarrollo educacional enlazado al desarrollo socioeconómico general de esta sociedad. En este trabajo se favorece la opinión de que la política de expansión cuantitativa de la escolaridad no debería ignorar la calidad de la misma. /// Центральной темой статьи является проблема политики относительно расшiирения бразования в Южной Африке после апартеида. Проект, по которому необходимо отправить в школу около двух миллионов учащихся школьного возраста, рассматривается как центральный для возрождения Южной Африки. В статье показывается, что этот проект должен планироваться с учетом своеобразной истории недоразвития образования в стране. Борьба со сдерживающим влиянием идей новых правых должна бьыть основной в концепции обеспечения более широкого доступа к школе. Политика доступности должна основываться на развитии образования, которое связано с общим социально-экономическим ра3витием общества. В статье проводится точка зрения, что политика количественного расширения образования не должна игнорировать качество этого образования.

A number of reports describe how 99mTc-sestamibi detects benign and malignant primary and metastatic tumors. We report abnormal 99mTc-sestamibi uptake in nine sites in a 53-yr-old patient with histologically and biochemically proven IgG kappa-secreting myeloma. The 99mTc-sestamibi study was undertaken for an unrelated hyperparathyroidism.

This article calls for a fundamental reconstitution of the South African university curriculum through a contrapuntal lens that centres epistemic justice. Drawing on Edward Said’s concepts of worldliness and contrapuntal reading, it argues that dominant knowledge systems must be brought into critical and sustained dialogue with the subjugated epistemologies they have historically excluded. Rather than conceiving the curriculum as a neutral repository of inherited content, the article positions it as a site of ongoing epistemic contestation and structural exclusion. It revisits the Mafeje, Makgoba, and Mamdani affairs as key historical flashpoints that exposed the university’s deep-seated resistance to African and Global South intellectual traditions, often under the guise of safeguarding academic preparedness and institutional standards. The analysis then turns to the post-apartheid shift towards skills-based and managerialist curriculum models. While framed as inclusive and pragmatic, these models have narrowed the curriculum’s scope, sidelining historical critique, ethical reflection, and epistemic diversity in favour of throughput, market readiness, and technical proficiency. In response, the article then explores the marginalised intellectual and cultural contributions of enslaved and indigenous communities at the Cape. Their vernacular literacies, oral traditions, and relational knowledge practices are presented as generative resources for curriculum renewal. The article concludes by proposing five guiding principles: epistemic redistribution, plural reasoning, relational pedagogy, problem-centred learning, and assessment for justice. Together, these offer a framework for reimagining the university as a democratic and socially responsive space of inclusive knowledge making.ContributionThe article advances a contrapuntal curriculum framework that reconstitutes South African university knowledge structures through historical critique and epistemic justice.

Background: Vaping has become an increasingly common mode of administration for both nicotine and cannabis, with overlap among users, devices, as well as nicotine and cannabis companies. There is a need to understand patterns of use among youth, including the way nicotine and cannabis are administered. Methods: Data are from Wave 2 of the ITC Youth Tobacco and Vaping survey, an online survey conducted in 2018 among 16–19 year-olds recruited from commercial panels in Canada (n = 3757), England (n = 3819), and the U.S. (n = 3961). The prevalence of past 30-day vaping nicotine, non-nicotine and cannabis substances, as well as cannabis modes of use was examined. Logistic regression models examined between country differences in prevalence. Results: Past 30-day cannabis use was highest among Canadian youth (16.6%), followed by youth in the U.S. (13.8%) and England (9.0%). Vaping e-cigarettes was substantially more prevalent than vaping cannabis in all three countries. All forms of cannabis use were higher among Canadian and U.S. youth compared to England (p < 0.001 for all). Past 30-day cannabis users in the U.S. were more likely to report vaping cannabis oil (30.1%), and consuming solid concentrates such as wax and shatter (30.2%), compared to cannabis users in Canada (18.6% and 22.9%) and England (14.3% and 11.0%; p < 0.001 for all). Conclusions: Youth are administering cannabis and nicotine using a wide diversity of modes. Cannabis users in the U.S.—where an increasing number of states have legalized medical and non-medical cannabis—reported notably higher use of more potent cannabis products, including cannabis oils and extracts.

This article discusses Research Capacity Development (RCD), in a Faculty of Education at a South African university. It employs the notions of performativity and performance to argue that specific local sites at universities have complex stories to tell about their responsiveness to research output imperatives. The article emphasizes that there is a formative relationship between the specific RCD discursive text of this Faculty and the performance- based activities of its management and academics. The career of RCD in the Faculty is established in the light of specific activities against the background of a small Faculty environment. The article specifically considers the basis for its relative success in the area of doctoral completion by its academic staff and its diminishing article writing output. It draws the conclusion that efforts to secure a vigorous RCD platform depend on the ability to establish a nurturing institutional environment in which a scholarly culture can be encouraged and protected.

The article attempts to show how one person worked out his subjective responsiveness to unfolding events in the contingent fields of politics, popular culture and social justice-orientated activism. Understanding how Muslim discourse is complicit in unjust practices is a crucial motivation for my engagement with Islamic Studies literature.3 My engagement with the literature is based on a 'non-disciplined' reading guided by a commitment to social justice causes. In other words, the legitimacy of a nondisciplined reading lies in the domain of public discourse, taking account of the judgments of social movement peers, popular media interaction, and content circulation via social media and digital technology. In this dialogue a person participates wholly and throughout life: with his eyes, lips, hands, soul, spirit, with his whole body and deeds\".9 Humans engage in dialogue in multiple ways and this dialogical engagement manifests what it means to be human.10 In other words, dialogue is central to what Bakhtin describes as the ethical agent's ideological being and becoming in an open-ended search for authentic human life.