After the unprecedented changes experienced in higher education due to the Covid-19 pandemic, there is a need to integrate initial thoughts and reflective experience to decide on the way forward. This study aimed to reflect on, and make sense of the events related to South African higher education institutions HEIs at the onset of the COVID-19 pandemic by using the Cynefin framework. Data from a rapid review of online media at the onset of the Covid-19 pandemic and a collaborative autoethnography session 1 year since lockdowns were implemented are used to present perspectives for the sense-making process. This offers insights to both ends of the spectrum as it highlights the evolution of processes taking place at multiple levels from government policies to institutional practices, as well as how this impacted on both staff and students. The Cynefin framework demonstrated sense-making efforts in the disordered, to the chaotic, to the complex, then to the complicated and eventually to the simple domain. Each domain ushered in its peculiarities and highlighted the issues ranging from vulnerabilities experienced in the higher education sector, to trying to reconfigure the academic year, to dealing with wicked problems, to eventually relying on expert assistance to navigate the virtual university space. Trying to establish causality in the simple domain proved challenging as the information available during the time was sparse. Despite these challenges, the lessons learnt include the importance of the sense-making process among all academic staff, the significance of collaboration and team efforts and the need to adapt leadership and self-leadership approaches to the changed ways of working in higher education institutions.

IntroductionDrowning is a neglected public health threat in low-income and middle-income countries where the greatest drowning burden is observed. There is a paucity of drowning surveillance data from low-resource settings, particularly in Africa. Understanding local epidemiological factors will enable the development of context-specific drowning prevention initiatives and the appropriate allocation of resources.AimThe primary aim of this study was to describe the epidemiology of fatal drowning in the Western Cape, South Africa.MethodThis retrospective study describes fatal drowning incidents captured in the Western Cape vital registration system between 2010 and 2016. Data were obtained from the Forensic Pathology Services of the Western Cape Government. One-way analysis of variance was performed to detect a trend in mean drowning mortality rates between 2010 and 2016. χ2 tests for independence were performed to detect differences in the distribution of variables between groups.ResultsA total of 1391 fatal drownings occurred in the Western Cape between 2010 and 2016, with an age-adjusted drowning mortality rate of 3.2 per 100 000 population. Rates were fourfold higher in men compared with women. Children, particularly young children aged 0–4 years, and young adult men between 20 and 34 years of age were identified to be at high risk of fatal drowning. Drowning occurred predominantly in large, open bodies of water with concentrations in summer and public holidays.ConclusionsThe Western Cape drowning prevention strategy should prioritise interventions to reduce drowning in children and young adult men, with a targeted focus on festive periods such as public holidays.

Background: Higher education is a high stress occupation or environment. Academics in health professions are engaged in professional training that adds clinical or profession-specific competencies to general academic and research outcomes. Academics in health professions assume many roles and must remain current in the practise of their professions that increases stress. Studies on occupational stress amongst health professions academics are lacking in the South African context. Objectives: To assess occupational stress in a sample of Health profession academics at aHistorically Disadvantaged Institution (HDI).Methods: An online survey was conducted with a randomly selected sample of 51 permanent academics. The response rate was 55 per cent after incentives and reminders. Instruments included a demographic questionnaire, Assessing emotions scale and the Sources of Work Stress Inventory. Descriptive statistics, correlation and regression were used to analyse the data. Instruments were reliable with this sample. Ethics clearance was obtained (Reg. No.: 15/4/42) and all ethics principles were upheld. Simons, Munnik, Frantz and Smith The profile of occupational stress in a sample of health profession academics 133Results: The sample was mostly female, and the composition was consistent with the profiles of the faculty, health professions and HDIs. Small effects were reported for associations between demographics, EI and Occupational stress. Mixed results were reported for predictive relationships. EI and level of education were predictive of certain sources of occupational stress.Conclusion: Transformations and the work environment contributed to academics experiencing occupational stress. The historical apartheid legacies still manifest in patterned ways along gender, race and professional status in the occupational stress academics experience. Health professionals constitute a legitimate subgroup that impacts the experience and management of occupational stress. EI is an important factor to consider in the experience and management of occupational stress.

Many South African schoolchildren have to navigate the roads without adult supervision from a young age. Caregivers, especially in low-income settings, often have limited options with regard to getting their child to school safely. Regardless of the child's age and gender, the time that they spend on the roads is an important factor for parents in terms of pedestrian safety.