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14 August 2024 | Story Martinette Brits | Photo Supplied
Dr Luther van der Mescht
Dr Luther van der Mescht, Senior Lecturer in the Department of Zoology and Entomology.

Ticks that feed on South Africa’s cattle are developing resistance to the only effective pesticides, making them increasingly difficult to control. If this issue is not addressed, the spread of these parasites and their resistance to pesticides could significantly impact farmers' incomes and food security.

According to a study by Dr Luther van der Mescht, Senior Lecturer in the Department of Zoology and Entomology, many tick populations in South Africa are resistant to at least two of the three main types of acaricides (chemical classes) used in the country.

Dr Van der Mescht notes that with around 12 million cattle in South Africa, these ticks not only lower meat and milk production but also carry pathogens that can cause potentially fatal diseases. He estimates that the economic losses from tick-borne diseases and the use of acaricides could reach up to R670 million annually in the cattle industry alone.

He adds that South Africa's agricultural sector is unique due to its dual farming system, which includes both subsistence and commercial farmers, amplifying the impact of ticks. “The country is also home to a wide variety of tick species that transmit numerous pathogens across a diverse range of habitats and climates in which cattle are farmed. Consequently, the effects of ticks and tick-borne diseases in South Africa may be more severe compared to those in developed countries.”

Dr Van der Mescht highlights that ticks are developing resistance primarily due to poor farm management practices, such as underdosing, overdosing, and excessive use of acaricides. “Additionally, insufficient government support in educating farmers and managing resistance exacerbates the problem.”

Managing acaricide resistance

Dr Van der Mescht explains that while ticks will inevitably develop resistance to acaricides, this usually happens much slower if pesticides are used strategically. To slow the development of resistance, several measures can be implemented: 

• Minimise the number of acaricide treatments.
• Assess tick diversity and acaricide resistance at the farm level and monitor it regularly. The study found that acaricide resistance was highly variable across South Africa, likely due to different farm management practices; hence it should be assessed at the farm level.
• Quarantine animals when transferring them to a new farm, ensuring they are free of ticks before releasing them.
• Rotate acaricides from different chemical classes, with a gap of at least two years between applications.

• Government veterinary services should raise awareness about acaricide resistance and provide support, particularly to under-resourced farmers. Establishing acaricide resistance testing laboratories would help monitor resistance and offer guidance to farmers.

Expert in parasitology

Dr Van der Mescht is particularly fascinated by the fact that most animals on earth follow a parasitic way of life. He graduated with a PhD in Conservation Ecology from the Department of Conservation Ecology and Entomology at Stellenbosch University in 2015, focusing on rodent parasites.

Career highlights include receiving the Wilhelm Neitz Memorial Scholarship in Parasitology from the Parasitological Society of Southern Africa (PARSA) for study abroad, and the Blaustein Centre for Scientific Cooperation Postdoctoral Fellowship in 2016 from Ben-Gurion University of the Negev, Israel, to conduct research on the experimental evolution of host specialisation. He also received the Claude Leon Foundation Postdoctoral Fellowship in 2019 to study the cat flea at Stellenbosch University’s Department of Botany and Zoology.

With over four years of experience in the industry at a contract research organisation, he has conducted more than 40 clinical studies for international pharmaceutical companies and published over 50 peer-reviewed scientific articles.

Making research visible, impactful, and relevant to society

Dr Van der Mescht recently published an article for The Conversation and participated in interviews with eNCA, Newzroom Afrika, and Cape Talk to discuss his research. “This effort aligns with the Vision 130 strategy of being a regionally engaged university and supports one of the key pillars of research development at the University of the Free State (UFS), which is to make our research visible, impactful, and relevant to society.”

He also highlighted the significance of popular science, noting that it helps scientists communicate their research to a broader audience, build their professional reputation, enhance their funding opportunities, and improve their research outcomes.

News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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