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29 January 2020 | Story Leonie Bolleurs | Photo Dr Marieka Gryzenhout and Gary Goldman.
Mushroom
Scutellinia scutellate, commonly known as eyelash cup, molly eye-winker, scarlet elf cap, or eyelash fungus, grows gregariously, or in clusters, and sometimes in dense swarms on moist hardwood logs, sometimes near water or marshy places.

Citizen scientists and nature lovers who are serious and enthusiastic about fungi, can now sit back and relax with a copy of the recently published nature guide titled FField guide to mushrooms & other fungi of South Africa (Penguin Random House Struik, Cape Town).

Dr Marieka Gryzenhout, a C-rated scientist and Senior Lecturer in the Department of Genetics at the University of the Free State (UFS), co-authored the book with Gary Goldman, amateur mycologist from Cape Town.

The book contains descriptions of 200 species and extensive background information and tips on fungi.

‘They are all beautiful to me’

Dr Gryzenhout says fungi are her passion, both small and large. “Interest in mushrooms is currently booming in South Africa, and there was thus a great need to bring out a book with more species than my previous book, Pocket Guide to Mushrooms of South Africa, published in 2010.”

The latter is the first book that Dr Gryzenhout published on South African mushrooms. The book is still available in stores and she is currently revising it.

She does not have a favourite mushroom or fungus, “because they are all beautiful to me”, she states. In the book she published with Goldman, they cover, among others, general information on what fungi are – since very few people know about them. The book also serves as an identification guide, with a range of photographs for each species to make identification easier. 

Goldman furthermore added his flair and expertise, with general information on how to forage for mushrooms (hunting for mushrooms) for the dinner table, together with some tasty recipes.

“Citizen scientists are mostly interested in the edible fungi and mushrooms. However, they are beautiful and conspicuous, and it is gratifying to find them and actually being able to identify this rather ill-studied group,” adds Dr Gryzenhout.

Contributions of citizen scientists helpful

She says, in general, people were overjoyed that another guide on mushrooms was finally published. Dr Gryzenhout continues: “The excellent range of photographs, contributed by a variety of citizen scientists, were stunning and helpful.  In the time when the book came out, no less than seven mushroom-related societies were brought to life by citizens due to the rapidly growing interest in fungi and the need for information. A follow-up to the book is already needed!”

She says the book is bought as gifts and prizes in these societies, “which we are really humbled about. Since the book contains a number of first reports for South Africa as well as a range of edible and poisonous fungi, it is also important for biodiversity and human health.”

More than 1 500 copies of the book have already been sold since is appearance.

News Archive

Spanish academic discuss frameworks for successful higher education
2013-08-29

Prof Melanie Walker, Senior Research Professor at CHECaR, Prof Sandra Boni and Dr Sonja Loots, Postdoctoral Research Fellow at the CHECaR seminar.
29 August 2013
Photo: Thabo Motsoane

In the latest Centre for Higher Education and Capabilities Research (CHECaR) seminar, Prof Sandra Boni from the Universidad Politécnica de Valencia in Spain presented on ‘Competencies in Higher Education: A Critical Analysis from the Capabilities Approach.’ The presentation focused on the significant transformation taking place in universities and how that is affecting teaching and learning practices. The competencies approach plays a key role in this transformation process by associating the mastering of certain skills with successful completion of higher education qualifications.

Prof Boni and her colleagues argue that the competencies approach is flawed and too narrow to be used in evaluating successful higher education and that a broader human development perspective has to be applied. She argues that the capabilities approach represents a more inclusive framework for guiding the holistic development of students through the expansion of all human choices to achieve what they value most, not just to benefit economically from education. The inclusion of the human development framework in universities’ training would lead to generating ‘public-good professionals’ who are equipped prepared with the necessary competencies to enter their chosen career – but who will also be the bearers of a social consciousness.

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