Academy of Science of South Africa (ASSAf): Open Journal Systems
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Innovative Approaches to the Division of an Inheritance in a Deceased Estate: Lessons from the Babylonians 2000-1600 BCE
No full textThis article provides insights into the legal and social contexts surrounding inheritance divisions in both Old Babylonian and South African cultures. It proposes an innovative approach to the division of inheritance in South Africa that is in line with the country's constitutional values and diverse cultural heritage. In order to compare the inheritance divisions, the study identifies the shared characteristics between Old Babylonian and South African practices. These inheritance divisions often involve disagreements and complexities among heirs, which may result in negotiations and the reorganisation of inheritances through mechanisms like sale, donation or exchange. By highlighting these commonalities the article sheds light on the differences and similarities in the legal and social contexts in which these divisions occur. While the South African approach has been influenced by Roman-Dutch legal scholars, incorporating the adaptable legal practices of the Old Babylonian tradition could introduce further innovation and adaptability to the South African inheritance division proces
A mesocosm study on the use of clay minerals to improve heavy metal phytoremediation capacity of vetiver grass (Chrysopogon zizanioides L. Roberty)
No full textFast-paced global industrialisation due to population growth poses negative environmental implications, such as pollution by heavy metals. We assessed the application of vetiver grass assisted by clay minerals for the remediation of soil and water contaminated by multiple metals in a mesocosm study. The technique was tested previously in a greenhouse study that confirmed the effectiveness of 2.5% (w/w) attapulgite and 2.5% (w/v) bentonite to improve vetiver grass remediation of soil and water contaminated by multiple metals. At the end of the experiment, the total accumulation of Co, Cr, Cu, Ni and Zn by vetiver grass from the soil was 1.8, 38.1, 19.0, 7.2 and 55.4 mg/kg, respectively, while in water, the total metal accumulation of Al and Mn by vetiver grass was 4534.5 and 104.5 mg/kg, respectively. The results confirm the effectiveness of attapulgite and bentonite as amendments to improve the remediation potential of vetiver in soil and water under natural conditions. Metal accumulation was generally higher in the roots than in shoots. We found the removal efficiency in the soil to be in the order Zn > Cr > Cu > Ni > Co and Al > Mn in water. Results also demonstrated that heavy metal accumulation was even better under natural conditions than in the greenhouse study. For example, Zn accumulation increased from 0.4 mg/kg in the greenhouse study to 55.4 mg/kg in the outdoor study. This study validates the application of bentonite and attapulgite-assisted phytoremediation for heavy metal contaminated soil and water.
Significance:
Heavy metal pollution of soil and water is very common in industrialised and mining areas.
It is important to find cost-effective, eco-friendly and easy-to-apply methods of removing these heavy metals from soil and water, so as to provide a clean and safe environment for living organisms.
Phytoremediation is the use of plants to remove pollutants from the environment and is a cost-effective, aesthetically pleasing and eco-friendly method.
Attapulgite and bentonite (clay minerals) are effective in improving the phytoremediation capacity of a phytoremediation plant known as vetiver grass
Virtual learner experience (VLX): A new dimension of virtual reality environments for the assessment of knowledge transfer
No full textScience educators need tools to assess to what extent learners’ knowledge can be transferred to novel real-world situations. Virtual reality learning environments (VRLEs) offer the possibility of creating authentic tools where situated learning and assessment can take place, but there is a lack of evidence-based guidelines to inform the design and development of the VRLEs focussing on the user, that is the learner experience, especially for secondary schools. Drawing on theoretical premises and guidelines from user experience, usability, and technologically enabled assessment literature, we designed, developed, evaluated, and refined a VRLE prototype for the authentic assessment of knowledge transfer in the secondary school science classroom as guided by the design science research approach. Lessons learnt from the implementation and iterative evaluation of the prototype are presented as a set of literature-based, empirically validated guidelines to support and guide educational designers and developers to create VRLEs focused on supporting the learner experience. The contribution of this study is a VRLE design model with the learner at its core, the definition of VLX to include learner-specific aspects of immersive environments, and guidelines for the development of an effective and efficient virtual reality environment for the assessment of knowledge transfer in science education
Key indicators informing students’ perceptions of online learning and academic performance during the COVID- 19 pandemic
Get PDFThe purpose of this paper is to examine students’ perceptions of their online learning experience during the first wave of COVID-19. The paper highlights the actions taken by the institution in transitioning to online learning and key indicators which influenced students’ perceived online learning and academic performance during the pandemic. The study was conducted at a university and reports on quantitative and qualitative data collected from an online survey of 3257 students. Tinto and Pusser’s (2006) model of institutional actions was used as a framework to guide the study. The study’s findings forced the university to re-look at student support through new lenses. The findings from the data provided the basis for the institution to re-invent three academic policies to include a more holistic approach to learning, teaching, and student success. The policies developed were: Flexible Learning and Teaching Provision (FLTP), Assessment, and Curriculum Transformation and Renewal, which placed the student at the centre of university actions
The influence of different teaching and learning strategies in mathematics – a case study
Get PDFThis article is a case study that examines how the different teaching and learning strategies influence mathematical knowledge acquisition at university. The research hinged on how mathematics lecturers at universities teach and how students acquire the disseminated knowledge. Research stresses that most lecturers have teacher-centred teaching approaches and mathematics teaching is with minimal student participation. Research further asserts that teaching approaches that emphasise student participation is critical in enhancing effective classroom interaction. This means that, as students’ learning strategy is dominantly a participatory and collaborative one, lecturers are challenged to create a learning-as participation environment for effective mathematics classroom interaction. The article reports a study that was conducted among university students and lecturers in a mathematics course at a South African university. The findings were that most lecturers at the university use traditional non-interactive teaching approaches that create passive environments in contrast with the predominant participative learning strategies of most students
Occupational therapy services for children with Autism Spectrum Disorder on the primary healthcare platform
Get PDFINTRODUCTION: The diagnosis of Autism Spectrum Disorder (ASD) is complex. In a low middle income country, like South Africa, early recognition of ASD rarely occurs on the primary health care (PHC) platform.To mitigate late diagnosis of ASD, which has a poorer prognosis, the purpose of this study was to identify the knowledge and clinical competencies required by inexperienced occupational therapists to improve early detection of and service delivery for children with ASD at the PHC level METHODS: A descriptive qualitative design explored the perceptions of occupational therapy experts as to the required knowledge and clinical competencies necessary for inexperienced occupational therapists to deliver services to children with ASD on the PHC platform. Thematic inductive analysis was used to analyse the data FINDINGS: Two themes emerged: Theme one: the perceived critical knowledge for early identification, assessment and treatment of children with ASD.Theme two: the clinical competencies required forassessment and effective treatment of children with ASD on the PHC level CONCLUSION: This study identified the perceived knowledge and clinical competencies needed to improve early identification and service community-based delivery for children with ASD on the PHC platform by early career occupational therapists IMPLICATIONS FOR PRACTICE ■ This study provides critical knowledge and clinical competencies to occupational therapists to facilitate effective therapeutic services to children with ASD on the PHC platform. ■ The study identified appropriate screening, assessment and intervention that could assist occupational therapy service planners to reduce the gap of service delivery for children with ASD within the concept of UHC provision on a community-based level in SA. ■ Faculty at tertiary educational institutions may utilise the findings in order to adapt curriculums to better prepare inexperienced occupational therapists with working with children with ASD on the community-based level