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WILCOCKS, Carl Theodorus Muller Inventory of documents
No full textCOVERAGE 1900-1982; 197 Files; 3,67 Metres.Private papers of C.T.M. Wilcocks, Senator OFS [1958-1970]
LEMMER, Nico Inventory of documents
No full textCOVERAGE: 1925-1970; 0.20 metresAlso includes documents of IG Lemmer
Development from within: an exploration of how the strength based approach espouses people-centredness- a case of the Catholic development commision (cadecom) project in Dowa, Malawi
No full textStrength Based Approach (SBA) is a new thinking in the alternative approaches to community
development discourse, an approach which is grounded on philosophies that promote
utilization of locally available resources, skills and capacities for self-transformation. Strength
Based Approach offers a paradigm shift, from the needs-based or problem-based perspectives
to development, to a more asset-based, strength-based or resource-based approach that is
oriented more towards development from within. This paper draws attention to how the
Strength Based Approach can be considered an archetype of people-led development along the
people-centeredness development paradigm. The paper establishes how, in practice, the
Strength Based Approach links with concepts of “community participation”, “community
empowerment” “social learning” and “development sustainability.”
The study’s central question is: Whose reality counts in development work and what constitutes
active people’s participation in the development process? Using CADECOM project, in Dowa
district, Malawi, as a case study, the study establishes that the Strength Based Approach, as a
participatory development approach, engages people in the development process; putting them
at the centre of the development process. Conclusions are made that self-reliance and
independence of thought in the development process are key to sustainable development.
Data for the study was collected through a series of eight Focus Group Discussions (FGDs)
and 11 Key Informant Interviews (KIIs) with communities and officers who participated in the
CADECOM project that adopted the Strength Based Approach, as a community engagement
mechanism in the livelihood project in Dowa. Strength Based Approach is categorized in the
realm of development from within; it is people-centred and resource-centered. While
acknowledging the many advantages of the strength-based approach, visa-a-vis the needsbased
approach, the study finds implications with the approach in situations when communities
are resource constrained and cannot attain their desired development aspirations from their
visions. Visioning is an important element of the Strength Based Approach; however, people
cannot be limited to dreaming about their future in view of the only resources or strengths
around them. The study recommends further exploration on how the SBA can be effectively
implemented alongside Rights Based Approaches (RBA). Again, further academic research is
required to establish the impact of illiteracy in the implementation of SBA, among rural
communities, majority of whom are illiterate, given that in this approach, inspiration for selftransformation
emanates from the community visions
Zirconium and hafnium separation in different inorganic and natural compounds
No full textZirconium (Zr) and hafnium (Hf) co-exist in the mineral zircon ore and its treated
modified form, namely Plasma-Dissociated Zircon (PDZ), which always contain a
small amount of Hf ranging between 1-3 %. The physical and chemical properties of
Zr and Hf are almost identical and their separation is notoriously difficult, tedious and
involves expensive processes. The purpose of this study was to initially investigate
the possible separation of (Zr/Hf)O2 in inorganic salts and PDZ ((Zr/Hf)O2.SiO2) and
apply these optimum separation conditions to separate Zr and Hf from PDZ.
The dissolution of the inorganic salts were done using the flux fusion technique
during which a mixture of 90.9 % ZrO2 and 9.09 % HfO2 (try to replicate the natural
abundance in minerals) were fused with NH4F.HF as flux. The successful dissolution
of the metal oxides was confirmed by total and accurate recovery of 100.6(2) % for
ZrO2 while unexpectedly high HfO2 recovery was (121.2(9) %) was obtained.
Possible solution matrix effects such as high F- concentration, were suspected as
reasons for the high Hf recovery. H2SO4 was added to flux mixture and excess
fluoride was removed by the evaporation of HF. This variation led to excellent Hf
recoveries and quantitative results indicated the recovery of 100.1(2) % for Zr and
100(2) % for Hf. This method was subsequently used for the dissolution of PDZ and
the analytical results indicated the presence of 66.0(4) % for Zr and 1.43(1) % for Hf.
These fluoride solutions were subsequently investigated for the possible separation
of Zr and Hf using, ion exchange, solvent extraction and microwave assisted
dissolution.
The separation of Zr and Hf in the fluoride matrix was investigated with an ion
exchange process. Three different anion resins, namely Dowex Marathon wba,
Dowex 21k and Amberlite IRA-900 were investigated for elemental separation. The
strong anion exchanger resin, Amberlite IRA-900 was selected and different
experimental parameters such as flow rate, eluent and eluent concentrations were
investigated. Quantitative results indicated the preferential elution of Zr over Hf. At
0.05 M HCl only Zr was eluted while Hf was completely retained in the column and
the recovery of Zr was 86.44 % from the inorganic Zr/Hf mixture. The optimum
conditions, Amberlite IRA-900 resin, 0.05 M HCl and 20 cm column length, which are
developed for the inorganic Zr/Hf mixture, were applied on the PDZ material and the
recovery of Zr was 24(6) %.
The isolated of ZrO2 from this reaction mixture, was re-dissolved using NH4F.HF as
flux. The concentration of Zr was quantitatively determined using ICP-OES. The
obtained average metal recoveries were 77.8(7) and 0.11(0) % for Zr and Hf
respectively which are extremely promising, pointing to the separation of the two
elements and the removal of the Hf from the Zr. The drawback to this method is, the
low Zr recovery (compared to the amounts initially used in the separation process).
Solvent extraction was the next technique to be investigated for separation of Zr and
Hf as an alternative to ion exchange due to low Zr recoveries obtained in ion
exchange separation method. The results obtained using MIBK as an extractant from
H2SO4 solutions indicated a slight preferential extraction of Zr into the organic layer,
leaving Hf in the aqueous layer with recoveries of 65(1) % Zr and 4(1) % Hf.
Microwave assisted digestion in H2SO4 of both (Zr/Hf)O2 and PDZ were inconclusive.
Validation of the analytical results using ICP-OES was also performed. Most of the
results obtained for the Zr and Hf quantification in the inorganic salt ((Zr/Hf)O2), were
accepted at the 95% confidence interval. However, other results indicated poor
precision and accuracy of Hf hence the null hypothesis was rejected.Department of Science and Technology (DST)Nuclear Material Development Network (NMDN
Risks and recognition of acute kidney injury in children: a local snapshot of an Academic Hospital complex in central South Africa
No full texti. Introduction and aim:
Acute kidney injury (AKI) plays a major role in poor patient outcomes and
is associated with increased morbidity and mortality. Epidemiological data
of children with AKI in low-resource settings are poorly described in the
literature. This study aimed to assess the AKI incidence, risks and
recognition in hospitalised children in Bloemfontein.
ii. Methods:
We conducted an observational prospective cross-sectional study of all
children admitted to the Bloemfontein Academic Hospital Complex on a
chosen "index day". All patients aged 1 month to 13 years admitted to the
Bloemfontein Academic Hospital Complex on the "index day" were
screened for eligibility for entry into the study. We used the Kidney
Disease: Improving Global Outcomes (KDIGO) criteria to define acute
kidney injury. The identified AKI cases were followed up one week later
to determine outcome.
iii. Results:
A total of 128 patients were screened and 58 patients were enrolled on the
"index day". The researcher identified acute kidney injury in 14 of the 58
enrolled patients, of which the primary clinical team only identified three.
Anaemia (p=0.005, OR 7.8, 95% CI 1.5-39.9) was recognised as the most
significant inherent risk factor for the development of acute kidney injury.
Sepsis (p=0.003, OR 7.5, 95% CI 1.7-38.1) and circulatory shock
(p=0.002, OR 23.9, 95% CI 2.1-1154.7) were the most prominent
aetiologies.
iv. Conclusion:
Acute kidney injury is common and largely unrecognised despite risk
factors in our setting. We identified aetiological factors common to larger,
multi centre studies. Additional strategies are needed to raise awareness of
acute kidney injury in central South Africa
Teaching assistants – a hit or a miss: the development of a teaching assistant programme to support academic staff at a university
No full textAccess and equity have long been fundamental concepts underpinning transformation in higher education. Increased student enrolments necessitated the implementation of support structures to bolster student success. However, support provision for academic staff is often overlooked when prioritising student success. In this article, we examine the need for academic support structures in relation to student success from the perspective of Bronfenbrenner’s ecological theory. We argue the merits of a Teaching Assistant (TA) programme to address issues related to equity of access and success by highlighting the experiences of TAs and academic staff in what can be considered constraining university structures. Based on qualitative participatory principles we collected data by means of a World Café. The paper concludes with the significant contribution made by TAs to academic staff support in addressing the challenge of equity of access and success when working collaboratively. Universities are encouraged to strengthen academic staff development through initiatives that support lecturers in creating spaces for closer student staff engagement, enhancing teaching and learning in the process.Publisher's versio
JOUBERT, GJ Inventory of documents
No full textCOVERAGE1934-1962; 0.10 metreGenl. G.J. Joubert played a leading role in various issues of public interest. The collection contains various documents pertaining to the National Party; Voortrekker monument; Helpmekaar OVS; Bond van Oudstryders; Genl De Wet statue; Vereeniging Memorial
MOSTERT, Dirk Johannes Jacobus Inventory of documents
No full textCOVERAGE 1899-1969; 52 Files; 1,11 Metres.Private papers of D.J.J. Mostert, Secretary of the ATKV [Afrikaans Language and Cultural Society] [1939-1948], National Party MP Witbank [1948-1966]
Learner-centred teaching and learning practices in geography teaching in Namibian secondary schools
No full textEnglish: After Namibia’s independence and with an educational reform where there was a shift from teacher-centred to learner-centred education by the Ministry of Basic Education and Culture in 1995, the purpose of the study was to establish whether, after more than twenty years of independence, the practices of learner-centred teaching and learning in Geography at senior secondary schools were practiced.
There was a shift from teacher- to learner-centred education. Swartz and Avenstrup indicate that education in Namibia before Independence was highly content-orientated, and characterized by rote learning rather than inviting creativity and critical thinking. Swartz and van Graan further indicate that neither lecturers nor students applied the broad understanding of learner-centredness.
The research questions addressed the following objectives:
To determine the nature of learner-centred education in Namibian secondary schools; to determine the extent to which teachers applied learner-centredness in their teaching; to determine the extent to which learners interacted and communicated in a learner-centred approach; to determine the extent to which learning is taking place in a learner-centred approach; to determine the factors that did not contribute to the success of learner-centred teaching and learning in Namibian secondary schools; to determine whether classroom layout was conducive for learner-centred teaching.
The population for the study comprised 560 secondary school learners from 17 secondary schools from nine educational regions in Namibia who were taking the subject Geography at either higher or ordinary level. The final sample which consisted of both males and females comprised 560 learners. There were 17 teacher consist of both male and female, teaching the subject Geography, on both higher and ordinary level. Seventeen school principals, both female and male, were included.
The data were collected by making use of questionnaires for both Geography teachers and learners taking Geography as a school subject. Classroom observations were done at seventeen senior secondary schools in nine educational regions in Namibia. Interviews were held, involving both principals and teachers teaching Geography at the senior secondary level.
To analyze the data, the SPSS program was used. Furthermore, frequencies and cross tabulation were also used to analyze the data. Cross tabulations were carried out for each of the sub-samples namely, gender, age and resources.
The principle findings in the research are as follows:
There is a great prevalence of teacher-centred teaching and learning. However, the teachers had a reasonably good understanding of learner-centred education, in contrast with that of the Geography senior secondary learners.
The teachers dominated most of the instructional processes and practices. Even where teachers applied group activities or role play activities, there was no effective guidance or facilitation of the group activities. The learners merely reflected on the facts from the textbooks or teacher notes. Most of the time the teachers posed questions contrary to the learner-centred approach.
The instruction of lessons was dictated by the subject curriculum and relevant subject materials, such as subject syllabuses, textbooks and teachers’ lesson notes on the chalk boards.
There was effective communication between learners and teachers through the medium of English. Only in one school did learners address the teachers through their mother tongue.
The Geography syllabus for Grades Eleven and Twelve was characterized by too many topics to be covered. The syllabus in itself was too much examination-driven. Preparation was at all times focused on what would be in the final examinations. Little time was allotted to knowledge construction and daily experiences.
The main focus was on class tests, assignments or projects and external or final examinations. There were not many critical thinking exercises or problem-solving activities. In most cases homework was either examples of textbook activities or questions from previous examination papers. The researcher has made recommendations on in-service training regarding the implementation of LCE approaches: overcrowded classes; the lack of teaching resources; teachers’ use of integrated-formative evaluation and assessment approaches and, equally importantly, the need for further research around the influence of national examinations on effectively teaching in a learner-centred approach.Afrikaans: Na Namibië se onafhanklikheidswording en met die hervorming van opvoedkunde was daar ‘n verskuiwing vanaf onderwyser- na leerling-gesentreerdheid by die Ministerie van Basiese Onderwys en Kultuur in 1995. Die doel van hierdie studie was om te bepaal of daar, 20 jaar ná onafhanklikheid, werklik leerling-gesentreerde onderrig toegepas word in die onderrig van Aardrykskunde.
Swartz en Avenstrup het aangedui dat onderwys vóór onafhanklikheid hoog inhouds-georiënteerd was en gekenmerk was deur roetine-leer eerder as dat kreatiwiteit en kritiese denke gebruik was. Swartz en van Graan het ook verder aangedui dat nóg dosente nóg studente die begrip leerling-gesentreerdheid in hulle onderrig toegepas het.
Die navorsingsvrae sluit die volgende doelwitte in:
Om die aard van leerling-gesentreerdheid in Namibiese sekondêre skole vas te stel; om die omvang van die toepassing van leerling-gesentreerdheid in die aanbieding van lesse vas te stel; om die omvang vas te stel van hoe ver leerlinge interaksie het en kommunikeer in ‘n leerling- gesentreerde klaskamer; om die omvang van die deelname aan ‘n leerling-gesentreerde benadering te bepaal; om die faktore te bepaal wat nie bydra tot die sukses van leerling-gesentreerde onderwys in Namibiese sekondêre skole nie; om vas te stel of die klaskamer uitleg in Namibiese skole geskik is vir leerling-gesentreerde onderwys.
Die populasie vir die studie was saamgestel uit 560 sekondêre skool leerlinge wat Aardrykskunde doen as ‘n vak, hetsy op gewone of hoër vlak. Al die leerlinge kom uit die 17 sekondêre skole van die nege streke in Namibië. Die finale monster wat bestaan het uit manlike sowel as vroulike leerlinge was altesaam 560. Daar was ook 17 manlike en vroulike onderwysers wat Aardrykskunde as ‘n vak op beide hoër en gewone vlak aanbied. Die skoolhoofde wat deelgeneem het was saamgestel uit beide manlike sowel as vroulike persone, en was 17 in totaal.
Die data was ingesamel deur gebruik te maak van vraelyste vir beide Aardrykskunde onderwysers en leerlinge. Klaskamer obserwasies was gedoen by 17 senior sekondêre skole dwarsoor die nege opvoedkunde streke in Namibië. Onderhoude was gevoer met skoolhoofde, sowel as onderwysers wat Aardrykskunde as ‘n vak op senior sekondêre vlak aanbied.
Om die data te analiseer was die SPSS program gebruik. Frekwensies en kruis-tabulering was gebruik vir data analise. Kruis-tabulerings was gebruik vir elk van die sub-monsters, naamlik geslag, ouderdom en hulpbronne.
Die hoof bevindinge in die navorsing is as volg:
Daar is ‘n groot voorkoms van onderwyser-gesentreerde onderwys en leer. Die onderwysers het ‘n redelike goeie begrip van leerling-gesentreerde onderwys in teenstelling met dié van die senior sekondêre Aardrykskunde leerlinge.
Die onderwysers domineer meestal die instruksies en lesaanbiedinge. Daar was geen riglyne of fasilitering gedurende groepsaktiwiteite of rolspel-aktiwiteite nie. Die leerlinge het weinig gereflekteer op die feite van die handboeke of onderwysers se notas. Die meeste van die tyd het die onderwysers vrae gevra ná die lesaanbieding wat in teenstelling was met ‘n leerling-gesentreerde benadering.
Die instruksies van die lesse was gedikteer deur die vak-kurrikulum en relevante material soos vak-sillabusse, handboeke en die onderwysers se notas op die skryfbord.
Daar was effektiewe kommunikasie tussen leerlinge en die onderwysers deur die medium van Engels. Daar was net een skool waar die leerlinge die onderwysers aangespreek het in hul moedertaal.
Die Aardrykskunde sillabusse vir Graad 11 en 12 was gekenmerk deur te veel onderwerpe wat behandel word. Die sillabus self was te veel eksamen-gedrewe. Voorbereiding was te alle tye gefokus op moontlike vrae wat in die finale eksamen sou wees. Baie min tyd was gebruik om kennis en daaglikse ondervindings te genereer. Die hooffokus was op klastoetse, werkstukke en die eksterne of finale eksamens. Daar was nie baie oefening in kritiese denke of probleemoplossing nie. In die meeste gevalle was tuiswerk voorbeelde van óf handboek-aktiwiteite of vrae uit vorige vraestelle. Die navorser het aanbevelinge gemaak vir in-diensopleiding ten opsigte van die implementering van leerling-gesentreerde benaderings soos: oorvol klaskamers, ‘n tekort aan hulpbronne, onderwysers se gebruik van geintregeerde formatiewe evaluasie en assessering. Ewe belangrik ook is die behoefte vir verdere navorsing rondom die invloed van nasionale eksamens deur effektiewe, leerling-gesentreerde onderwys aan te bied
Alternative dispute resolution: a mechanism for resolving environmental disputes in South Africa
No full textEnvironmental disputes are ever present. In view of the nature of and the complexity of environmental disputes apposite and unique alternative dispute resolution mechanisms are indispensable for resolving environmental disputes speedily, proficiently and effectively. Section 34 of the Constitution of the Republic of South Africa, 1996 provides the right to have disputes resolved by means of a public hearing before a court, alternatively, where appropriate, by means of an independent, impartial forum. The National Environmental Management Act 107 of 1998 (NEMA) provides alternative dispute resolution mechanisms.
The study identifies the provisions of the NEMA, which provides the Alternative Dispute Resolution (ADR). The study also identifies and examines the ADR provisions from other parts of the environmental legislation. These alternative dispute resolution mechanisms are informal and non-litigious. The ADR has not been utilized in environmental disputes in South Africa, although the NEMA provides it.
The study examines the nature and requirements for the ADR mechanisms. The study entails an analysis of how these requirements make the ADR mechanisms appropriate for environmental dispute resolution instead of litigation. Litigation has failed to adequately resolve environmental disputes. The study identifies the disadvantages of using litigation in environmental disputes instead of the ADR.
This study analyses the influence of international environmental law on South Africa’s environmental legislative developments. The study further identifies international environmental legal instruments which provide for the ADR. These international environmental legal instruments have conventions and resolutions to which South Africa is a party. The study further examines the specific international legal instruments which have been incorporated into the law of the Republic of South Africa.
The study will explore the potential of the ADR in resolving environmental disputes and also examine the benefits of the ADR when utilized to resolve environmental disputes. Finally, the study makes recommendations and suggestions that aim to encourage the use of the Alternative Dispute Resolution in resolving environmental disputes