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Sitting waiting
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest
The solidarity march commences
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest
The woman in yellow pants
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest
Time to toyi-toyi
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest
The registrar Dr Steve Fourie addressing the students, 21 oct 2015
No full textOn Wednesday, 21 October 2015, Rhodes University closed in solidarity with the higher education sector as students and staff embarked on nationwide protest action against the shortage of funding in the South African higher education sector. #FeesMustFall is a national student led protest movement that began in mid-October 2015 in response to proposed increases in fees at South African universities. These images depict the peaceful march and illustrate the extent of solidarity among staff, students and community members who joined in support of the protest
On the characterisation of photovoltaic device parameters using light beam induced current measurements
No full textLight Beam Induced Current (LBIC) measurement is a non-destructive technique used to perform localized characterization of solar cells using a light beam as a probe. The technique allows the determination of local photo response of a cell, the electrical parameters and defects that occur in the individual solar cell. The semiconductor materials used to create solar cells are not always defect free and these defects reduce the electrical performance of the device. It is therefore important to use a system that will allow the characterization and extract the solar cell parameters as can be done using the LBIC system. By analysing these parameters and cell defects, further studies can be done to enhance the cell’s lifetime and hence its efficiency. Light beam induced current (LBIC) is a technique that focuses light onto a solar cell device and thus creating a photo-generated current that can be measured in the external circuit for analyses. By scanning this beam probe across a solar cell while measuring the current-voltage characteristics, a map of various parameters can be obtained. This thesis presents the design of the LBIC system, the software interfacing of the data acquisition system and local photo-response within different solar cell technologies. In addition, this thesis represent two curve fitting algorithms namely: the Gradient Descent Optimisation and the Differential Evolution used for the extraction of solar cell device parameters. The algorithms are based on the one-diode solar cell model and make use of the light generated current-voltage (I-V) data obtained from the LBIC system. Different solar cell technologies namely; single crystalline (c-Si) and multicrystalline silicon (mc-Si) was used for analysis. LBIC maps and I-V characteristics of both technologies was obtained. The LBIC maps shows performance degrading defects present in the bulk and the surface of the solar cells as a function of spatial distribution. These localised defects acts as trapping mechanism for the charge carriers and therefore limits recombination within the solar cell and thus decreasing the performance of the solar cell device. The resulting I-V characteristics obtained from the LBIC system were used to determine the performance parameters using the two algorithms. The resultant effect of these parameters on the performance of the solar cells was observed. The overall results showed that LBIC is a useful tool for identifying and characterising defects in solar cell
Music education in the foundation phase
No full textMusic education is an essential aspect of education. The South African school curriculum for the Creative Arts combines dance, drama, music and the visual arts. The curriculum uses a combination of the theories of Carl Orff, Emile Jaques-Dalcroze and Zoltán Kodály. Each of these music theorists and educationists have their own distinctive approach to teaching music. This study explores the theories of music education of Carl Orff, Emile Jaques-Dalcroze and Zoltán Kodály. These theories are applied in a critical analysis of both the South African curriculum and the curriculum of New South Wales. The researcher developed music activities to address the shortcomings of both the South African curriculum and the music texts
Financial Management IV: FIM 4011
No full textExamination on Financial Manaement IV: FIM 4011, May/June 201
Business Statistics: BST2002/ STA 2002
No full textExamination on Business Statistics: BST 2002/ STA 2002, Nov 201
Business Accounting 1: BAC1110
No full textExamination on Business Accounting 1: BAC1110, Supp Jan 201