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Search for flavour-changing neutral tqH interactions with H → γγ in pp collisions at s = 13 TeV using the ATLAS detector
No full textAbstract
A search for flavour-changing neutral interactions involving the top quark, the Higgs boson and an up-type quark q (q = c, u) is presented. The proton-proton collision data set used, with an integrated luminosity of 139 fb−1, was collected at
s
= 13 TeV by the ATLAS experiment at the Large Hadron Collider. Both the decay process t → qH in
t
t
¯
production and the production process pp → tH, with the Higgs boson decaying into two photons, are investigated. No significant excess is observed and upper limits are set on the t → cH and the t → uH branching ratios of 4.3 × 10−4 and 3.8 × 10−4, respectively, at the 95% confidence level, while the expected limits in the absence of signal are 4.7 × 10−4 and 3.9 × 10−4. Combining this search with ATLAS searches in the H → τ+τ− and H →
b
b
¯
final states yields observed (expected) upper limits on the t → cH branching ratio of 5.8 × 10−4 (3.0 × 10−4) at the 95% confidence level. The corresponding observed (expected) upper limit on the t → uH branching ratio is 4.0 × 10−4 (2.4 × 10−4)
Using Africanised play-based pedagogy in the online teaching of mental mathematics to foundation phase learners
Get PDFAbstract in English, Sepedi and VendaThe international curriculum in the early childhood and foundation phase encourages play-based pedagogy in teaching and learning mathematics. Furthermore, the South African curriculum stresses integrating African culture and using technologies in the foundation phase. This study explored the use of Africanised play-based pedagogy in the online teaching of mental mathematics to Foundation Phase learners. Ethnomathematics and Vygotsky’s sociocultural theories underpin the study. The study employed hermeneutic phenomenology research design in qualitative research. Semi-structured interviews, document analysis and non-participant observations were used to elicit the educators’ lived experiences using Africanised play-based pedagogy in the online teaching of mental mathematics to foundation-phase learners. Twelve foundation-phase educators from four public primary schools in Capricorn South District, Limpopo, participated. Three data sets were analysed using NVivo software version 14 through interpretative phenomenological analysis. The findings indicated that educators use Africanised play-based pedagogy in the online teaching of mental mathematics to develop problem-solving, mathematical thinking and counting skills. However, educators need more understanding of the use of Africanised play-based pedagogy, they have challenges of minimal African play-based activities, a limited legislative framework, and a lack of strategies for using Africanised play-based pedagogy in the online teaching of mental mathematics to foundation-phase educators. In light of these findings, guided by the theoretical framework, the literature review, and the study’s findings, the study suggested strategies for educators to incorporate Africanised play-based pedagogy in the online teaching of mental mathematics to foundation-phase learners. These strategies include the use of theoretical components, lesson planning and implementation, assessments and parental involvement in the use of Africanised play-based pedagogy in the online teaching of mental mathematics in the foundation phase.Lenaneothuto la boditshabatshaba mo karolong ya bobjana le ya motheo le hlohleletsa thuto yeo e theilwego go thaloko mo go ruteng le go ithuteng dipalo. Gape lenaneothuto la Afrika Borwa le gatelela go kopanya setso sa Afrika le go somisa ditheknolotsi mo karolong ya motheo. Mo karolong ya motheo, barutisi ba sa hloka go somisa mesongwana ye e theilwego go thaloko ba kopanya setso le theknolotsi, kudu mo go ruteng dipalo tsa monagano. Kamano gare ga dipalo, setso le diteori tsa leago tsa Vygotsky le Ethnomathematics (setso sa dipalo) di thekga nyakisiso. Nyakisiso e somisitse mokgwa wa nyakisiso wa fenomelotsi ya hemaniteki ka go nyakisiso ya boleng go utolla tshomiso ya thuto yeo e theilwego go thaloko ya Seafrika mo go ruteng ga mmetse wa monagano ka onlaene go barutwana ba karolo ya motheo. Dipotsiso tseo di sa latelego mokgwa wa go swana, tshekatsheko ya tokumente le ditekolo tsa bao ba sa kgathego tema di somisitswe go hwetsa maitemogelo a barutisi a thwii ba somisa thuto yeo e theilwego go Seafrika mo go ruteng ka onlaene ga dipalo tsa monagano go barutwana ba karolo ya motheo. Barutisi ba 12 ba karolo ya motheo go tswa go dikolo tsa praemari ka Seleteng sa Borwa sa Capricorn, Limpopo, ba kgathile tema. Dihlopha tse tharo tsa data di sekasekilwe go somiswa kgatiso ya 14 ya softwere ya NVivo ka go sekaseka fenomelotsi ya hlathollo. Dikutollo di bontshitshe gore barutwana ba somisa thuto yeo e theilwego go thaloko mo go ruteng ka onlaene go dipalo tsa monagano go godisa go rarolla mathata, go nagana ka mokgwa wa dipalo le go bala mabokgoni. Gape, go hweditswe gape gore barutisi ba hloka kwesiso ye ntsi ya tshomiso ya thuto yeo e theilwego go thaloko ya Seafrika, ba na le ditlhohlo tse dinnyane tsa mesongwana ya dithaloko tseo di theilwego go Seafrika, tlhako ya molao ye nnyane, le go hloka mekgwa ya go somisa thuto yeo e theilwego go thaloko ya Seafrika mo go ruteng ka onlaene ga dipalo tsa monagano go barutisi ba karolo ya motheo. Go lebeletswe dikutollo tse, nyakisiso e sisintse mekgwa go barutisi go kopanya thuto yeo e theilwego go thaloko mo go ruteng ka onlaene ga dipalo tsa monagano go barutisi ba karolo ya motheo. Tlhako ya teori, tshekatsheko ya dingwalwa, le dikutollo tsa nyakisiso di tsebisa mekgwa ye.Kha kharikhulamu ya dzitshaka kha vhuhana thangeli na vhuimo ha fhasi hu tutuwedzwa pfunzo yo disendekaho nga u tamba kha u funza na u guda mbalo. zwiṅwe hafhu, kharikhulamu ya Afrika Tshipembe I khwathisedza mvelele ya Afrika na u shumisa thekhinolodzhi kha vhuimo ha fhasi. Kha vhuimo ha fhasi vhadededzi vha kha di toda thuso ya u shumisa nyito dzo disendekaho nga u tamba dzi elanaho na mvelele na thekhinolodzhi nga maanda kha u funza mbalo dza murekanyo. Mbalo dza ethno na thyeori dza mvelele na matshilisano dza Vygotsky ndi mutheo wa ngudo. Ngudo dzo shumisa nyolo ya thodiso ya tshibveleli ya hemeneuthiki nga ngomu ha thodisiso dza khwalithethivi u itela u sedzulusa pfunzo yo disendekaho nga u tamba ya Afrika kha u funza ha kha lubuvhisia ha mbalo dza murekanyo kha vhagudi vha vhuimo ha fhasi. Inthaviwu dzo dzudzanywaho zwituku, musaukanyo wa maṅwalwa na mbono dza u sa dzhenelela zwo shumiswa u wana tshenzhelo vhukuma dza vhadededzi nga u shumisa pfunzo yo disendekaho nga u tamba ya Afrika kha u funza nga kha lubuvhisia ha mbalo dza murekanyo kha vhagudi vha vhuimo ha fhasi. Vhadededzi vha vhuimo ha fhasi vha fumimbili u bva kha zwikolo zwa phuraimari zwa nnyi na nnyi kha Tshitiriki tsha Capricorn South, Limpopo, vho dzhenela. Sethe dza data tharu dzo lavhelelwaho dzo saukanywa nga u shumisa NVivo software vesheni ya 14 nga kha musaukanyo wa tshibveleli. Mawanwa o sumbedza uri vhadededzi vho shumisa pfunzo yo disendekaho nga u tamba ya Afrika kha u funza mbalo dza murekanyo kha lubuvhisia na u bveledza u tandulula thaidzo, kuhumbulele kwa mbalo na zwikili zwa u vhalela. Zwiṅwe hafhu, zwo wanala uri vhadededzi vha toda u pfesesa vhukuma kha kushumiselwe kwa pfunzo yo disendekaho nga u tamba ya Afrika, vha na khaedu dza nyito dzi si gathi dza nga u tamba ho disendekaho nga zwa Afrika, muhanga wa kushumele wa theo ya mulayo wo fhimiwaho, na u shaya zwitirathedzhi zwa u shumisa pfunzo yo disendekaho nga zwa Afrika kha u funza kha lubuvhisia ha mbalo dza murekanyo kha vhadededzi vhuimo ha fhasi. Ho sedzwa mawanwa aya, ngudo dzo dzinginya zwitirathedzhi zwine vhadededzi vha nga zwi dzhenisa zwa pfunzo yo disendekaho nga u tamba ya Afrika kha mbalo dza murekanyo dza kha lubuvhisia u itela vhadededzi vha vhuimo ha fhasi. Muhanga wa kushumele ya thyeori, tsedzuluso dza maṅwalwa na mawanwa a ngudo dzo tikedza zwitirathedzhi izwi.Early Childhood Educatio
Factors contributing to poor academic achievement of NC (V) level 4 English students in the TVET colleges: a case study
No full textBibliography: pages 80-87This study explored the factors that contributed to poor academic achievement of the NC (V) level 4 students at Capricorn TVET College. The sample was chosen purposefully by selecting the level 4 lecturers, students, senior lecturer and HOD. The data was collected using interviews, observation, government policy documents and questionnaires. The questions that were levelled at the respondents were open-ended.
The semi-structured interview was used. The data were recorded, coded, and analysed. The results of the study showed that students, lecturers, and TVET College are responsible for the poor academic performance of NC (V) level 4 students at Capricorn TVET College. The recommendations were made as to how to deal with the afore-said factors.M. Ed. (Curriculum Studies)Curriculum and Instructional Studie
Experiences of female teachers on ascendance to leadership opportunities in secondary schools in Addis Ababa, Ethiopia
No full textD. Phil. (Educational Management and Leadership)Educational Leadership and Managemen
Guidelines for managing special care canters for learners with intellectual disability in the Gauteng Province of South Africa
No full textIn South Africa, learners with severe to profound intellectual disability have not had access to publicly funded education and support, leaving them vulnerable and outside the net of services available to all school-aged children. To address the national disparity, the South African government developed a Draft Policy Framework for Provisions of Quality Education and Support for Children with Severe to Profound Intellectual Disability, and the policy document is being implemented in special care centres.
This study looked into how to better manage special care centres for learners with severe to profound intellectual disability in Gauteng, South Africa. The study used an exploratory sequential mixed methods approach to collect data via a structured questionnaire, semi-structured interviews, and document analysis. The use of both quantitative and qualitative data increased the reliability and validity of the conclusions. The study population was 45 centre managers in Gauteng province, and the sample was 31 participants. The participants were selected using both purposive and total population sampling methods. The quantitative data were analysed using SPSS version 25 to provide descriptive and correlation statistics, and the qualitative data were analysed using ATLAS.ti Version 8 and the READ approach to develop categories and themes.
The study revealed that special care managers have challenges obtaining support from different departments of the provincial government. According to the data, just three departments, the Departments of Education, Health, and Social Development, provide support, whereas Departments of Transport, Cooperative Governance, and Infrastructure do not, despite the policy requiring them to do so. The data revealed that management challenges include lack of the following: Infrastructure development, transportation for learners to and from centres, adequate funding, appropriate fundraising skills, social services, and constructive consulting with other provincial departments.
Based on the findings, the study suggests, among other things, that several provincial departments enhance their collaboration to support the centres. The assistance will include transporting learners to and from centres, upgrading centre infrastructure, training centre managers in best practices in leadership and management, upgrading managers’ academic qualifications, and establishing a platform for constructive consultation between managers and various provincial government departments.Ph.D. (Education)Educational Leadership and Managemen
Understanding the impact of organisational design on organisational effectiveness and employee engagement in a corrections environment
No full textThis research is a result of experience the researcher had when conducting organisational design in different environments. The researcher noticed that different models and approaches were used in organisational design, yet those involved with organisational design behaved as if there is a universal model and homogenous knowledge. The Department of Correctional Services (DCS) in South Africa is tasked with incarceration of convicted criminals, rehabilitating and releasing them back into community as law abiding citizens. Incarceration must be done in a humane manner and programmes provided in a safe and secure environment ensuring that inmates do not escape. The department also implements programmes in support of government initiatives including the National Development Plan (NDP) Vision 2030 and attends to various stakeholder needs. Most research focuses on inmates; yet the department is committed to an ideal correctional environment with an ideal correctional official. This study attempts to provide a different perspective. The study makes use of mixed method approach, supported by an exploratory and explanatory, sequential design. It is a multidisciplinary study, that makes use of primary and secondary data to understand if organisational design and organisational effectiveness consists of elements that makes it complete as in a model. If these elements are universal, and are present in a corrections environment. The study investigates if there is an impact of organisational design on organisational effectiveness and employee engagement. If this impact is present in a corrections environment and can be sustained over a period of time. The study discovers that there are at least seven organisational design, organisational effectiveness and employee engagement models, all with different elements specific to that model. Organisational design has an impact on organisational effectiveness and employee engagement. Employee engagement in a corrections environment, is confirmed as clarity of roles, responsibilities and allocation of resources. The study observes that the impact of organisational design on organisational effectiveness can be sustained for three years or more. There is an understanding that organisational design can ease transitioning to 4IR, contribute positively to Sustainable Development Goal 16.7 as well as support management of pandemics such as the COVID-19.D. Phil. (Criminal Justice Corrections Management)School of Criminal Justic
A search for R-parity-violating supersymmetry in final states containing many jets in pp collisions at s = 13 TeV with the ATLAS detector
No full textAbstract
A search for R-parity-violating supersymmetry in final states with high jet multiplicity is presented. The search uses 140 fb−1 of proton-proton collision data at
s
= 13 TeV collected by the ATLAS experiment during Run 2 of the Large Hadron Collider. The results are interpreted in the context of R-parity-violating supersymmetry models that feature prompt gluino-pair production decaying directly to three jets each or decaying to two jets and a neutralino which subsequently decays promptly to three jets. No significant excess over the Standard Model expectation is observed and exclusion limits at the 95% confidence level are extracted. Gluinos with masses up to 1800 GeV are excluded when decaying directly to three jets. In the cascade scenario, gluinos with masses up to 2340 GeV are excluded for a neutralino with mass up to 1250 GeV
Sustainable livelihoods approach practice in South Africa’s public sector
Get PDFCommunity development practice in the Republic of South Africa is an evolving discipline, progressively advancing towards professionalisation. This professionalisation necessitates the establishment of a comprehensive body of knowledge on community development practices. This study contributes to this knowledge base by examining the methodological and contextual limitations of the Sustainable Livelihoods Approach (SLA) within the South African public sector. The impetus for this exploration stems from the need to understand why challenges of inequality, poverty, and unemployment are persistent, despite governmental efforts to thwart them. The Department of Social Development, through initiatives such as the Sustainable Livelihoods Programme, has allocated substantial resources to enhance the livelihood strategies of the population, aiming to alleviate poverty and disrupt the cycle of deprivation. Central to these efforts is the Sustainable Livelihoods Approach (SLA). This research investigates the implementation of the SLA in the public sector through a qualitative case study, engaging in-depth with Community Development Practitioners (CDPs) employed by the Department of Social Development across all nine provinces of South Africa. These practitioners, selected via purposive sampling, are primary implementers of the Sustainable Livelihoods Programme. The study employs grounded theory methodology to uncover key data, emphasizing the significance of policy frameworks, community engagement, and capacity-building programs in fostering effective SLA practices. The findings reveal several challenges, including resource constraints and institutional barriers, which hinder the effective implementation of the SLA. The study offers recommendations for policy improvements and strategic interventions to address these challenges. By providing insights into effective practices and potential areas for policy enhancement, this research contributes to the broader discourse on sustainable development within South Africa’s public sector. The study concludes that the current practice of the SLA in the public sector is limited both methodologically and contextually. It advocates for a hybrid or integrated approach to better facilitate livelihood enhancement programs. This integrated approach is essential for addressing the complex socio-economic issues faced by South Africa, thereby promoting more sustainable and equitable development outcomes driven at community level.M.A. (Developmental Studies)Development Studie
Co-crystal engineering of phthalic acid derivatives with nitrogen-containing heterocyclic active pharmaceutical ingredients
Get PDFFifteen heterocyclic active pharmaceutical ingredients were co-crystallized with phthalic acid derivatives, resulting in three series of co-crystals. Niacinamide, modified isoniazid (isoniazid modified with benzaldehyde), isoniazid, isonicotinamide niazid and benzhydrazide were co-crystallized with isophthalic acid, phthalic acid, terephthalic acid, 3-nitrophthalic acid, 5-aminoisophthalic acid, 5-nitroisophthalic acid, nitroterephthalic acid and diphenic acid. The three resulting series consisted of niacinamide, modified isoniazid and other N-heterocyclic API’s, each being co-crystallized with phthalic acid derivative co-formers. One of the phthalic acid derivatives – nitroterephthalic acid – was crystallized and the structure was published.
The crystals formed were characterized by single crystal X-ray diffraction and their structures solved using Shelx. The structures were investigated, and their hydrogen bonding patterns as well as abnormalities were examined and discussed.M. Sc. (Chemistry)Chemistr
Gender-based violence in some Pentecostal Churches—a South African study
No full textOne of the most devastating practices to be normalised in modern times is gender-based
violence. Women and girls in South Africa can no longer enjoy the freedom that was promised by
the country’s Freedom Charter during the dawn of democracy. Rape, killing and other forms of
female persecution have become common practices, and the most worrying part of this is that the
perpetrators of this violence seem to enjoy more freedom than their victims. Unfortunately, this kind
of violence is no longer a secular issue but something that is now encountered in religious circles,
places in which most people would hope to be sheltered and protected. The article investigates these
kinds of violence within the parameters of religious institutions, specifically Pentecostal churches,
and also makes some suggestions as to what kinds of approaches we need as a country to eliminate
this pandemic. This article uses a desktop/secondary approach to gather data and to reach the
conclusions made as a bases for the argument.College of Human Science