226 research outputs found
In Conversation with Professor Jacklyn Cock, Author of Maids and Madams
No full textDavid du Toit: Your book, Maids and Madams, is one of the seminal texts in domestic work literature in South Africa. What inspired you to write about domestic work during the apartheid era
The transmission of blue-tongue and horse-sickness by Culicoides
No full textThe articles have been scanned in colour with a HP Scanjet 5590; 300dpi.
Adobe Acrobat XI Pro was used to OCR the text and also for the merging and conversion to the final presentation PDF-format.An account is given of an investigation into the transmission of blue-tongue
and horse-sickness conducted at Onderstepoort during 1942 and 1943.
Three positive infections with blue-tongue and one with horse-sickness,
following the injection of emulsions of wild-caught Culicoides into susceptible
animals, are recorded.
The successful transmission of blue-tongue by the bites of Culicoides,
which fed on experimentally sheep 10 days previously, is described.
The identity of the diseases in question had been established clinically,
by subinoculations into susceptible animals and by immunity tests with
homologous strains of the particular virus where possible. The author is
quite confident of the correctness of the diagnoses of the disease conditions
produced.
The special light trap used in the investigation for the trapping of
Culicoides and the technique of handling and storing these insects are briefly
described.
It is concluded that certain species of the genus Culicoides are capable
of becoming infected with and transmitting to susceptible animals by bite
the virus of blue-tongue of sheep.
From the evidence advanced it is anticipated that the transmitter or
transmitters of horse-sickness will be found within the genus Culicoides
Endowing self-directed learning in learning environments: interrelated connection between students’ environments and self-directed preparedness
No full textThere has been a major focus on redesigning curricula and with this in mind, self-directed learning (SDL) also has also become a more imperative feature within the curriculum, and more emphasis is placed on the effective implementation of SDL within teaching and learning communities (classrooms). The aim of this theoretical article is to present a framework that is intended to create an awareness of the impact of the environment of students on SDL. This proposed framework has the potential to empower students when applying SDL in their learning and to act as guide or source for educators who want to development the SDL skills of students. The questions that provide the focus for this paper are: why do students struggle to deal with SDL and or to be prepared for employing SDL in their studies, and secondly: Which factors (domains) of a student's existence influences his/her preparedness to be an effective self-directed student and if educators ought to accommodate students differences for the effective development of SDL skills? The author will present a collection of her ideas about how SDL can be conceptualised in an educational environment to cultivate and empower students as self-directed students. In South Africa, we are looking for instructive methods that could support students. If SDL is effectively employed by educators, and students'backgrounds/environments are kept in mind, SDL can be seen as the opening of the doors of learning and should not to become a trap in an ever-revolving gate of disappointment and despair. The potentials of the acceptance of this proposed framework includes (a) effective self-directed learning in underprepared SDL student; (b) increase these students, as well as other students in the same learning classroom, self-regulatory and self-directed learning skills, where students can take accountability for their own learning; and (c) an increase in these students' academic, emotional and/or cultural preparedness which can improve the ability and or preparedness to be a self-directed practitioner for life
Assessing the state of earth system law
No full textThe proposed paper will undertake an analysis of all earth system law-related literature in order to trace the development, and assess the current state, of earth system law. The analysis will be based on an initial ‘database’ – consisting of nearly 300 publications containing the term ‘earth system law’ (ESL) – generated since the author set up a Google Scholar alert in 2020, and supplemented by searches undertaken in academic databases, including Westlaw, Lexis+, and HeinOnline. Duplicate results and publications that are not available in English or are otherwise inaccessible will be excluded from the assessment. The remaining results will be analysed to determine which ESL publications are being cited and the purpose of such citation. It is anticipated that: some publications simply record the fact that a new paradigm critiquing environmental law has been proposed; some publications use the ESL paradigm to support the arguments made therein or as a frame through which to explore a separate issue (such as the Energy Charter Treaty, transnational environmental law, fossil fuel production, non-humans, or plastics, among others); while others are critical of the ESL paradigm; yet others may offer proposals for advancing ESL. Analysing ESL-related literature in this way will contribute to understanding the extent to which, how, where, and by whom, the ESL paradigm is being utilised as well as its perceived weaknesses. Although much has been written on ESL, such a detailed understanding of its value, and limits, is not fully developed. In turn, insights gained through this assessment will be useful to identify future directions for ESL
Book Review: Diary of a National Scout. P. J. du Toit 1900-1902
No full textBook Title: Diary of a National Scout. P. J. du Toit 1900-1902Book Author: J.P. BritsHuman Sciences Research Council, Pretoria, 1974, pp 122 (with illustrations and maps)
An overview of the heat-affected zone sensitization and stress corrosion cracking behaviour of 12% chromium type 1.4003 ferritic stainless steel
No full textProfessor Madeleine du Toit of the University of Pretoria has won the Harvey Shacklock Gold Medal. Prof du Toit works in the Department of Materials Science and Metallurgical Engineering.
The decision to declare her a winner was made at a recent meeting of the council of the Southern African Institute of Welding (SAIW).
This award is made to the author of an outstanding paper presented to a SAIW conference or technical meeting. The award was first presented as long ago as 1949 and is donated by Afrox in recognition of Harvey Shacklock – the former managing director of Afrox and the first President of SAIW in 1948.
Du Toit presented this paper to the SAIW meeting held in Johannesburg. Her paper was titled: ‘Failure of type 1.4003 welds due to intergranular stress corrosion cracking and pitting corrosion in the HAZ’.
“I know the award is well earned in this our 60th anniversary year– many congratulations,” said Jim Guild, Executive Director of SAIW.
Du Toit said that she feels very honoured to be the recipient of the Harvey Shacklock Gold Medal in the 60th anniversary year of the Southern African Institute of Welding (SAIW).
“Over the last 60 years, the Southern African Institute of Welding has grown into South Africa's leading provider of internationally accredited training and certification programmes in the field of welding. It is a privilege to be recognised by the Institute on occasion of such a milestone,” she said.
Du Toit will receive her award at the annual dinner to be held at the Balalaika Hotel on the 25th July 2008.This document presents an overview of the findings of several investigations into the
susceptibility of 12% chromium type 1.4003 ferritic stainless steel to heat-affected zone
sensitization and intergranular stress corrosion cracking. A description of the sensitization
behaviour of these steels is complicated by the partial transformation of d-ferrite to austenite
on cooling. During slow cooling or annealing below the A1 temperature, this austenite
decomposes to form desensitized ferrite and M23C6-type carbide precipitates. The rapid
cooling rates associated with welding, however, prevent the transformation of austenite to
ferrite at lower temperatures, and any austenite formed on cooling transforms to martensite
below the Ms-temperature. Four distinct modes of heat-affected zone sensitization have
been identified to date. Sensitization of the martensite phase may occur on welding material
inadvertently annealed above the A1 temperature (Mode 1), or when multiple welds are
positioned in such a way that the heat-affected zone of the 2nd pass overlaps the heataffected
zone of the 1st pass (Mode 2). Rapid cooling after very low heat input welding may
sensitize the ferrite phase (Mode 3), whereas very slow cooling after welding at excessively
high heat input levels may lead to sensitization of the austenite phase (Mode 4). Results
examining the influence of Modes 1 and 2 heat-affected zone sensitization on the incidence
of intergranular stress corrosion cracking are presented.http://www.saiw.co.za
Transforming beginner teacher mentoring interventions for social reform
No full textThis article reports on an investigation into the use of action research for beginner teachers’ professional development through the use of peer mentoring. Action research principles were applied by the mentor and the participating mentees/peers, forming a scholarly community of practice. The mentees were empowered to transform their teaching practice by applying the principles of Whole Brain® Learning (Herrmann, 1995) as a means to enact the role of facilitator and to take responsibility for developing scholarship of teaching, as it is aligned with the role of scholar and lifelong learner. The mentor (first author) who also was a beginner teacher at the time of the execution of the research project, had to enact the same roles with a view to transforming her mentorship practice, thereby enacting the role of transformative leader (Wolvaardt & Du Toit, 2012). Data collection methods included brain profiling and feedback questionnaires, observations, and video and photographic evidence. Some of the qualitative data collected by means of a feedback questionnaire are reported. Facilitating the mentoring programme offered the mentor the opportunity to develop professionally by using action research as a means to taking responsibility for her professional development per se.http://www.sajournalofeducation.co.za/hb2016Humanities Educatio
Human pose dataset (sit & stand pose classes)
No full textThis dataset is the output of images processed by OpenPose. OpenPose is a pose estimation software that identifies the location of key body parts and joints from images or video frames and provides a high-level understanding of the human pose through a key point delimitated outline of the body that implies the underlying pose. The dataset consists of multiple entries which report on the key points of various pose images collected from the public domain - a small sample set images is provided that depicts the OpenPose mapping interpreability of the data.
The dataset consists of 50,727 entries:
37,748 entries are associated with a 'stand' pose classification
12,979 entries are associated with a 'sit' pose classification
These key points are reported in csv format (stored in an Excel book) with the following data attributes:
Original pose image file name
List of 18 normalised XY coordinates for each body part/joint, and the associated confidence score of its localisation as reported by OpenPose.
The pose class (either sit or stand)
This datset served in the preliminary experiments as part of the Master's dissertation "Novel data augmentation schemes for pose classification using a convolutional neural network" to faciliate a binary pose classification problem. Author: JS du Toit</p
Truth and reconciliation at the grassroots : community truth processes in the Southern United States
No full textIncludes bibliographical references (leaves 94-98).Truth commissions are implemented in order to "deal with the past" in the context of a transition in government from authoritarian to democratic rule. At the center of a truth commission is a truth process that attempts to establish the experience of gross human rights abuse at the hands of the state, and does so in a way which places the victims of such abuse at the center of the process, through valuing victim testimony as "truth." It is done with the assumption in mind, that in order for a society, or community, to have healthy relations in the future, violent past experiences must be faced and dealt with. Communities at a local level have imitated the structure, goals and procedures of truth commissions in projects that have been termed "Unofficial Truth Projects." This thesis compares three case studies of unofficial truth projects which have taken place in the Southern United States in the past few years: The Greensboro Truth and Reconciliation Commission in Greensboro, North Carolina, which sought to establish a community reconciliation process 25 years after what has come to be known as the "Greensboro Massacre"; and two civil-society based truth processes, the Katrina National Justice Commission and the International Tribunal on Hurricanes Katrina and Rita, which seek to establish truth and gain reparations for human rights abuses which have taken place in the aftermath of Hurricane Katrina in New Orleans. The author considers various projects in a comparative manner, and through examining their histories, structures and ideological make-up, analyzes the processes in terms how these factors affect the ability for the project to: gain legitimacy as a truth process, generate resources and support, acknowledge victims' experiences, and engage the community in reconciliation efforts. The author also echoes the calls for a shift in paradigm in reconciliation and transitional justice literature, which would allow for a space to exist for truth processes that may be unofficial and fall outside a context of a formal transition. Such processes could still greatly benefit communities living in post-conflict contexts and with histories of racial and political violence, such as many communities in the Southern United States
Reparation as a mechanism of transitional justice in southern Africa : a case study analysis
No full textIncludes bibliographical references (leaves 103-111)
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