293 research outputs found
Extreme ultraviolet emission lines of Ni xii in laboratory and solar spectra
No full textA linear force-free field solution is presented in cylindrical coordinates, formulated in terms of trigonometric and Bessel functions. A numerical exploration has revealed that this solution describes magnetic field lines that meander in Cartesian space, as well as field lines that lie on toroidal flux surfaces. These tori are in (or close to) the plane perpendicular to the cylindrical axis. Nested tori, as well as tori with shells that have finite thickness, were found. The parameter space of the solution shows that the tori exist within a bounded range of values
Failed states, fading dreams and a failing democracy : the critical role of public law academics
No full textText of inaugural address by Prof. Christoffel Botha, Department of Public Law on 17 October 2007.With reference to incidents where rule of law has been disregarded by the South African government and pointing to the danger of paraliament becoming a mere rubber stamp for the executive, the author urges legal academics - and particularly public law academics - to become involved through criticism
The Representation of Gays and Lesbians in South African Cinema 1985–2013
No full textTHE REPRESENTATION OF GAYS AND LESBIANS IN SOUTH AFRICAN CINEMA 1895-2013 Despite South Africa\u27s progressive constitution which prohibits discrimination against gays and lesbians, as well as a strong gay movement, South African cinematic images of gay men and women are limited and still at the margin of the South African film industry. One ends up with less than 20 short films, a few documentaries and less than 10 features with openly gay and lesbian characters in the past 114 years of South African cinema. Under apartheid, gay and lesbian voices in film and television were silenced. In a 20-year study of the representation of gays and lesbians in African, Asian and Latin American cinema (Botha 2003; 2012; Botha & Swinnen 2010), the author has noted that homosexual experience is unique in South Africa, precisely because of South Africa\u27s history of racial division and subsequent resistance. South African gay identities..
Relationships between Job Variables: The Moderating Effects of Support and the Mediating Effects of Job Satisfaction, Affective Commitment and Continuance Commitment in the Support Worker Industry
No full textThe factors associated with employees' work related attitudes and cognitions were examined. A sample of employees from Community Living Trust (CLT), an organisation within the disability support worker industry, completed a questionnaire that included several measures: supervisor and colleague support, role conflict, role ambiguity and role overload, time-based, strain-based and behaviour-based work-to-family/family-to-work conflict, organisational commitment, job satisfaction and turnover intentions.
The purpose of this study was to explore the extent to which supervisor and colleague support contributed to a reduction in role conflict, role ambiguity and role overload. In addition, the relationship between support and work-to-family/family-to-work conflict were also explored. Finally, the organisational outcomes, in particular organisational commitment, job satisfaction and turnover intentions, were examined. It was found that supervisor and colleague support did, in some cases, moderated the relationship between role stressors, conflict and job satisfaction / organisational commitment. It was also found that job satisfaction and affective commitment mediated the relationship between the role stressors, WF strain-based conflict and turnover intentions.
The major implications from this research are that human resource initiatives should be developed that aims to identify the support needs employees may have, in order to increase levels of job satisfaction and organisational commitment and decrease levels of turnover intentions. The final chapter of this research explored the practical implications to the organisation, employees and the need for future research
Teachers’ experiences of ICT use in Grade 5 mathematics classrooms
No full textDissertation (MEd)--University of Pretoria, 2020.In order to compete in the 21st century, it is vital for policymakers and school
leaders to create technology-based classrooms for teaching and learning.
Teachers are of significant importance in implementing information and
communication technology (ICT) in schools. The purpose of this study was to
explore Grade 5 mathematics teachers’ experiences of using ICT in teaching
and learning. Furthermore, this study explored how the available resources are
used, as well as the challenges that teachers experience to implement ICT
tools in their lessons. This study determined how teachers perceive the use of
ICT in teaching and learning. Also, the researcher addressed the professional
development, technical training, as well as support the teachers received at
their respective schools.
The primary research question for this study is: “How do Grade 5 mathematics
teachers from well-resourced schools experience the use of ICT within their
classrooms?” The qualitative approach was used, and a descriptive case study
research design was selected to answer the research question. The
technology acceptance model (TAM) was used as a basis to determine the
themes of the study. The data collection strategies were questionnaires and
semi-structured interviews to determine teachers’ experiences of using ICT in
the mathematics classroom. Purposive and convenience sampling were used
to select the participants for this study. The participants comprised six
mathematics teachers from three well-resourced and independent schools
located in Tshwane, South Africa.
An overall conclusion is that this study reveals mixed feelings of both optimism
and reluctance when using ICT in mathematics. The results prove differences
in teachers’ perceived experiences of ICT in mathematics teaching and
learning. The individual schools as well as the teachers received different
levels of training, professional development and support from the institution,
and also face external and internal barriers when integrating ICT into the
classroom. However, despite these barriers, it is still clear that ICT is the future of learning. It is always important to understand that the responses of the
participants represent their own perceptions.Science, Mathematics and Technology EducationMEdUnrestricte
An analysis of grade 11 learners’ errors in trigonometric function graphs
No full textDissertation (MEd)--University of Pretoria, 2023.This research study explored the types of errors that Grade 11 learners make in trigonometric function graphs and the possible causes of these errors. The investigation was done in the quest for answers to these two research sub-questions: 1) Which types of errors do Grade 11 learners make in trigonometric function graphs? 2) What causes Grade 11 learners to make these errors? Brown and Skow’s (2016), Newman’s (1977), Oktaviani’s (2017), Radatz's (1979), and Smith et al.’s (1993) research were used to guide the deductive data analysis process of this study. The investigation was an exploratory case study conducted at three secondary schools in Tshwane, Gauteng Province-South Africa. Qualitative data were generated within the interpretive paradigm based on the researcher’s experience and insight into errors made in trigonometric function graphs. Thirty sampled learners' test scripts were analysed for error types, while fifteen of those learners were interviewed for possible causes of errors. Content analysis of the data generated from the test administered and the interview scheduled was done. There were 17 items in the administered test and were divided into four categories of concepts for the purpose of data analysis.
The findings from the test revealed that Grade 11 learners committed comprehension error in Concept 1 and Concept 3. It was further revealed that in Concept 4, encoding error was prevalent, lastly, misconceptions were notable errors in Concept 1 and 2. Also, this investigation identified the possible causes of these errors as: difficulties in obtaining spatial information; deficient mastery of pre-requisite skills, facts, and concept and the application of irrelevant rules or strategies.Science, Mathematics and Technology EducationMEdUnrestricte
Intermediate phase mathematics teachers’ integration of ICT within a blended learning environment
No full textDissertation (MEd)--University of Pretoria, 2021.Interventions to address South Africa’s mathematics educational crisis are ample, but little to none of them integrate Information and Communication Technologies (ICTs) within a blended learning environment (BLE) (Padayachee, Boshoff, Olivier, & Harding, 2011). Teaching within a BLE has a positive impact on the learning experiences of learners and it can be independent of traditional time constraints. The internet, as an integral part of Information and Communication Technology, makes it easier than before to reach rural communities that were previously isolated from current and best practices. In effect improving equity to high quality mathematics education.
This study aimed to explore the experiences of three intermediate phase mathematics teachers’ experiences while integrating ICT within a BLE. This contributed to the larger pool of academic literature and the Department of Basic Education’s vision of developing citizens who are critical and active lifelong learners.
This study is qualitative in nature and follows an interpretivist paradigm to understand the subjective experiences of the participants and to create new understandings within a specific context (Cohen, Manion, & Morrison, 2007). Through purposive sampling three intermediate phase mathematics teachers were selected from a rural school in the Northern Cape to capture the uniqueness and complexity of the case. Data from semi-structured interviews and scheduled observations were analysed deductively according to the four main variables of the Unified Theory of Acceptance and Use of Technology framework, namely facilitating conditions, performance expectancy, social
influence, and effort expectancy (Venkatesh, Morris, Davis, & Davis, 2003).
This study found that all three teachers believe that the integration of ICT within a BLE will enhance the teaching and learning experiences within the mathematics classroom. Two of the more experienced teachers successfully integrated ICT in their lessons taught within a BLE whereas one of them experienced several difficulties. The teachers who integrated ICT successfully within a BLE planned their individual lessons to not be too heavily dependent on ICT contrary to the teacher who experienced teaching difficulties who relied too heavily on ICT.Science, Mathematics and Technology EducationMEdUnrestricte
Examining Grade 8 mathematics teachers' formative assessment practices within the lesson study cycle
No full textDissertation (MEd (Mathematics Education))--University of Pretoria, 2022.Assessment is a continuous process of identifying, gathering and interpreting learners' performance. The Senior Phase Mathematics CAPS further stipulates that assessment should consist of both formal and informal assessments such as formative assessments. It is necessary to conduct a formative assessment within Mathematics Education, as it focuses on the continuous improvement of learners’ conceptual understanding within the teaching and learning process through constant and immediate feedback. However, mathematics teachers tend to teach for summative assessment purposes and seldom develop learners’ conceptual understanding of mathematics concepts. A teacher development practice that emphasises collaborative lesson planning among a group of teachers, known as Lesson Study (LS), can be used to shift the focus of Mathematics Education from teaching for summative assessment purposes to teaching for understanding. LS, therefore, provides a fertile context to study how mathematics teachers work collaboratively to plan and teach, with formative assessment, to improve learner understanding. Thus, this qualitative study aimed to examine Grade 8 mathematics teachers’ formative assessment practices within the in-school LS cycle. Hence, the purpose of the study was to examine how mathematics teachers collaboratively planned for and used formative assessment practices within the context of LS, to facilitate mathematics learning. The sample of the study included three Grade 8 mathematics teachers who participated in two in-school LS cycles. Two theoretical lenses framed the study: The Formative Assessment framework proposed by Antoniou and James (2014) and the Situated Learning Theory. The study aimed to answer the primary research question: How do teachers use formative assessment during the implementation of the Lesson Study cycle in a Grade 8 Mathematics class? Data for the study were collected through observation of two consecutive stages within the LS cycle (collaborative lesson planning, the presentation of the lesson) and unstructured interviews. Data were analysed by means of transcribing the audio and video recordings of the observations and interviews, thereafter deductive and inductive analysis was conducted. The study's findings revealed that formative assessment is not at the forefront of planning a lesson. However, it is abundantly evident within a classroom. It is envisaged that the study will share insights on how teachers can use formative assessment in mathematics within the Lesson Study cycle, thereby developing their skills in assessment for learning.Science, Mathematics and Technology EducationMEd (Mathematics Education)Unrestricte
The mathematics teacher identity development of non-specialist Grade 6 teachers in rural schools
No full textThesis (PhD (Science, Mathematics, and Technology Education))--University of Pretoria, 2023.The development of mathematics teacher identity in ten purposefully selected Grade 6 non-specialist primary school mathematics teachers was explored with reference to their subject matter knowledge and didactical expertise. This was done utilising Beijaard et al.'s (2000) framework. Semi-structured interviews, lesson observations, and document analysis of lesson plans were used to collect data. The researcher applied inductive and deductive analysis using themes that were predetermined from the conceptual framework, as well as the categories and codes that emerged from the data. This study has revealed that there is a limited possibility that non-specialist mathematics teachers can develop their Mathematics Teacher Identity (MTI) through practice. The results indicate that the MTI of non-specialist teachers is not developed through practice as the participants demonstrated insufficient subject matter knowledge and a lack of didactical expertise. In particular, the ten participants demonstrated a lack of confidence, made many mistakes, and could not explain the various concepts explicitly. They also did not plan their lessons sufficiently. All of the participants used only a teacher-centred approach, which did not accommodate the diverse needs of the learners. The general approach that was observed did not facilitate accessing the learners’ understanding while teaching, since they only asked lower cognitive level questions. Furthermore, the results from this study showed that these non-specialist mathematics teachers’ beliefs and contextual factors had a negative influence on their MTI development. It was concluded that when teachers who are not trained at tertiary level to teach mathematics are appointed to do so, professional development programmes should be provided with a specific focus on the development of subject matter expertise, as well as didactical expertise. In addition, such programmes should aim to modify these teachers’ belief systems in order to bring about lasting MTI development. Furthermore, non-specialist mathematics teachers also need continuous support from school leaders who are mathematics experts.University of Pretoria Postgraduate BursaryScience, Mathematics and Technology EducationPhD (Science, Mathematics, and Technology Education)Unrestricte
Numerical simulations of rotating axisymmetric sunspots
No full textA numerical model of axisymmetric convection in the presence of a vertical magnetic flux bundle and rotation about the axis is presented. The model contains a compressible plasma described by the non-linear MHD equations, with density and temperature gradients simulating the upper layer of the Sun's convection zone. The solutions exhibit a central magnetic flux tube in a cylindrical numerical domain, with convection cells forming collar flows around the tube. When the numerical domain is rotated with a constant angular velocity, the plasma forms a Rankine vortex, with the plasma rotating as a rigid body where the magnetic field is strong, as in the flux tube, while experiencing sheared azimuthal flow in the surrounding convection cells, forming a free vortex. As a result, the azimuthal velocity component has its maximum value close to the outer edge of the flux tube. The azimuthal flow inside the magnetic flux tube and the vortex flow is prograde relative to the rotating cylindrical reference frame. A retrograde flow appears at the outer wall. The most significant convection cell outside the flux tube is the location for the maximum value of the azimuthal magnetic field component. The azimuthal flow and magnetic structure are not generated spontaneously, but decay exponentially in the absence of any imposed rotation of the cylindrical domain
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