’n perspektief op ’n Suid-Afrikaanse bydrae tot die teologie

Voordat ek oorgaan tot die behandeling van die onderwerp is ’n paar inleidende opmerkinge noodsaaklik. Uit die korrespondensie van die Universiteitsowerheid in verband met hierdie voordrag moet ek die aandag op twee sake vestig. In die eerste plek is die volgende ruimte gelaat aan die referente: „Waar die geagte sprekers dit nodig vind kan hulle binne die raamwerk van die onderwerpe ’n eie formulering daarstel”. Ek het dit as noodsaaklik geag om van hierdie reg gebruik te maak. Die onderwerp het oorspronklik gelui: ’n Perspektief op ’n teologie uit Suid-Afrikaanse bodem. Om verskeie redes Icon ek my met hierdie formulering nie vereenselwig nie

Root and canal morphology of the mandibular first molar: A micro-computed tomography-focused observation of literature with illustrative cases. Part 1: External root morphology

The mandibular first molar often requires endodontic intervention, which can be challenging and complex with several variants in the number of canals and roots. Usually, these teeth have a single mesial and distal root, but variants and anomalies have been noted. The incidence of the number of roots can differ between populations. For instance, up to a third of East Asians present with a third root, while the global prevalence is 8.9%. One- and four-rooted first molar teeth are seldom encountered. Over the years different methods have been used to study root and canal morphology, but micro-computed tomography (micro-CT) has provided a non-invasive method to study root and canal morphology in high definition. This paperis the first of two giving an overview of available literature on various aspects of the external and internal root andcanal morphology of the mandibular first permanent molar. The aim is to provide an overview of relevant aspects of the external root morphology of the mandibular first molar in different populations. The content is supported by illustrative micro-CT images and a report on clinical cases where anomalies have been treated

An in-vitro comparison of microleakage between three calcium silicate cements and amalgam

AIM : The purpose of this in-vitro study was to compare the sealing ability of White ProRoot® MTA, MTA PlusTM, BiodentineTM and Permite Amalgam when used as root-end filling materials. MATERIALS AND METHODS : 120 single rooted, extracted teeth were endodontically treated. The apical 3 mm of each root was resected, and 3 mm deep root-end cavities were prepared. Specimens were divided into four groups (n=30) and filled with the following materials: ProRoot® MTA, MTA PlusTM, BiodentineTM, and Permite Amalgam. Specimens were submerged in Indian Ink for 48 hours, and sectioned horizontally in one millimetre increments from the apical end. Dye penetration was measured using a stereomicroscope. RESULTS : Data for different groups was summarised as percentages. Pairwise comparisons between the calcium silicate materials to amalgam were done at the 0.017 level of significance, using Fisher’s exact test. Amalgam showed significantly more leakage than the calcium silicate materials (ProRoot® MTA, MTA PlusTM and BiodentineTM) (p<0.001). No significant differences in sealing ability were found among the calcium silicate materials. CONCLUSION : Amalgam should be regarded as unsuitable for use as a root-end filling material. Calcium silicate cements should be recommended as the material of choice for root-end filling.http://www.sada.co.zaam2016Odontolog

Problems experienced by secondary school deputy principals in diverse contexts: a South African study

This paper reports on research that was undertaken to determine the problems experienced by deputy principals in secondary schools, and the extent to which these problems were experienced. Although some research was conducted on the deputy principalship, no research treats the problems that deputy principals experience upon appointment comprehensively. An understanding of the problems experienced by secondary school deputy principals is a necessary precursor of an induction program to address the problems. A quantitative approach which was underpinned by the post-positivist paradigm was adopted. In order to determine the extent to which the problems were experienced, a survey was conducted among one hundred and fifty seven secondary school deputy principals in the North West Province. The participants came from a diverse context of rural, township and urban schools. The deputy principals who participated in the study included those who were newly appointed (one to three years of service) and those who were experienced (more than three years of service). Data were analyzed by means of descriptive statistics such as frequencies, means and percentages. There were no significant differences in the responses of both newly-appointed and experienced deputy principals. The results revealed that deputy principals experienced administrative, financial management, work pressure, personal and physical resources problems. In an attempt to address the problems identified, a context-specific induction program is recommended. The induction program should be an on-going program of professional development and should preferably include specific aims, action steps to be taken to achieve the aims that are set and measures to evaluate progress

Leadership Approaches to Negotiate Challenges in a Changing Education Landscape

The argumentative point of departure of this scholarly book is the common conviction of specialists in the field of education in South Africa that the national education system is not at a satisfactory level – in both the academic and the public discourse. Such allegations are made and, frequently, stronger adjectives than ‘non-satisfactory’ are used. Results of international test series in which South Africa has participated, such as the 2015 TIMSS tests, confirm the negative verdicts found in the (public and scholarly) discourse. This book aims to argue that although the lack of performance could be attributed to a multiplicity of factors, one factor that can make a difference in the achievement levels obtained by learners in schools is leadership. The book demonstrates that a particular problem of both the scholarly and the public discourse on education in South Africa is an overtone of defeatism or resignation, blaming all ills in the education system and educational institutions on historical legacies and/or contextual factors (such as socio-economic deprivation in the catchment areas of schools) or poor resources and infrastructure. This collected work was inspired by a recently published spate of articles on top-performing schools (including top-performing schools in rural communities), in which it was demonstrated that good leadership can overcome such contextual and other challenges. The book unpacks the issue of leadership in South African schools from a variety of perspectives, thus contributing to the development of the scholarly discourse on Educational Leadership in South Africa. The target audience of the book is scholars of Educational Leadership. The research reported in the chapters draw on a wide range of methodologies, including empirical (survey) research (questionnaires and interviews), critical literature surveys, and the comparative method

Leadership Approaches to Negotiate Challenges in a Changing Education Landscape

The argumentative point of departure of this scholarly book is the common conviction of specialists in the field of education in South Africa that the national education system is not at a satisfactory level – in both the academic and the public discourse. Such allegations are made and, frequently, stronger adjectives than ‘non-satisfactory’ are used. Results of international test series in which South Africa has participated, such as the 2015 TIMSS tests, confirm the negative verdicts found in the (public and scholarly) discourse. This book aims to argue that although the lack of performance could be attributed to a multiplicity of factors, one factor that can make a difference in the achievement levels obtained by learners in schools is leadership. The book demonstrates that a particular problem of both the scholarly and the public discourse on education in South Africa is an overtone of defeatism or resignation, blaming all ills in the education system and educational institutions on historical legacies and/or contextual factors (such as socio-economic deprivation in the catchment areas of schools) or poor resources and infrastructure. This collected work was inspired by a recently published spate of articles on top-performing schools (including top-performing schools in rural communities), in which it was demonstrated that good leadership can overcome such contextual and other challenges. The book unpacks the issue of leadership in South African schools from a variety of perspectives, thus contributing to the development of the scholarly discourse on Educational Leadership in South Africa. The target audience of the book is scholars of Educational Leadership. The research reported in the chapters draw on a wide range of methodologies, including empirical (survey) research (questionnaires and interviews), critical literature surveys, and the comparative method

Repression of Sex4 and Like Sex Four2 Orthologs in Potato Increases Tuber Starch Bound Phosphate With Concomitant Alterations in Starch Physical Properties

To examine the roles of starch phosphatases in potatoes, transgenic lines were produced where orthologs of SEX4 and LIKE SEX FOUR2 (LSF2) were repressed using RNAi constructs. Although repression of either SEX4 or LSF2 inhibited leaf starch degradation, it had no effect on cold-induced sweetening in tubers. Starch amounts were unchanged in the tubers, but the amount of phosphate bound to the starch was significantly increased in all the lines, with phosphate bound at the C6 position of the glucosyl units increased in lines repressed in StSEX4 and in the C3 position in lines repressed in StLSF2 expression. This was accompanied by a reduction in starch granule size and an alteration in the constituent glucan chain lengths within the starch molecule, although no obvious alteration in granule morphology was observed. Starch from the transgenic lines contained fewer chains with a degree of polymerization (DP) of less than 17 and more with a DP between 17 and 38. There were also changes in the physical properties of the starches. Rapid viscoanalysis demonstrated that both the holding strength and the final viscosity of the high phosphate starches were increased indicating that the starches have increased swelling power due to an enhanced capacity for hydration

Breaking into the conversation: cultural value and the role of the South African National Arts Festival from apartheid to democracy

The paper examines the value of the South African National Arts Festival (NAF) in the transition to democracy using theories of cultural capital. NAF history from 1974 to 2004 is used to argue that the Festival provided an important arena for the expression of political resistance in the 1980s and, to some degree, continues to do so today. It is concluded that an important part of the value of the arts is their ability to provide a forum for debating the goals and values of society and that individualistic utility theory is not always successful in measuring such social value