Dr. G. D. Scholtz se Geskiedenis van die nederduitse hervormde of gereformeerde kerk

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Die ware kerk en 'n valse kerk Mens mag jou van die kerk nie afske! Nie

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D S Pieter Vandrimmelen

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Charge-Spin Separation in 2D Fermi Systems: Singular Interactions as Modified Commutators, and Solution of 2D Hubbard Model in Bosonized Approximation

The general 2-dimensional fermion system with repulsive interactions (typified by the Hubbard Model) is bosonized, taking into account the finite on-shell forward scattering phase shift derived in earlier papers. By taking this phase shift into account in the bosonic commutation relations a consistent picture emerges showing the charge-spin separation and anomalous exponents of the Luttinger liquid.Comment: Latex file 14 pages. email: [email protected]

Die betrokkenheid van die Nederduitsch Hervormde Kerk by Bybelkunde aan die Universiteit van Pretoria

The involvement of the Nederduitsch Hervormde Kerk van Afrika in Biblical Studies at the University of PretoriaThe two sections of the Faculty of Theology (Nederduitsch Hervormde Kerk and Nederduitse Gereformeerde Kerk) have equal responsibilities regardingBiblical Studies at the University of Pretoria. In this historical survey, however, attention is focused on the part of the Nederduitsch Hervormde Kerk. The Departmentof Biblical Studies has a proud record, and interesting possibilities for the future are mentioned. The Department functions (unofficially) as a third and ‘ecumenical’ section of the Faculty of Theology, its students coming from a variety of churches and beliefs, and its lecturers belonging to different churches

Including a learner with physical disabilities: stressful for teachers?

Learners with physical disabilities have been entering mainstream schools for some years now. Whereas early research on inclusive education necessitated a strong focus on the needs of the learners, there has also been a recent interest in the role of the teachers in inclusive education. By adopting constructivism as the paradigm for inquiry a study was undertaken to establish the stress factors for teachers who have to include a learner with a physical disability in their mainstream classes. The rationale for the study is threefold: i) Learners with physical disabilities are entering mainstream schools increasingly, ii) it is often assumed that inclusive education is too stressful for teachers to cope with, and iii) related research has shown that increased contact with individuals with disabilities has a positive effect on attitudes towards individuals with disabilities. In accordance with the dialectical methodology of constructivism, the Teacher Stress and Coping Questionnaire and in-depth interviews were utilised to establish the stress factors and the extent of the stress factors that may be present. The aim of the constructivist inquiry process is to promote understanding and reconstruction. In this article the quantitative results indicate overall low or non-existent levels of stress in teachers who have to include a learner with a physical disability, and the results therefore contribute to our understanding of this situation. The qualitative results reconstruct the meanings that these teachers attach to the inclusion of a learner with a physical disability and reveal some albeit limited concerns about the communication processes between parents and teachers and a perceived lack of pre-service training

Stress and coping skills of teachers with a learner with Down's syndrome in inclusive classrooms

Against the background of the recent move towards inclusion in South Africa, ten mainstream primary school teachers with a learner with Down's syndrome in their classrooms took part in a research programme which aims to identify stressors for teachers in an inclusive educational approach and coping skills employed to ameliorate the negative effect of these stressors. Teachers' knowledge, attitudes, stressors and coping skills were qualitatively analysed with the help of semi-structured interviews and a questionnaire. Preliminary findings indicate that stressors experienced and coping skills vary. The variation appears to be related not only to their perceived professional and personal ability to handle the needs of the learners but also to external factors such as collaboration with support groups and parents. (South African Journal of Education: 2001 21(4): 256-259

One-Particle Excitation of the Two-Dimensional Hubbard Model

The real part of the self-energy of interacting two-dimensional electrons has been calculated in the t-matrix approximation. It is shown that the forward scattering results in an anomalous term leading to the vanishing renormalization factor of the one-particle Green function, which is a non-perturbative effect of the interaction U. The present result is a microscopic demonstration of the claim by Anderson based on the conventional many-body theory. The effect of the damping of the interacting electrons, which has been ignored in reaching above conclusion, has been briefly discussed.Comment: 7 pages, LaTeX, 1 figure, uses jpsj.sty, to be published in J. Phys. Soc. Jpn. 66 No. 3 (1997

Dynamical Phase Transitions In Driven Integrate-And-Fire Neurons

We explore the dynamics of an integrate-and-fire neuron with an oscillatory stimulus. The frustration due to the competition between the neuron's natural firing period and that of the oscillatory rhythm, leads to a rich structure of asymptotic phase locking patterns and ordering dynamics. The phase transitions between these states can be classified as either tangent or discontinuous bifurcations, each with its own characteristic scaling laws. The discontinuous bifurcations exhibit a new kind of phase transition that may be viewed as intermediate between continuous and first order, while tangent bifurcations behave like continuous transitions with a diverging coherence scale.Comment: 4 pages, 5 figure