834 research outputs found
Trusts
Covers cases on testamentary trustsâviolations of the rule against perpetuititiesâeffect of saving clause (Hamill) and on bank deposits as tentative or Totten trusts (Fraser)
Oorsig oor maatskaplik verantwoordbare navorsing en onderrig in die lewenswetenskappe
Ons verantwoordbaarheid of toerekenbaarheid teenoor die staat en gemeenskap vir die
navorsing en onderrig wat ons doen, is redelik gevestig. Dit word egter in ân groot mate deur ons
lewens- en wĂȘreldbeskouinge beĂŻnvloed (Cetina 2005â2006:7). Cetina (2005â2006:8) onderskei
tussen drie âvormsâ van verantwoordbaarheid, te wete etiese of filosofiese verantwoordbaarheid,
maatskaplike verantwoordbaarheid en produktiewe verantwoordbaarheid. Whitty (2008:11)
brei hierdie dimensies verder uit en voeg aspekte soos regsverantwoordbaarheid, interne
verantwoordbaarheid en kontraktuele verantwoordbaarheid by tot die lys.http://www.satnt.ac.zaam201
Filling gaps and expanding spaces â voices of student teachers on their developing teacher identity
It has often been said that any student engagement that is poorly monitored during teaching practice (TP) will not necessarily contribute much to their professional development and teacher identity. This applies specifically to initial undergraduate teacher training. This concern became the main focus of the study on which this article is reporting, as part of a broader project â FIRE (Fourth-year Initiative for Research in Education), which commenced in 2015. We wanted to determine how we could complement a community of practice engagement by using Participatory Reflection and Action (PRA) as intervention that could eventually contribute to the development of student teachersâ teacher identity during teaching practice. This article reports on the outcomes of a study conducted on a sample of 2,309 final-year student teachers between 2015 and 2017 at a tertiary institution in Pretoria. Data were generated by participating student teachers during three-hour, on-campus workshops approximately a quarter of the way into their teaching practice. They were required to respond to a single question by addressing how student teachers perceive the roles of expert teachers in terms of their curriculum and subject knowledge, their expertise in teaching and learning, caring and providing learner support, and the managerial and professional skills of teachers. The results confirmed that PRA is a dynamic research and data collection strategy to create networks through which participants can benchmark their experiences against peers and other stakeholders. Furthermore, it is again confirmed that traditional TP experiences often fail to expose student teachers adequately to the full dynamics of the educational landscape, as certain interactions and activities are conflict-dependent, and only emerge when opposing and conflicting forces create imbalances and inequity. PRA drew our attention to serious flaws in our teacher training programmes, urging a reassessment of the objectives and actions of TP.The National Research Foundation (NRF)http://www.sajournalofeducation.co.zaam2018Science of Religion and Missiolog
The pedagogy of indigenous knowledge as a social construct
In hierdie artikel word daar in die eerste plek gepoog om inheemse kennis as sosiale
konstruk te verklaar, waarna die waarde daarvan vir die opvoedingspraktyk toegelig
word. Inheemse kennis (IK) begrond dikwels leerders se eerste ervarings en verbind
sodanige ervarings, deur spontane konsepvorming, met wetenskaplike verskynsels. IK
dien ook as primĂȘre leerorganiseerder vir verdere konseptualisering en skematisering. Die
uitsluiting van inheemse kennis uit formele kurrikula is gewoonlik nie doelbewus nie, en
die daadwerklike insluiting daarvan in leermateriaal kan ân waardevolle bydrae lewer om
as skakel tussen bestaande kennis en nuwe inligting te dien. Die erkenning van plaaslike
bevolkings se inheemse kennis in kurrikula bemagtig nie net die kurrikuleerder nie, maar
ook leerders wat op die inligting aangewese is. Aangesien inheemse kennis verweef is met
die sosiale konstrukte van die samelewing, is deelnemende navorsingstrategieë gepas om
hierdie kennis met die oog op kurrikulumontwikkeling te versamel, te kwantifiseer en te
verifieer.This article explains
indigenous knowledge, firstly as a social construct, and subsequently in terms of the value
it holds for educational practice. Indigenous knowledge (IK) often constitutes the basis of
learnersâ first experiences and links such experiences, via spontaneous conceptualisation,
with scientific phenomena. IK also serves as the primary organiser of learning, with a view to
further conceptualisation and schematisation. The exclusion of indigenous knowledge from
formal curricula is usually not intentional, and its actual inclusion in learning material can
make a valuable contribution towards linking existing knowledge and new information. The
article claims that the indigenous knowledge of local populations should be acknowledged
to empower curriculum developers and learners. Seeing that indigenous knowledge is
interwoven with the social constructs of society, participatory research strategies are suggested
to gather, quantify and verify information for curriculum development purposes.http://www.satnt.ac.zaam201
The impact of neurological disorders on healthcare for children and young people
Introduction
Neurological conditions are a major and increasing cause of hospitalisation among children and
young people, but little is known about the impact of neurological conditions on hospital services in
England, nor the factors that influence length of stay and bed days per year.
Objectives
To quantify the hospital usage in children and young people related to neurological conditions, trends
over time and variation by ethnicity and deprivation status.
Methods
An ICD10 coding framework identified a cohort of individuals aged 0-19 years with neurological
conditions from linked routinely collected healthcare data from England (The Hospital Episode
Statistics Admitted Patient Care dataset), from 1 April 2003 to 31 March 2015. Linked outpatient
and accident and emergency data were used to supplement missing demographic data. Length of stay
and bed days per year per person were calculated. These were separately modelled using random
intercept multivariable negative binomial regressions with gender, age, ethnic group, diagnostic
group, region of residence and deprivation category as predictors.
Results
524,442 individuals were identified over the study period, increasing from 49,928 in 2003/04 to
102,840 in 2014/15. Neurological conditions account for 8.8% of inpatient bed days in the 0-14
year old age group. Length of stay and bed days per year vary primarily by age group â e.g. Under
1 year olds had 1.85 times (95%CI 1.83-1.86%) longer stays and over double (2.36 times, 95%CI
2.34-2.37 times) the number of bed days per person per year compared to 5 to 9 year olds â and
main diagnostic group, with smaller variations by ethnic group, deprivation and region.
Conclusions
Neurological conditions in children and young people have a significant and increasing impact on the
NHS in England. Falls in length of stay and bed days per person are more than offset by increasing
numbers of children and young people with neurological diagnoses. Variations in length of stay and
bed days per year by diagnostic group, ethnic group, age group, deprivation category and region
should be taken into account in resource planning
Vitamin D measurement, the debates continue, new analytes have emerged, developments have variable outcomes
The demand for measurement of vitamin D metabolites for clinical diagnosis and to advance our understanding of the role of vitamin D in human health has significantly increased in the last decade. New developments in technologies employed have enabled the separation and quantification of additional metabolites and interferences. Also, developments of immunoassays have changed the landscape. Programmes and materials for assay standardisation, harmonisation and the expansion of the vitamin D external quality assurance scheme (DEQAS) with the provision of target values as measured by a reference measurement procedure have improved standardisation, quality assurance and comparability of measurements. In this article, we describe developments in the measurement of the commonly analysed vitamin D metabolites in clinical and research practice. We describe current analytical approaches, discuss differences between assays, their origin, and how these may be influenced by physiological and experimental conditions. The value of measuring metabolites beyond 25 hydroxyvitamin D (25(OH)D), the marker of vitamin D status, in routine clinical practice is not yet confirmed. Here we provide an overview of the value and application of the measurement of 1,25 dihydroxyvitamin D, 24,25 dihydroxyvitamin D and free 25OHD in the diagnosis of patients with abnormalities in vitamin D metabolism and for research purposes
Life Sciences and employability
Hierdie artikel handel oor landelike werkloosheid. Suid-Afrika ly tegelykertyd onder ân
vaardigheidstekort en ân hoĂ« werkloosheidsyfer. In landelike gebiede is die probleem selfs
groter as in metropole. Die institusionele werklikheid van onderrig is dat elke klein dorpie
oor ân hoĂ«rskool beskik, wat primĂȘr poog om leerders vir verdere studie voor te berei, terwyl
Verdere Onderwys en Opleiding (VOO) kolleges (voorheen tegniese kolleges) slegs in groter
sentra gekonsentreer is. Gegewe hierdie werklikheid, is die vraag wat hoërskole kan doen
om die probleem te verlig. Dit is opmerklik dat landelike werkgewers nie van skoolverlaters
verwag om oor toepaslike kennis te beskik nie, maar wel oor die vermoë en bepaalde
persoonlikheidseienskappe wat hulle opleibaar sal maak. Selfs dĂt vind hulle nie altyd by
jong mense wat hul skoolloopbaan suksesvol voltooi nie. Onderwysers, ook van ân teoretiese
vak soos lewenswetenskappe, kan ân bydrae lewer deur enkele nietradisionele insigte by die
onderwyspraktyk in te lyf.This article addresses unemployment in rural areas. South
Africa is also characterised by skills shortage and high unemployment figures, especially in
rural areas as compared to urban areas. The institutional reality of education is that every
rural village hosts a high school which is primarily engaged in preparing learners for further
studies, whilst the Further Training Colleges (previously known as technical colleges) are
mainly located in the larger centres. It is with this scenario as a backdrop that the possible
role of high schools to alleviate the problem is being argued. It is clear that rural employers do
not expect from school leavers to be in possession of applicable knowledge, but rather to be
in possession of the ability as well as certain personal characteristics that would make them
employable. Unfortunately, however, this is not always found in young persons who have
completed their schooling successfully. Life Sciences educators can render a valuable service
should certain nontraditional approaches be incorporated into the teaching practice. This will
enable them to contribute to solving one of South Africaâs serious problems.http://www.satnt.ac.zaam201
Critical food and nutrition-related issues in Life Sciences curricula for public South African schools
In 2000 het die Verenigde Nasies agt millennium-ontwikkelingsdoelwitte aanvaar. Vyf van hierdie
doelwitte is gerig op kwessies rakende armoede en hongersnood, ân afname in kindersterftes,
die verbetering van moeders se gesondheid, die bestryding van MIV, VIGS, malaria en ander
siektes, en die versekering van omgewingsvolhoubaarheid. Verwantskappe tussen voeding,
voedsel, honger en armoede word in hierdie artikel bespreek. In die tweede gedeelte word
bespiegel oor hoe enkele filosofiese en paradigmatiese uitgangspunte kurrikulumontwerp en
kurrikulumontwikkeling moontlik kan beĂŻnvloed. Enkele beleidsveranderinge ten opsigte van
kennisverwerwing, kennisontwikkeling, die bereiking van bepaalde onderwysdoelstellings en
hoe leerders bewus gemaak word van kritieke samelewingstendense, soos in die inleidende
gedeelte van die artikel uiteengesit, word ondersoek. Vervolgens word die leser se aandag
gevestig op die heropbou van samelewings deur beplande kurrikulering en die versterking
van leerders se morele identiteit. Die insluiting van kritieke voedsel- en voedingsverwante
kwessies in die natuurwetenskappe- en tegnologiekurrikulums vir die drie Suid-Afrikaanse
skoolfases, te wete die IntermediĂȘre Fase (grade 4â6), die Senior Fase (grade 7â9) en die Fase
vir Verdere Onderwys en Opleiding (grade 10â12), word daarna uiteengesit. Daar word ook
verwys na aspekte soos energie en energie-oordrag, voedselkettings, energie en beweging,
fotosintese, voedingstowwe en voedsel, ekostelsels, voedselwebbe, voedselverwerking,
watersuiwering, balans in die ekosisteem, bewaring van die ekosisteem, beplanning van ân
gesonde dieet, energietransformasie om lewe te bevorder, dierevoeding, bevolkingsekologie
en die menslike impak op die omgewing, asook huidige krisisse.The United Nations adopted eight Millennium Development Goals in 2000. Five of
these target issues are in respect of poverty and hunger, reduction in child mortality, improving
maternal health, the fighting of HIV, AIDS, malaria and other diseases, and the assurance
of environmental sustainability. Relationships between nutrition, food, hunger and poverty
are discussed. In the second part of the article we speculate on how some philosophical and
paradigmatic approaches may influence curriculum design and curriculum development.
Some policy changes regarding knowledge acquisition, knowledge development, the
achievement of specific educational objectives and learnersâ awareness of critical social trends,
as set out in the introductory part of the article, are explored. The readerâs attention is then
drawn to the reconstruction of societies through planned curriculating and the strengthening
of learnersâ moral identities. The representation of critical food and nutrition-related issues
are explained regarding the Science and Technology curriculum in the three South African
schooling phases, namely the Intermediate Phase (Grades 4â6), the Senior Phase (Grades 7â9)
and the Further Education and Training Phase (Grades 10â12). Reference is made to aspects
such as energy and transfer of energy, food chains, energy and movement, photosynthesis,
nutrients and food, ecosystems, food webs, food processing, water purification and balance in
the ecosystem, conservation of the ecosystem, healthy diet planning, energy transformation to
support life, animal nutrition, population ecology and the human impact on the environment,
as well as current crises.http://www.satnt.ac.zaam2014gv201
A Push-Button Molecular Switch
The preparation, characterization, and switching mechanism of a unique single-station mechanically switchable hetero[2]catenane are reported. The facile synthesis utilizing a âthreading-followed-by-clippingâ protocol features Cu^(2+)-catalyzed Eglinton coupling as a mild and efficient route to the tetrathiafulvalene-based catenane in high yield. The resulting mechanically interlocked molecule operates as a perfect molecular switch, most readily described as a âpush-buttonâ switch, whereby two discrete and fully occupied translational states are toggled electrochemically at incredibly high rates. This mechanical switching was probed using a wide variety of experimental techniques as well as quantum-mechanical investigations. The fundamental distinctions between this single-station [2]catenane and other more traditional bi- and multistation molecular switches are significant
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