Boyce, L 1991. The language of the freedmen in Petronius' Cena Trimalchionis

Na uitleg en skryfplan is hierdie 'n gewone akademiese hoek-'n samevatting en verslag van die skrywer en andere se navorsing oor 'n aspek van 'n antieke literere werk met 'n besondere staanplek in die Latynse klassieke; dis met ander woorde nie in eerste instansie ontwerp as ' n handboek nie. Maar die bruikbaarheid daarvan as studieteks by die lees van Petronius in 'n nagraadse kursus (d. w. s. honneurs) is veral opvallend omdat dit subdissiplines in uiteenlopende afdelings van die kursus byeentrek om meer lig op die Cena te kry. Studente wat boonop kennis het van moderne Romaanse tale kan nog meer uit die boek haa

BOT ANIESE LATYN AS 'N GROEIPUNT VIR DIE TAAL

Inleiding Moderne botaniese Latyn is 'n groeipunt vir die taal omdat die woordeskat. daarvan gedurig uitbrei, 'n groeipunt wat vir die vertaler van nuwe taksonomiese beskrywings uitdagings bied. Moderne wetenskaplike terminologie was aan in ooreenstemming met die groei van vakkennis. Dit vereis soms dat Latynse ekwivalente vir wetenskaplike terme geskep word.! 'n Aantal van my eie neologismes wat in die gang van sowat vyftien jaar se vertaalwerk vir taksonome in die Departemente Plantkunde en Mikrobiologie aan die Vrystaatse Universiteit geskep is, word kortliks bespreek. Die terme kom uit my artikel getiteld "An English-Latin glossary of some new words and phrases for botany and mycology" (Van Ryneveld 1997), waarin ek 'n alfabetiese lys gee van nuwe Engelse terme met my Latynse ekwivalente daarnaas. Daardie artikel is dus bedoel vir medevertalers wat moontlik voor dieselfde probleme te staan kan kom as ek. Wat hieronder volg, is nie 'n sistematiese en wetenskaplike uiteensetting van plantkundige Latyn me-die is reeds beskikbaar in Stearn 1995. Ek skets net van die metodes wat ek aangewend het om nuwe woorde te skep waar die woordeboeke nie kon help nie

Assessing prior learning in English Business Communication at a South African university of technology

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Developing curricula for english for Occupational Purposes: A case study at a South African University of Technology

The demand for English for Occupational Purposes (EOP) is growing proportionally to the universal demand for employees, who can function in the lingua franca, English, in their fields of specialisation. Therefore, the training of students at universities of technology, which aim to produce graduates who can perform successfully upon entry into the occupational world, should include the teaching and learning of EOP.  This study set out to determine how best to develop EOP curricula, using wants and needs analyses, including all stakeholders at a university of technology, and adopting a case study approach. There was particular focus on: the students, since EOP is learner-centred; the authenticity of learning materials per field of specialisation; and, collaboration between language services-rendering and language services-requesting departments. The main conclusions drawn were that English proficiency plays a central role in the success of learning EOP, and direct feedback from industry on student wants and needs emerged as essential in curriculum planning. 

What’s in it for me? An analysis of the need for credit-bearing professional development modules on the topic of e-learning

Worldwide, institutions offer various professional development programmes that empower lecturers (or ‘faculty’, as they are called elsewhere) to use technology properly in the classrooms. Once lecturers have completed these development programmes, they are typically awarded a certificate that serves to indicate their successful attendance of the programme. However, no recognized credits are awarded to participants for having completed this type of programme. This article will investigate the need for awarding credits to professional development programmes at Higher Education institutions, focusing on programmes that deal with the use of technology in education

Preparing lecturers to integrate educational technology into their teaching and learning practices

Technology improvements in education created new methods, opportunities and challenges for teaching and learning. Globally Higher Education Institutions (HEIs) integrate the Internet and technology into teaching and learning. This is a challenge for lecturers not trained for this mode of course delivery. However, HEIs should improve and supplement traditional classroombased courses by taking advantage of the Internet and technology, and empowering lecturers to utilise and integrate technology into their teaching and learning practices. Many HEIs offer professional development programmes to ensure the effective use of technology in courses delivery. Partners@Work is a well-planned professional development programme, supported by management and academic staff, designed to promote the optimal use of technology in teaching and learning at the Tshwane University of Technology. This article reports on the strategies and approaches to prepare lecturers to use technology in their classes.J South African Journal of Higher Education Vol. 21 (7) 2008: pp. 940-95