Geografie en sy verhouding tot beplanning

As die geografie hom besig hou met die studie van die aarde as woonplek van die mens, soos die meeste geograwe waarskynlik aanvaar, is dit logies dat die klem in die vak van tyd tot tyd sal verskuif namate die mens se tegnologiese vordering enersyds verandering aanbring in die onderlinge verhoudings van die samestellende dele van die menslike omgewing, en andersyds in die steeds veranderende wyse waarop die mens die aarde bewoon

Soeklig op die Klerksdorp-kompleks

Al vyf blanke universiteite van Transvaal is op die een of ander wyse gemoeid met die beplanningsnavorsingsprojek in die Klerksdorpse gebied wat op die oomblik aan die gang is. Vir dié navorsing het die Staat R18,000 bewillig, verskillende myngroepe altesaam R6,000, en plaaslike owerhede R1,500. En in die komitee wat beheer oor die navorsing uitoefen, is twee staatsdepartemente verteenwoordig, afgesien natuurlik van die verteenwoordiging van die betrokke universiteite

Studies on the crystalluria potential of sulphonamides: Acetylation of sulphadinidine under controlled alkaline urine conditions

No Abstract

Onderwysersopleiding in Suid-Afrika: leersame aspekte van ander stelsels

Teacher education in South Africa: noteworthy aspects from other systems Teacher education in South Africa, as part of the educational system, has been subjected to radical reform since 1994, as part of the reconstruction of society and of the education sys-tem. Deliberations about this aspect of the system have re-sulted in a number of significant policy documents and practical changes. The question arose whether South African theory and practice, with specific reference to teacher education, could learn in any way from the systems and practices of other countries. To find an answer to this question, a comparison of the teacher education systems of ten other countries and federal states including two developing countries and federal states, was made. The comparison, based on a particular philo-sophical-theoretical framework, revealed that the South African teacher education system compared well in theory and practice with the other systems. The study also revealed a few lacunae in both South African and foreign theory and practice

Die stand van interreligieuse toleransie by ‘n groep Suid-Afrikaanse onderwysstudente

Religious tolerance has become one of the most important issues of the current century in view of the many atrocities perpetrated in the name of religion by extremist groups. Of great concern to teacher educators is whether current final year students display the degree of religious tolerance that would be required from them when they have to deal with religious differences among their future students and in the communities in which they will practise their profession. A questionnaire, of which a copy is attached to this article and which may be used by interested parties after having acquired permission to do so, was constructed, based on a conceptual and theoretical framework in which the issue of religious tolerance is examined in detail. The questionnaire was administered to a sample of 300 teacher education students (drawn from a population of around 3000). The results show that while there are certain points of concern, such as that the respondents tend to withdraw from others with different belief systems and tend not to trust them, there are no great concerns about the state of religious tolerance in this particular group of students. Key concepts: Religion, Faith, Belief, Tolerance, Religious tolerance, Teacher education  Abstrak: Godsdienstige verdraagsaamheid het een van die belangrikste vraagstukke van die huidige eeu geword, juis vanweë die gewelddadige optredes en dade wat ekstremiste in die naam van godsdiens pleeg. Die vraag by baie onderwysersopleiers is of huidige finalejaar onderwysstudente die nodige godsdienstige verdraagsaamheid aan die dag lê om die godsdienstige verskille in die skole en in die gemeenskappe waarin hulle hulle beroep gaan beoefen, te kan hanteer. ’n Vraelys (waarvan ’n afskrif as bylaag tot die artikel verskyn, en wat ander belangstellendes mag gebruik na verkryging van toestemming daartoe) is opgestel en gefundeer in ’n konseptuele en teoretiese raamwerk waarin die vraagstuk van religieuse verdraagsaamheid in besonderhede ondersoek is. Die vraelys is deur ’n steekproef van 300 studente (uit ’n populasie van nagenoeg 3000) ingevul. Dit blyk uit die resultate dat hoewel daar enkele kommerenswaardige aspekte is soos dat die respondente geneig is om hulle afsydig te hou van diegene met ander godsdienstige oortuigings as hulleself, en ook neig om andersdenkendes te wantrou, daar nie groot kommer oor die mate van religieuse verdraagsaamheid by hierdie groep studente hoef te wees nie.Kernbegrippe: Godsdiens, Religie, Verdraagsaamheid, Toleransie, Religieuse toleransie, Onderwysstudentehttps://doi.org/10.19108/KOERS.80.2.222

Die intrinsieke verband tussen opvoeding en spiritualiteit

The intrinsic relationship between education and spirituality After having researched the phenomenon of (especially young) people turning their backs on mainstream religions and finding refuge in “new” forms of spirituality, the authors concluded that, as always, the education of children cannot be done justice to unless attention is also devoted to the development of their spirituality. To defend this contention, they firstly analyse religion as a phenomenon. They find it to be multi-layered, with spirituality forming the innermost layer. They then discuss the emergence of “new” forms of spirituality and find them to be alien to the Biblical concept of spirituality. After discussing the intrinsic link between education and both the “new” and the Biblical forms of spirituality, the authors find their initial conclusion to have been vindicated

Die invloed van farmaseutiese en fisies-chemiese faktore van geneesmiddles op die uitslag van kliniese toetse: Chlooramfenikolpalmitaat

No Abstract

Learners’ perceptions as to what contributes to their school success: a case study

Some historically black schools manage to do quite well despite their circumstances, such as dire poverty. We aim at explicating some of the causal factors regarding the effectiveness of three schools in deep rural  Mpumalanga, South Africa by tapping the perceptions of their learners. Data were collected from learner samples (four girls and four boys from each school, all of them black) by means of semi-structured focus group interviews. The results lead to the conclusion that the perceptions of disadvantaged black learners in this area, with respect to what contributes to their educational effectiveness, may also be understood in terms of hierarchical insights and awarenesses, the ontological basis of which seems to be successful pedagogical dialogue, with mutual acceptance as its fountainhead.Keywords: educational effectiveness; learner perceptions; pedagogicaldialogue; rural South Africa; school succes

The Place And Role Of Em-learning In Multi-mode Delivery Of Educator Training In South Africa

In any country in the world, the business and responsibility of, as well as the challenge to the education fraternity are to provide quality education to all. Therefore, quality teaching and learning should be provided to assist all learners to acquire the required competencies (knowledge, skills and attitudes) at the highest possible level in order to fulfil their respective and diverse roles in life (Steyn, Steyn, De Waal and Wolhuter, 2002: 34). The point of departure should be to provide quality education in such a way that it is accessible and affordable to all. The quality of education is to a large extent determined by the quality of information transfer and the quality and quantity of support that the learners receive to master the outcomes of their studies. The developments in the field of Information and Communication Technology (ICT) provide a real opportunity to improve the quality of information transfer and teaching support that learners can obtain. However, the real challenge for education in the developing world, and even in the developed world, is the level of accessibility, affordability and complexities of ICT (Dreyer, 2005: 4). The result of the ability to provide assessable ICT in developing countries is the ever-increasing digital gap that deeply influences the quality of education of less affluent people and the difference in quality of education between developed and developing countries. At the North-West University, Faculty of Education Sciences, the decision was made to provide enriched teaching and learning to a particular group of teachers via an off-campus blended teaching and learning strategy. Within the limitations of affordability and access, the decision was made to use the multi-mode teaching strategy (including some types of modern ICT) to support the students and to enhance the support that the learners obtain. The aim of this article is to report on the reasons, development and implementation of the project as well as initial results. Attention will be given to the nature and contents of the ADP-programme, the theoretical framework that was used to develop the strategy and the nature and content of the multi-mode teaching strategy that was employed. The method of research that was used to develop the teaching and learning strategy particularly applicable to this programme was that of a process of iterative and systematic critical reasoning. Based on the critical reasoning, it was through an combined (and not necessarily initially decided upon) application of several (applicable) scientific methods and processes, such as observation, analysis and synthesis, induction and deduction that the strategy was developed (Stoker, 1961: 62-90; Mouton and Marais, 1989: 102; Mouton, 1996; 77-78; Harden and Thomas, 2005: 258; Bensley, 1998: 3; Ennis, 1987: 9).Faculty of Education Sciences North-West Universit

Die akademie in Suid-Afrika: ’n vervullende professie?

Academe in South Africa: a fulfilling profession? South African academics possess a collective value system. However, other value systems impact not only on their value system but also on their academic work. They typically find themselves working in an institutional, a national and an international context, each with its own hierarchy of values. A theoretical discussion of (the role of) values in the academic workplace is followed by an overview of the professional values held by South African academics as measured by means of the Changing Academic Profession (CAP) Survey, which was carried out in 2008. The survey revealed, for instance, a rift between the institutional value hierarchy and that of the academic profession. It can therefore be concluded that many South African academics seem to lead relatively unfulfilled professional lives, among others, because they find themselves working in an environment (various contexts) with many contradictions. These problems should be addressed for the sake of the well-being of both the academic profession and of the higher education sector