Die Ontstaan en Ontwikkeling van die Pan-Afrikanisme en due implikasies daarvan

Dit was nie voor 1880 dat tropiese Afrika, dil is die grootste gedeelte van Wes-, Oos- en Midde-Afrika, deur ontdekkingsreisigers,handelaars en sendelinge tot so ’11 mate ontsluit is, dat dit in die vaarwater van die wêreldpolitiek geraak het nie. Lank voor hierdie tyd is natuurlik steunpunte aan die Wes-, Suid- en Ooskusdeur die Portugese en later die Nederlanders en Engelse eset ter wille van óf dieslawehandel en/óf as steunpunte op dielarig handelsweg na die ryke Ooste

Die ,,Epistre au Lecteur" van Calvyn

Die gangbare opvatting ten opsigte van Calvyn se kuns- en musiekbeskouing soos dit blyk uit musiekgeskiedkundige bronne, stel hom voor as totaal wars van enige vorm van kuns

Een en ander oor my ervaring in die Universiteit van Suid Afrika

Toe die Raad van die Universiteit van Suid-Afrika my teen die einde van 1944 uitgenooi het om ’n ondersoek in verband met die stelsel van eksterne studente aan die Universiteit in te stel, het ek reeds ’n redelike agtergronds kennis daarvan besit

Passiemusiek

Reeds in die vroeë Middeleeue het die voordrag van die lydensgeskiedenis van Christus deel gevorm van die liturgie van die Rooms-Katolieke Kerk

Die pan-afrikanistiese vete teen Suid-Afrika

Die Pan-Afrikanisme het sy oorsprong onder die nako- melinge van die Negerslawe in die Wes-Indiese Eilande en die V.S.A. aan die begin van die huidige eeu. Aanvanklik was die hoofoogmerk die bestryding van diskrim inasie teen die Negers in Amerika en die sam esnoering van alle Negers in die wêreld in een beweging. Tydens en na die twee wêreldoorloë verskuif die sw aartepunt van die beweging na Afrika self en w ord dit die m ondstuk van die nuwe opkomende sw art nasio- nalisme wat veral gedra en gepropageer is deur ’n nuwe intellektuele elite opgelei in Europa en Amerika. Die hoof- doelstellings word van toe af die emansipasie en die eenheid van Afrika

Thyroidal iodoproteins in a congenital goitre

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Efficacy of teachers in a number of selected schools in the KwaZulu-Natal province of South Africa

No Abstract Available South African Journal of Education Vol.25(1) 2005: 38-4

Die uitdagings van MIV/VIGS-opvoeding vir die 'gewone' klas- en vakonderwyser: ’n prinsipiële besinning

The challenges of HIV/AIDS education for the 'ordinary' class and subject teacher: A principial reflection HIV/AIDS has become a wide-spread epidemic. It has already claimed thousands of lives and many others are infected daily. HIV/AIDS education forms an important facet in the struggle against the disease, also in schools where ‘ordinary’ teachers (i.e. not professional AIDS practitioners) find themselves having to deal with classes of students in which learners infected by HIV or suffering from full-blown AIDS might be present. HIV/AIDS education confronts these teachers with several challenges. Feedback from an empirical survey in a province of South Africa where HIV/AIDS has assumed rampant proportions revealed that, while these ‘ordinary’ teachers were quite prepared to become involved in the struggle against HIV/AIDS, they did not see themselves as adequately equipped and prepared for the task. A number of recommendations are made to deal with this shortcoming in their training

International comparisons of Foundation Phase number domain mathematics knowledge and practice standards

Poor mathematics performance in schools is both a national and an international concern. Teachers ought to be equipped with relevant subject matter knowledge and pedagogical content knowledge as one way to address this problem. However, no mathematics knowledge and practice standards have as yet been defined for the preparation of Foundation Phase student teachers in South Africa. To make recommendations for the drafting of such standards for final year Foundation Phase teachers, we compared different policy documents. We performed a document analysis on policy documents from South Africa, The Netherlands, Australia and North Carolina (United States of America), all of which addressed the number domain in mathematics. Our findings indicate that knowledge standards ought to include subject matter knowledge, while practice standards require pedagogical content knowledge, noting that neither of these are fulfilled in the education system in South Africa at present.Key words: foundation phase; knowledge and practice standards; mathematical knowledge; number domain; pedagogical content knowledge; policy documents; subject matter knowledg