The Logos, Trinity and Incarnation in early Greek apologetics
- Authors: Paterson, Torquil
- Date: 1978
- Subjects: Apologetics , Apologetics -- History -- Early church, ca. 30-600 , Mythology, Greek -- Controversial literature , Logos (Christian theology) -- History of doctrines -- 20th century , Trinity , Incarnation , Incarnation -- History of doctrines -- 20th century , Religion -- Philosophy
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:1237 , http://hdl.handle.net/10962/d1007654
- Description: From Preface: This study has a two-fold nature. In one sense the focus of attention is on the Apologists. The chapters on Clement and Athanasius attempt to follow through the basic questions raised by the Apologists. But in the other sense, what I have presented is four independent studies dealing with Justin, the other Apologists, Clement and Athanasius's Contra Gentes. Although much the same questions have been asked in all four sections, there has been no rigid attempt to systematize the answers. This may well be one of the strengths as well as one of the weaknesses of the work.
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- Date Issued: 1978
Technological Pedagogical Content Knowledge (TPACK): investigating senior primary mathematics teachers’ integration of technology in the classroom in Okahao educational circuit
- Authors: Shikesho, Hilya Ndahambelela
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423913 , vital:72104
- Description: The overwhelming advancement of ICT devices in the contemporary Namibian education system has led to their praise for supporting differentiated instruction, fostering collaboration, and engaging multiple intelligences in teaching and learning. Consequently, the compulsory incorporation of ICTs into the teaching and learning process becomes imperative across various fields of study, including Mathematics. However, the integration of technology-based teaching proves to be a complex and challenging issue, often considered a wicked problem. To explore this matter, a qualitative case study was conducted to investigate how Senior Primary Mathematics Teachers integrated technology to develop their TPACK. The study was conducted among the twenty-seven senior primary mathematics teachers in the Okahao educational circuit in the Omuasti region. The study utilized Vygotsky‘s (1978); Socio-cultural Theory, together with Mishra and Koehler (2006), and; the Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens to analyse the data. The data were gathered through semi-structured questionnaires, semi-structured interviews, focus group interviews, and lesson observations. The study findings indicate that senior primary mathematics teachers utilize the available resources at their respective schools during their classroom instruction. The study further reveals that mathematics teachers exhibit a positive attitude toward the integration of technology. The study uncovers the intricate interplay between technological knowledge, pedagogical expertise, and content knowledge within the context of mathematics education. The findings reveal that while participants demonstrate a high level of proficiency in certain TPACK components such as CK, TK, PK, TPK, and PCK, they expressed a moderate level of expertise in TCK and TPCK. The study also identified challenges in TPACK development, particularly the need for subject specific technology training, lack of technological infrastructure, particularly advanced technology, as well as a deficiency in ICT knowledge. The importance of access to various technologies was emphasized, enabling teachers to seamlessly integrate technology into their practices and address diverse learning styles. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
Exploring senior phase teachers’ use of kahoot! Gamification as a formative assessment tool to scaffold mathematical understanding
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
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- Date Issued: 2024-04
Assessing rural senior primary school natural science teachers’ TPACK: a case study
- Authors: Silvanus, Secilia Tulikefo
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423902 , vital:72103
- Description: In today's world, technology has changed how people live and behave. The influence of technology contemplates a similar change in the education processes of teaching and learning. Many governments worldwide invest hugely in providing technological tools and facilities and training teachers to improve teaching and learning. The availability and access to technologies in schools seem to offer teachers opportunities to develop technological knowledge and integrate technology into teaching. Literature indicates that teachers must possess technological pedagogical content knowledge (TPACK) to integrate technology into teaching and learning processes effectively. However, other scholars have also suggested that teachers' TPACK develops and is shaped by many contexts. This study, therefore, sought to assess the rural senior primary Natural science teachers' TPACK. This qualitative case study was conducted with senior primary Natural science teachers in the educational circuit of Endola. An interpretive paradigm underpinned the study. The study employed semi-structured questionnaires, semi-structured interviews, focus group interviews, and observation to collect the data. The study used the TPACK as a theoretical and analytical framework. The study results showed that participants had a firmer grasp of subject content (CK) and traditional teaching methods (Pedagogical Knowledge - PK and Pedagogical Content Knowledge - PCK) compared to technological knowledge (TK) and technology-based pedagogies (Technological Pedagogical Knowledge - TPK, Technological Content Knowledge - TCK, and Technological Pedagogical Content Knowledge (TPCK). Findings support that the participants draw upon sources of Technological Pedagogical Content Knowledge (TPACK) closely aligned with Content Knowledge (CK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK) to integrate technology. The study included inadequate professional development, teachers' attitudes, insufficient hardware and internet connectivity, limited technological knowledge, time constraints, and restricted access to technology tools and resources as obstacles for teachers attempting to incorporate technology into their classrooms effectively. Furthermore, the data highlights ICT training and teachers' interest as enablers that motivated participants to integrate technology into their teaching practices. Therefore, the study recommends professional development programs focusing on providing science teachers with practical skills to utilise different technologies and address common technical issues. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
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- Date Issued: 2024-04
Diagram of the farm Wilton, being a portion of the farm known as Hoffman's Kloof
- Authors: Coperman, P
- Date: 1910
- Subjects: 1 inch = 200 Cape roods , 1 : 50000 30.5595° S, 22.9375° E , Albany (South Africa) Maps , Farms -- South Africa -- Eastern Cape Maps , Wilton (Farm) -- South Africa -- Eastern Cape Maps , Hoffman's Kloof (Farm) -- South Africa -- Eastern Cape Maps , Cape of Good Hope (South Africa) History 1795-1872 Maps , South Africa History 1836-1910 Maps
- Language: English
- Type: maps , digital maps , cartographic
- Identifier: http://hdl.handle.net/10962/112023 , vital:33539 , Cory Library for Humanities Research, Rhodes University Library, Grahamstown, South Africa , MP543.1
- Description: Diagram of the farm Wilton, being a portion of the farm known as Hoffman's Kloof, granted under amended title to Henry Webb and Clement John Sneyd on the 26th day of July 1897, surveyed and beaconed by me according to regulations 19th July 1910. P. Coperman. In the Division of Albany, Field Cornetcy of Lower Riebeek.
- Full Text: false
- Date Issued: 1910
Agreement and coordination in XiTsonga, SeSotho and IsiXhosa: an optimality theoretic perspective
- Authors: Mitchley, Hazel
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3423 , vital:20491
- Description: This thesis provides a unified Optimality Theoretic analysis of subject-verb agreement with coordinated preverbal subjects in three Southern Bantu languages: Xitsonga (S53), Sesotho (S33), and isiXhosa (S41). This analysis is then used to formulate a typology of agreement resolution strategies and the contexts which trigger them. Although some accounts in the Bantu literature suggest that agreement with coordinate structures is avoided by speakers (e.g. Schadeberg 1992, Voeltz 1971) especially when conjuncts are from different noun classes, I show that there is ample evidence to the contrary, and that the subject marker used is dependent on several factors, including (i) the [-HUMAN] specification on the conjuncts, (ii) whether the conjuncts are singular or plural, (iii) whether or not the conjuncts both carry the same noun class feature, and (iv) the order of the conjuncts. This thesis shows that there are various agreement resolution strategies which can beused: 1) agreement with the [+HUMAN] feature on the conjuncts, 2) agreement with the[-HUMAN] feature on the conjuncts, 3) agreement with the noun class feature on both conjuncts, 4) agreement with the noun class feature on the conjunct closest to the verb, and 5) agreement with the noun class feature on the conjunct furthest from the verb. Not all of these strategies are used by all languages, nor are these strategies interchangeable in the languages which do use them – instead, multiple factors conspire to trigger the use of a specific agreement strategy within a specific agreement featural context. I show that these effects can be captured using Optimality Theory (Prince and Smolensky 2004). The analysis makes use of seven constraints: RES#, MAX[+H], MAX[-H], DEP[-H], MAXNC, DEPNC, and AGREECLOSEST. The hierarchical ranking of these constraints not only accounts for the confinement of particular strategies to specific agreement featural contexts within a language, but also accounts for the cross-linguistic differences in the use of these strategies. I end off by examining the typological implications which follow from the OT analysis provided in this thesis.
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- Date Issued: 2016
An exploration of working with grade 11 life sciences educators on the use of Virtual Lab to mediate learning of energy transformations
- Authors: Shambare, Brian
- Date: 2021-04
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Energy conversion -- Study and teaching , Educational technology -- South Africa -- Eastern Cape , Teaching -- Aids and devices , Virtual Lab
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/174388 , vital:42473
- Description: The Department of Basic Education (DBE) examiners’ diagnostic reports for 2012-2019 indicate that National Senior Certificate (NSC) learners mostly perform poorly in examination questions based on scientific investigations. The low performance by learners in these questions has been attributed to the failure by teachers to effectively mediate the learning of scientific concepts due to lack of science laboratories or poorly resourced laboratories in most rural schools. As a result, most learners are finding that scientific concepts are decontextualized and hence abstract. Thus, this study explored making use of Virtual Lab to mediate learning of scientific investigations using the topic Energy transformations. The study was located within an interpretive paradigm and a qualitative case study approach was employed. The study was conducted in four different rural schools in the Joe Gqabi district and seven Grade 11 Life Sciences teachers participated. Data was generated using semi-structured questionnaires, semi-structured interviews, lesson observation, workshop discussions, and journal reflections. The study was informed by Vygotsky’s (1978) Socio-Cultural Theory (SCT) as the theoretical framework, and Thompson and Mishra’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the analytical framework. The results of this study showed that most educators have a positive predisposition towards the integration of Information and Communication Technologies (ICT) in their practice. The study found that using the Virtual Lab to teach Life Sciences has several benefits such as safe environment for conducting experiments; convenience and accessibility; positive teacher and learner attitudes and improvement on learner performance; elimination of physical limitations of a real lab; and availability top-class lab equipment and up-to-date reagents. The study also revealed some shortcomings that were associated with the use of the Virtual Lab. These are; lack of lab partner and peer-learning; and lack of direct supervision by a more knowledgeable facilitator. This study concluded that using the Virtual Lab enhances the quality of teaching scientific experiments in the selected under-resourced rural secondary schools. The study recommends the adoption of the Virtual Lab as a viable alternative to the conventional lab.
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- Date Issued: 2021-04
Geology of the Kroonstad kimberlite cluster, South Africa
- Authors: Howarth, Geoffrey H
- Date: 2010
- Subjects: Geology -- South Africa -- Kroonstad , Kimberlite -- South Africa -- Kroonstad
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4961 , http://hdl.handle.net/10962/d1005573 , Geology -- South Africa -- Kroonstad , Kimberlite -- South Africa -- Kroonstad
- Description: The Cretaceous (133Ma) Kroonstad Group II Kimberlite Cluster is located approximately 200km south west of Johannesburg on the Kaapvaal Craton. The cluster is made up of six kimberlite pipes and numerous other intrusive dike/sill bodies. Three of the pipes are analysed in this study, which includes the: Voorspoed, Lace (Crown) and Besterskraal North pipes. These pipes were emplaced at surface into the Karoo Supergroup, which is comprised of older sedimentary rocks (300-185Ma) overlain by flood basalts (185Ma). At depth the pipes have intruded the Transvaal (2100-2600Ma) and Ventersdorp (2700Ma) Supergroups, which are comprised dominantly of carbonates and various volcanic units respectively. The pipes have typical morphology of South African pipes with circular to sub-circular plan views and steep 82o pipe margins. The Voorspoed pipe is 12ha in size and is characterised by the presence of a large block of Karoo basalt approximately 6ha in size at the current land surface. This large basalt block extends to a maximum of 300m below the current land surface. The main Lace pipe is 2ha is size with a smaller (<0.5ha) satellite pipe approximately 50m to the west. No information is available on the morphology of the Besterskraal North pipe as it is sub-economic and no mining has occurred. Samples from the Besterskraal North pipe were collected from the De Beers archives. The Kroonstad Cluster has been subjected to approximately 1750m of erosion post-emplacement, which has been calculated by the analysis of the crustal xenoliths with the pipe infill. The hypabyssal kimberlite from the three pipes shows a gradational evolution in magma compositions, indicated by the mineralogy and geochemistry. The Lace pipe is the least evolved and has characteristics more similar to Group I kimberlites. The Voorspoed and Besterskraal North kimberlite are intermediately and highly evolved respectively. The gradational evolution is marked by an increase in SiO2 and Na2O contents. Furthermore the occurrence of abundant primary diopside, aegirine, sanidine, K-richterite and leucite indicates evolution of the magma. The root zones of the pipes are characterised by globular segregationary transitional kimberlite, which is interpreted to be hypabyssal and not the result of pyroclastic welding/agglutination. The hypabyssal transitional kimberlite (HKt) is characterised by incipient globular segregationary textures only and the typical tuffisitic transitional kimberlite (TKt) end member (Hetman et al. 2004) is not observed. The HKt contact with the overlying volcaniclastic kimberlite (VK) infill is sharp and not gradational. The presence of HKt in the satellite blind pipe at Lace further indicates that the distinct kimberlite rock type must be forming sub-volcanically. The HKt is distinctly different at the Voorspoed and Lace pipes, which is likely a result of differing compositions of the late stage magmatic liquid. Microlitic clinopyroxene is only observed at the Lace HKt and is interpreted to form as a result of both crustal xenolith contamination and CO2 degassing. Furthermore the HKt is intimately associated with contact breccias in the sidewall. The root zones of the Kroonstad pipes are interpreted to form through the development of a sub-volcanic embryonic pipe. The volcaniclastic kimberlite (VK) infill of the Kroonstad pipes is not typical of South African tuffisitic Class 1 kimberlite pipes. The VK at Voorspoed is characterised by numerous horizontally layered massive volcaniclastic kimberlite (MVK) units, which are interpreted to have formed in a deep open vent through primary pyroclastic deposition. MVK is the dominant rock type infilling the Voorspoed pipe, however numerous other minor units occur. Normally graded units are interpreted to form through gravitational collapse of the tuff ring. MVK units rich in Karoo basalt and/or Karoo sandstone are interpreted to form through gravitational sidewall failure deep within an open vent. Magmaclasts are interpreted to form in the HKt during the development of an embryonic pipe and therefore the term autolith or nucleated autolith may be applied. Debate on the validity of the term nucleated autolith is beyond this study and therefore the term nucleated magmaclast is used to refer to spherical magmaclasts in the VK. The emplacement of the Kroonstad pipes is particularly complex and is not similar to typical Class 1 tuffisitic kimberlites. However the initial stage of pipe emplacement is similar to typical South African kimberlites and is interpreted to be through the development of an embryonic pipe as described by Clement (1982). The vent clearing eruption is interpreted to be from the bottom up through the exsolution of juvenile volatiles and the pipe shape is controlled by the depth of the eruption (+/-2km) (Skinner, 2008). The initial embryonic pipe development and explosive eruption is similar to other South African kimberlites, however the vent is cleared and left open, which is typical of Class 2 Prairies type and Class 3 Lac de Gras type pipes. The latter vent infilling processes are similar to Class 3 kimberlites from Lac de Gras and are dominated at the current level by primary pyroclastic deposition.
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- Date Issued: 2010
The emplacement of class 1 kimberlites: part 1, evidence of geological features
- Authors: Skinner, E M W , Marsh, Julian S
- Date: 2006
- Language: English
- Type: text , Long abstract
- Identifier: http://hdl.handle.net/10962/132729 , vital:36877
- Description: This paper has been prepared specifically for the September 2006, Kimberlite Emplacement Workshop, Saskatoon, Canada. To this end, emphasis is placed on a big bang/ bottom-up model for the emplacement of Class 1 kimbertite pipes first presented by Clement and Reid (1989) and reinforced by Skinner and Marsh (2004). In this part (Part 1) the evidence of various geological features is presented.
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- Date Issued: 2006
Exploring primary school mathematics teachers use of gamification in formative assessment: a case study
- Authors: Simelane, Thando
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405412 , vital:70169
- Description: Technology integration has gained much influence with the emergence of technological tools in educational areas. The vast resources and opportunities that technologies and the Internet have brought new approaches, strategies, and tools to assess learners' performance in many subject areas. Teachers have many computer/mobile device applications and learning management systems. Most teachers are trying new ways of integrating technology into the mathematics classroom to increase the quality of teaching and learning. Thus, this study explored how primary school mathematics teachers use Kahoot as a formative assessment tool. The study adopted an exploratory case study underpinned by the interpretive paradigm. It was conducted in a primary school in the Shiselweni Region in Swaziland. The participants were ten mathematics teachers teaching different grades at the school. Data was generated using observations, workshops, structured questionnaires, journal reflections and focus group interviews. The theoretical and analytical framework that underpinned this study was a combination of Davis' (1989) Technology Acceptance Model (TAM) and Mishra & Koehler's (2006) Technological Pedagogical Content Knowledge (TPACK) framework. The study results showed that the perceptions and attitudes of primary school mathematics teachers towards using Kahoot generally appear to be positive. The study also revealed that all the participants found Kahoot helpful and perceived it as easy to use. The study found that the provision of technical support for teachers; and financial support for schools to implement technology use in the classroom were enabling factors for using Kahoot as a formative assessment technology. Constraining factors were lack of high-speed internet connectivity; and lack of basic technological knowledge for using Kahoot in formative assessment. The study concluded that Kahoot increases learner motivation, engagement, attention, enjoyment, and knowledge retention. This study recommended the integration of Kahoot gamification into the mathematics curriculum.The study recommends that there is a need for schools to initiate the presence of technologies in mathematics classrooms and encourage teachers to integrate technologies assessment and teaching. The study suggest future research to explore use of Kahoot as a formative assessment technology in resource-constrained schooling contexts using multiple cases. , Thesis (MEd) -- Faculty of Education, Education, 2022
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- Date Issued: 2022-10-14
Exploring ESL teachers’ self-developed pedagogical practices for teaching reading comprehension in Namibian primary schools
- Authors: Alumbungu, Marta Ndakalako
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419714 , vital:71669
- Description: Embargoed. Possible release date 2026 pending publication. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
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- Date Issued: 2023-10-13
Petrographic and geochemical characterisation of the hangingwall and the footwall rocks (the Dipeta and R.A.T. stratigraphic units) to the Kinsevere and Nambulwa copper ore deposits of the Lufilian Arc, southern Democratic Republic of Congo
- Authors: Nkulu, Robert Kankomba
- Date: 2020
- Subjects: Petrogenesis -- Congo (Democratic Republic) , Analytical geochemistry -- Congo (Democratic Republic) , Copper ores -- Congo (Democratic Republic) , Ore deposits -- Congo (Democratic Republic) , Katangan Sequence , Geological mapping -- Congo (Democratic Republic) , Central African Copperbelt (Congo and Zambia) , Lufilian Arc , Neoproterozoic Katangan R.A.T. (Roches Argilo Talqueuse) Subgroup , Dipeta Subgroup
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/142772 , vital:38115
- Description: The Kinsevere and Nambulwa copper deposits in the Democratic Republic of Congo (D.R.C.) are set in the eastern side of the Neoproterozoic Katanga Supergroup, forming the Lufilian Arc, resulting from a cratonic collision between the Congo and the Kalahari Cratons (ca.620-570_Ma). The Katanga Supergroup was deposited in an extensional rift setting with a sedimentary thickness succession ranging between 7 to 10 km, sub-divided into: − the Roan, the Nguba and the Kundelungu Groups. The stratigraphic column of the Roan Group consists of the R.A.T. (Roche Argilo Talqueuse), the Mines, the Dipeta and the Mwashya Subgroups. Three major deformation phases have been described characterised by complex multiphase tectonics related to a curved superposition of folded, thrust and sheared blocks. The rocks of the R.A.T., Mines and Dipeta Subgroups are recognised as blocks that occur within a stratiform to discordant and diapiritic megabreccia. The blocks were rafted upward with salt tectonics, resulting in the juxtaposition with the hangingwall and the footwall terranes. Therefore, in that context it has been found that the Dipeta may appear overlying the R.A.T. Subgroup through the unconformity decollement surface of heterogeneous breccia. The petrographic observations made of the R.A.T. and Dipeta samples indicates in both units the presence of detrital quartz and feldspar that have been altered and replaced by sericite and muscovite minerals. Gypsum is intimately associated with magnesite, showing an evaporitic environment domain, while magnesite is common as alteration phase both in the R.A.T. and Dipeta Subgroups. Pyrophyllite has been observed in the Dipeta, resulting from reaction of silica with the Kaolinite at low temperature. Accessory detrital minerals include zircon, as well as xenotime intergrown with altered Fe-Ti-oxide hematite, forming complex textures with disseminated Ti-oxides both in R.A.T. and Dipeta units. Major and trace element geochemistry indicates that the Dipeta is more dolomitic and magnesite while the R.A.T. is clay-rich. The Ti2O value of Dipeta and R.A.T samples is relatively low, ranging between 0.36 and 0.69 wt.% respectively, which suggest highly evolved felsic material in the protolith. This is consistent with interpretation based on the Al2O3/TiO2 ratio, which ranges between 18 and 23 for the R.A.T. and Dipeta respectively, indicating an intermediate to felsic granitoids as the protolith of R.A.T. and Dipeta siltstones. The Ti/Zr ratio of R.A.T. and Dipeta samples of less than 10, while, the higher La/Sc ratio of between 2.6 and 5.5 (for the R.A.T. and Dipeta respectively) indicate that both the R.A.T. and Dipeta are active continental and passive margin tectonic setting. Based on the geochemical variation with depth across the R.A.T. and Dipeta and their contact zone, a geochemical fingerprinting suggests that the ratio TiO2/Al2O3 appears to be useful and could be considered as a stratigraphic geochemical maker able to discriminate the R.A.T. and the Dipeta Subgroups during the geological mapping.
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- Date Issued: 2020
Rhodes University 2018 Graduation Ceremony: 1820 Settlers' National Monument, Thursday, 5 April at 9:30
- Authors: Rhodes University
- Date: 2018
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/64533 , vital:28556 , https://www.youtube.com/watch?v=e1nT--FXtBY , https://www.youtube.com/watch?v=BUs1Jqredys , https://www.youtube.com/watch?v=Ay_ufZErTFA , https://www.youtube.com/watch?v=l31bTJ_M_Xo
- Description: Rhodes University 2018 Graduation Programme, 5 April at 9:30: Bachelor’s: Bachelor of Journalism, Bachelor of Music, Bachelor of Education. Postgraduate Diplomas: Postgraduate Diploma in Journalism, Postgraduate Diploma in Media Management, Postgraduate Diploma in Economic Journalism, Postgraduate Diploma in International Studies,Postgraduate Certificate in Education, Postgraduate Diploma in Higher Education. Honours: Bachelor of Education Honours. Master’s: Master of Music, Master of Education. Doctorate:PhD in Education.
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- Date Issued: 2018
Mineralogy and petrology of two kimberlites at Dutoitspan Mine, Kimberley
- Authors: Snowden, D V
- Date: 1981
- Subjects: Kimberlite -- South Africa -- Kimberley , Mineralogy -- South Africa -- Kimberley , Petrology -- South Africa -- Kimberley
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4929 , http://hdl.handle.net/10962/d1004706
- Description: The mineralogy and petrology of two kimberlites, a peripheral monticellite kimberlite, and its core of phlogopite kimberlite, from the West Auxiliary Pipe at Dutoitspan Mine are described. The mineralogy of the two kimberlites differs mainly in the presence of phlogopite macrocrysts, greater abundance of angular crustal inclusions, more heavy minerals and higher diamond grade in the phlogopite type. Microprobe analyses of olivine, phlogopite, monticellite, oxide minerals and garnet are presented. Silicate compositions are comparable in both kimberlites and zoning of olivine grains is typically towards a rim of Fo₈₉₋₉₀ʻ irrespective of whether cores are more Fe-rich or more Mg-rich. This is caused by re-equilibration after fluidised emplacement in the earth's crust of macrocryst-bearing kimberlite magma. Olivine aggregates were derived from sheared mantle lherzolite and single-crystal macrocrysts were formed at higher mantle levels from a kimberlitic crystal-mush magma. This was emplaced in the crust by rapid gas streaming. The post-fluidisation phenocrysts of olivine and phlogopite which formed then are in general more Fe-rich than macrocrysts. Re-equilibration of ilmenite results in the formation of complex perovskite and titanomagnetite mantles. Phlogopite macrocrysts are preserved in the monticellite contact rock where rapid quenching prevented their resorption and allowed separation of an immiscible carbonate melt, giving the abundant groundmass calcite. Atoll-textured spinels are found in the contact rock. Major and minor trace-element analyses of whole rock samples are presented and discussed, bringing into account the problem of contamination by crustal inclusions. Whole rock chemistry supports derivation of the kimberlites as partial melts of mantle material in the presence of a lithophile-element-enriched fluid. The monticellite contact rock is highly enriched in REE, Nb, and Sr due to rapid freezing of this perovskite-enriched phase. The monticellite type is more enriched in lithophile elements than the phlogopite type, which supports derivation of the monticellite type by a small degree of partial melting, further melting reducing the relative concentrations of lithophile elements to give the phlogopite kimberlite chemistry.
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- Date Issued: 1981
Terminaliamide, a new ceramide and other phytoconstituents from the roots of Terminalia mantaly H. Perrier and their biological activities
- Authors: Mbosso, Emmanuel , Siwe-Noundou, Xavier , Fannang, Simon , Song, Achille M , Assob, Jules C N , Hoppe, Heinrich , Krause, Rui W M
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/191779 , vital:45163 , xlink:href="https://doi.org/10.1080/14786419.2019.1647425"
- Description: Terminaliamide (1), a new ceramide was isolated from the roots of Terminalia mantaly H. Perrier (Combretaceae) along with 4 known compounds (2–5). The structures of the compounds were elucidated using 1D and 2D NMR spectroscopy analysis and mass spectrometry. Compound 1 exhibited moderated antibacterial activity towards Staphylococcus aureus with MIC value of 62.5 μg/mL. The crude MeOH extract (TMr) highly reduced Plasmodium falciparum growth with an IC50 value of 10.11 μg/mL, while hexane fraction (F1) highly reduced Trypanosoma brucei brucei growth with an IC50 value of 5.60 µg/mL. All tested samples presented little or no in vitro cytotoxicity on HeLa cell line. The present work confirms that T. mantaly is medicinally important and may be used effectively as an antimicrobial, an antiplasmodial and an antitrypanosomial with promising therapeutic index.
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- Date Issued: 2021
Rhodes University Research Report 2015
- Authors: Rhodes University , Gillitt, Tarryn , Goba, Busi , Macgregor, Jill , Roberts, Jaine , Dore, Sally
- Date: 2015
- Language: English
- Type: Text
- Identifier: http://hdl.handle.net/10962/59298 , vital:27546
- Description: From Foreword by Dr Sizwe Mabizela: A further feature of research at Rhodes University has long been international collaborations, many of them responsible for raising the international competitiveness and voice of scholarship involving Rhodes academics and students. In March 2015, Rhodes University became a founder member of the African Research Universities’ Alliance (ARUA), launched at the African Higher Education Summit in Senegal. Leading universities with strong programmes of research and Postgraduate training formed the network of 16 institutions, which aim to bring together intersecting and complementary strengths in the interest of building critical mass in the key development priorities of the African continent. , A publication of the Rhodes University Research Office, compiled and edited by Tarryn Gillitt, Busi Goba, Patricia Jacob, Jill Macgregor and Jaine Roberts. Design & Layout: Sally Dore.
- Full Text:
- Date Issued: 2015
Synthesis and characterisation of lanthanide complexes with nitrogen- and oxygen-donor ligands
- Authors: Madanhire, Tatenda
- Date: 2016
- Subjects: Rare earth metals
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/13127 , vital:27154
- Description: The reactions of Ln(NO3)3∙6H2O (Ln = Pr, Nd or Er) with the potentially tridentate O,N,O chelating ligand 2,6-pyridinedimethanol (H2pydm) were investigated, and complexes with the formula, [Ln(H2pydm)2(NO3)2](NO3) (Ln = Pr or Nd) and [Er(H2pydm)3](NO3)3 were isolated. The ten-coordinate Pr(III) and Nd(III) compounds crystallise in the triclinic space group P-1 while the nine-coordinate Er(III) complex crystallises in the monoclinic system (P21/n). The reaction of PrCl3∙6H2O with H2pydm yielded the compound, [Pr(H2pydm)3](Cl)3, that crystallises in the monoclinic system, space group P21/c with α = 90, β = 98.680(1) and γ = 90°. The nine-coordinate Pr(III) ion is bound to three H2pydm ligands, with bond distances Pr-O 2.455(2)-2.478(2) Å and Pr-N 2.6355(19)-2.64(2) Å. X-ray crystal structures of all the H2pydm complexes reveal that the ligand coordinates tridentately, via the pyridyl nitrogen atom and the two hydroxyl oxygen atoms. The electronic absorption spectra of complexes show 4f-4f transitions. Rare-earth complexes, [Ln(H2L1)2(NO3)3] [Ln = Gd, Ho or Nd], were also prepared from a Schiff base. The X-ray single-crystal diffraction studies and SHAPE analyses of the Gd(III) and Ho(III) complexes shows that the complexes are ten-coordinate and exhibit distorted tetradecahedron geometries. With proton migration occurring from the phenol group to the imine function, complexation of the lanthanides to the ligand gives the ligand a zwitterionic phenoxo-iminium form. A phenolate oxygen-bridged dinuclear complex, [Ce2(H2L1)(ovan)3(NO3)3], has been obtained by reacting Ce(NO3)3∙6H2O with an o-vanillin derived Schiff base ligand, 2-((E)-(1-hydroxy-2-methylpropan-2-ylimino)methyl)-6-methoxyphenol (H2L1). Hydrolysis of the Schiff base occurred to yield o-vanillin, which bridged two cerium atoms with the Ce∙∙∙Ce distance equal to 3.823 Å. The Ce(III) ions are both tencoordinate, but have different coordination environments, showing tetradecahedron and staggered dodecahedron geometries, respectively. The reaction of salicylaldehyde-N(4)-diethylthiosemicarbazone (H2L2) in the presence of hydrated Ln(III) nitrates led to the isolation of two novel compounds: (E)-2[(ortho-hydroxy)benzylidene]-2-(thiomethyl)-thionohydrazide (1) and bis[2,3-diaza4-(2-hydroxyphenyl)-1-thiomethyl-buta-1,3-diene]disulfide. The latter is a dimer of the former. For this asymmetric Schiff base, 1 and the symmetric disulfide, classical hydrogen bonds of the O–H∙∙∙N as well as N–H∙∙∙S (for 1) type are apparent next to C–H∙∙∙O contacts. 4-(4-Bromophenyl)-1-(propan-2-ylidene)thiosemicarbazide was also prepared upon reacting 4-(4-bromophenyl)-3-thiosemicarbazide with acetone in the presence of ethanol and La(NO3)3∙6H2O. The C=S bond length was found to be 1.6686(16) Å which is in good agreement with other thioketones whose metrical parameters have been deposited with the Cambridge Structural Database. Classical hydrogen bonds of the N–H∙∙∙N and the N–H∙∙∙Br type are observed next to C–H∙∙∙S contacts. All synthesised compounds were characterised by microanalyses, single-crystal X-ray diffraction (except for [Nd(H2L1)2(NO3)3]), 1H NMR and IR spectroscopy.
- Full Text:
- Date Issued: 2016
An investigation of parameter relationships in a high-speed digital multimedia environment
- Authors: Chigwamba, Nyasha
- Date: 2014
- Subjects: Multimedia communications , Digital communications , Local area networks (Computer networks) , Computer network architectures , Computer network protocols , Computer sound processing , Sound -- Recording and reproducing -- Digital techniques
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4725 , http://hdl.handle.net/10962/d1021153
- Description: With the rapid adoption of multimedia network technologies, a number of companies and standards bodies are introducing technologies that enhance user experience in networked multimedia environments. These technologies focus on device discovery, connection management, control, and monitoring. This study focused on control and monitoring. Multimedia networks make it possible for devices that are part of the same network to reside in different physical locations. These devices contain parameters that are used to control particular features, such as speaker volume, bass, amplifier gain, and video resolution. It is often necessary for changes in one parameter to affect other parameters, such as a synchronised change between volume and bass parameters, or collective control of multiple parameters. Thus, relationships are required between the parameters. In addition, some devices contain parameters, such as voltage, temperature, and audio level, that require constant monitoring to enable corrective action when thresholds are exceeded. Therefore, a mechanism for monitoring networked devices is required. This thesis proposes relationships that are essential for the proper functioning of a multimedia network and that should, therefore, be incorporated in standard form into a protocol, such that all devices can depend on them. Implementation mechanisms for these relationships were created. Parameter grouping and monitoring capabilities within mixing console implementations and existing control protocols were reviewed. A number of requirements for parameter grouping and monitoring were derived from this review. These requirements include a formal classification of relationship types, the ability to create relationships between parameters with different underlying value units, the ability to create relationships between parameters residing on different devices on a network, and the use of an event-driven mechanism for parameter monitoring. These requirements were the criteria used to govern the implementation mechanisms that were created as part of this study. Parameter grouping and monitoring mechanisms were implemented for the XFN protocol. The mechanisms implemented fulfil the requirements derived from the review of capabilities of mixing consoles and existing control protocols. The formal classification of relationship types was implemented within XFN parameters using lists that keep track of the relationships between each XFN parameter and other XFN parameters that reside on the same device or on other devices on the network. A common value unit, known as the global unit, was defined for use as the value format within value update messages between XFN parameters that have relationships. Mapping tables were used to translate the global unit values to application-specific (universal) units, such as decibels (dB). A mechanism for bulk parameter retrieval within the XFN protocol was augmented to produce an event-driven mechanism for parameter monitoring. These implementation mechanisms were applied to an XFN-protocol-compliant graphical control application to demonstrate their usage within an end user context. At the time of this study, the XFN protocol was undergoing standardisation within the Audio Engineering Society. The AES-64 standard has now been approved. Most of the implementation mechanisms resulting from this study have been incorporated into this standard.
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- Date Issued: 2014
Community engagement in theory & practice
- Authors: Paphitis, Sharli A
- Date: 2019?
- Language: English
- Type: Book , text
- Identifier: http://hdl.handle.net/10962/98052 , vital:31534
- Description: The position of universities within our society has never been simultaneously more vulnerable nor important. Globally, the purpose and value of higher education in the twenty first century, is being seriously challenged more than ever before. Locally, we are confronted with social and economic problems that continue to plague the previously excluded and marginalised in South Africa. This fact is clearly evident in the location of Rhodes University, situated, as it is, in the midst of poverty, in a town with high unemployment and in one of the poorest and most neglected provinces in the country. This demands of us to ask the question that is currently resonating the world over: What then is the purpose of a university? And while we are attempting to answer this question, specifically for the South African context, we should be aware of the urgency to reimagine ourselves and step up, work collectively to redress the imbalances in our society. Universities do not exist in a vacuum - they exist within a particular social, economic, cultural, political and historical context and are an integral part of the community in which they exist. They shape and are shaped by the milieu in which they exist. Through their mission of knowledge creation, knowledge sharing and knowledge application, they are uniquely and ideally placed to play a critical role in the project of nation-building, social advancement and societal transformation. Given the complex and painful past of our nation that is characterised by centuries of colonialism and decades of apartheid, racial oppression and dispossession and the denial of opportunities to the majority of the citizens of this country, our universities cannot remain ‘ivory towers’ unconcerned with the daily struggles of those who were systematically excluded from opportunities to realise their full potential. It is our responsibility, indeed our duty, to ensure that we place at the service of our community and humankind the knowledge that we generate. In so doing, we will make it possible for ordinary citizens to become agents of their own emancipation and social advancement. On the occasion of my inauguration as the Vice-Chancellor of Rhodes University, I pointed out that: “If we remain true and faithful to our intellectual project, as we must, we will be able to advance the higher purpose of higher education: to transform individual lives for the better, to transform societies for the better and to transform the world for the better.” Indeed, the higher purpose of higher education is to transform lives for the better. Community engagement provides universities with opportunities to deepen and broaden our understanding of the role and purpose of our universities in the creation and sustaining of a better society and a better world. It is only when we build respectful, reciprocal and mutually beneficial partnerships with the previously excluded communities and draw on the different kinds of knowledge that reside in these communities that our knowledge project can start to respond meaningfully and appropriately to the cause of building and sustaining a more just, a more humane, a more caring, a more equitable, a fairer, a more compassionate and more inclusive society. Our University has committed itself to four guiding principles that will drive all our endeavours as an institution of higher learning. These are: • Sustainability – we need to ensure that the principle of sustainability permeates every aspect of our academic endeavour and every decision taken by our university. In the process, we want to produce graduates with an elevated sense of awareness and responsibility in building and sustaining sustainable communities. • Simultaneous local responsiveness and global engagement – our academic endeavour should seek to respond to the pressing and urgent local challenges while simultaneously contributing to our accumulated global stock of knowledge. This will allow us to enter the global knowledge system from our position of strength. • Advancing social justice – given the painful past of our country characterized by exclusion and denial of opportunities for some segments of our society, it is vitally important that we do all we can to restore the dignity and humanity of those who were treated as less than human by the previous dispensation. • Advancing the public good purpose of higher education – our university does not exist in a vacuum. It exists within social, cultural and economic milieu and has an important role to play in lifting the standard of living of our local community. These four principles should guide all academic endeavours in teaching, research and community engagement for the realisation of a society free of hunger, want, inequality and despair. And may it serve as a significant stepping stone towards placing community engagement on a more solid philosophical and moral footing. This publication is packed with a number of exciting and innovative case studies that amply demonstrate that Rhodes University is at the forefront of engaged scholarship and the nurturing of young, talented, committed and engaged citizens. All these initiatives are anchored on the five important pillars of community engagement – mutual respect, reciprocity, mutual benefit, co-creation, and sustainability. We thank all our colleagues and students who go above and beyond the call of duty to contribute in a very meaningful way in transforming the lives of our local community for the better. We are deeply grateful to our Community Engagement Office for enabling and facilitating the interaction between the Rhodes University staff and students and our local community. A word of deep gratitude and sincere appreciation to our community partners who are ever prepared to welcome us with open arms and are always ready to offer our staff and students a different kind of education to the one available within the walls of a lecture room. Our sincere appreciation and gratitude also to our Communications & Advancement Division for seeing to the production of this fabulous publication. I have no hesitation in strongly recommending this publication to all who share our vision of a better society and a better world and are committed to working with courage and conviction to the realisation of a society and a world of our dreams.
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- Date Issued: 2019?