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Acta Academica - Volume 43, Issue 4, January 2011
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Volume 43, Issue 4, January 2011
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Defining mathematics
Author Danie StraussSource: Acta Academica 43, pp 1 –28 (2011)More LessAny definition of mathematics falls outside its field of investigation. When mathematics is set theory, the history of mathematics prior to the investing of set theory is eliminated. Arguing that the aspects of number and space delimit mathematics makes it possible to avoid both Platonism and constructivism in mathematics. Every philosophy of mathematics should be able to account for the nature and status of the infinite. That set theory is a spatially deepened theory of numbers cannot be accounted for by what Lakoff and Núñez call the Basic Metaphor of Infinity. Gödel's 1931 results point to an immediate, evident, intuitive insight.
Die definiëring van die wiskunde
Enige definisie van wiskunde beweeg buite die veld van ondersoek daarvan. As wiskunde versamelingsleer is, word the geskiedenis van die wiskunde voor die koms van versamelingsleer geëlimineer. Die argument dat die aspekte van getal en ruimte die wiskunde begrens, omseil beide die Platonisme en konstruktivisme. Elke filosofie van die wiskunde moet in staat wees om 'n verantwoording te gee van die aard en status van die oneindige. Dat die versamelingsteorie 'n ruimtelik-verdiepte teorie van getalle is, kan nie verantwoord word met behulp van wat Lakoff en Núñez aandui as "the Basic Metaphor of Infinity" nie. Gödel se 1931 resulate verwys na 'n onmiddellik-evidente insig.
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Internal audit and risk management in South Africa : adherence to guidance
Authors: Philna Coetzee and Dave LubbeSource: Acta Academica 43, pp 29 –60 (2011)More LessRisk management is a relatively new addition to the wider concept of corporate governance. Sound corporate governance requires, among other things, that the board should ensure that there is an effective risk-based internal audit. The importance of internal audit within risk management and assisting the board of directors in this regard cannot be over-emphasised. The formal guidance of the IIA should be a starting point for internal auditors when performing their duties. Further applicable and comprehensive guidelines and legislation in this regard are urgently needed. This article aims to obtain input from heads of prominent internal audit functions within the private and public sectors on the role of internal auditing in the management of risk.
Interne oudit en risikobestuur in Suid-Afrika : voldoening aan riglyne
Risikobestuur is 'n relatief nuwe ontwikkeling binne die groter konsep van kor-poratiewe beheer. Goeie korporatiewe beheer vereis onder andere dat 'n direksie moet verseker dat effektiewe risikogebaseerde interne oudit uitgevoer word. Die belangrikheid van interne oudit binne risikobestuur en hul rol om die direksie in dié verband by te staan, kan nie oorbeklemtoon word nie. Die formele riglyne van die IIA moet die beginpunt wees vir interne ouditeure tydens die uitvoering van hul pligte. Verdere toepaslike en omvattende riglyne hieroor word dringend benodig. Hierdie artikel het ten doel om insette van hoofde van prominente interne ouditdepartemente in die private en openbare sektore aangaande die rol van interne oudit in die bestuur van risiko te bekom.
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Lessons in managing visitors' experience at the Cape Town International Jazz Festival
Authors: Karen Williams and Melville SaaymanSource: Acta Academica 43, pp 61 –80 (2011)More LessThis article aims to determine the key success factors that are of importance from the visitor's point of view. The study found that visitors rated the most important factor as value and quality, which included affordable day and weekend passes, effective token service, adequate ablution facilities and personnel who are trained to handle inquiries.
Lesse in die bestuur van besoekerservaring by die Kaapstadse Internasionale Jazz-fees
Hierdie artikel is daarop ingestel om die sleutelsuksesfaktore te bepaal wat vanuit die besoeker se perspektief gesien, belangrik geag word. Die studie stel vas dat besoekers waarde en gehalte as die belangrikste faktore beskou het, wat ingesluit het bekostigbare dag- en naweekpasse, effektiewe aandenkingsdiens, voldoende ablusiefasiliteite en personeel wat opgelei is om navrae te hanteer.
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Participation in higher education : experiences of students with disabilities
Authors: Estelle Swart and Elsabe GreylingSource: Acta Academica 43, pp 81 –110 (2011)More LessHigher education institutions are required to promote equal access to all qualifying students, including those with disabilities. These institutions are expected to create environments that accommodate the diverse needs of all students and facilitate their learning and participation. The aim of this qualitative study is to obtain an in-depth understanding of how a group of students with disabilities experience participation at a university. This article supports the notion that disability is an experience that develops out of the interaction between individuals with a functional limitation and the social, attitudinal and physical environment in which they live. It focuses on their personal experience of living with impairment, both socially and individually, and demonstrates how both personal characteristics and proximal processes play an important role in participating in higher education.
Deelname in hoëronderwys : ervarings van studente met gestremdhede
Hoëronderwysinstansies moet gelyke toegang vir alle studente bevorder, ook vir studente met gestremdhede. Hierdie omgewings moet daarom die diverse behoeftes van alle studente akkommodeer en hul leer en deelname fasiliteer. Die doel van hierdie kwalitatiewe gevallestudie was om deur individuele en groeponderhoude 'n diepte-analise te doen van hoe studente met gestremdhede hul inskakeling en deelname aan 'n universiteit ervaar. Die artikel steun die standpunt dat gestremdheid 'n ervaring is wat ontwikkel in interaksie tussen individue met 'n funksionele beperking en hulle sosiale, houdings en fisiese konteks. Die artikel fokus op hulle persoonlike ervaring van leef met 'n gestremdheid, beide op sosiale en individuele vlak, en beskryf hoe beide persoonlike kenmerke en proksimale prosesse van hierdie studente 'n belangrike rol speel in die proses om 'n deelgenoot te word in hoëronderwys.
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Critical liberatory inclusive pedagogy : arguing for a zero-defect discourse
Author Milton NkoaneSource: Acta Academica 43, pp 111 –126 (2011)More LessThis article explores the discourses within critical pedagogy and inclusive education. It highlights the obstacles that academic institutions and educators need to overcome in order to realise an emancipatory and critical pedagogy. The article valorises muted voices and reflects on how the dominant discourse has camouflaged its hegemonic ideology while perpetuating the centre for dominance and pushing students with special educational needs to the periphery; actions which often make such students feel disempowered, disenfranchised, silenced and marginalised. A critical theory is applied in this article to cast light on exclusion, social injustice and marginalisation.
Kritiese bevrydende inklusiewe pedagogie : 'n pleidooi vir 'n foutlose diskoers
Die soeklig word gewerp op diskoerse in kritiese pedagogie en inklusiewe onderwys, met spesiale klem op die struikelblokke wat akademiese instellings en opvoeders moet oorkom ten einde 'n emansiperende en kritiese pedagogie te verwesenlik. Die stemme van hulle wat die swye opgelê is, moet opklink. Daar word ook besin oor hoe die dominante diskoers sy hegemoniese ideologie vermom het terwyl die middelpunt vir oorheersing geperpetueer, en studente met spesiale onderwysbehoeftes uit-gestoot is. Sodanige studente voel soms dat hulle gemarginaliseer is: sonder mag, stemreg of seggenskap. 'n Kritiese teorie word aangelê om lig te werp op uitsluiting, maatskaplike ongeregtigheid en marginalisering.
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Meeting the social and emotional needs of first-year mathematics students through peer-tutoring
Author Eleanor LemmerSource: Acta Academica 43, pp 127 –151 (2011)More LessAcademic under-performance among first-year university students calls for effective support systems. In this regard, a peer tutor-mentor programme was introduced at a private university in South Africa to improve the academic outcomes of vulnerable first-year mathematics students enrolled in an academic development programme. This article examines the influence of peer tutor-mentoring through a qualitative inquiry framed by a bricolage of learning theories. Data gathered from a comprehensive sample of students, tutor-mentors and lecturers indicate that the programme assists students' social adjustment in a multicultural setting; that cultural diversity among tutor-mentors is both a barrier and a resource, and that positive campus perceptions of the programme are essential to its continuation, thus forging a new community of mathematics practitioners.
Ontmoet die sosiale en emosionele behoeftes van eerstejaar wiskundestudente deur middel van portuur-tutor programme
Akademiese onderprestasie van eerstejaar-universiteitstudente vra vir doel-treffende ondersteuningstelsels. In hierdie opsig is 'n portuur-tutor-mentor-program by 'n privaat universiteit in Suid-Afrika bekendgestel om die akademiese uitkomste van kwesbare eerstejaarstudente in wiskunde wat vir 'n akademiese ontwikkelingsprogram ingeskryf is, te verbeter. Hierdie artikel bestudeer die invloed van tutors se leiding deur 'n kwalitatiewe navraag wat deur 'n bricolage van leerteorieë omring is. Data uit 'n omvattende steekproef van studente, tutor-mentors en dosente versamel dui daarop dat die programme studente help met hul sosiale aanpassing in 'n multikulturele omgewing; dat kulturele diversiteit tussen tutor-mentors beide 'n hindernis en 'n hulpbron is; en dat positiewe kampuspersepsies van die program noodsaaklik is vir die volhouding daarvan. Dit vorm dus 'n nuwe gemeenskap van wiskundepraktisyns.
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Exploring teaching strategies for training programmes in business coaching
Authors: Jeanette Maritz, Marie Poggenpoel and Chris MyburgSource: Acta Academica 43, pp 152 –180 (2011)More LessCoaching and business coaching, in particular, is an academically immature, yet emerging discipline. While there appears to be general consensus about the requisite knowledge, skills, and attitudes of business coaches, there is currently little agreement on facilitating these competencies in the higher educational setting in order to develop the core competencies of business coaches. This qualitative study explores and describes teaching strategies to facilitate the core competencies of business coaches in business coaching training programmes. The findings indicate that the nature of business coaching practice demands a critical disposition to thinking and acting. The nature of the business coach learner as a mature adult emphasises the importance of an experiential learning environment that promotes learner reflexivity. Possible teaching strategies depend on and promote interactive discourse and real-time learning.
Verkenning van onderrigstrategieë vir besigheids-afrigtingsprogramme
Afrigting, en meer spesifiek besigheidsafrigting, is 'n akademies onderontginde, maar tog ontwikkelende dissipline. Hoewel daar algemene konsensus met betrekking tot die vereiste kundigheid, vaardighede en ingesteldheid van besigheidsafrigters bestaan, is daar egter weinig eenstemmigheid oor hoe hierdie bevoegdhede op die mees toepaslike manier in die hoër opvoedkundige milieu gefasiliteer kan word ten einde die doelstellings van besigheidsafrigtingsprogramme te bereik. Die doel van hierdie kwalitatiewe studie is om moontlike onderrigstrategieë vir besigheidsafrigtingsprogramme te ondersoek en te beskryf ten einde die kernvaardighede van besigheidsafrigters te bevorder. Die bevindings dui aan dat die aard van besigheidsafrigting in die praktyk 'n kritiese benadering ten opsigte van denke en optrede verg. Omdat die leerder van besigheidsafrigting volwasse is, is dit belangrik dat die leeromgewing op ervaring geskoei word sodat dit selfondersoek kan bevorder. Die vertrekpunt van moontlike onderrigbenaderings behoort werklikheidsgebonde en deelnemende beredenering te wees.
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HIV and AIDS education in pre-service teacher programmes
Author Lesley WoodSource: Acta Academica 43, pp 181 –202 (2011)More LessCurrently there is very little integration of HIV and AIDS into curricula at higher education institutions. The Higher Education AIDS Programme piloted a module at a national level to address this gap. This report presents the findings of a qualitative investigation of the experience of one university that chose to implement the module with a group of 60 postgraduate students in education. The findings suggest that, although the students found the module to be interesting and indicated that it offered them new perspectives on the educational consequences of the pandemic, there was little evidence of an in-depth understanding of how to practically adapt pedagogical processes and curriculum content to integrate HIV and AIDS meaningfully into their teaching. The report provides lessons relevant to the design of future HIV and AIDS education.
MIV en VIGS-onderrig in voorindiensname-onderwysprogramme
Daar is tans bitter min integrasie van MIV en VIGS in die kurrikula van hoër onderwysinstansies. Die VIGS-program vir hoëronderwys loods 'n module op nasionale vlak om hierdie leemte te vul. Die verslag weerspieël die bevindinge van 'n kwalitatiewe ondersoek na die ervarings van een universiteit wat verkies het om die module te implementeer met 'n groep van 60 nagraadse onderwysstudente. Die bevindinge dui daarop dat alhoewel die studente die module interessant gevind het en dat dit nuwe perspektief bied op die opvoedkundige gevolge van die pandemie, daar egter min bewyse is van 'n in-diepte begrip hoe om prakties pedagogiese prosesse en kurrikuluminhoud aan te pas sodat hulle MIV en VIGS betekenisvol in hul onderrig kan integreer. Die verslag voorsien lesse vir die ontwerp van toekomstige MIV en VIGS onderrig.
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Retreating to a Vygotskian stage where pre-service teachers play out social, 'dramatical collisions'
Authors: Josef De Beer and Elizabeth HenningSource: Acta Academica 43, pp 203 –228 (2011)More LessThis article describes student engagement in simulation games in a field trip retreat for first-year Education students. The authors propose that the methodology can be a useful vehicle to address key social elements of pre-service teachers' professional learning. They explore a theoretical view of such collaborative learning from the neo-Vygotskian perspective of activity theory, in which the simulation games are viewed as the main tool for mediating learning. From this position they suggest that field trips hold some promise for exploring HIV / AIDS education, issues of race and racism, and an understanding of poverty and food security in education.
Onderwysstudente se velduitstappie as Vygotskiaanse verhoog met sosiale, 'dramatiese botsings'
Hierdie artikel beskryf studente se deelname aan simulasiespele tydens 'n opvoedkundige velduitstappie vir eerstejaarstudente in opvoedkunde. Daar word voorgestel dat hierdie soort metodologie nuttig kan wees vir onderwysstudente om belangrike sosiale kwessies tydens hul professionele opleiding aan te spreek. Die navorsers werk vanuit die nieu-Vygotskiaanse vertrekpunt wat bekend staan as aktiwiteitsteorie, waarbinne hulle simulasiespele as die primêre werktuig vir studente se leerdeelname sien. Vanuit hierdie hoekpunt word daar voorgestel dat dié soort uitstappie belofte inhou vir studente se ondersoeking van sake rakende MIV / VIGS opvoeding, rassisme, asook armoede en voedselsekuriteit, soos dit figureer in onderwys.
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The impact of a community service learning project on the professional growth of pre-service teachers
Authors: Sarah Bansilal and Zuziwe MthembuSource: Acta Academica 43, pp 229 –251 (2011)More LessThis article reports on a qualitative study based on a group of third- and fourth-year science student teachers, who participated in a community service learning (CSL) project. This study followed five students at three community drop-in centres in order to explore how their participation contributed to their learning. Data was generated from the lecturer's field notes and reports, as well as from the students' reflections, summative reports and presentations. The findings indicate that students found the experience academically, personally and professionally enriching. Working with poor orphans and community workers also helped the students develop a greater awareness of social responsibility.
Die trefkrag van 'n gemeenskapsdiens leerprojek op die professionele ontwikkeling van onderwysstudente
In hierdie artikel word verslag gedoen oor 'n kwalitatiewe studie waarin derde- en vierdejaar Wetenskap-studente deelgeneem het aan 'n gemeenskapsdiens leerprojek. Die studie volg vyf studente by drie gemeenskapsentrums om vas te stel hoe die studente se deelname bygedra het tot hulle leerervaring. Data is gegenereer uit die dosent se notas en verslae sowel as die studente se eie refleksies, summatiewe verslae en voorleggings. Die bevindinge dui daarop dat studente positief gereageer het op die ondervinding en dit is bevind dat dit akademies sowel as persoonlik bevredigend was. Hierdie gemeenskapgebaseerde leerervaring het ook 'n groter bewustheid van gemeenskapsbetrokkenheid gekweek.