scholarly journals Exploring the recontextualisation of biology in the CAPS for Life Sciences

2015 ◽  
Author(s):  
Kathryn Johnson ◽  
Edith Dempster ◽  
Wayne Hugo
Keyword(s):  
South African ◽  
Life Sciences ◽  
African Students ◽  
The Core ◽  
Assessment Policy ◽  
Core Concepts ◽  
Policy Statements ◽  
Hierarchical Nature ◽  
Parent Discipline ◽  
Recent Version

This study is concerned with the recontextualisation of biology in the most recent version of the South African Life Sciences curriculum, the CAPS (Curriculum and Assessment Policy Statements). The following aspects of the curriculum were assessed: the balance of canonical and humanistic material, the inclusion and weighting of the core concepts of biology, and the overall curriculum coherence. The results were compared with those for earlier versions of the curriculum, and the implications for South African students are considered. The study reveals that, according to these criteria, the content material of the CAPS faithfully reflects the hierarchical nature of its parent discipline biology.

scholarly journals The botanical content in the South African curriculum: A barren desert or a thriving forest?

2016 ◽  
Vol Volume 112 (Number 1/2) ◽  
Author(s):  
Amelia L. Abrie ◽  
Keyword(s):  
South African ◽  
Grade Level ◽  
Biology Education ◽  
Plant Biology ◽  
The South ◽  
Knowledge And Skills ◽  
Assessment Policy ◽  
Policy Statements ◽  
Plant Sciences ◽  
American Society

Abstract Botanists who are interested in education have often expressed their dismay at how plant sciences are neglected in Biology curricula, despite the important roles that plants play. While botanists in several overseas countries have studied the ways in which plant sciences are represented in curricula, no research has been done on how botany is neglected in the South African curriculum. Currently, the South African curriculum is known as the Curriculum and Assessment Policy Statements (CAPS) for Grades R–12. In this study, a comparison was made among the content that is generally taught in introductory plant sciences courses, the American Society of Plant Biologists’ principles for plant biology education and the relevant CAPS documents. The time spent on plant, animal or human-focused content was established and compared at both phase and grade level. It was found that while the curriculum addresses all the major concepts in the plant sciences, very little time was being allocated to exclusively plant-focused content as compared to animal and human-focused content. This neglect was particularly prevalent in the Foundation Phase. The way in which the content is structured and presented in the curriculum may in all likelihood not be sufficient to provide a strong knowledge and skills foundation in the plant sciences, nor will it encourage the development of positive values towards plants. While consensus regarding the content of a curriculum will be difficult to achieve, awareness of potential gaps in the curriculum should be brought to the attention of the botanical and educational communities.

The Core Concepts, Skills, and Components Curriculum: Increasing Trauma Expertise in Practitioners

2008 ◽  
Author(s):  
Christopher Layne ◽  
Abigail Gewirtz ◽  
Chandra Ghosh Ippen ◽  
Renee Dominguez ◽  
Robert Abramovitz ◽  
...  
Keyword(s):  
The Core ◽  
Core Concepts

The Final ‘Thank You’

Derrida Today ◽  
2010 ◽  
Vol 3 (1) ◽  
pp. 21-36
Author(s):  
Grant Farred
Keyword(s):  
South Africa ◽  
South African ◽  
Jacques Derrida ◽  
Political Transition ◽  
The Other ◽  
World Cup ◽  
The Core ◽  
Nelson Mandela ◽  
Black President ◽  
The Moment

‘The Final “Thank You”’ uses the work of Jacques Derrida and Friedrich Nietzsche to think the occasion of the 1995 rugby World Cup, hosted by the newly democratic South Africa. This paper deploys Nietzsche's Zarathustra to critique how a figure such as Nelson Mandela is understood as a ‘Superman’ or an ‘Overhuman’ in the moment of political transition. The philosophical focus of the paper, however, turns on the ‘thank yous’ exchanged by the white South African rugby captain, François Pienaar, and the black president at the event of the Springbok victory. It is the value, and the proximity and negation, of the ‘thank yous’ – the relation of one to the other – that constitutes the core of the article. 1

Jumping, Climbing and Suspensory Locomotion

2018 ◽  
Keyword(s):  
Energy Storage ◽  
Elastic Energy ◽  
The Core ◽  
Power Amplification ◽  
Core Concepts

Jumping, climbing and suspensory locomotion are specialized locomotor mechanisms used on land and in the air. Jumping is used for rapid launches from substrates. Climbing and suspensory movements enable locomotion up, under and through vertically-structured habitats, such as forests. Elastic energy storage is particularly important for jumping and catapult systems and we address the core concepts of power amplification that are exemplified in nature’s extreme jumpers. We examine the diverse mechanisms of attachment that characterize animals that can grasp and adhere to a diversity of structures. We conclude the chapter by examining the integration of biological capabilities with engineering innovations in these systems.

Improved Jitter Buffer Management for WebRTC

2021 ◽  
Vol 17 (1) ◽  
pp. 1-20
Author(s):  
Yusuf Cinar ◽  
Peter Pocta ◽  
Desmond Chambers ◽  
Hugh Melvin
Keyword(s):  
Voice Quality ◽  
Buffer Management ◽  
Voice Over Ip ◽  
The Core ◽  
Management Algorithm ◽  
Core Concepts ◽  
Novel Strategy

This work studies the jitter buffer management algorithm for Voice over IP in WebRTC. In particular, it details the core concepts of WebRTC’s jitter buffer management. Furthermore, it investigates how jitter buffer management algorithm behaves under network conditions with packet bursts. It also proposes an approach, different from the default WebRTC algorithm, to avoid distortions that occur under such network conditions. Under packet bursts, when the packet buffer becomes full, the WebRTC jitter buffer algorithm may discard all the packets in the buffer to make room for incoming packets. The proposed approach offers a novel strategy to minimize the number of packets discarded in the presence of packet bursts. Therefore, voice quality as perceived by the user is improved. ITU-T Rec. P.863, which also confirms the improvement, is employed to objectively evaluate the listening quality.

Using the Core Concepts Framework to Understand Three Generations of Inclusive Practices

Inclusion ◽  
2014 ◽  
Vol 2 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Karrie A. Shogren ◽  
Michael L. Wehmeyer
Keyword(s):  
Research Policy ◽  
Future Research ◽  
Third Generation ◽  
Inclusive Practices ◽  
Policy And Practice ◽  
Inclusive Practice ◽  
The Core ◽  
Three Generations ◽  
Core Concepts ◽  
The Relationship

Abstract This article analyzes the relationship between the core concepts of disability policy and the three generations of inclusive practices. Specifically, we review the three generations of inclusive practice, highlighting the core concepts that have been most strongly emphasized during each generation of inclusive practices. Because we are early in the third generation of inclusive practices, we conclude by examining how the core concepts can guide and direct third generation inclusive practices and how future research, policy, and practice can actualize the aspirational values of all of the core concepts to enable desired outcomes.

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