University of Johannesburg

About: University of Johannesburg is a education organization based out in Johannesburg, South Africa. It is known for research contribution in the topics: Population & Context (language use). The organization has 8070 authors who have published 22749 publications receiving 329408 citations. The organization is also known as: UJ.

Search for heavy ZZ resonances in the l(+) l(-) l(+) l(-) and l(+) l(-) nu(nu)over-bar final states using proton-proton collisions at root s=13 TeV with the ATLAS detector

Abstract: A search for heavy resonances decaying into a pair of $$Z$$ bosons leading to $$\ell ^+\ell ^-\ell ^+\ell ^-$$ and $$\ell ^+\ell ^- u \bar{ u }$$ final states, where $$\ell $$ stands for either an electron or a muon, is presented. The search uses proton–proton collision data at a centre-of-mass energy of 13 $$\text {TeV}$$ corresponding to an integrated luminosity of 36.1 $$\hbox {fb}^{-1}$$ collected with the ATLAS detector during 2015 and 2016 at the Large Hadron Collider. Different mass ranges for the hypothetical resonances are considered, depending on the final state and model. The different ranges span between 200 and 2000 $$\text {GeV}$$ . The results are interpreted as upper limits on the production cross section of a spin-0 or spin-2 resonance. The upper limits for the spin-0 resonance are translated to exclusion contours in the context of Type-I and Type-II two-Higgs-doublet models, while those for the spin-2 resonance are used to constrain the Randall–Sundrum model with an extra dimension giving rise to spin-2 graviton excitations.

Continuing professional development for principals: A South African perspective

Abstract: We explore the rationale for school managers in South Africa to enrol for a new practice-based qualification and determine the perceptions of principals on how the Advanced Certificate in Education (ACE) course influences their leadership style. The task of being a principal is demanding, requiring energy, drive, and many personal qualities and attributes. Principals, involved in the day-to-day management of their schools, need to take time to reflect on their personal growth as leaders and managers. The expectations of principals have moved from demands of management and control to the demands for an educational leader who can foster staff development, parent involvement, community support, and learner growth, and succeed with major changes and expectations. Developing principals and providing them with the necessary knowledge, skills, values and attitudes becomes increasingly important as the dynamic and changing educational culture becomes increasingly difficult. Using a qualitative paradigm, we investigated the perceptions of principals on how the ACE course influenced their leadership style. The ACE course was conceived as a form of continuing professional development which has the purpose of equipping principals for the positions they occupy, or enabling teachers to move into an education leadership and management career path.