University of South Africa

About: University of South Africa is a education organization based out in Pretoria, South Africa. It is known for research contribution in the topics: Context (language use) & Population. The organization has 8478 authors who have published 19960 publications receiving 237688 citations. The organization is also known as: Unisa.

A novel synthesis protocol for Co3O4 nanocatalysts and their catalytic applications

Abstract: Co3O4 spinel nanoparticles (Co3O4-NPs) are synthesized via a green route using neem (Azadirachta indica) leaf by an efficient and simple hot plate combustion method (HPCM). The as-prepared Co3O4-NPs have been characterized by well-known recognized techniques such as X-ray diffraction (XRD), high resolution transmission electron microscopy (HRTEM), energy dispersive X-ray analysis (EDX), diffuse reflectance spectroscopy (DRS), photoluminescence spectroscopy (PL), Raman spectroscopy, and vibrating sample magnetometry (VSM). Co3O4-NPs were investigated in various application areas; for example, a multi-lamp photocatalytic reactor was used to degrade the hazardous textile dye waste (TDW) collected from the dyeing industry. Furthermore, the antimicrobial activity of the synthesized Co3O4-NPs was studied against Gram-positive (Staphylococcus aureus and Bacillus subtilis) and Gram-negative (Pseudomonas aeruginosa and Escherichia coli) bacteria, in comparison to a chloramphenicol standard, and also evaluated by carrying out the catalytic hydrogenation of 4-nitrophenol and 4-nitroaniline in the presence of NaBH4 as a reducing agent. Noble metals have been reported earlier, but due to their high cost they needed to be replaced by a cost effective material. We have also discussed feasible mechanisms and catalytic activity of the Co3O4-NPs in different applications. Thus, we have proposed a novel, economic and green synthesis of Co3O4-NPs that is highly important in the present times for the removal of hazardous chemicals.

The Effects of a Flipped Classroom Model of Instruction on Students’ Performance and Attitudes Towards Chemistry

Abstract: This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of using flipped model of instruction, students were divided in two groups. For the first group called the experimental group, a “flipped classroom” was used in which the students were given video lessons and reading materials, before the class to be revised at home. On the other hand, the second group followed traditional methodology, and it was used as control. The rate of reaction knowledge test and the chemistry attitude scale were administered. In addition, the researcher documented classroom observations, experiences, thoughts and insights regarding the intervention in a journal on a daily basis in order to enrich the data. Students were interviewed at the end of the research in order to enrich the qualitative data also. Findings from this study reveal that the flipped instruction model facilitates a shift in students’ conceptual understanding of the rate of chemical reaction significantly more than the control condition. Positive significant differences were found on all assessments with the flipped class students performing higher on average. Students in the flipped classroom model condition benefited by preparing for the lesson before the classes and had the opportunity to interact with peers and the teacher during the learning processes in the classroom. The findings support the notion that teachers should be trained or retrained on how to incorporate the flipped classroom model into their teaching and learning processes because it encourages students to be directly involved and active in the learning.

Drivers of learning management system use in a South African open and distance learning institution

Abstract: The study on which this article reports examined the determinants of usage of an online learning management system (LMS) by fourth level business students at a South African open and distance learning university using an extension of the widely used technology acceptance model (TAM) as a theoretical basis. A survey was conducted among students at their annual summer school, with 213 usable questionnaires being returned. The findings suggest that perceived usefulness and perceived ease of use as core aspects of the TAM and TAM2 models are confirmed, and study relevance (job relevance in the TAM2 model) and facilitating conditions as extensions are confirmed also. However, other elements of the TAM2 model and extensions were not confirmed by the research, while the relationships between these constructs, behavioural intention and LMS use were significant but not particularly strong. Thus, despite the ostensible robustness of the underlying structure and dimensionality of the TAM core constructs, its usefulness as a model to explain usage in this context and in a setting where acceptance and usage patterns have been established over prolonged periods of time is limited. The findings do, however, suggest certain initiatives to assist in increasing the perceived usefulness of the LMS.

South African training officers' perceptions of the knowledge and skills requirements of entry-level trainee accountants

Abstract: Changes in business environments have challenged the competencies (technical knowledge, skills and attitudes) of professional accountants. Accounting professions have responded by developing competency frameworks. In 2008, the South African Institute of Chartered Accountants (SAICA) issued a draft competency framework encapsulating a broad range of knowledge, skills and attributes. The objective of the study reported on here was to determine training officers’ perceptions of the knowledge and skills requirements of entry‐level trainee accountants. SAICA could consider the findings of this study in the finalisation of its competency framework. The study reveals that nearly three‐quarters of all the topics in the current prescribed SAICA syllabus are considered to make at least an important contribution to the knowledge requirements of entry‐level trainee accountants. Although more than half the management accounting topics prescribed in the SAICA syllabus are perceived as being only reasonably important, further statistical analysis revealed that TOPP (training outside public practice) training officers disagreed significantly with their TIPP (training inside public practice) counterparts on the importance of management accounting topics and perceived them to be at least important. Except for specialised topics, all other topics covering the remaining core subjects (Financial Accounting, Financial Management, Taxation and Auditing) were perceived to be important or even more than important by the respondents. The study demonstrates that there is a movement towards an expanded set of competencies beyond the technical knowledge typically taught to prospective CAs, and that there is evidence of a need for today’s entry‐level trainee accountants to receive training in communication, analytical, interpersonal and computer skills.

Inflation and growth in South Africa

Abstract: This paper studies the relationship between inflation and growth in South Africa. Two main issues are addressed: do tests of the South African data support the findings of cross-section studies that inflation has a negative effect on growth over the longer term? and, can higher growth be gained at the cost of higher inflation in the short run? The findings are that inflation drags down growth in South Africa over the longer term, and that, in the short run, growth above its trend requires accelerating inflation. Thus, for growth to be pulled substantially above its present low trend, inflation targeting in South Africa would have to be abandoned. However, this would be counterproductive over the longer term, once the negative relationship between inflation and growth manifests itself. Copyright 2006, Oxford University Press.