Magister Commercii (Industrial Psychology) - MCom(IPS) / Generally high employee commitment is a major characteristic of world class organisations (Lesabe & Nkosi, 2007). There is empirical evidence that the strength of organisational commitment helps predict employees' turnover intentions (Arnolds & Boshoff, 2004; Boshoff & Arnolds, 1995; Boshoff, Van Wyk, Hoole & Owen, 2002). There are a plethora of factors that may influence organisational commitment (Broadfield & Edwards, 1998) and stress has been postulated to be one such factor which is purported to be associated with organisational commitment and withdrawal behaviour (Nieumann, 1993). Job stress has become a concern to stakeholders of education including critics of education as well as teachers, the provincial administration, parents and governing bodies. Every year fewer tertiary students enroll for training in education, which exacerbates an already crippled teaching staff component within the Eastern Cape. Adding to the shortage of teachers is the rapid exodus of teachers, which is starts to happen from the time that they graduate, as they are often made lucrative offers by international recruitment agencies (Samodien, 2008). Samodien (2008) reports that the actions of international recruitment agencies, in an attempt to draw away new teaching graduates include lucrative financial offers, recruitment campaigns at university campuses, posted letters and e-mail, presentations on campus, guaranteed work, long term teaching contracts, tax-free salaries, a 13th cheque, fully-furnished rent-free accommodation, assistance in processing visa's, opening foreign bank accounts in host countries, and return tickets to South Africa Swartz (2008), the Head of Education in the Eastern Cape responded to the above report on the exodus by stating that teachers have always left the profession for "greener pastures", describing the exodus of teachers as "normal", that the international trend of open employment facilitates the poaching of teachers and that the problem is not unique to South Africa. However, of concern to him was the exodus of teachers trained in the fields of Mathematics, Science, and the Languages, and the smaller number of young people enrolling for teaching. He maintains that the Eastern Cape province has sufficient teachers to fill the existing vacant positions and that with projected growth levels, the province should be able to meet the need for teachers in the future.

The photographer Rodney Smith shows us images of real things and people, but real things and people that aren’t positioned in real ways and places people would actually be. Instead, he uses something very familiar to each of us–the human body–and consistently puts it in very unfamiliar situations. By using something so intimately familiar to each of us as the body in weird ways, he automatically jars our own experienced sensations. And this jarring of familiar sensations, this defamiliarization of something so familiar to us, is what typically results in what literary critics term the feeling of the uncanny. What the uncanny does, in its defamiliarizing of the familiar, is to jar viewers from their sense of the familiar. It displaces them from where they normally are. In Rodney Smith’s photographs, our bodies, unfamiliar with the bodily experiences of his subjects, are dislodged from where they are. Yet the feeling produced by Smith’s photography is not uncanny; rather, it has a sort of reverent, almost sacred, effect. His background as a graduate of the Yale School of Divinity makes him deeply interested in truth beneath the surface, and so he uses photography to get at that sort of truth through his use of the body in ways that would typically produce an uncanny effect, yet don’t. The settings in which he places bodies, as well as the way he uses the bodies themselves, help to shift the feeling of the uncanny into the feeling of the divine or sacred. His ability to do so is highly contingent upon his use of bodies: because we, the viewers, all have bodies, our bodies resonate with those we see in his photography. We are connected to the subjects of his works in a fundamental and profound way because of our embodiedness. And using this connection, Rodney Smith takes our now displaced bodies and transports them with his bodies to somewhere beyond the surface, somewhere sacred. Through his use of techniques typical of the uncanny, he shifts the effects of the uncanny from simple displacement of the self to meaningful replacement of the self within the greater context of our unique and, in his eyes, beautiful world we live in.

The study investigated the linguistic challenges faced by Setswana-speaking Grade 7 learners when writing Science examinations in English. Learners from rural and township schools are only introduced to English as a language of learning and teaching in Grade 4, which creates problems for the learners because English is foreign to them. Teachers help by translating words or code-switching but it become a problem in the examinations because teachers cannot help the learners during the examination session. Since starting as a Grade 7 Mathematics and Science teacher almost three years ago, I have noticed that Grade 7 Setswana-speaking learners are struggling to understand the language used in formal assessments, which is English. I decided to investigate the linguistic challenges these learners face when writing Science examinations in rural and township schools. The purpose of conducting this research is to help policymakers to meet the linguistic needs of non-native English speakers. The study will also make curriculum development specialists and those who set provincial question papers aware of the linguistic challenges faced by non-native speakers of English in primary schools. Lastly, the study will help readers gain a better understanding of why some teachers prefer to use indigenous languages when they teach over English and why some prefer to use English over indigenous languages. Many literature sources state that non-native English-speaking learners underachieve academically because of learning in a language that is not their first language (O’Connor & Geiger, 2009; Dawber & Jordan, 1999; Ortiz, 1997; Statham, 1997). The participants comprised of four purposively selected Grade7 Natural Science teachers, two SGBs and Grade 7 learners from two primary schools in Hammanskraal, Gauteng. This study followed a qualitative research approach and falls under the interpretive research paradigm. It is a phenomenological study and focuses on the lived experiences of teachers and learners. Methods of data collection used were classroom observations, interviews, questionnaires, and document analysis. Data gathered indicated that Setswana-speaking learners made basic errors such as spelling, sentence construction, grammar, incomplete sentences, mixed languages, using words that do not exist, tenses and understanding instructions. Recommendation to the SGBs is that they should consider these linguistic challenges when they draft language policies for rural and township schools. / Dissertation (MEd)--University of Pretoria, 2020. / Humanities Education / MEd / Unrestricted

(English) snRNPs are key components of the spliceosome. During their life, they are found in the cytoplasm and also in the nucleus, where carry out their function. There are five major snRNPs named according to RNA they contain U1, U2, U4, U5 and U6. Each snRNP consists from RNA, ring of seven Sm or LSm proteins and additional proteins specific for each snRNP. Their biogenesis starts in the nucleus, where they are transcribed. Then they are transported into the cytoplasm. During their cytoplasmic phase, the SMN complex forms the Sm ring around the specific sequence on snRNA and cap is trimethylated. These two modifications are the signals for reimport of snRNA into the nucleus, where they accumulate in the nuclear structures called Cajal bodies (CBs), where the final maturation steps occur. There are several quality control points during snRNP biogenesis that ensure that only fully assembled particles reach the spliceosome. The first checkpoint is in the nucleus immediately after the transcription, when the export complex is formed. The second checkpoint is in the cytoplasm and proofreads Sm ring assembly. If the Sm ring formation fails, the defective snRNPs are degraded in the cytoplasm by Xrn1 exonuclease. However, it is still unclear, how the cell distinguishes between normal and defective...

The aim of this diploma thesis is making a degradation analysis of guide track for car body elevator and creating a new design of storage drive according to acquired knowledge. In the first part of this thesis is written research dealing with the issue of lifting equipment. Afrer this part follows load calculation with consideration of dynamic effects. Based of this calculation are created four different variants of the new travel lift with the use of various types of rollers (metal and plastic) moving through different types of rails (elevator and square profil). For most appropriate selected variant are created two differend designs of the new travel lift. Design variants are described in detail and check by finite element method, giving rise to the final selection of variants. For the selected variant is produced complete drawings.

MPM / Oliver Tambo Institute of Governance and Policy Studies

Les propriétés fonctionnelles de la protéine membranaire SLC5A8 et son rôle physiologique ont été étudiées in vitro et in vivo en utilisant des souris slc5a8-/-. In vitro, des mesures d’accumulation de métabolites par LC-MS sur des cellules HEK transfectées par SLC5A8 ont permis d’étudier ses capacités de transport de monocarboxylates sodium-dépendant (pyruvate mais aussi corps cétoniques). L’étude par analyse métabolomique a permis de montrer que l’uptake de pyruvate médié par SLC5A8 avait pour conséquences, outre l’alimentation énergétique du cycle de Krebs, un effet inhibiteur d’une enzyme glycolytique (GAPDH). Son dérivé halogéné (bromopyruvate), agent anti-tumoral ciblant la GAPDH, génère la même accumulation du substrat de la GAPDH. Nos résultats indiquent que le rôle proposé dans la littérature de suppresseur tumeur de SLC5A8 soit associé à un effet anti-Warburg. In vivo, les souris slc5a8-/- âgées présentaient un œdème intramyélinique diffus sans démyélinisation témoignant de désordres hydro-ioniques dans l’espace périaxonal par carence énergétique. Si l’expression tubulaire rénale de SLC5A8 a été confirmée, l’expression neuronale ne l’a pas été faisant envisager une origine rénale à la leucoencéphalopathie décrite. Les souris slc5a8-/- présentaient une fuite urinaire massive de corps cétoniques à l’origine d’une insuffisance cérébrale en β-hydroxybutyrate. Ce carburant est essentiel pour le cerveau, notamment en cas de dysfonction du métabolisme glucidique, comme l’insulinorésistance démontrée en deuxième partie de vie des souris slc5a8-/-. Cette étude illustre le rôle majeur des corps cétoniques en neuroénergétique. / The functional properties of the SLC5A8 membrane protein and its physiological role have been studied in vitro and in vivo using slc5a8-/- mice. In vitro, analysis of metabolite uptake by LC-MS with slc5a8 transfected HEK cells to study sodium-dependent transport of monocarboxylates, in particular pyruvate but also ketone bodies. Using a metabolomic approach, we showed that SLC5A8-mediated pyruvate uptake fuels the Krebs cycle and has an inhibitory effect on the glycolytic enzyme, GAPDH. Bromopyruvate, the halogen derivative of pyruvate, is a known antitumour agent targeting GAPDH and has a similar effect. We propose that the tumour suppressor function reported for SLC5A8 in the literature is associated with an "anti-Warburg" effect. In vivo, aged slc5a8-/- mice showed diffuse intramyelinic oedema without demyelination. This indicated a hydro-ionic disorder in the periaxonal space due to chronic energy deficiency. While expression of SLC5A8 was confirmed in renal tubular cells, the expression of the protein was not detected in brain suggesting a renal origin of the described leukoencephalopathy. Slc5a8-/- mice showed strong urinary loss of ketone bodies leading to cerebral insufficiency of β-hydroxybutyrate. This ketone is an essential energy source for the brain, in particular when carbohydrate metabolism is dysfunctionning, like in the case of insulin resistance that was found in aged slc5a8-/- mice. This study highlights the major role of ketone bodies in neuroenergetics.

of Doctoral Thesis Title: Study of the organization and dynamics of the membraneless cell compartments Author: Michaela Blažíková Institute: Charles University in Prague, Faculty of Mathematics and Physics, Institute of Physics of Charles University Supervisor: Doc. RNDr. Petr Heřman, CSc., Charles University in Prague, Faculty of Mathematics and Physics, Institute of Physics of Charles University Abstract Eukaryotic cells contain many organelles and specific bodies. Beside the membrane delimited organelles such as nucleus, mitochondria or Golgi apparatus there are other structurally and functionally distinct membraneless structures in the cells. In this work we studied the self-organization processes, i.e. the processes that do not require specific interactions, of membraneless structures in nuclei, cytoplasm and plasma membrane of mammalian cells and yeast. The research was focused on the formation of nucleoli and Cajal bodies in mammalian cell nulei and processing bodies (P- bodies) in the cytoplasm of mammalian cells. The organization of MCC domains in the yeast plasma membrane (Membrane compartment of Can1) was studied as well. It was shown that nonspecific interactions as the result of macromolecular crowding could be one of the main driving forces in formation and stabilization of these...

The medical device regulatory system, as well as the medical device market in the European Union (EU), is now facing challenges posed by the newest regulation, Medical device regulations (MDR). Researches have shown concerns and possible consequences related to this new regulation system from both the regulatory approval procedure and market development perspectives. This study aims to elaborate on a practical and objective situation of this latest shift and picture out a predictable scenario for the implementation of future technology like Additive Manufacturing (AM) in healthcare. These two objectives are addressed from the perspective of the core role in this system, Notified Bodies (NBs). Specifically, it answers the following questions: What is the impact of the MDR on the NBs’ operations? What is the impact of the MDR on the device building on AM from NBs’ perspective? A literature review is conducted on existing researches in the relevant fields mentioned in the research questions of this study. Then a self-completion questionnaire is generated and sent to NBs who offer the CE marking granting service for the medical devices around the EU. The eight responses for the survey indicate that the MDR influences NBs and the device building on AM from several perspectives. For the NBs, the number of NBs will decrease while the workload and new recruitment will increase. Also, the independence and competences of NBs will be improved by MDR. In the case of AM-relevant medical devices, MDR will pose specific issues on them while the market will be developed by ensuring the product quality and raising public awareness. These findings are valuable practical evidence to examine the application of MDR and the implementation of technology like AM in healthcare under MDR. Overall, it found that the MDR will cause a tough situation in the short term. At the same time, the far-reaching influence for the regulatory system, as well as the medical device market, is affirmative and expectable worthy.

The Schools Act has brought about a change in the way in which schools are managed and governed. Each public school should be governed by a governing body and the professional management of the school is vested in the principal (South African Schools Act, 1996b). The governing body of a special needs school consists of various role-players that include, among others, parents, educators, learners, and representatives of sponsoring bodies and of various organisations. Furthermore, these role-players should be knowledgeable about the legal requirements pertaining to the functions of a governing body. It is legally expected of each governing body member to know what the legal requirements of a governing body are. The governing body is expected to draft the school’s policies, such as the language policy, admission policy, religious policy, disciplinary policy and the financial policy (Schools Act, 1996). There are various types of public schools: mainstream schools [full-service schools] and special needs schools [special needs schools as resource centres] (DoE, 2005). Very little research has been conducted on the governance of special needs schools. The governance of a special needs school is more complicated than that of a mainstream school in respect to drafting the various policies. There are aspects such as limited resources to accommodate specific disabilities and the type of disability that the school caters for in terms of the admission policy that must be kept in mind. These aspects complicate the governance of special needs schools and require more thought and planning (Department of Education, 2007). This research specifically focuses on the governance of special needs schools and the aspirations that the individual governing body members of these schools have. The governing body members come from different backgrounds; they have differentqualifications and different experiences. These factors contribute to the ideas (aspirations) that they have in terms of their role as governing body members. The aspirations of the governing body members should correlate with the various school policies, due to the fact that the governing body draft these policies. The policy documents provide a clear indication of where the school is heading and of its mission. Not only should the governing body participants’ aspirations correlate with the school’s policies; they should also correlate with the legal requirements set out in the Schools Act. This research consists of two separate case studies relating to two special needs schools. Three governing body members from each school were interviewed, using semi-structured interviews. The semi-structured interviews assisted in ensuring that the participants were understood correctly and in getting clarity on certain aspects that were addressed. The various policy documents of each school were analysed to establish an idea of the school’s mission and for the purpose of triangulation. These documents include, among others, the language policy, admission policy, religious policy and the code of conduct for learners. The interview responses and the documents were compared to establish to what extent the governing body members’ aspirations correlate with the policy documents. The schools were not compared in any way; each school was regarded as an individual entity. In this study the following has been found: <ul> <li>1. Governing body members are not fully briefed or knowledgeable about their functions.</li> <li>2. Governing body members refuse to attend training sessions provided by the Head of Department on grounds that these sessions are not meaningful or convenient.</li> <li>3. Most of the schools’ policy documents, such as admission policies, language policies and religious policies have not been revised in up to nine years.</li> <li>4. Some of the participants in the research contradicted one another and the schools’ policy documents.</li> </ul> In conclusion it can be stated that the governing body members who participated in this research have served on governing bodies for many years, the shortest term of service being four years; they should be knowledgeable about their function and should have the best interest of the school at heart. This seems to be in contradiction to the findings of this research. Even though the governing body members lack sufficient knowledge and insight, they are extremely positive and have the best interest of the learner at heart. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted