Bis (pyrazolyl) pyridine Cu (II) and Zn (II)complexes : syntheses, molecular structures and polymerization reactions of ε-Caprolactone and lactides.

M. Sc. Eng. University of KwaZulu-Natal, Pietermaritzburg 2015.Reactions of 2,6-bis((3,5-dimethyl-1H-pyrazol-1-ylmethyl)pyridine (L1) and 2,6-bis(3,5-dimethyl-N-pyrazolyl)pyridine (L2) ligands with Zn(II) and Cu(II), acetates and carboxylates (benzoates, 2-chlorobenzoate, & 2-bromobenzoate) in a single pot afforded seven Zn(II) and Cu(II) carboxylate complexes. The complexes [Zn(L1)(C6H5COO)2] (1), [Zn(L1)(2-Br-C6H4COO)2] (2), [Cu(L1)(C6H5COO)2] (3), [Cu(L1)(2-Br-C6H4COO)2] (4), [Zn(L2)(C6H5COO)2] (5), Zn(L2)(2-Cl-C6H4COO)2 (6) and Cu(L2)(2-Cl-C6H4COO)2 (7) were obtained in excellent yields. On the other hand, reactions of 2,6-bis(3,5-dimethyl-N-pyrazolyl)pyridine (L2) with Zn(II) and Cu(II) acetates afforded complexes Zn(L2)(OAc)2 (8) and Cu(L2)(OAc)2 (9) in moderate to good yields. The complexes were characterized by employing a combination of 1H NMR and IR spectroscopies, microanalyses, mass spectrometry and single crystal X-ray crystallography for 1, 2 and 5-9 complexes. Complexes 1-6 and 8-9 were employed as catalysts/initiators in the ring-opening polymerization (ROP) of -caprolacone ( -CL) and they produced active initiators at 110 oC. Compounds 1 and 8 were screened in the ROP of lactide and were found to be active. Detailed kinetics and mechanistic studies were performed for polymerization reaction of -CL using complexes 1-8 and revealed that the reactions follow pseudo-first-order in regards to monomer and second order overall rates. Polymerization reactions using these complexes proceeded in a controlled manner to afford polymers with moderate molecular weights and narrow polydispersities (PDIs). The polymerization reactions occurred through coordination insertion mechanism

Urban social movements in South Africa today: Its meaning for theological education and the church

The collection entitled ‘Spirit rising: tracing movements of justice’, forms part of the ‘Faith in the City’ research project, hosted by the Centre for Contextual Ministry in the Faculty of Theology, University of Pretoria. Some of the articles were papers presented at the Biennial Consultation on Urban Ministry, hosted by the Institute for Urban Ministry, in collaboration with other organizations, from 17-20 August 2016. The theme of this Consultation was ‘#We must rise: healers - dreamers – jesters’.In the past decade, significant social movements emerged in South Africa, in response to specific urban challenges of injustice or exclusion. This article will interrogate the meaning of such urban social movements for theological education and the church. Departing from a firm conviction that such movements are irruptions of the poor, in the way described by Gustavo Gutierrez and others, and that movements of liberation residing with, or in a commitment to, the poor, should be the locus of our theological reflection, this article suggests that there is much to be gained from the praxis of urban social movements, in disrupting, informing and shaping the praxis of both theological education and the church. I will give special consideration to Ndifuna Ukwazi and the Reclaim the City campaign in Cape Town, the Social Justice Coalition in Cape Town, and Abahlali baseMjondolo based in Durban, considering these as some of the most important and exciting examples of liberatory praxes in South Africa today. I argue that theological education and educators, and a church committed to the Jesus who came ‘to liberate the oppressed’, ignore these irruptions of the Spirit at our own peril.http://www.hts.org.zaam2018Centre for Contextual MinistryPractical Theolog

Umusooleli Abe Isi Buli Muundu Akhakana Ta

This is a book narrating stories of what children have heard from home and within the village.This is a book narrating stories of what children have heard from home and within the village

A Scoping Review of Mentorship Programmes at South African Higher Education Institutions

Mentorship programmes in South African higher education institutions (HEIs) are increasingly recognised as vital interventions to promote academic success, professional development, and institutional transformation. Despite the existence of multiple programmes, there is a lack of consolidated information about their structure, aims, and effectiveness. This short-term scoping review will rapidly map out available literature on mentorship programmes at South African HEIs, identifying key themes, trends and gaps to inform future research or programme development. Project Objectives • Identify the types of mentorship programmes implemented in South African HEIs (peer, academic staff, professional, research-based, etc.) • To explore the objectives and theoretical foundations of these programmes • Highlight reported outcomes, success indicators and challenges • To identify gaps in the literature and recommendations for future mentorship models

An evaluation of the implementation of the Language Policy for Higher Education : African languages as medium of instruction at selected South African universities

The 1996 Constitution of South African recognises 11 official languages and considers them all equal under the law. However, this has not always been the case in all sectors of government, specifically in education. Under Apartheid, only English and Afrikaans were considered as official education languages, and as a result, they were developed as mediums of instruction as well as scientific and academic languages. Post the 1994 democratic elections, as a form of redress, inclusive that represented a democratic South Africa were formulated. Part of the redress was in education, specifically, languages use in education. One of the policies that were formulated to drive transformation and redress was the Language Policy for Higher Education, 2002. It formulated to promote multilingualism, to ensure that languages are not barriers to access and success in higher education and to encourage the development of indigenous languages as mediums of instruction and scientific and academic languages. This qualitative study evaluates how higher education institutions have been implementing the policy and assesses the advances made in the development of indigenous African languages for their use as mediums of instruction. Recently, universities in the country have been faced with a wide range of protests from students who have expressed their dissatisfaction with language policies of their respective institutions, stating that they are discriminative and not a reflection of the changing student demographics and a democratic South Africa. The study employs qualitative research methods including, interviews, case studies and secondary sources to better understand how the policy is being implemented, challenges faced institutions and the government to ensure the successful implementation of the policy and the development and use of indigenous languages in higher education. It is true that there has been a lot of changes in South Africa and in higher education since the policy was formulated. The study therefore seeks to discover if any shortfalls exist in the policy which might be a barrier on its successful implementation. Finally, the study takes into consideration the information gathered through data findings and analysis to make commendations by the role players and recommendations for implementing the policy.Mini Dissertation (MPhil)--University of Pretoria, 2017.School of Public Management and Administration (SPMA)MPhilUnrestricte