Browsing by Author "Kotze, T."

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Peptide receptor radionuclide therapy of neuroendocrine tumors : how important is internal dosimetry?
    (Health and Medical Publishing Group, 2019) Lawal, I.; Louw, L.; Warwick, James; Nyakale, N.; Steyn, R.; Lengana, T.; Ellmann, A.; Kotze, T.; Vangu, M.; Vorster, M.; Sathekge, M.
    No abstract available
  • Thumbnail Image
    Item
    Submission to Parliament on the review of section 25 of the Constitution of the Republic of South Africa, 1996
    (2019) Slade, B. V.; Pienaar, J. M.; Boggenpoel, Z. T.; Kotze, T.
    On the 27th of February 2018, the National Assembly adopted a motion to review section 25 and other relevant provisions of the Constitution of the Republic of South Africa, 1996, to permit the state to expropriate land in the public interest without paying compensation. The Constitutional Review Committee, mandated by the National Assembly, has invited written submissions on this matter. We hereby submit our submission on the motion to review section 25 and other relevant provisions. We are also prepared to make oral representation if the need arises.
  • Thumbnail Image
    Item
    Teaching strategies to support isiXhosa learners who receive education in a second/third language
    (Education Association of South Africa, 2017) Kotze, T.; Van der Westhuizen, M.; Barnard, E.
    There are a number of challenges related to teaching in a multi-linguistic classroom. Despite the literature clearly indicating how learners acquire learning, there is still a dearth of material on descriptions of current support provided to learners within the theoretical framework of Bronfenbrenner’s ecological systems theory. In an attempt to resolve these challenges, this article explores and describes challenges regarding teaching strategies to support isiXhosa-speaking learners in Grade One, whose home language is different from the LOLT in their schools. A qualitative research design was used supported by the exploratory, descriptive and contextual research methods. A sample was selected of Grade One teachers from schools in different socio-economic areas in the Western Cape. Data was collected through semi-structured interviews. The findings provided a clear description of challenges and needs experienced by both the learner and the teacher. Conclusions were made in terms of Bronfenbrenner’s ecological systems theory. Based on the findings, practical recommendations were made regarding teaching strategies for language support to Grade One isiXhosa learners.