Academic literature on the topic 'Mentoring in Science – South Africa'
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Journal articles on the topic "Mentoring in Science – South Africa"
MacDonald, Mandi, Andrew Dellis, Shanaaz Mathews, and Jenna-Lee Marco. "Implementing E-mentoring with care-experienced youth under “lock-down” – a South African experience." Journal of Children's Services 15, no. 4 (September 28, 2020): 253–58. http://dx.doi.org/10.1108/jcs-07-2020-0032.
Full textTaylor, Lisa, M. Craig Edwards, Marshall Baker, Craig Watters, and James Rutledge. "African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs." Journal of International Agricultural and Extension Education 27, no. 3 (August 19, 2020): 7–17. http://dx.doi.org/10.5191//jiaee.2020.27307.
Full textTaylor, Lisa, M. Craig Edwards, Marshall Baker, Craig Watters, and James Rutledge. "African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs." Journal of International Agricultural and Extension Education 27, no. 3 (August 19, 2020): 7–17. http://dx.doi.org/10.5191/iaee.2020.27307.
Full textTaylor, Lisa, Craig Edwards, Marshall Baker, Craig Watters, and James Rutledge. "African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs." Journal of International Agricultural and Extension Education 27, no. 3 (August 15, 2020): 7–17. http://dx.doi.org/10.5191/jiaee.2020.27307.
Full textTaylor, Lisa, M. Craig Edwards, Marshall Baker, Craig Watters, and James Rutledge. "African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs." Journal of International Agricultural and Extension Education 27, no. 3 (August 8, 2020): 7–17. http://dx.doi.org/10.5191/jiaee.2020.2737.
Full textNcube, B., K. J. Mammen, and J. M. Molepo. "Mismatch between Policy Implementation and Ground Realities: The Case of Science Educator Mentoring in South African Schools." Anthropologist 14, no. 6 (November 2012): 607–16. http://dx.doi.org/10.1080/09720073.2012.11891286.
Full textMangi, Nozuko Glenrose, Daniel Ter Goon, and Elizabeth Matsidiso Yako. "Self-efficacy and Clinical Performance of Nurses Initiated and Management of Antiretroviral Therapy: Narrative Review." Open Public Health Journal 12, no. 1 (March 19, 2019): 86–93. http://dx.doi.org/10.2174/1874944501912010086.
Full textBansilal, Sarah, and Angela James. "PHYSICAL SCIENCE TEACHERS’ PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION." Problems of Education in the 21st Century 70, no. 1 (April 25, 2016): 21–33. http://dx.doi.org/10.33225/pec/16.70.21.
Full textIwu, Charmaine Helena. "Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa." African Journal of Teacher Education 10, no. 1 (April 11, 2021): 38–69. http://dx.doi.org/10.21083/ajote.v10i1.6389.
Full textGureje, O., S. Seedat, L. Kola, J. Appiah-Poku, C. Othieno, B. Harris, V. Makanjuola, L. N. Price, O. O. Ayinde, and O. Esan. "Partnership for mental health development in Sub-Saharan Africa (PaM-D): a collaborative initiative for research and capacity building." Epidemiology and Psychiatric Sciences 28, no. 04 (November 27, 2018): 389–96. http://dx.doi.org/10.1017/s2045796018000707.
Full textDissertations / Theses on the topic "Mentoring in Science – South Africa"
Oltmann, Carmen. "A critical realist account of a mentoring programme in the Faculty of Pharmacy at Rhodes University." Thesis, Rhodes University, 2009. http://eprints.ru.ac.za/1718/.
Full textShelton, Delyse Elizabeth. "An evaluation of formal mentoring programmes within two South African organisations." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1002803.
Full textSmith, Yusuf. "Diversified mentoring relationships in the South African context: an exploratory framework." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3166_1255352226.
Full textThe role that mentor and proté
gé
play in transforming South African society in general and the business environment in particular, is important and lends new meaning to leveling of the playing fields. Fundamental to success of any mentorship programme is the relationship between the mentor and the proté
gé
. Since mentors play a key role in shaping the proté
gé
they have to employ strategies that offer practical and emotional support to the proté
gé
while understanding the implication of mentoring in a particular social and political context. The mentor is also an intermediary between the proté
gé
and the organization. This research report developed an exploratory analytical framework to understand mentoring relationships, with particular reference to the South African regulatory context and the internal organization factors that impact mentoring relationships, and the effect on affirmative action in South African organizations.
Petersen, Tania. "Mentoring as a support intervention for the entrepreneurs of Peninsula Technikon's Technology Enterprise Centre." Thesis, Peninsula Technikon, 2002. http://hdl.handle.net/20.500.11838/1790.
Full textBy international standards South Africa's unemployment rate and poverty levels are extremely high. Currently the unemployment rate is approximately 30% (Business Day, 28 March 2002) or in the region of 40% if those who are not actively seeking work are included. Owing to the high unemployment rate, the informal sector has experienced a growth spurt. Unfortunately, due to a lack of entrepreneurial competencies, South Africa's start-up businesses also have a lower survival rate compared to their international counterparts. Technology Enterprise Centres (TECs) were created by the Technical and Business Initiative in South Africa (TABEISA), a consortium of six South African and British institutions established in 1994. The TEC has developed a mentoring programme and aims to implement it in the near future. As part of a wide assortment of assistance programmes, mentoring is the latest methodology that is being promoted by the private and public sector as a valuable developmental tool for entrepreneurs. The purpose of this study is to examine mentoring as an important resource in extending the business life-cycle of the entrepreneurs of Peninsula Technikon' s TEC. The research reviews the mentoring literature and covers aspects such as the characteristics that mentors should have, the role of mentors, types of mentoring programmes, setting up a mentoring programme, current mentoring programmes, implementing a mentoring programme, as well as the benefits and drawbacks of mentoring. The survey concentrated on identifying the mentoring requirements of the businesses. The findings highlight the need for a mentoring support programme to help entrepreneurs develop faster, therefore smoothing the transition process from one business stage to another. The study concludes by stressing the need for an efficiently run formal mentoring process, coupled with other developmental programmes.
Matabooe, Makatleho Julia. "A proposed framework for mentoring in black-owned small businesses in South Africa." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/6520.
Full textWestraadt, Georina. "Mentoring educators to facilitate quality and meaningful art education." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1984.
Full textQuality and meaningful art education is a very important vehicle for learning and knowledge acquisition which is within the reach of all children in schools. Unfortunately, due to a variety of reasons such as the fact that generalist trained teachers, with no specialised training in art, are responsible for the teaching of art in schools in South Africa, as well as recurring educational change and subsequent uncertainty, lead to the situation that art lessons currently taught at many schools do not answer to the requirements for quality art education. There is a great need for in-service training to address the shortfalls in the teaching of art in schools. When skills building workshops in art education were offered, teachers requested personal interventions on a one-to-one basis with a focus on their own particular strengths and shortcomings. Mentoring the educators seems to be a means of addressing their needs to improve the quality of their teaching of art. In response to a plea from teachers this research project was designed during which inexperienced and insufficiently trained teachers who are responsible for art education were mentored. Four sites were selected at which the teachers were mentored. There were marked differences in the circumstances and conditions at the four schools, however, from all the sites there was an outcry for assistance in the planning and presentation of quality art lessons and for lesson ideas. The one similarity in all the cases was the fact that they were all generalist trained teachers who are responsible for the teaching of art in their own class and some other classes as well. The mentoring followed a cyclical process and was adapted for art education. The process comprised the establishment of a relationship in which the mentor and mentee played equally important roles, needs analysis, the mentoring process, which iv consisted of joint planning of lessons, model teaching, discussions and coaching sessions, reflection and then to return to the beginning of the cycle. The process concluded with a workshop. The entire process was recorded, reported on and assessed upon termination. Data that was collected at the four sites was analysed according to themes that were developed from the literature on mentoring in education as well as the literature on quality and meaningful art education. Themes that have emerged are the mentoring relationship, the role of the mentor, the role of the mentee, the purpose and goals of the mentoring, the mentoring process and the mentoring outcomes. The thesis concludes with recommendations for the mentoring of educators in the teaching of quality and meaningful art and suggests that no child should be deprived of the learning opportunities through art that can form part of their primary school experience.
Dlani, Siyongwana Archibald. "Teachers’ perceptions of the mentoring of novice teachers in the King William’s Town District." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006244.
Full textVan, der Bijl Andre James. "Mentoring and the development of educators in South African Technical and Vocational Education." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96825.
Full textENGLISH ABSTRACT: A perennial challenge facing public technical and vocational education and training (TVET) colleges in South Africa is that the majority of staff, while technically qualified to do the work that forms the contents of what they teach, are either not professionally qualified educators, or are professionally qualified as educators in other educational sectors. For TVET lecturers, the development of their teaching skills, like their professional identity, relies primarily on informal development by line managers, other members of staff or themselves. This study examines how professionally underqualified lecturers employed at TVET colleges in the Western Cape develop their teaching skills, inter alia, by being mentored by managers, experienced members of staff or themselves by asking the question: in what ways do mentoring processes within a college contribute to the incorporation of staff into a college?. Flowing from the primary research question this study sought to identify the nature and forms of institutional level mentoring, as well as the related use of language and power. This study is framed within the critical paradigm, applying a methodological framework developed by Fairclough (2010) and a combination of methods of analysis. At a micro level a form of analysis designed by Fairclough (1989; 2001) is used. The results are classified by means of a Foucauldian-based methodological framework developed by Keevy (2005). Mentoring has become popular as a term to describe informal learning in a wide variety of settings, including business and education. As a result of the popularity of the term, publications on a wide array of aspects related to informal learning have been produced. Periodically, however, criticisms of mentoring have surfaced, which fundamentally challenge its standing as an academic discipline. Such critique prompted this research project: to question whether or not mentoring was, what Fairclough calls a social wrong. Challenging the assumption that mentoring is a social wrong forms a point of departure for this study. A broad analysis of literature about mentoring is presented with the aim of identifying what Foucault calls, its ethical substance. The established ethical substance of mentoring is extrapolated into a schema indicating various broad descriptions of mentoring. The broad descriptions are used in an analysis of mentoring practices in a professional work environment suited to the application of current mentoring practices, one in which has not yet been formally applied in staff induction programmes: namely, public technical and vocational education and training (TVET) colleges. In addition to challenging the assumption that mentoring is a social wrong, the study, significantly, the neo-liberal notion that mentees are passive recipients of knowledge. Findings from this study indicate, significantly, that new lecturers develop themselves as lecturers by unconsciously using mentoring methodologies, in the absence of formal mentoring programmes. In contrast to many international institutions, where mentoring programmes are mandatory, the lecturers interviewed in this study were not constrained by the managerialist ideology of neo-liberalism and were empowered by the mentoring with which they were involved. This study provides insights into how professional mentees learn, who they learn from and how they use what they have learnt in their own development, and how this contributes towards an understanding of the nature of adult learning in the workplace. Literature reviewed in this study includes a wide range of publications on the topic of mentoring, including education publications, business management publication and translations of the two original texts on the subject, namely Homer’s Odyssey and Fenelon’s Adventures of Telemachus. Key educational publications consulted include the translated works of Plato and Freire. Publications on social critique include the works of Fairclough and Foucault.
AFRIKAANSE OPSOMMING: Die kwessie rakende personeel wat tegnies gekwalifiseerd is om die werk, wat die vakinhoud van hulle lesings vorm, te doen, maar wat nie professionele onderwysopleiding het nie of in ander opvoedingsvelde gekwalifiseer is, is ’n uitdaging waarmee tegnies en beroepsgerigte onderwys en opleiding (TVET/TBOO) colleges voortdurend te kampe het. Hierdie dosente steun grotendeels op hulself, lyn bestuurders of ander personeellede om hulle onderwysvaardighede op ’n informele wyse te ontwikkel. Hierdie studie ondersoek die maniere waarop dosente met onvoldoende professionele kwalifikasies by (TVET/TBOO) colleges in die Wes-Kaap hulle eie vaardighede ontwikkel deur onder meer die mentorskap van bestuurders en ervare personeellede. Dit word gedoen aan die hand van die volgende vraag: “Op watter wyses dra prosesse van mentorskap binne ’n kollege by tot die inkoporering van personeel.” Hierdie studie poog om, na aanleiding van die primêre navorsingsvraag, die aard en vorm van mentorskap op die institusionele vlak te identifiseer sowel as die meegaande gebruik van taal en gesag. Hierdie studie is benader vanuit die kritiese paradigma met die toepassing van ’n metodologiese raamwerk soos ontwikkel deur Fairclough (2010) tesame met ’n kombinasie van analitiese metodes. ’n Metode van analise wat Fairclough (1989; 2001) ontwikkel het, is op ’n mikrovlak toegepas en die resultate is daarna geklassifiseer met Keevy (2005) se Foucault-gebasseerde metodologiese raamwerk. Mentorskap word wyd gebruik as ’n omvattende begrip om informele leer in diverse kontekste aan te dui. Dit sluit die sakewêreld en onderwys in. Die gewildheid van die begrip het ’n wye verskeidenheid publikasies betreffende informele leer tot gevolg gehad. Daar is egter deurentyd kritiek op mentorskap wat die fundamentele waarde daarvan bevraagteken. Dit is hierdie kritiek wat die navorser genoop het om te vra of mentorskap wel ’n “maatskaplike wandaad” is soos wat Fairclough dit noem. Die vertrekpunt van hierdie studie is die veronderstelling dat dit wel so is. ’n Oorsigtelike analise van literatuur betreffende mentorskap word voorgelê met die doel om dit wat Foucault die “etiese substans” noem, te identifiseer. Die bepaalde etiese substans van mentorskap word geëkstrapoleer tot ’n skema wat verskeie breë definisies van mentorskap aandui. Hierdie breë definisies word dan gebruik in ’n ontleding van mentorskap in ’n professionele werksomgewing, wat geskik is vir die toepassing van bestaande mentorpraktyke, maar waar dit nog nie formeel in personeelinduksieprogramme ingesluit is nie: naamlik (TVET/TBOO) colleges. Hierdie studie bevraagteken nie net die aanname dat mentorskap ’n maatskaplike wandaad is nie, maar ook die neo-liberale siening dat diegene wat gementor word die ontvangers van kennis is en dui daarop dat nuwe dosente hulself ontwikkel, weens ’n gebrek aan formele mentorprogramme, deur die onbewuste gebruik van mentormetodes. In teenstelling met baie internasionale instellings waar mentorprogramme verpligtend is, is die dosente met wie daar onderhoude gevoer is nie aan bande gelê deur neo-liberale bestuursideologieë nie en is bemagtig deur die mentorskap waarin hulle betrokke was. Die studie gee insigte in hoe professionele persone wat mentorskap ontvang, leer, van wie hulle leer, hoe hulle dit wat hulle leer in hulle eie ontwikkeling toepas en hoe dit bydra tot ’n begrip van die aard van volwasse leer in die werkplek. Die literatuur wat in hierdie studie geraadpleeg word, sluit ’n wye spektrum van publikasies oor die vakgebied van mentorskap in. Dit is onder meer onderwys- en sakebestuurpublikasies sowel as vertalings van twee oorspronklike geskrifte rakende die onderwerp, by name Homeros se Odusseia en Fénelon se Avonture van Telemachus. Die vertaalde werke van Plato en Freire is onder die opvoedkundige sleutelbronne wat geraadpleeg is en bronne oor maatskaplike kritiek sluit die werke van Fairclough en Foucault in.
Mohamed, Gishma. "Mentoring for best educational practice : a generic framework for whole school transformation within dysfunctional senior secondary schools, South Africa." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020347.
Full textDawtrey, Chantal. "Coaching supervision in South Africa : comparing current practice against COMENSA guidelines." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97420.
Full textENGLISH ABSTRACT: The Coach and Mentors of South Africa (COMENSA) coach/mentor supervision policy of 2010, which was updated in 2013, aims to convey COMENSA’s official position on coaching supervision as well as inform members about this practice. The policy offers a framework for best practice for coaching supervision and serves as a benchmark against which to compare the goals and competencies of coach supervisors in South Africa. COMENSA’s policy on supervision includes a list of seven goals. The policy further recommends that, throughout the supervisory relationship, the supervisor must be able to demonstrate a range of behaviours and competencies, as well as be able “to pay attention to, work with and balance” the three functions of supervision, namely: developmental, resourcing, and qualitative. Currently it is unknown whether the coach supervisors offering supervision in South Africa actually meet these behaviours, competencies and goals. In addition, it is unknown what qualifications and experience the coach supervisors have and whether their supervision meets the supervisees’ expectations. This study assessed whether coach supervisors in South Africa actually meet the COMENSA supervision policies’ competency requirements and supervision goals and whether these goals and requirements are necessary and sufficient for quality coaching supervision sessions. The study also explored whether coaching supervision met the supervisees’ expectations. The research design was an empirical qualitative study using a multi-method approach involving interviews and documents. The study was interpretive and exploratory in nature. Primary data was sourced through semi-structured interviews with 23 participants comprising five supervisors and 18 supervisees from three regions in South Africa. Secondary data came from the two COMENSA coach/mentor supervision policies (2010 and 2013). The data was analysed using ATLAS.ti. It was found that supervisors focused their goals on learning and support first, then relational dynamics and professional practice issues. In the COMENSA coach/mentor supervision policy the emphasis differs. The policy focuses predominantly on relational dynamics, then learning and professional practice. Supervision as support was mentioned only briefly in two goals. According to the perspective of their supervisees, supervisors were competent in terms of the requirements set out in the COMENSA coach/mentor policies (2010 and 2013) and supervision largely met their expectations. Supervisees identified areas for improvement in supervisor facilitation skills, providing a safe space and stronger contracting. A surprising result emerged with 11 of the 18 supervisees either already using supervision to discuss the business of coaching or wanting this to be an added element of the process. The business of coaching covers topics such as marketing and how to run a practice and is not typically included in coaching supervision. The competency of raising cultural awareness and respecting diversity and difference was not mentioned by any of the participants, a surprising omission given the diverse socio-political environment of South Africa.
Books on the topic "Mentoring in Science – South Africa"
Sooryamoorthy, R. Transforming Science in South Africa. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137493071.
Full textChristopher, A. J. Atlas of Changing South Africa. London: Taylor & Francis Inc, 2004.
Find full textAcademy of Science of South Africa, ed. The state of science in South Africa. Pretoria: Academy of Science of South Africa, 2009.
Find full textLever, J. Science, evolution and schooling in South Africa. Cape Town: Human Sciences Research Council, 2002.
Find full textMarais, H. C. Perspectives on science policy in South Africa. Menlo Park, South Africa: Network Publishers, 2000.
Find full textKoopman, Oscar. Science Education and Curriculum in South Africa. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40766-1.
Full textSamways, Michael J. Dragonflies and damselflies of South Africa. Sofia [Bulgaria]: Pensoft, 2008.
Find full textTransforming science in South Africa: Development, collaboration and productivity. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2015.
Find full textWeingart, Peter. Science Communication in South Africa: Reflections on Current Issues. Cape Town: African Minds, 2019.
Find full textBook chapters on the topic "Mentoring in Science – South Africa"
Webb, Paul. "Science Education in South Africa." In The World of Science Education, 119–31. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-089-9_8.
Full textBerndt, Adele. "Sponsorship Evaluation in South Africa." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 283–87. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11845-1_98.
Full textSooryamoorthy, R. "Science in Africa and in South Africa: A Historical Review." In Transforming Science in South Africa, 11–55. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137493071_2.
Full textSooryamoorthy, R. "Scientific Research in South Africa." In Transforming Science in South Africa, 135–57. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137493071_6.
Full textSooryamoorthy, R. "Introduction." In Transforming Science in South Africa, 1–10. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137493071_1.
Full textSooryamoorthy, R. "Scientific Collaboration: Towards Conceptual Clarity." In Transforming Science in South Africa, 57–83. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137493071_3.
Full textSooryamoorthy, R. "Research Publications of South African Scientists, 1945–2010." In Transforming Science in South Africa, 85–100. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137493071_4.
Full textSooryamoorthy, R. "Publications through Collaboration." In Transforming Science in South Africa, 101–34. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137493071_5.
Full textSooryamoorthy, R. "Communication, Professional Networks and Productivity." In Transforming Science in South Africa, 159–95. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137493071_7.
Full textSooryamoorthy, R. "Collaboration Experience: Portrait of an Eminent Scientist." In Transforming Science in South Africa, 197–213. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137493071_8.
Full textConference papers on the topic "Mentoring in Science – South Africa"
von Solms, S., W. S. Hurter, and J. Meyer. "A Sustainable Model for Problem Based Learning in a South African School." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-68075.
Full textStobie, R. S. "Optical/infrared astronomy in South Africa." In Basic space science. AIP, 1995. http://dx.doi.org/10.1063/1.46995.
Full textZuma, Jacob. "SCIENCE AND TECHNOLOGY IN SOUTH AFRICA." In Proceedings of the Forty-Ninth Pugwash Conference on Science and World Affairs. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812799647_0011.
Full textHerselman, Marlien, and Matt Warren. "Cyber Crime Influencing Businesses in South Africa." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2838.
Full textSteyn, Eunice, Riana Steyn, and Carina De Villiers. "South Africa Micro Entrepreneurs: Mobile ICT Adoption." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2235.
Full textOlivier, Martin S. "Towards a digital forensic science." In 2015 Information Security for South Africa (ISSA). IEEE, 2015. http://dx.doi.org/10.1109/issa.2015.7335077.
Full textMbelli, Thierry Mbah, and Jainesh Jaintylal Hira. "The Perceptions of Agile Methodology in South Africa." In Sixth International conference on Computer Science and Information Technology. Academy & Industry Research Collaboration Center (AIRCC), 2016. http://dx.doi.org/10.5121/csit.2016.60119.
Full textKenyon, David, and J. H. P. Eloff. "Big data science for predicting insurance claims fraud." In 2017 Information Security for South Africa (ISSA). IEEE, 2017. http://dx.doi.org/10.1109/issa.2017.8251773.
Full texte. "Instant Messaging Tutoring: A Case of South Africa." In 2019 9th International Conference on Cloud Computing, Data Science & Engineering (Confluence). IEEE, 2019. http://dx.doi.org/10.1109/confluence.2019.8776928.
Full textNgcobo, Patience, and Marlien Herselman. "Evaluating ICT Provision in Selected Communities in South Africa." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3168.
Full textReports on the topic "Mentoring in Science – South Africa"
Joey Hulbert, Joey Hulbert. Discovering Plant Destroyers in South Africa with Citizen Science. Experiment, February 2014. http://dx.doi.org/10.18258/2066.
Full textLumbroso, D., J. Rance, G. Pearce, E. Brown, and S. Wade. Science for Humanitarian Emergencies and Resilience (SHEAR) scoping study: Annex 2 - The current status of early warning systems and risk assessments in Africa, the Caribbean and South Asia - A literature review. Evidence on Demand, June 2014. http://dx.doi.org/10.12774/eod_cr.june2014.lumbrosorance.
Full textFrancesco, Petruccione,, Gastrow, Michael, Hadzic, Senka, Limpitlaw, Justine, Paul, Babu Sena, Wolhuter, Riaan, and Kies, Carl. Evaluation of Alternative Telecommunication Technologies for the Karoo Central Astronomy Advantage Area. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0073.
Full textAcademy of Science of South Africa Annual Report, 2017-2018. Academy of Science of South Africa, 2018. http://dx.doi.org/10.17159/assaf.2018/0024.
Full textFirst biennial report to cabinet on the state of climate change science technology in South Africa. Academy of Science of South Africa (ASSAf), 2017. http://dx.doi.org/10.17159/assaf.2016/0015.
Full textConsultative Workshop on the Shale Gas Science Action Plan for South Africa, 14-15 March 2019. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0046.
Full textThe shale gas industry in South Africa: Toward a science action plan. 31 August – 1 September 2017, Proceedings Report. Academy of Science of South Africa (ASSAf), 2017. http://dx.doi.org/10.17159/assaf.2017/0019.
Full textHearing from men in South Africa: Shifts in HIV risk and service uptake—Findings from DREAMS implementation science research. Population Council, 2021. http://dx.doi.org/10.31899/hiv16.1002.
Full textCONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.
Full textAfrican Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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