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Periodic variation of anomalous cosmic ray oxygen during solar cycles 23 and 24
(Springer Nature, 2025) Kotzé, Pieter; Mursula, Kalevi
We investigate the evolution of the Rieger periodicity at 152 - 156 days, the 27-day synodic rotation period as well as the 13.5- and 9-day harmonic periodicities in anomalous cosmic ray (ACR) oxygen (O) fluxes at the energy range between 8 - 25 MeV/n observed by the Advanced Composition Explorer (ACE) satellite during Solar Cycles 23 and 24. The ACR oxygen flux data is analysed using the Lomb-Scargle periodogram and Morlet wavelet spectral analysis techniques. Daily mean oxygen fluxes during solar quiet times are used to identify how the ACR oxygen at different energies varies with the Rieger periodicity and the solar rotation periodicities in each year. This is the first investigation of the periodicity evolution of ACR oxygen ions. Previous investigations have mostly concentrated on the spectral behaviour of GCR particles during various solar cycles of opposite polarities, in particular the 27-day and 13.5-day periodicities. Our analysis revealed a significant temporal and energy dependence in the spectral behaviour of ACR oxygen during both cycles. An important finding of this investigation, not reported before in the literature, is the significant increase in the power of the different ACR oxygen periodicities during the minimum of Cycle 24/25 (characterised by a positive solar polarity) in comparison to the minimum of Cycle 23/34 (dominated by a negative solar polarity).
Mathematical modeling and numerical analysis of intermediate-temperature water (steam) electrolysis cell performances
(EDP Sciences, 2026) Grigoriev, Sergey; Kalinnikov, Alexander
A physicochemical model of an intermediate-temperature water (steam) electrolyzer based on a proton exchange membrane (PEM) was developed. The results of numerical modeling provide recommendations for membrane-electrode assembly (MEA) parameters based on the required electrolyzer operating conditions. Specifically, electrocatalytic layer thicknesses can be recommended to ensure high electrolyzer performance with optimal platinum metals content. The importance of sufficient ionomer in the electrocatalytic layers is demonstrated.
Creating a framework to enhance entrepreneurial education at the bhive Enterprise Development Centre of the North-West University
(North-West University, 2022) Landsberg,Johann; Van der Merwe, Stephan, Prof.; Verona, Leendertz, Prof.
South Africa faces unique challenges with low economic growth linked to a high unemployment rate. Statistics SA reported that women (regardless of the population group) made up a higher percentage compared to men in the Not in Education, Employment or Training (NEET) in quarter four of 2017. Entrepreneurship education can be a very handy tool to assist with job creation, especially for female entrepreneurs. Most South African universities have a form of entrepreneurial training or incubation service. The North-West University (NWU) Vanderbijlpark campus established the bhive Enterprise Development Centre (EDC) in 2013, focussing on female entrepreneurship. Female entrepreneurs face additional challenges such as a lack of confidence and lower education levels. Research previously conducted agrees that it is possible to teach someone to become an entrepreneur. The bhive EDC offers a short course for female entrepreneurs - Enterprising Women Programme (EWP) to assist with the start-up phases of business development. Furthermore, the exponential growth in international popularity of entrepreneurship and entrepreneurial education (EE) over the last ten years has led to the imminent adaptation of the EWP. The primary objective of the study was to create a framework for EE at the bhive EDC of the NWU that is aligned with international best practices and is sustainable and relevant. The research question that guides this study falls into the interpretive paradigm. A qualitative research design is best suitable to address the subjective nature of this research. The research was conducted in three phases. A systematic literature review (SLR) was conducted as part of Phase I to investigate the current best practices in EE. In addition, a document analysis was performed to examine the fundamental requirements for a sustainable EE programme. Furthermore, documents were analysed to examine the current models for entrepreneurship education in both developing and developed countries. During Phase I, open-ended questions were conceptualised for the Phase II individual interviews. Phase III concluded is the development of a framework for EE. Qualitative research focuses on understanding the social experience of the participants' perceptions. Qualitative researchers firmly believe that the surroundings influence human actions. In this study, the qualitative methods are used to establish which sections of the existing EWP have benefited the participants, what gaps the programme does not address currently, and to identify the learning preferences of the participants. Interviews were conducted with previous EWP participants to obtain empirical evidence about the shortcomings and successes of the current EWP. The researcher utilised codes, code groups and smart groups in the data organising, management, and evaluation process. The interviews confirm that new and aspiring entrepreneurs are not content with the traditional classroom-based entrepreneurial training. New entrepreneurs prefer entrepreneurial training customised to fit their specific needs above a one-size-fits-all approach. The creativity training teaches participants how to think outside the box, which positively affects the businesses of the new entrepreneurs. Participants of the EWP indicated that the variety of activities that included teamwork, presentations by the participants and individual assignments made it easier to learn. The participants realised the importance of continuous learning to run and grow their businesses. Participants accentuated the importance of soft skills like time management skills, goals, spiritual intelligence, basic life skills, and a positive attitude. In addition, the brand development training was considered valuable, and the participants found the financial management and customer discovery training topics challenging. The findings of the study provide a framework to enhance EE at the bhive Enterprise Development Centre of the North-West University. According to the literature reviewed, the framework reflects the most important EE components that should be included in EE activities and the important components as identified by the participants of the EWP.
Investigating Grade 5 English reading comprehension proficiency and reading instruction: A case study
(North-West University, 2026) Moopelwa, Lerato
Reading comprehension remains a critical concern in South Africa, with many learners failing to acquire age-appropriate literacy skills in the early school years. The continued poor results in national and international testing, especially the Progress in International Reading Literacy Studies (PIRLS), highlight the systemic nature of this challenge. PIRLS 2021 found that 81% of South African Grade 4 learners could not read for meaning in any language, failing to reach the lowest international benchmark for reading comprehension. This points to a foundational literacy crisis with long-term consequences for learners' academic progress. The current study investigated the reading-comprehension achievement of Grade 5 learners. It examined the instructional and environmental factors which influenced the development of literacy in both public and private schools at Dr Kenneth Kaunda District, in the North-West Province of South Africa. A convergent mixed-methods case study approach was used to examine variations between English Home Language (HL) teaching in private schools and English FAL teaching in public schools. The quantitative data were collected using two PIRLS 2021 reading passages (informational and literary) and the Classroom Literacy Environment Profile (CLEP) checklist to assess literacy richness in classrooms with 85 Grade 5 learners. Qualitative data was gathered using semi-structured interviews and classroom observations with four Grade 5 English teachers. The results indicated that most of the learners had simple decoding and retention ability, and struggled with higher-order comprehending accomplishment, e.g., inference, integrating and evaluating, especially in Test 2, which was the literature test. The performance of learners in the private HL schools was higher compared to public FAL schools, although the difference between several categories of classroom environment was not statistically significant, which shows that the general foundational literacy offers converge. The research clarifies that the convergence of mind processes influences the development of reading comprehension, the instructional methods and classroom setting, optimal language of teaching and the learner involvement. The availability of resources alone was not sufficient to account for differences in reading comprehension outcomes. Instead, the findings point to the importance of systematic instruction that explicitly addresses the reading comprehension processes assessed in the study, together with consistent opportunities for learners to engage with literacy activities. These findings have implications for teacher professional development, assessment of literacy, and equitable literacy provision in multilingual and resource constrained educational contexts. The observed differences in structured literacy engagement, classroom environments, and technological resources further suggest variation in the organization and enrichment of classroom literacy environments. Therefore, schools should prioritize ongoing teacher development in reading comprehension instruction strategies and ensure that available literacy resources are used purposefully to provide learners with regular opportunities to engage with texts.
Exploring Grade 12 teachers’ pedagogical content knowledge of Similarity in Euclidean geometry
(North-West University, 2024) Shoba, Goodness Njabulo; Nkhoma, P.; Kunene, N.
Studies show that Euclidean geometry is a section of school mathematics that takes more work to learn and teach in South Africa. Learners need to do better in Grade 12 matric examinations. The role of teachers in the learning and teaching process is critical for learners' success. This study explored Grade 12 teachers' Pedagogical Content Knowledge (PCK) about similarity in Euclidean geometry, as their depth in a subject specific PCK influences their classroom practices. Issues raised in the Grade 12 NSC diagnostic reports of the five consecutive years, 2017 to 2021, formed a basis for what to pursue. A qualitative research method was followed to establish the teachers' PCK via their ability to identify and correct the misconceptions and errors of the Grade 12 learners using written work of similarity concepts in Euclidean geometry. Eight secondary school teachers who offer mathematics in the Gauteng North district in the Gauteng province were purposively sampled and participated in the study. The study's findings revealed that with some of the teachers, their PCK depth of similarity in Euclidean geometry is lacking in identifying and addressing learner misconceptions and errors. Their challenges are similar to those of learners, as reported in the NSC diagnostic reports. These findings have several implications. This highlights the greater challenge of breaking the cycle of learners' poor performance in Euclidean geometry in South African schools. Secondly, the study's outcomes identify where one can intervene in improving the teachers' PCK. Lastly, it poses the challenge of revisiting the school curriculum by the Department of Basic Education and for South African tertiary institutions that train secondary school teachers to also re-visit their training programmes.