title: Importance of understanding variable and transient energy demand in large multi-product industrial plants for process integration

authors: Walmsley, Michael R.W.

subjects: energy

abstract: There have been some news releases claiming that Professor Henle in Germany has found the chemical identity of UMF, and that in future chemical analysis will be used instead of assays of antibacterial activity to indicate the level of UMF in manuka honey. Both of these claims are misleading. Because the level of active substance in manuka honey is an unreliable indication of the level of antibacterial activity and can be very misleading, it is hard to see any commercial advantage for it to be used to indicate antibacterial activity other than if someone wanted to fool the consumer into thinking that the higher numbers are giving them a level of antibacterial activity that is far higher than they are really getting.

text: Importance of understanding variable and transient energy demand in large multi-product industrial plants for process integration There have been some news releases claiming that Professor Henle in Germany has found the chemical identity of UMF, and that in future chemical analysis will be used instead of assays of antibacterial activity to indicate the level of UMF in manuka honey. Both of these claims are misleading. Because the level of active substance in manuka honey is an unreliable indication of the level of antibacterial activity and can be very misleading, it is hard to see any commercial advantage for it to be used to indicate antibacterial activity other than if someone wanted to fool the consumer into thinking that the higher numbers are giving them a level of antibacterial activity that is far higher than they are really getting.

year: 2011

title: Research-informed translation of mental strategy teaching materials into isiXhosa

authors: Booi, Tabisa

subjects: mental strategies

abstract: Background: This article critically examines the nature of isiXhosa translations in mathematics learning materials, specifically focusing on the doubling and halving unit within the ‘South African Grade 3 Mental Starters Assessment Project (MSAP): Teacher Guide’. Teaching in home languages is encouraged in the Foundation Phase, but unfamiliar standardised isiXhosa translations in support materials often contain barriers to understanding and/or distortion in meaning.

Aim: The article addresses three questions: (1) To what extent is there fidelity and alignment of the translated isiXhosa materials to the original mathematical meaning? (2) To what extent do the selected terms align with the everyday isiXhosa that learners are accustomed to? (3) What are the implications for future translation of such materials?

Setting: Analysis of the isiXhosa translation of a doubling and halving teaching unit and adapted translation for use in a Grade 3 classroom in the Eastern Cape.

Methods: This qualitative research uses Toury’s Descriptive Translation Studies theory.

Results: The findings highlight several ambiguities and incoherent translations. The article advocates for a comprehensive approach to translation, emphasising the importance of maintaining conceptual fidelity and clarity.

Conclusion: The authors suggest the need for transliteration techniques in translations to support teacher and learner access to mathematical sense-making.

Contribution: This research provides insights for translators of materials and implications for teachers, proposing an approach to translation. In particular, it argues that the involvement of Foundation Phase teachers in the translation of such materials is crucial.

text: Research-informed translation of mental strategy teaching materials into isiXhosa Background: This article critically examines the nature of isiXhosa translations in mathematics learning materials, specifically focusing on the doubling and halving unit within the ‘South African Grade 3 Mental Starters Assessment Project (MSAP): Teacher Guide’. Teaching in home languages is encouraged in the Foundation Phase, but unfamiliar standardised isiXhosa translations in support materials often contain barriers to understanding and/or distortion in meaning.

Aim: The article addresses three questions: (1) To what extent is there fidelity and alignment of the translated isiXhosa materials to the original mathematical meaning? (2) To what extent do the selected terms align with the everyday isiXhosa that learners are accustomed to? (3) What are the implications for future translation of such materials?

Setting: Analysis of the isiXhosa translation of a doubling and halving teaching unit and adapted translation for use in a Grade 3 classroom in the Eastern Cape.

Methods: This qualitative research uses Toury’s Descriptive Translation Studies theory.

Results: The findings highlight several ambiguities and incoherent translations. The article advocates for a comprehensive approach to translation, emphasising the importance of maintaining conceptual fidelity and clarity.

Conclusion: The authors suggest the need for transliteration techniques in translations to support teacher and learner access to mathematical sense-making.

Contribution: This research provides insights for translators of materials and implications for teachers, proposing an approach to translation. In particular, it argues that the involvement of Foundation Phase teachers in the translation of such materials is crucial.

year: 2024

title: Alternative anthropologies: Kete aronui from the Waikato

authors: McCormack, Fiona

abstract: As three anthropologists working at the University of Waikato in Hamilton, Aotearoa (New Zealand), we experience anthropology in our daily work in the context of our local histories, communities and politics. While many anthropologists are familiar with the critiques of anthropology that play out in the USA or Europe, the narratives and practices of anthropology from places such as New Zealand are less well known. We argue that these local, diverse experiences of anthropology can enlarge our international understandings and imaginations of what anthropology can be, as well as the challenges it may face.

Anthropologists working in New Zealand today face the same plethora of academic pressures as those found in their counterparts in North America, Britain and Europe; pressures instigated by decades of neoliberal reform, managerialism, and the impact of new entrepreneurial and corporate models of universities that shape everyday identities and social relationships (Shore 2010). Similarly, the critique of anthropology as a discipline rooted in colonial imperatives and practices, resounds in a society whose imperial history and settler colonial present continues to imprint on educational institutions, pedagogy and research. In New Zealand, no neat historical trajectory marks a path from extractive research, wherein Indigenous knowledge and ways of life are pottled for export to the empire’s core, to one based on mutuality, co-creation and the indigenisation of anthropological knowledge.

text: Alternative anthropologies: Kete aronui from the Waikato As three anthropologists working at the University of Waikato in Hamilton, Aotearoa (New Zealand), we experience anthropology in our daily work in the context of our local histories, communities and politics. While many anthropologists are familiar with the critiques of anthropology that play out in the USA or Europe, the narratives and practices of anthropology from places such as New Zealand are less well known. We argue that these local, diverse experiences of anthropology can enlarge our international understandings and imaginations of what anthropology can be, as well as the challenges it may face.

Anthropologists working in New Zealand today face the same plethora of academic pressures as those found in their counterparts in North America, Britain and Europe; pressures instigated by decades of neoliberal reform, managerialism, and the impact of new entrepreneurial and corporate models of universities that shape everyday identities and social relationships (Shore 2010). Similarly, the critique of anthropology as a discipline rooted in colonial imperatives and practices, resounds in a society whose imperial history and settler colonial present continues to imprint on educational institutions, pedagogy and research. In New Zealand, no neat historical trajectory marks a path from extractive research, wherein Indigenous knowledge and ways of life are pottled for export to the empire’s core, to one based on mutuality, co-creation and the indigenisation of anthropological knowledge.

year: 2025