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<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: A. Botha</title> <meta name="description" content="Search results for: A. Botha"> <meta name="keywords" content="A. Botha"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="A. 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Botha"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 10</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: A. Botha</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> A Qualitative Case Study Exploring Zambian Mathematics Teachers' Content Knowledge of Functions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priestly%20Malambo">Priestly Malambo</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonja%20Van%20Putten"> Sonja Van Putten</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanlie%20Botha"> Hanlie Botha</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerrit%20Stols"> Gerrit Stols</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The relevance of what is content is taught in tertiary teacher training has long been in question. This study attempts to understand how advanced mathematics courses equip student teachers to teach functions at secondary school level. This paper reports on an investigation that was conducted in an African university, where preservice teachers were purposefully selected for participation in individual semi-structured interviews after completing a test on functions as taught at secondary school. They were asked to justify their reasoning in the test and to explain functions in a way that might bring about understanding of the topic in someone who did not know how functions work. These were final year preservice mathematics teachers who had studied advanced mathematics courses for three years. More than 50% of the students were not able to explain concepts or to justify their reasoning about secondary school functions in a coherent way. The results of this study suggest that the study of advanced mathematics does not automatically enable students to teach secondary school functions, and that, although these students were able to do advanced mathematics, they were unable to explain the working of functions in a way that would allow them to teach this topic successfully. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title="secondary school">secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20reasoning" title=" mathematical reasoning"> mathematical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=student-teachers" title=" student-teachers"> student-teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=functions" title=" functions"> functions</a> </p> <a href="https://publications.waset.org/abstracts/75944/a-qualitative-case-study-exploring-zambian-mathematics-teachers-content-knowledge-of-functions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75944.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">254</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Data Integrity: Challenges in Health Information Systems in South Africa </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Thulare">T. Thulare</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Herselman"> M. Herselman</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Botha"> A. Botha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Poor system use, including inappropriate design of health information systems, causes difficulties in communication with patients and increased time spent by healthcare professionals in recording the necessary health information for medical records. System features like pop-up reminders, complex menus, and poor user interfaces can make medical records far more time consuming than paper cards as well as affect decision-making processes. Although errors associated with health information and their real and likely effect on the quality of care and patient safety have been documented for many years, more research is needed to measure the occurrence of these errors and determine the causes to implement solutions. Therefore, the purpose of this paper is to identify data integrity challenges in hospital information systems through a scoping review and based on the results provide recommendations on how to manage these. Only 34 papers were found to be most suitable out of 297 publications initially identified in the field. The results indicated that human and computerized systems are the most common challenges associated with data integrity and factors such as policy, environment, health workforce, and lack of awareness attribute to these challenges but if measures are taken the data integrity challenges can be managed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20integrity" title="data integrity">data integrity</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20integrity%20challenges" title=" data integrity challenges"> data integrity challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=hospital%20information%20systems" title=" hospital information systems"> hospital information systems</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/129195/data-integrity-challenges-in-health-information-systems-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129195.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">181</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Interoperability Maturity Models for Consideration When Using School Management Systems in South Africa: A Scoping Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Keneilwe%20Maremi">Keneilwe Maremi</a>, <a href="https://publications.waset.org/abstracts/search?q=Marlien%20Herselman"> Marlien Herselman</a>, <a href="https://publications.waset.org/abstracts/search?q=Adele%20Botha"> Adele Botha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose and focus of this paper are to determine the Interoperability Maturity Models to consider when using School Management Systems (SMS). The importance of this is to inform and help schools with knowing which Interoperability Maturity Model is best suited for their SMS. To address the purpose, this paper will apply a scoping review to ensure that all aspects are provided. The scoping review will include papers written from 2012-2019 and a comparison of the different types of Interoperability Maturity Models will be discussed in detail, which includes the background information, the levels of interoperability, and area for consideration in each Maturity Model. The literature was obtained from the following databases: IEEE Xplore and Scopus, the following search engines were used: Harzings, and Google Scholar. The topic of the paper was used as a search term for the literature and the term ‘Interoperability Maturity Models’ was used as a keyword. The data were analyzed in terms of the definition of Interoperability, Interoperability Maturity Models, and levels of interoperability. The results provide a table that shows the focus area of concern for each Maturity Model (based on the scoping review where only 24 papers were found to be best suited for the paper out of 740 publications initially identified in the field). This resulted in the most discussed Interoperability Maturity Model for consideration (Information Systems Interoperability Maturity Model (ISIMM) and Organizational Interoperability Maturity Model for C2 (OIM)). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interoperability" title="interoperability">interoperability</a>, <a href="https://publications.waset.org/abstracts/search?q=interoperability%20maturity%20model" title=" interoperability maturity model"> interoperability maturity model</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20management%20system" title=" school management system"> school management system</a>, <a href="https://publications.waset.org/abstracts/search?q=scoping%20review" title=" scoping review"> scoping review</a> </p> <a href="https://publications.waset.org/abstracts/129080/interoperability-maturity-models-for-consideration-when-using-school-management-systems-in-south-africa-a-scoping-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129080.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">209</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Educating the Education Student: Technology as the Link between Theory and Praxis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rochelle%20Botha-Marais">Rochelle Botha-Marais</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When lecturing future educators in South Africa, praxis is an indispensable aspect that is often neglected. Without properly understanding how the theory taught in lecture halls relates to their future position as educators, we can not expect these students to be fully equipped future teachers. To enable education students at the Vaal Campus of the North West University - who have the Afrikaans language as major - to discover the link between theory and practice, the author created an assignment on phonetics in which the use of technology was incorporated. In the past, students had to submit an assignment or worksheet and they did not get the opportunity to apply their newly found knowledge in a practical manner. For potential future teachers, this application is essential. This paper will demonstrate how technology is used in the second year Afrikaans education module to promote student engagement and self-directed learning. Students were introduced to innovative new technologies alongside more familiar applications to shape a 21st century learning environment where students can think, communicate, solve problems, collaborate and take responsibility for their own teaching and learning. The paper will also reflect on student feedback pertaining the use and efficiency of technology in the Afrikaans module and the possible impact thereof on their own teaching and learning landscape. The aim of this paper is to showcase how technology can be used to maximize the students learning experience and equip future education students with the tools and knowledge to introduce technology-enhanced learning in their own teaching practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20students" title="education students">education students</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20and%20practice" title=" theory and practice"> theory and practice</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/69393/educating-the-education-student-technology-as-the-link-between-theory-and-praxis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69393.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">287</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> A Socio-Cultural Approach to Implementing Inclusive Education in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Louis%20Botha">Louis Botha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the presentation of South Africa’s inclusive education strategy in Education White Paper 6 in 2001, very little has been accomplished in terms of its implementation. The failure to achieve the goals set by this policy document is related to teachers lacking confidence and knowledge about how to enact inclusive education, as well as challenges of inflexible curricula, limited resources in overcrowded classrooms, and so forth. This paper presents a socio-cultural approach to addressing these challenges of implementing inclusive education in the South African context. It takes its departure from the view that inclusive education has been adequately theorized and conceptualized in terms of its philosophical and ethical principles, especially in South African policy and debates. What is missing, however, are carefully theorized, practically implementable research interventions which can address the concerns mentioned above. Drawing on socio-cultural principles of learning and development and on cultural-historical activity theory (CHAT) in particular, this paper argues for the use of formative interventions which introduce appropriately constructed mediational artifacts that have the potential to initiate inclusive practices and pedagogies within South African schools and classrooms. It makes use of Vygotsky’s concept of double stimulation to show how the proposed artifacts could instigate forms of transformative agency which promote the adoption of inclusive cultures of learning and teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural-historical%20activity%20theory" title="cultural-historical activity theory">cultural-historical activity theory</a>, <a href="https://publications.waset.org/abstracts/search?q=double%20stimulation" title=" double stimulation"> double stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20interventions" title=" formative interventions"> formative interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20agency" title=" transformative agency"> transformative agency</a> </p> <a href="https://publications.waset.org/abstracts/139545/a-socio-cultural-approach-to-implementing-inclusive-education-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139545.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">233</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Exploring the Process of Change in the Identity Constructs of Adolescents Exposed to Family Violence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charlene%20Petersen">Charlene Petersen</a>, <a href="https://publications.waset.org/abstracts/search?q=Herman%20Grobler"> Herman Grobler</a>, <a href="https://publications.waset.org/abstracts/search?q=Karel%20Botha"> Karel Botha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Exposure to family violence has an impact on adolescent development, more specifically the identity process. This article explores the process of change in identity constructs of adolescents’ exposed to family violence in a Cape Town community in South Africa. In order to understand the process of identity formation the article explores and describes how the meaning that these adolescents give to family violence can contribute to change in their identity constructs. A mixed method approached was used in the study. A psycho-education strategy was implemented as the intervention and pretest-post-test scales were used to assess for change after the intervention process. Twelve participants were purposely selected for the study and included both male and female adolescents with ages ranging from 15 to 18 years from three secondary schools. The research data for this article were mainly extracted from the pre-test post-test design and the psycho-education strategy of the overall research study. The research results of the psycho-education strategy were thematically analyzed and a statistical procedure was used to measure for significant change within pre-test-post-test scales. The research merely refers to the outcome of psycho-education strategy and how it correlates with the outcome of the pre-test post-test design. Adolescents’ exposure to a psycho-education strategy, as well the pre-test post-test findings reveal a change within identity construct in terms of how they perceive themselves and interaction with others in the context of family violence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=process%20of%20change%20in%20adolescent%20identity" title="process of change in adolescent identity">process of change in adolescent identity</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20violence" title=" family violence"> family violence</a>, <a href="https://publications.waset.org/abstracts/search?q=psycho-education%20strategy" title=" psycho-education strategy"> psycho-education strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=pre%20and%20post%20assessment" title=" pre and post assessment"> pre and post assessment</a> </p> <a href="https://publications.waset.org/abstracts/23709/exploring-the-process-of-change-in-the-identity-constructs-of-adolescents-exposed-to-family-violence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">476</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> The Digitalization of Occupational Health and Safety Training: A Fourth Industrial Revolution Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deonie%20Botha">Deonie Botha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital transformation and the digitization of occupational health and safety training have grown exponentially due to a variety of contributing factors. The literature suggests that digitalization has numerous benefits but also has associated challenges. The aim of the paper is to develop an understanding of both the perceived benefits and challenges of digitalization in an occupational health and safety context in an effort to design and develop e-learning interventions that will optimize the benefits of digitalization and address the associated challenges. The paper proposes, deliberate and tests the design principles of an e-learning intervention to ensure alignment with the requirements of a digitally transformed environment. The results of the research are based on a literature review regarding the requirements and effect of the Fourth Industrial Revolution on learning and e-learning in particular. The findings of the literature review are enhanced with empirical research in the form of a case study conducted in an organization that designs and develops e-learning content in the occupational health and safety industry. The primary findings of the research indicated that: (i) The requirements of learners and organizations in respect of e-learning are different than previously (i.e., a pre-Fourth Industrial Revolution related work setting). (ii) The design principles of an e-learning intervention need to be aligned with the entire value chain of the organization. (iii) Digital twins support and enhance the design and development of e-learning. (iv)Learning should incorporate a multitude of sensory experiences and should not only be based on visual stimulation. (v) Data that are generated as a result of e-learning interventions should be incorporated into big data streams to be analyzed and to become actionable. It is therefore concluded that there is general consensus on the requirements that e-learning interventions need to adhere to in a digitally transformed occupational health and safety work environment. The challenge remains for organizations to incorporate data generated as a result of e-learning interventions into the digital ecosystem of the organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digitalization" title="digitalization">digitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=fourth%20industrial%20revolution" title=" fourth industrial revolution"> fourth industrial revolution</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a> </p> <a href="https://publications.waset.org/abstracts/143698/the-digitalization-of-occupational-health-and-safety-training-a-fourth-industrial-revolution-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143698.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> A Psycho-Education Strategy as a Method for Reconstructing Identity in the Context of Family Violence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charlene%20Petersen">Charlene Petersen</a>, <a href="https://publications.waset.org/abstracts/search?q=Herman%20Grobler"> Herman Grobler</a>, <a href="https://publications.waset.org/abstracts/search?q=Karel%20Botha"> Karel Botha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Restorative intervention with adolescents from a family violence context is a much needed resource given the limited access to mental health services in South Africa. In this research article the qualitative component which formed part of a mixed methods design of an overall research study, is discussed. A qualitative case study design was used. This article explores a psycho-education strategy, using a visual creative medium as a method for reconstructing identity in the context of family violence. The aim of this psycho-education strategy was to move away from interventions based on the biomedical model, but focused more on meaning-making about violent traumatic events adolescents have experienced, and to develop more positive, adaptive views about themselves in the present, and experience hope about the future. The research question that was asked was how the meaning, that adolescents from a specific community in South Africa give to family violence, contribute to defining their identity? Twelve participants were purposively selected for the study and included both male and female adolescents with ages ranging from 15 to 18 years from three secondary schools. The strategy was applied over five sessions with the intention to bring about awareness of different selves, identifying and naming the selves, and becoming aware of the configuration of identity that could lead to a redefined identity. The data were thematically and visually analyzed. Through the process of tailoring which forms the basis for reconstruction process, participants could identify the different selves, become aware of how they configure in the field. Through the process of tailoring the different self-parts, the sense of self became more self-cohesive and allowed the individual to become aware of the role of certain. Through identifying and naming the future self and resilient self the participants were able to accomplish some order and meaning in their lives. It provided them with a sense of predictability and an optimistic and hopefulness towards the future. The research findings indicated that this strategy can be used as a method for reconstructing identity in the context of family violence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20violence" title=" family violence"> family violence</a>, <a href="https://publications.waset.org/abstracts/search?q=self-configuration" title=" self-configuration"> self-configuration</a>, <a href="https://publications.waset.org/abstracts/search?q=reconstructing%20identity" title=" reconstructing identity"> reconstructing identity</a>, <a href="https://publications.waset.org/abstracts/search?q=psycho-education%20strategy" title=" psycho-education strategy"> psycho-education strategy</a> </p> <a href="https://publications.waset.org/abstracts/23162/a-psycho-education-strategy-as-a-method-for-reconstructing-identity-in-the-context-of-family-violence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23162.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Preliminary Composite Overwrapped Pressure Vessel Design for Hydrogen Storage Using Netting Analysis and American Society of Mechanical Engineers Section X</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natasha%20Botha">Natasha Botha</a>, <a href="https://publications.waset.org/abstracts/search?q=Gary%20Corderely"> Gary Corderely</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20M.%20Inglis"> Helen M. Inglis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the move to cleaner energy applications the transport industry is working towards on-board hydrogen, or compressed natural gas-fuelled vehicles. A popular method for storage is to use composite overwrapped pressure vessels (COPV) because of their high strength to weight ratios. The proper design of these COPVs are according to international standards; this study aims to provide a preliminary design for a 350 Bar Type IV COPV (i.e. a polymer liner with a composite overwrap). Netting analysis, a popular analytical approach, is used as a first step to generate an initial design concept for the composite winding. This design is further improved upon by following the American Society of Mechanical Engineers (ASME) Boiler and Pressure Vessel standards, Section X: Fibre-reinforced composite pressure vessels. A design program based on these two approaches is developed using Python. A numerical model of a burst test simulation is developed based on the two approaches and compared. The results indicate that the netting analysis provides a good preliminary design, while the ASME-based design is more robust and accurate as it includes a better approximation of the material behaviour. Netting analysis is an easy method to follow when considering an initial concept design for the composite winding when not all the material characteristics are known. Once these characteristics have been fully defined with experimental testing, an ASME-based design should always be followed to ensure that all designs conform to international standards and practices. Future work entails more detailed numerical testing of the design for improvement, this will include the boss design. Once finalised prototype manufacturing and experimental testing will be conducted, and the results used to improve on the COPV design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=composite%20overwrapped%20pressure%20vessel" title="composite overwrapped pressure vessel">composite overwrapped pressure vessel</a>, <a href="https://publications.waset.org/abstracts/search?q=netting%20analysis" title=" netting analysis"> netting analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=American%20Society%20of%20Mechanical%20Engineers%20section%20x" title=" American Society of Mechanical Engineers section x"> American Society of Mechanical Engineers section x</a>, <a href="https://publications.waset.org/abstracts/search?q=fiber-reinforced" title=" fiber-reinforced"> fiber-reinforced</a>, <a href="https://publications.waset.org/abstracts/search?q=hydrogen%20storage" title=" hydrogen storage"> hydrogen storage</a> </p> <a href="https://publications.waset.org/abstracts/73706/preliminary-composite-overwrapped-pressure-vessel-design-for-hydrogen-storage-using-netting-analysis-and-american-society-of-mechanical-engineers-section-x" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73706.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Raising Antibodies against Epoxyscillirosidine, the Toxic Principle Contained in Moraea pallida Bak. in Rabbits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamza%20I.%20Isa">Hamza I. Isa</a>, <a href="https://publications.waset.org/abstracts/search?q=Gezina%20C.%20H.%20Ferreira"> Gezina C. H. Ferreira</a>, <a href="https://publications.waset.org/abstracts/search?q=Jan%20E.%20Crafford"> Jan E. Crafford</a>, <a href="https://publications.waset.org/abstracts/search?q=Christoffel%20J.%20Botha"> Christoffel J. Botha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Moraea pallida Bak. (yellow tulip) poisoning is the most important plant-induced cardiac glycoside toxicosis in South Africa. Cardiac glycoside poisonings collectively account for about 33 and 10 % mortalities due to plants, in large and small stock respectively, in South Africa. The toxic principle is 1α, 2α-epoxyscillirosidine, a bufadienolide. The aim of the study was to investigate the potential to develop a vaccine against epoxyscillirosidine. Epoxyscillirosidine and the related bufadienolides proscillaridin and bufalin, which are commercially available, were conjugated to the carrier proteins [Hen ovalbumin (OVA), bovine serum albumin (BSA) and keyhole limpet haemocyanin (KLH)], rendering them immunogenic. Adult male New Zealand White rabbits were immunized. In Trials 1 and 2, rabbits (n=6) were, each assigned to two groups. Experimental animals (n=3; n=4) were vaccinated with epoxyscillirosidine-OVA conjugate, while the control (n=3; n=2) were vaccinated with OVA, using Freund’s complete and incomplete and Montanide adjuvants, for Trials 1 and 2, respectively. In Trial 3, rabbits (n=15), randomly allocated to 5 equal groups (I, II, III, IV and V), were vaccinated with proscillaridin-BSA, bufalin-BSA, epoxyscillirosidine-KLH, epoxyscillirosidine-BSA conjugates, and BSA respectively, using Montanide as adjuvant. Vaccination was on Days 0, 21 and 42. Additional vaccinations were done on Day 56 and 63 for Trial 1. Vaccination was by intradermal injection of 0.4 ml of the immunogen (4 mg/ml [Trial 1] and 8 mg/ml for Trials 2 and Trial 3, respectively). Blood was collected pre-vaccination and at 3 week intervals following each vaccination. Antibody response was determined using an indirect ELISA. There was poor immune response associated with the dose (0.4 mg per rabbit) and adjuvant used in Trial 1. Antibodies were synthesized against the conjugate administered in Trial 2. For Trail 3, antibodies against the immunogens were successfully raised in rabbits with epoxyscillirosidine-KLH inducing the highest immune response. The antibodies raised against proscillaridin and bufalin cross-reacted with epoxyscillirosidine when used as antigen in the ELISA. The study successfully demonstrated the synthesis of antibodies against the bufadienolide conjugates administered. The cross-reactivity of proscillaridin and bufalin with epoxyscillirosidine could potentially be utilized as alternative to epoxyscillirosidine in future studies to prevent yellow tulp poisoning by vaccination. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=antibodies" title="antibodies ">antibodies </a>, <a href="https://publications.waset.org/abstracts/search?q=bufadienolides" title=" bufadienolides"> bufadienolides</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-reactivity" title=" cross-reactivity"> cross-reactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=epoxyscillirosidine" title=" epoxyscillirosidine"> epoxyscillirosidine</a>, <a href="https://publications.waset.org/abstracts/search?q=Moraea%20pallida" title=" Moraea pallida"> Moraea pallida</a>, <a href="https://publications.waset.org/abstracts/search?q=poisoning" title=" poisoning "> poisoning </a> </p> <a href="https://publications.waset.org/abstracts/92743/raising-antibodies-against-epoxyscillirosidine-the-toxic-principle-contained-in-moraea-pallida-bak-in-rabbits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational 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