{p=This paper uses a combination of EDXRF and LA-ICP-MS to analyse the chemical components including major elements and REE composition of the accompanying celadon from four different periods of tomb at the Yutu Hill burial complex on the Xunyang city site for sourcing their provenance. The combination of the two analytical methods not only provides additional data and information to explore the provenance of the accompanying celadon in the burials, but also validates the data’s accuracy. A comparison with the chemical composition of the products from several kiln sites producing celadon revealed that burials from the Eastern Han period (25–220 A.D) to the Tang dynasty (618–907 A.D) included celadon from the Hongzhou kiln, indicating the connection between the Xunyang city site and the Hongzhou kiln during these two periods. In addition, the REE composition of the accompanying celadon in tombs from the Six Dynasties (222–589 A.D) and the Sui dynasty (581–618 A.D) is very similar to that of Yue kiln celadon, despite their strikingly different appearance and shape. This paper deduces, based on the previous distribution of Yue kiln products in the Jiangxi region, that only the upper classes collected Yue kiln products during the initial period of their entry into Jiangxi during the Jin dynasty (266–420 A.D), but that during the later period of the Six Dynasties, the commoner classes also began to collect Yue kiln products., h1=Abstract}

{p=Gender equality has increasingly been a focus for governments of Pacific Islands countries (PICs) and the international, regional, and local organisations working with them. As the most visible arm of governance, police organisations have attracted significant attention in terms of the gender agenda due to their role in responding to issues affecting women. This shift can be attributed to increased recognition of gender inequality in PICs and its association with high rates of crimes against women. This chapter discusses the changing place of women in highly gendered policing organisations internationally and in the Pacific. It considers influences on gender in Pacific policing associated with international, regional, and national frameworks, policies, and agendas aimed at improving women’s circumstances. The chapter then explores how regional instability and gender-based violence have shaped female officers’ participation in policing and provides examples of the impacts of their involvement in regional initiatives., h1=Abstract}

{p=Student voices have the potential to increase student engagement; encourage collaboration and partnerships among students, academics and student support units. This paper focuses on students as mentors, mentees and transition officers who engage with each other as partners within an institution-wide First Year Transition Programme (FYTP). The FYTP is a peer partnership intervention that is founded on the idea that students connect with other students who can identify and understand their particular experiences in adjusting to university life. This model is a collaborative peer-mentoring partnership that provides a dual layer of support that is offered to first year mentees in the transition programme. The transition programme plays an important role in creating a sense of connectedness, partnerships and self-agency that could support students in their first year. This paper highlights the partnership of the First Year Transition Officers (FYTOs) and first year mentors in supporting mentees towards a successful virtual first year university transition. Qualitative data was collected and analysed from the FYTOs and mentors’ reports and a world café activity during the pandemic. The study highlights the challenges and successes of the partnership during the Covid-19 pandemic. The paper draws on Leach and Zepke’s conceptual organiser on student engagement to analyse the data within a broader social context on student experience. It provided us with actionable focus on how challenges could be addressed and partnerships strengthened., h1=Abstract}

{p=Engl. Non-Pharmaceutical-Interventions , abgekürzt NPI, sind Maßnahmen zur aktiven Bekämpfung einer Pandemie (Pandemiebekämpfung), z. B. Ausgangssperren, Kontaktsperren, Maskenpflicht, Social Distancing, Lockdown/Shutdown, Grenzschließungen, Reiseverbote., h1=Zusammenfassung}

{p=During an unprecedented period of disruption unleashed by the COVID-19 pandemic, lecturers were forced to embrace change and integrate digital tools into their teaching. When the pandemic broke out, some higher education institutions in South Africa were already facilitating most of their lectures online while others were not. Whilst there is abundant research from the Global North on the impact of the pandemic on teaching and learning and how lecturers facilitated online learning, more research on this topic from the Global South is needed in order to fully understand the teaching challenges and successes experienced with the transition to online teaching. The case study explored online pedagogies employed by lecturers at an Historically-Disadvantaged Institution (HDI) during the pandemic. The SAMR model of technology integration was used to interpret the findings. Content Analysis was employed to analyse the interview data collected from two purposively-selected lecturers in two faculties. The study revealed lecturers’ student-centred and transformative practices as they went through the various levels of the SAMR model and used educational tools to mediate knowledge construction. The findings suggest that despite the many challenges associated with emergency remote and online teaching at the time, the pandemic provided a blue-print for the transformation of teaching and learning, ushered in blended learning and fast-tracked change in a resource-challenged university context. The findings have implications for staff and student development., h1=Abstract}

{p=Universities in South Africa enhance undergraduate students’ success by largely focusing on the provision of remedial academic support. The target of the structured support is to assist those undergraduate students categorised as ‘at-risk’ of not progressing in their studies and or failing to stay on course to complete successfully. Inadvertently, such support is inherently reactive, whilst excluding students who are on course to graduate in record time, including many with cum laude or summa cum laude potential. Consequently, the student success discourse in many South African universities is informed by focus on students’ weaknesses rather than their strengths. This paper draws on a project implemented in the School of Education at a South African University. It explored the perspectives of potential cum laude and summa cum laude undergraduate (CLSL) students on their high academic performance to understand their success traits. Using a qualitative approach, Auto Scholar Advisor system enabled the process of identifying these students. Data were collected through qualitative methods using semi-structured individual interview and focus group. The 10 participants were drawn from a cohort of 1000 CLSL students registered in the School of Education in 2022. They were selected using maximum variation sampling. The data were analysed using thematic analysis method. The findings suggest that the participants characterised their high-performance traits in ways that reveal their capacity for self-authorship. Beyond that, the findings point to evidence of participants’ intentionality and determination in developing their success traits of self-authorship. This finding indicates that student success traits are learnable, which implies the need to refocus the discourse of academic support for undergraduate students’ success in the school. We argue that proactive and structured academic support that enables students to develop their high-performance strengths can augment current reactive remedial support practices., h1=Abstract}

{p=Dollareinnahmen aus dem Verkauf von Erdöl (Rohöl) in Euro. Einige Staaten versuchen den Petrodollar (die Fixierung auf den US-Dollar für Rohöl) durch Fakturierungen in Euro entgegenzuwirken (v. a. China, Iran, Syrien, Venezuela)., h1=Zusammenfassung}

{p=This study explores the first-year students in English Proficiency for University Studies’ experiences of e-proctoring challenges when they used the Invigilator app during online exams at a mega open and distance e-learning (ODeL) university in South Africa. Current research indicates that the few proctoring technologies that are available on the market remain largely untried and untested, thus the amount of research available on the students’ experiences with the Invigilator app is limited. The study seeks to fill that gap by exploring the students’ experiences with this app when they used it for the first time. A mixed methods approach was used involving ten (n = 10) students who completed questionnaires, twenty (n = 20) who took part in online interviews, and five (n = 5) email queries sent by the students during the exam session. The principal findings from the questionnaires, interviews and email queries indicate that while students had experienced challenges with the Invigilator app as they often felt inadequately prepared to use it, they still supported e-proctoring compared to physical invigilation. Future research should focus on how to adequately prepare the students to use the Invigilator app with confidence., h1=Abstract}

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