Archive of Journal
Volume 78, Issue 6, Jun. 2022

ON THE DETERMINATION OF LITERARY PLAGIARISM IN COPYRIGHT LAW

Volume 78, Jun 2022
doi: 10.21506/j.ponte.2022.6.4

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Abstract: Literary plagiarism is mainly presented as advanced plagiarism in the form of article laundering in contemporary times. Advanced plagiarism includes language-transformation (adapted) and content-collage (deconstructive) plagiarism. Copyright law mainly follows the principle of “access + substantial similarity - free-use defence” in determining literary plagiarism. However, there are still some defects in the judicial practices, which mainly show in the misunderstanding of the nature of literary plagiarism and the rigid understanding and application of basic theories of copyright law. The linguistic form of literature is not only the arrangement of words and sentences but also the structure of works. The idea of works in the popular sense is not consistent with the ideological connotation of the idea/expression dichotomy. The nature of work is the expression, but to protect the interests of the public domain, some expressions are not protected. There is no high or low level of originality; the so-called high or low originality refers to the work to bring readers the strength of aesthetic experience. It is suggested that copyright law follow four review principles to determine literary plagiarism.

Author(s): Ziyu Zuo

A SCIENTOMETRIC REVIEW OF THE IMPACTS OF DIGITAL TECHNOLOGIES ON HEIS DURING COVID-19 PANDEMIC

Volume 78, Jun 2022
doi: 10.21506/j.ponte.2022.6.7

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Abstract: Research has shown that the use of Digital Technologies (DT) in enhancing productivity and performance in higher education institutions (HEIs) can never be underestimated, especially during the COVID-19 pandemic. This strange incidence shook the whole world with pronounced impacts on every aspect of human life, and the education system was not spared. Though a large volume of research on COVID-19 pandemic has been published as a result of this outbreak, few studies have considered the impact of DT on education/learning. Educators and students of HEIs need to embrace the use of DT in delivering lectures and as well as learning to keep afloat. Unfortunately, educators and students as major HEIs stakeholders have not taken full advantage of its benefits, hence the motivation for this research. The methodology adopted entails a comprehensive, systematic, and expository review of selected published articles on DT in journals, books, and conference proceedings from different databases including Web of Science, Scopus, Google Scholar, Academia.edu and Research gate. This study presents the findings from a scientometric review of literature on the impact of deploying DTs in delivering lectures, especially from the beginning of the COVID-19 outbreak. The outcome would add to the body of knowledge, attending to concerns about whether or not the adoption of DTs has had any significant impact on teaching, learning, and assessment, as well as techniques for leveraging DT even for learners in hard-to-reach communities in this new normal.\n\nKeyword: Scientometric Review, Impacts of Digital technology, Higher Educational Institution, COVID-19

Author(s): Aderinsola Kayode, Obiyemi O. Obiseye

ILLUSIVE YET PAINFUL: UNDERSTANDING GENDER-BASED VIOLENCE AND FEMICIDE AT INSTITUTIONS OF HIGHER LEARNING AND POSSIBLE INTERVENTIONS

Volume 78, Jun 2022
doi: 10.21506/j.ponte.2022.6.5

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Abstract: Gender-based violence and femicide (GBVF) has increasingly been recognised as a global issue. While initially focused primarily on men’s violence against women (VAW), in response to extremely high rates of VAW globally. The definitions of GBVF used by different governments and organisations have expanded to include violence against the lesbian, gay, trans, queer, intersex, asexual (LGBTQIA+) community, and sometimes violence against men. However, in practice, many organizations, including institutions of higher learning (IHL), still apply narrow understandings of GBVF attacks that occur on their campuses. This paper advances knowledge regarding what is already known about the understanding GBVF, by exploring further on the illusive nature of GBVF at IHL; the risk factors for and protective factors against GBVF on campuses; its impact; the entry-points for addressing GBV; and the challenges in addressing it. From the findings there is an evidence of a narrow focus on the kinds of GBVF related attacks that occur at IHL, the impact thereof, and the awareness of the kinds of GBVF attacks experienced at IHL, are highlighted in order to inform policy and change of culture within the IHL. Possible recommendations are provided towards sustainable response to GBVF. These will go a long way to develop effective strategies that can be used to address the possible GBVF attacks.

Author(s): Jacob Tseko Mofokeng, Kagiso Nicholas Tlou, Debra Claire Pheiffer

MAKING LEARNING OF PHYSICAL SCIENCE RELEVANT THROUGH STEM EDUCATION PROGRAMS IN SOUTH AFRICAN SCHOOLS: THE CASE OF ONE EDUCATION DISTRICT IN A SOUTH AFRICAN P

Volume 78, Jun 2022
doi: 10.21506/j.ponte.2022.6.6

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Abstract: Throughout the world, STEM Education is seen as essential for global economic competition and social creativity. There is a close fit between the nations with leading and dynamic economies, and the nations with the strongest performing education and/or research science systems. STEM economic policy agenda is largely driven by the need to lift the general quality of the supply of human capital as well as enlarge the high-skill group capable in research, commercial innovation and effective response to technological change. STEM qualifications – in general science in all countries, and in engineering in some countries – prepare graduates for a broad range of occupations, including management. STEM plays a generic vocational role as well as enabling entry to specific occupations (ACOLA, 2013). In comparison to other countries worldwide, South Africa has, for many years, languished at the bottom of the list when it comes to the performance of school learners in Science and Mathematics (De Beer, 2015). South Africa intends to increase the number of learners taking Mathematics and Science through large investments in MST subject with the aim of increasing scarce skills in the technical field which can help reduce unemployment. All provinces in South Africa have been given the freedom to choose their implementation strategy. The Gauteng province developed a strategic plan to drive learner outcomes through Transformation, Modernisation and Re-industrialisation by implementing STEM programs that are sponsored by industries that specialize in skills and knowledge assigned to the school in 35 identified schools through the Reorganization of Schools (RoS) in schools of specialization (SoS). Seven projects are included in the SoS schools according to the available sponsor-located within or near the community in the field of that specialisation. One of the aims of STEM programs in the STEM focused SoS schools is to offer practical learning, thereby enhancing problem and project based learning. In this paper, the researchers sought to understand how the intervention programs for the nuclear schools of specialization (NSOS) which was launched in 2019 in two schools, had impacted on the learners and teacher perceptions about this initiative. A qualitative research method was used to collect and analyze data on the progress, relevance through onsite visit, interviews with Mathematics, Science and Technology (MST) coordinators, school principals, STEM teachers and learners.

Author(s): Emmanuel Mushayikwa, Magdaline Mmapaseka Stephen

EXPLORING THE USE OF BLACKBOARD LEARN AS A TOOL TO FACILITATE E-LEARNING IN SOUTH AFRICAN HIGHER EDUCATION

Volume 78, Jun 2022
doi: 10.21506/j.ponte.2022.6.2

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Abstract: The COVID-19 pandemic has shifted education towards online through the adoption of technological learning platforms such as Blackboard Learn amongst others. Grounded on the technology acceptance model, the purpose of this study was to explore the use of Blackboard Learn as a tool to facilitate e-learning in terms of usefulness and ease of use. While many universities are still deciding on what e-learning platform to adopt, decisions must be based on organizational context including factors such as cost, effectiveness, and efficiency. Such information must be based on sound research findings. To gather primary data, three online activities in the form of video presentations were created and uploaded on the Blackboard platform and the total experience reported on. Findings support the literature that in general, Blackboard Learn is easy to use and useful given its many tools at the disposal of an instructor to facilitate online learning. Despite a few executional challenges encountered, which could not be attributed to problems with the platform itself. Future research is thus recommended to further explore such challenges. Insights gained from this research presents both managerial and policy implications as it may assist in the selection and adoption of Blackboard Learn as a tool to facilitate e-learning based on empirical research.

Author(s): Jeremiah Madzimure

IMPROVING PHYSICAL SCIENCE TEACHING QUALITY THROUGH PROFESSIONAL LEARNING COMMUNITIES (PLC)

Volume 78, Jun 2022
doi: 10.21506/j.ponte.2022.6.8

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Abstract: The quality of learner performance in every subject depends on the quality of teaching received. If there are past imbalances in teacher preparation as it is the case in South Africa, a system has to be put in place to eradicate these through a sustainable support and development program. Due to past inequalities in the South African education system, the performance of physical science teachers in public rural and township schools has been predominantly low. For some years since its introduction, PLC’s have been the preferred mode ofr teachers’ continuous professional development in the South African education system. Desimone’s model for teacher professional learning was adapted for this study, based on its inclusion of critical features that are important for the overall development of teachers’ subject knowledge. Qualitative data was collected through observations at PLC meetings, group interviews and individual interviews with some teachers within the PLC’s in four districts in one education district.

Author(s): Magdeline Mmapaseka Stephen, Emmanuel Mushayikwa

MACHINE LEARNING APPROACH TO ADDRESS SQL INJECTION ATTACKS IN WEB APPLICATIONS

Volume 78, Jun 2022
doi: 10.21506/j.ponte.2022.6.3

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Abstract: Web applications are easily accessible by cybercriminals and are the main targets for malicious attacks. Web application attacks raise security concerns for individuals and organizations because they may cause financial loss and information leaks that may erode clients’ trust. A type of web application attack, which is very dangerous is SQL injection, it targets databases. Cross-Site Scripting is another web application attack that redirects users to phishing websites. Although tools are available to monitor and detect SQL injection and cross-site scripting, the potential impact of these tools is insufficient. Therefore, a gap in this domain is to develop tools that can adequately monitor and detect web application attacks viz. SQL injection and Cross-Site Scripting. In this study, a security solution is proposed using an artificial neural network (ANN) to protect web applications against attacks. The solution has been experimented on five web applications with weak security and another five with strong security and demonstrated that this solution could effectively identify malicious SQL queries with negligible performance overhead. The solution has also been developed in a prototypic java-based web application firewall called Web Applications Firewall using Artificial Neutral Networks (WAFANN). The security solution system will benefit cloud service providers, website hosting services, website development companies, and individuals that develop websites. Due to the inadequacy of web applications to test this solution, this research concludes based on the ten web applications (used for experiment purposes) to provide efficient security to prevent SQL injection attacks.

Author(s): Elegbeleye Femi, Malema Chris, Kesewaa Koranteng