Palaeomagnetic analysis indicates that Haasgat, a fossil-bearing palaeocave in the Gauteng Province of South Africa, is dominated by reversed magnetic polarity in its oldest, deepest layers and normal polarity in the younger layers. The presence of in-situ Equus specimens suggests an age of less than ~2.3 Ma, while morphological analysis of faunal specimens from the ex-situ assemblage suggests an age greater than 1.8 Ma. Given this faunal age constraint, the older reversed polarity sections most likely date to the beginning of the Matuyama Chron (2.58-1.95 Ma), while the younger normal polarity deposits likely date to the very beginning of the Olduvai Sub-Chron (1.95-1.78 Ma). The occurrence of a magnetic reversal from reversed to normal polarity recorded in the sequence indicates the deposits of the Bridge Section date to ~1.95 Ma. All the in-situ fossil deposits that have been noted are older than the 1.95 Ma reversal, but younger than 2.3 Ma. Haasgat therefore dates to an interesting time period in South African human evolution that saw the last occurrence of two australopith species at ~2.05-2.02 Ma (Sts5 Australopithecus africanus from Sterkfontein Member 4) to ~1.98 Ma (Australopithecus sediba from Malapa) and the first occurrence of early Homo (Sk847), Paranthropus and the Oldowan within Swartkrans Member 1 between ~2.0 Ma and ~1.8 Ma.

Teacher-student discourse is increasingly mediated through, by and with information and communication technologies: in-class discussions have found new, textually-rich venues online; chalk and whiteboard lectures are rapidly giving way to PowerPoint presentations. Yet, what does this mean experientially for teachers? This paper reports on a phenomenological study investigating teachers' lived experiences of PowerPoint in post-secondary classrooms. As teachers become more informed about the affordances of information and communication technology like PowerPoint and consequently take up and use these tools in their classrooms, their teaching practices, relations with students, and ways of interpreting the world are simultaneously in-formed - conformed, deformed and reformed - by the given technology-in-use. The paper is framed in light of Martin Heidegger's "Building Dwelling Thinking" (1951) and "The Thing" (1949). In these writings, Heidegger shows how a thing opens a new world to us, revealing novel structures of experience and meaning, and inviting us to a different style of being, thinking and doing.