Zero- Rated Websites : 5 June 2020
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
“Unleash Your Potential” Communities All Over the World Are Becoming Increasingly BBA in Disaster Management More Vulnerable to Disasters, Whether Natural Or Man-Made
A campus of Stenden University* Everybody wants to live in a society where they are able to flourish and live meaningful lives. “Unleash Your Potential” Communities all over the world are becoming increasingly BBA in Disaster Management more vulnerable to disasters, whether natural or man-made. Disaster Management is more than just response and relief, it is a cyclical and systematic process based on key management principles. The Bachelor of Business Administration (BBA) in Disaster Management is the first of its kind in the world and provides students with professional and practical skills combined with a multi-disciplinary academic approach. In their third year of study students will also have an opportunity to pursue a specialisation in a specific area of Disaster Management. These could include: • Peacebuilding and conflict resolution • Community building and risk/vulnerability reduction • Food security in Africa • International protocol and diplomacy • Climate change, severe weather, extreme events and disasters The closely associated fields of disaster management and disaster risk reduction are growing exponentially and this qualification enables the student to extend his/her skills beyond just the immediate relief and recovery environment during industrial placement. Students will be exposed to the whole disaster management cycle, from prevention and mitigation, assessment of risk and vulnerability, and to response, relief and recovery from disaster impacts. The range of careers depends on the motivation and drive of the student and can range from international agencies including the United Nations and the Red Cross/Red Crescent; to national, regional and local levels of governments (formal disaster management structures); universities; the security and risk management industry; emergency management; hospitals; community relief organisations; agricultural and climate-related organisations, and environmental consultancies. -
February 2013 Teacher.Co.Za Reducing Disciplinary Challenges a System That Works
Thanking Educators School your do parent no drop off teacher learners zone Page 13 Page 16 Page 17 Your Guide to Education •February 2013 teacher.co.za Reducing disciplinary challenges A system that works PBIS schools equip learners with pro-social behavioural skills. Kutlwano Khumalo is in Grade 3 at Vuleka School, the first PBIS school. Page 20. Photo: Oupa Nkosi 2 Career February 2013 theTeacher Helping in her blood Driving for people with physical disabilities Thabo Mohlala aroline Rule works as an occupational therapist and a driving consultant for people with disabili- ties such as a spinal cord Cinjury and amputations. After assessing their remaining functionality and how best they can use it, she recommends driving adap- tations that would enable them to be behind the steering wheel safely and independently, as well as how they will get their wheelchairs in and out of the car. She then refers them to the relevant companies that can build the adaptations and in an ongoing way, she works with these companies to brainstorm even more effective solutions. Where a person has had a stroke or head injury, they undergo a physical and cognitive assessment and then team up with a driving instructor to do an on-road driving test to assess whether it will be safe for the person to drive. Rule also helps manage the Driving Ambitions driving school, owned by the QuadPara association. They have two adapted vehicles that they use to Caroline Rule is passionate about the mobility of the physically disabled. Photo: Delwyn Verasamy teach people with disabilities to drive. -
The South African Technology Network Trust
THE SOUTH AFRICAN TECHNOLOGY NETWORK TRUST (SATN) The SATN trust was formally established in 2008 to support the consortium of technology focused universities to promote relevant, impactful and globally competitive qualifications, research and innovation towards a knowledge-based economy. THE FOLLOWING OBJECTIVES HAVE BEEN IDENTIFIED: MEMBER INSTITUTIONS AND ORGANISATIONS: Cape Peninsula University of Technology (CPUT) • To act as an advocacy and lobbying agency for the consortium Central University of Technology, Free State (CUT) • To be a catalyst for socio-economic development Durban University of Technology (DUT) • To promote and enable research and innovation Mangosuthu University of Technology (MUT) • To ensure graduates actively contribute to the economy Tshwane University of Technology (TUT) • To promote quality technology-based education and training Vaal University of Technology (VUT) Your world to a better future • To mobilise mutually beneficial national and international University of Mpumalanga (UMP) Education, Business and Industry networks Walter Sisulu University (WSU) Namibia University of Science and Technology (NUST) SATN WEBSITE The Technical University of Kenya (TUK) The following website provides detailed information on the SATN Technology Innovation Agency (TIA) and its projects and activities: http://www.satn.org.za CONTACT DETAILS OF THE SATN: Dr Anshu Padayachee Christelle Venter CEO Office Manager Tel: 031 566 1752 Tel: 012 382 4896 Cell: 083 666 1231 Cell: 082 267 5125 E-mail: [email protected] E-mail: [email protected] POSTAL ADDRESSES: PHYSICAL ADDRESSES: SATN Pretoria Office: SATN Durban Office: SATN Pretoria Office: SATN Durban Office: Tshwane University of Technology P O Box 25421 Tshwane University of Technology 36 Glen Eagles Drive Private Bag X680 Gateway Alma Du Toit House La Lucia Pretoria 4321 210 Steve Biko Road Durban North 0001 Sunnyside, Pretoria KwaZulu Natal Gauteng, South Africa South Africa 0002 4051 Trust Registration Number: IT 913/08 | SARS Tax nr: 0033326174 | SARS VAT nr: 4620259822. -
CASE STUDY the Delivery of the First Phase of the Two New Universities
CASE STUDY The delivery of the first phase of the two new universities: Ronald Watermeyer, DEng (Witwatersrand), BScEng, Hon.FSAICE, FIStructE, FICE, FSAAE, PrEng, CEng, PrCM, PrCPM Director, Infrastructure Options Pty Ltd, Randburg, South Africa; Visiting Adjunct Professor, School of Construction Economics and Management, University of the Witwatersrand, Johannesburg, South Africa Introduction The process for establishing the new universities was initiated when the Minister of Higher Education and Training (DHET) appointed two task teams in 2010 to investigate the feasibility and possible models for the establishment of universities in the Mpumalanga and the Northern Cape Provinces. Following extensive consultation with stakeholders in these two provinces, the task teams submitted their reports to the Minister in September 2011, and subsequently to the Council on Higher Education (CHE) for their advice. The Minister of Higher Education decided to proceed with both universities in the conviction that universities are essentially national institutions and that a university in the Northern Cape would attract students from across the country and not only from the school system in the Northern Cape (NUPMT, 2018) In 2007, stimulated by government infrastructure funding, the University of the Witwatersrand (Wits) embarked upon its first major capital expansion programme in over 20 years. Initially a traditional master-servant approach was pursued, which led to significant cost overruns, the full extent of which was only known months after completion. The client team decided to explore an alternative approach to delivering infrastructure based on long-term, collaborative relationships and early contractor involvement, underpinned by the NEC3 family of contracts. This approach produced a consistently reliable time and cost outcome over the R1,5b infrastructure programme (Laryea and Watermeyer, 2014). -
Communication Studies at the North-West University
Assessing the Marketing Communication Plan for student recruitment at the North-West University HJ Degenaar orcid.org/0000-0001-7569-2660 Dissertation submitted in partial fulfilment of the requirements for the degree Master of Arts in Communication Studies at the North-West University Supervisor: Dr L Holtzhausen Graduation May 2018 Student number: 10069038 ACKNOWLEDGEMENTS To all the people who, through their support and encouragement, helped to ensure the completion of this study, thank you. In particular, I would like to mention the following people who proved to be invaluable to me throughout the study: My supervisor, Dr Lida Holtzhausen, for the time spent with me, offering insights, guidance and most of all encouragement and motivation throughout the research process. Thank you for understanding my situation. My family, especially my wife Anette and two children, Anja and Phillip, who supported and believed in me and encouraged me to complete the study. Prof Suria Ellis from Statistical Consultation Services at the North-West University’s Potchefstroom campus for her guidance and assistance in analysing the results from the quantitative questionnaire. Mrs Cecilia van der Walt for language editing my dissertation and for the advice given. Mrs Elsa Esterhuizen for the quality control of the bibliography. My Heavenly Father who gave me strength. i ABSTRACT The competition for quality students has become a marketing challenge for universities which has led to the implementation of different student recruitment practices. Fierce competition between Higher Education Institutions in South Africa, increased government pressure to transform and declining government subsidies have forced Universities to increase the number of students as a means of increasing their income. -
Pdf Carnevale, A.P
Editorial team Editor-in-chief Prof. Teboho Moja, New York University Guest editors Dr Philippa N. Tumubweinee, University of Cape Town Prof. Thierry M. Luescher, Human Sciences Research Council Editorial executive Prof. Teboho Moja, New York University Dr Birgit Schreiber, Stellenbosch University (Book Review Editor) Prof. Thierry M. Luescher, Human Sciences Research Council Prof. Sioux McKenna, Rhodes University Dr Bekele Workie Ayele, Kotebe Metropolitan University Dr Martin Mandew, Durban University of Technology Dr W.P. Wahl, University of the Free State Ms Maretha Joyce, Stellenbosch University (Journal Manager) International editorial advisory board Dr Lisa Bardill Moscaritolo, Pace University Prof. Cecile Bodibe, Empowaworx Dr John Butler-Adam, SA Journal of Science Prof. Ronelle Carolissen, Stellenbosch University Prof. Jon Dalton, Emeritus, Florida State University Dr Tom Ellett, New York University Prof. Magda Fourie-Malherbe, Stellenbosch University Prof. Ransford E.V. Gyampo, University of Ghana Dr Manja Klemenčič, Harvard University Prof. Patrício Langa, Universidade Eduardo Mondlane Prof. Christina Lunceford, Bowling Green State University Dr Ibrahim Ogachi Oanda, CODESRIA Dr Adesoji Oni, University of Lagos Prof. Dawn Person, California State University Fullerton Prof. Akilagpa Sawyerr, Ghana Academy of Arts and Sciences Prof. Juma Shabani, University of Burundi Distinguished Prof. John Schuh, Emeritus, Iowa State University Distinguished Prof. Vincent Tinto, Emeritus, Syracuse University Prof. Nan Yeld, University of Cape Town Publishing and website Ms Mimi Seyffert-Wirth, Stellenbosch University Mr Wikus van Zyl, African Sun Media Ms Davida van Zyl, African Sun Media Contents Guest editorial Space, Language and Identity Politics in Higher Education Philippa Tumubweinee & Thierry M. Luescher v Research articles Inserting Space into the Transformation of Higher Education Philippa Tumubweinee & Thierry M. -
Annual Report 2019
ANNUAL REPORT 2019 ANNUAL REPORT FOR THE YEAR ENDED 31 DECEMBER 2019 TABLE OF CONTENTS I. ACRONYMS ........................................................................................................................................... 3 II. INSTITUTIONAL GOVERNANCE AND MANAGEMENT INFORMATION ............................................. 4 Organisational Structure ....................................................................................................................... 4 Rhodes University Governance & Management Organogram in 2019 ................................................ 4 1. ANNUAL PERFORMANCE ASSESSMENT REPORT OF THE APP ..................................................... 5 1.1 Background .................................................................................................................................. 5 2. REPORT BY THE CHAIRPERSON OF COUNCIL ................................................................................. 9 3. COUNCIL STATEMENT ON GOVERNANCE ...................................................................................... 10 3.1 Statutory Governance Information ............................................................................................. 10 3.2 Composition of Council .............................................................................................................. 11 3.3 Summary of Attendance at Meetings of Council and Committees of Council ............................ 11 3.4 Major Statements/decisions of council ...................................................................................... -
Social Sciences and Humanities
Published on http://awards.cies.org/ .. (https://awards.cies.org) Home > Social Sciences and Humanities Social Sciences and Humanities Award Autogenerated Code 10705-SF Region Africa, Sub-Saharan Country South Africa Award Type Fulbright Scholar Award Number of Recipients Approximately 10 Researcher Monthly Stipend and Allowances $5,920-$6,620 Teaching or Teaching/Research Award (Assistant Professor or Below) Monthly Stipend and Allowances $6,690-$7,390 Teaching or Teaching/Research Award (Associate or Full Professor) Monthly Stipend and Allowances $6,910-$7,610 Estimated Travel and Relocation Allowance Round-trip, economy-class, international travel arranged by travel agent selected by CIES, for scholar and up to two accompanying dependents. A $2,850 allowance will be provided to cover the costs associated with relocation and excess baggage. Estimated Book and Research Allowance $1,000 books and educational materials allowance for teaching and teaching/research grants; should be donated to the host institution (or other entity) upon grantee's departure. (For Teaching and Teaching/Research grants only.) $3,000 research allowance for Research Awards only. Dependent Tuition Allowance Up to $12,500 per child or $25,000 per family for accompanying dependents in grades K-12 is reimbursed for a full academic year, upon submission of receipts, and depending on funding availability. Amount may be adjusted for shorter grant periods. Reimbursement is based on actual cost of tuition and fees only. Candidate Profile Professionals Academics, all levels including early career Postdoctoral Activity Type Research Teaching Teaching/Research Application Deadline Closed Award Activity Grantees must conduct research, teach undergraduate or graduate courses, or have a combination of teaching and research in their area of specialization. -
EDUCATIONAL RESEARCH for SOCIAL CHANGE September 2020
i EDUCATIONAL RESEARCH FOR SOCIAL CHANGE September 2020 Vol. 9 No. 2 ISSN: 2221-4070 Educational Research for Social Change, Vol. 9 No. 2 September 2020 ii Educational Research for Social Change An online academic journal ISSN 2221-4070 Vol. 9 No. 2 Postal Address Physical Address Educational Research for Social Change Nelson Mandela University (ERSC) Summerstrand Campus (South) Faculty of Education South Campus University Way Nelson Mandela University Summerstrand Port Elizabeth South Africa PO Box 77000 6001 SUMMERSTRAND, 6031 For editorial inquiries, contact the Co-Editors: Faculty of Education of the Nelson Mandela University (NMU) ∗ Assoc Professor Mathabo Khau ([email protected]) ∗ Assoc Professor André du Plessis ([email protected]), Faculty of Education at North-West University ∗ Prof Lesley Wood ([email protected]). Email: [email protected] or [email protected] (Amina Brey) Production and business matters: Contact the Production Editor and Web Master, Assoc Professor André du Plessis, [email protected]. Desktop Publishing (PDF versions by André du Plessis) Managing Editor & Language Editor: Moira Richards Copyright of articles The Creative Commons license of ERSC is a non-commercial licence which allows users to read, download, distribute, use, remix, build on the texts, with the proviso that the author/s and the journal is acknowledged. Original authors retain unrestricted publishing rights. Educational Research for Social Change, Vol. 9 No. 2 September 2020 iii Educational Research for Social Change (ERSC) Volume 9 No. 2 September 2020 ersc.nmmu.ac.za ISSN: 2221-4070 CONTENTS Editorial Editorial ................................................................................................................................................ vii Lesley Wood Justifying Research as Conscious Intervention in Social and Educational Life: Activating Transformative Potential....................................................................................................................... -
Assessing the Economic Impact of a South African University Campus
Assessing the economic impact of a South African university campus D. Dyason orcid.org 0000-0002-4408-8281 Thesis submitted in fulfilment of the requirements for the degree Doctor of Philosophy in Economics at the North-West University Promoter: Prof Dr E.P.J. Kleynhans Co-Promoter: Prof Dr W.F. Krugell Graduation October 2018 Student number: 12293687 i ACKNOWLEDGEMENTS “You are my strength, I sing praise to you; you, God, are my fortress, my God on whom I can rely.” Psalm 59:17 “For the Lord gives wisdom; from his mouth come knowledge and understanding.” Proverbs 2:6 To my wife and children, thank you for your support, love and encouragement. I am very grateful to have you as my support team, my rock and my cheerleaders. You made this journey with me without complaints and for that I am forever grateful. Thank you to my promotors. Your encouragement, wisdom and inputs made this thesis possible. Thank you to Riaan Rossouw for your assistance and guidance during the SAM analysis. I am grateful for your help. To Ali Parry, your assistance with the language editing is much appreciated. Thank you for helping me make this thesis enjoyable to read. To the NWU and those individuals who assisted me in obtaining the required data to conduct the study, thank you very much. To my parents and extended family, your prayers and encouragement will forever be appreciated. “He is the one you praise; he is your God, who performed for you those great and awesome wonders you saw with your own eyes.” Deuteronomy 10:21 -o0o- ii ABSTRACT Various data sources show that the economy of Potchefstroom in South Africa’s North West Province delivered consistently positive economic growth rates from 2002 to 2016. -
Private Higher Education Institutions
REGISTER OF PRIVATE HIGHER EDUCATION INSTITUTIONS LAST UPDATE 13 DECEMBER 2016 This register of private higher education institutions (hereafter referred to as the Register) is published in accordance with section 54(2)(a)(i) of the Higher Education Act, 1997 (Act No. 101 of 1997) (hereafter referred to as the Act). In terms of section 56(1) (a), any member of the public has the right to inspect the register. IMPORTANT NOTE FOR THE MEDIA The Department of Higher Education and Training recognizes that the information contained in the Register is of public interest and that the media may wish to publish it. In order to avoid misrepresentation in the public domain, the Department of Higher Education and Training kindly requests that all published lists of registered institutions are accompanied by the relevant explanatory information, and include the registered qualifications of each institution. The Register is available for inspection at:http://www.dhet.gov.za: Look under Documents/Registers INTRODUCTION The Register provides the public with information on the registration status of private higher education institutions. Section 54(2)(a)(i) of the Act requires that the Registrar of Private Higher Education Institutions (hereafter referred to as the Registrar) enters the name of the institution in the Register, once an institution is registered. Section 56(1)(b) grants the public the right to view the auditor’s report as issued to the Registrar in terms of section 57(2)(b) of the Act. Copies of registration certificates must be kept as part of the Register, in accordance with Regulation 20. -
Disruption of Higher Education Policy Through an Ethics of Care in South Africa
DISRUPTION OF HIGHER EDUCATION POLICY THROUGH AN ETHICS OF CARE IN SOUTH AFRICA Dissertation presented in partial fulfilment for the degree of PhD in Philosophy of Education in the Department of Education Policy Studies at Stellenbosch University HDE (Giyani College of Education); FDE (RAU); BEd Hons (UWC); MEd (SU) Promoter: Distinguished Professor Yusef Waghid March 2020 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (unless to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. March 2020 _________________________________________________ (Celiwe Ngwenya) Copyright © 2020 Stellenbosch University All rights reserved ii Stellenbosch University https://scholar.sun.ac.za Plagiarism Declaration I understand that the code of conduct against plagiarism and copyright infringement are enforced at Stellenbosch University. The severe legal and academic penalties to the breach of the code are understood. Find the signed form Stellenbosch University plagiarism form in page iv. iii Stellenbosch University https://scholar.sun.ac.za Plagiarism Submission Declaration Form UNIVERSITY OF STELLENBOSCH DEPARTMENT OF EDUCATION POLICY STUDIES I, Memoria Celiwe Ngwenya Module 50261978 (360) Education Policy Studies I, hereby acknowledge that I understand what plagiarism entails and that I am fully aware of the University’s policies regarding plagiarism. I affirm that this assignment is entirely my own work. I have acknowledged and referenced all sources, including Internet Websites.