Information Management As Nexus to Promote Indigenous Medicine Use
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Rev. Theodore M. Hesburgh
f·~ ... i "'JI 1 ~ ') ..... \ . "' • I ..' .J' Student Convocation on APARTHEID I'm glad to see so many of you out on this cold afternoon to manifest your interest in social justice and particularly in the situation of apartheid, and particularly against the situation of apartheid in South Africa. Let me say first of all, that the issue in question is not whether or not we are against apartheid. l don't know of anyone in America who favors apartheid, certainly not at this University. Apartheid is an evil system, inhuman in its application, and an arrangement that should be eliminated from the face of the earth. The ·issue then is not whether apartheid is evil. l t is. l.Je all recognize that. The real issue is what to do about it and that is not quite as easy as condemning it. As university students, it is important that .. your crusade for social justice be based on studying and understanding, on acknowledgment of the complica- tions of the issue under discussion and Leading towards a solution that will be both intelligent, responsible and effective. Anything Less would be unworthy of university students. It is easy to chant "divestiture now" but l would remind you that complicated questions and complicated problems are 1 -2- not solved by bumper stickers and this is a very complicated question and a very complicated problem. Let me back up and attempt to put it into historical perspective, both with regards to the United States and South Africa as well. Before all of us feel too virtuous, too easily, Let me remind everyone that the United States practiced apartheid for 250 years, dating from the arrival of the first slave. -
Faculty of Health Sciences Prospectus 2021 Mthatha Campus
WALTER SISULU UNIVERSITY FACULTY OF HEALTH SCIENCES PROSPECTUS 2021 MTHATHA CAMPUS @WalterSisuluUni Walter Sisulu University www.wsu.ac.za WALTER SISULU UNIVERSITY MTHATHA CITY CAMPUS Prospectus 2021 Faculty of Health Sciences FHS Prospectus lpage i Walter Sisulu University - Make your dreams come true MTHATHA CAMPUS FACULTY OF HEALTH SCIENCES PROSPECTUS 2021 …………………………………………………………………………………………………………………………………………………………… How to use this prospectus Note this prospectus contains material and information applicable to the whole campus. It also contains detailed information and specific requirements applicable to programmes that are offered by the campus. This prospectus should be read in conjunction with the General Prospectus which includes the University’s General Rules & Regulations, which is a valuable source of information. Students are encouraged to contact the Academic Head of the relevant campus if you are unsure of a rule or an interpretation. Disclaimer Although the information contained in this prospectus has been compiled as accurately as possible, WSU accepts no responsibility for any errors or omissions. WSU reserves the right to make any necessary alterations to this prospectus as and when the need may arise. This prospectus is published for the 2021 academic year. Offering of programmes and/or courses not guaranteed. Students should note that the offering of programmes and/or courses as described in this prospectus is not guaranteed and may be subject to change. The offering of programmes and/or courses is dependent on viable -
Summary of Presentation This Presentation Is an Overview of the Cape Town TV White Spaces Trial
Summary of Presentation This presentation is an overview of the Cape Town TV White Spaces Trial. It provides an overview of the Trial network and the Trial’s accomplishments, with a specific focus on the policy related implications of the results. The presentation describes the technical aspects of equipment, the lab tests conducted on the equipment, the process for developing the database and the techniques used to field check the database results. About The Trial With the support of ICASA, the communications regulator of South Africa, a group of partners implemented a TVWS trial network covering ten schools in the Western Cape over a six month period during 2013. The trial partners include TENET, CSIR Meraka, e-Schools Network, WAPA and Google, with Comsol Wireless Solutions, Carlson Wireless Technologies and Neul as the vendor partners. The goals of the trial was to: Demonstrate that TVWS can be used to deliver affordable broadband and Internet services without interfering with TV reception Increase awareness of the potential for TVWS technology in South Africa and across the continent. About The Network The TVWS network consistc of multiple base stations located at Stellenbosch University’s Faculty of Medicine and Health Sciences in Tygerburg, Cape Town, which deliver broadband Internet service to ten schools within a 10 kilometer radius. The ten schools have been pre- selected based on proximity to the base station, local IT and network support, and other connectivity requirements. Each school receives dedicated 2.5 Mbps service with failover to ADSL in order to prevent downtime during school hours. Visit : TVWS Trial Website . -
Humanities I 2005
Humanities I 2005 FACULTIES OF THE UNIVERSITY OF PRETORIA HUMANITIES NATURAL AND AGRICULTURAL SCIENCES LAW THEOLOGY ECONOMIC AND MANAGEMENT SCIENCES VETERINARY SCIENCE EDUCATION HEALTH SCIENCES ENGINEERING, BUILT ENVIRONMENT AND INFORMATION TECHNOLOGY Address all correspondence to: The Director: Academic Administration University of Pretoria PRETORIA 0002 Cheques and postal orders must be crossed and made payable to the University of Pretoria. Telephone: 012 420 4111 Fax: 012 362 5168/362 5190 Web address: http://www.up.ac.za/ ISBN 1-86854-535-0 Humanities I 2005 FACULTY OF HUMANITIES PART I (this publication) SCHOOL OF LANGUAGES • Afrikaans • African Languages • Ancient Languages • Centre for Academic Development • English • Modern European Languages • Unit for Language Skills Development SCHOOL OF SOCIAL SCIENCES • Anthropology and Archaeology • Biokinetics, Sport and Leisure Sciences • Centre for Augmentative and Alternative Communication • Communication Pathology • Criminology • Geography, Geoinformatics and Meteorology • Historical and Heritage Studies • Philosophy • Political Sciences • Psychology • Social Work • Sociology SCHOOL OF THE ARTS • Drama • Music • Visual Arts PART II (separate publication) POSTGRADUATE STUDIES Humanities I 2005 TABLE OF CONTENTS ACADEMIC STAFF ...........................................................................................................1 REGULATIONS FOR UNDERGRADUATE STUDY ........................................................9 REQUIREMENTS FOR ADMISSION ...............................................................................9 -
RUTHIRA NARAIDOO, Ph.D
RUTHIRA NARAIDOO, Ph.D. Associate Professor Department of Economics University of Pretoria Pretoria 0002 South Africa Tel: +27 12 420 3729 Fax:+27 12 362 5207 Email: [email protected] Website: http://web.up.ac.za/default.asp?ipkCategoryID=729&subid=729&ipklookid=3 PROFESSIONAL EXPERIENCE 2012- Associate Professor in Economics Department of Economics, University of Pretoria, South Africa 2008-2011 Senior Lecturer in Economics Department of Economics, University of Pretoria, South Africa 2007-2008 Lecturer in Economics The University of Nottingham Ningbo, China 2005 -2007 Lecturer in Economics School of Economic and Management Studies, Keele University, UK 2004-2005 Research Assistant/Teaching Assistant (Graduate Assistant) Economics Department, Cardiff Business School, UK Research Associate: Julian Hodge Institute for Applied Macroeconomics, Cardiff Business School, UK 1999-2004 Graduate Teaching Assistant/Research Associate Economics Department, Cardiff Business School, UK Research Associate: Julian Hodge Institute for Applied Macroeconomics, Cardiff Business School, UK VISITING POSITIONS Sept-Oct 2014 Visiting Fellow, Julian Hodge Institute for Applied Macroeconomics, Cardiff Business School, UK EDUCATION 1999-2004 PhD in Economics Economics Department, Cardiff Business School, UK Advisors: Patrick Minford (principal) and Kent Matthews 1998-1999 MSc in International Economics, Banking and Finance (Distinction) Economics Department, Cardiff Business School, UK 1994-1997 BSc in Economics University of Mauritius, Mauritius RESEARCH INTERESTS • Primary: Applied Macroeconomic Theory/Policy, Time Series Econometrics, Monetary Economics • Secondary: Political Economics, International Macroeconomics, Labour Economics, Financial Economics TEACHING PG Courses Lecturer and Module Coordinator: Open Economy Macroeconomics (PhD Level) Time Series Econometrics (Masters Level); Lecturer: Macroeconomics (PhD Level); Lecturer and Module Coordinator: Macroeconomics (Honours Level). -
Curriculum Vitae Distinguished Professor Heila Lotz-Sisitka Updated July 2018
Curriculum Vitae Distinguished Professor Heila Lotz-Sisitka Updated July 2018 South African National Research Foundation Chair (Tier 1) Transformative Social Learning and Green Skills Learning Pathways Summary Narrative Overview and Early Career I started my career in primary education, working with young children to expand their learning horizons through creative, critical approaches to learning. This led me into a postgraduate and post-doctoral career trajectory where I was able to expand my interest in primary education to wider forms of education and learning, all of which have centred on how human relations with the environment shape learning and transformation of society towards social justice, sustainability and the common good. My Masters degree focused on critical, democratic and participatory approaches to working with environmental knowledge in learning support materials development with foundation phase teachers in post-apartheid curriculum settings. The project spanned five years, and grew into a national initiative to strengthen curriculum transformation. The study was unanimously recommended for upgrading to PhD by all examiners. This launched me into an active professional career in participation oriented approaches to environment and sustainability education research that has spanned all levels and types of education, including early learning, general education and training, higher education, community education, and conservation education. Most recently I have also become more involved in vocational and workplace learning as the green economy has emerged as a significant driver of potential just transitions in post-apartheid South Africa, and the skills system was found to be largely re-active to environment and sustainability concerns. My current research focusses on global change and social learning systems, with emphasis on transformative social learning and green skills learning pathways. -
ICT) in South African Universities: a Comparison Study Among Selected Historically Black Universities (Hbus)
Mar. 2006, Volume 3, No.3 (Serial No.16) US-China Education Review, ISSN1548-6613,USA Bridging the Digital Divide and the Use of Information and Communications Technology (ICT) in South African Universities: a Comparison Study among Selected Historically Black Universities (HBUs) and Historically White Universities (HWUs) Osunkunle, Oluyinka Oludolapo* University of Limpopo, South Africa Abstract: It has become common place for students in historically white universities (HWUs) in South Africa to have 24 hour access to computers, the Internet, e-learning facilities, check results online and even register online. However, historically black universities (HBUs) are still battling to have access to these facilities. On a macro level, the issue of lack of access to basic ICT facilities or digital divide exists. This is evident in the fact that developed nations like U.S.A and Switzerland have significant access to ICT, while under-developed nations in Africa like Ethiopia and Congo do not enjoy considerable access. On a micro level in South Africa, digital divide still exists. Even the divide exists among South African Universities as students in historically white institutions like Pretoria, Rhodes and Stellenbosch Universities enjoy unlimited access to ICT facilities like computers and the Internet. However, the reverse is the case in HBUs where access rate is very limited and personal observation bears this out as most historically black institutions like the University of Fort Hare, University of Limpopo, and University of Zululand, just to mention a few are still battling with the issue of access to ICT facilities. This paper presents the findings of a survey conducted to examine the present ICT status / capacity of HBUs compared to what exists in HWUs in South Africa. -
Stellenbosch University Web Regulation
Page | 1 Stellenbosch University Web Regulation Note: This is an interim regulation and will be replaced by a Web Policy A. Scope 1. Stellenbosch University (SU) publishes and hosts various types of websites. The types of websites covered by this regulation include: a. The Institutional, or “Corporate”, website (www.sun.ac.za) which refers to all web pages that are edited and authored by the Communications & Liaison Division on behalf of the university. b. Faculty, school and academic department, division, unit, centre of excellence and institute websites (*.sun.ac.za, *.usb.ac.za) c. Institutional web portals: student portal (www.mymaties.com); staff portal (my.sun.ac.za); alumni portal (www.matiesalumni.net); prospective student portal (www.maties.com); postgraduate portal (www.sun.ac.za/postgrad). d. Intranet websites1 and collaborative websites e. Student residence and association websites f. Institutional blogs and wikis. g. Websites of affiliated entities hosted on University servers. 2. For the purpose of this document, all sites, no matter on which technology platform or content management system they reside, whether mobile or not, are referred to as “websites”. 3. Many of the above are public-facing websites to some degree and must reflect and protect the image and brand of the University. 4. At the same time, the ethos and freedoms of a university must be recognised. Consequently, this regulation attempts to strike a fair balance between control and freedom. 5. The regulation defines roles for stakeholders involved in publishing, maintaining, developing and hosting university websites. 6. The regulation is promulgated in terms of the Electronic Communications Policy (ECP) and are supplemental to the ECP. -
Programme on Innovation, Higher Education and Research for Development IHERD
1 Programme on Innovation, Higher Education and Research for Development IHERD December 2013 This report is authored by Nico Cloete and Ian Bunting, as part of the Programme on Innovation, Higher Education and Research for Development (IHERD) hosted at the OECD and funded by the Swedish International Development Cooperation Agency (Sida). The opinions expressed and arguments employed herein are those of the author and do not necessarily reflect the official views of the OECD or Sida or of the governments of the OECD member countries. 2 Contents Introduction: Strengthening knowledge production ............................................................................. 7 Selecting the SA case studies ........................................................................................................................... 9 Analysing the case studies ............................................................................................................................ 10 Institutional reports ............................................................................................................................... 10 University of Cape Town (UCT) ......................................................................................................... 11 University of Fort Hare (UFH) ............................................................................................................ 26 Nelson Mandela University (NMMU) ............................................................................................... 31 Tshwane -
Introduction Reckoning with Apartheid the Conundrum of Working Through the Past
Comparative Studies of South Asia, Africa and the Middle East APARTHEID RECKONING Introduction Reckoning with Apartheid The Conundrum of Working through the Past Anne- Maria B. Makhulu his themed section of Comparative Studies of South Asia, Africa and the Middle East, titled “Reckon- ing with Apartheid: The Conundrum of Working through the Past,” comes at a very particular T moment in South Africa’s “long walk to freedom.”1 Only recently, South Africans celebrated two decades of democracy. This was an enormous achievement, following almost four hundred years of colo- nial rule that reshaped everything from understandings of land ownership to national sovereignty, race, and the very definition of what it means to be human. Yet South Africa’s transition to democracy appears increasingly marked by significant failure — and by this I mean a failure to fully transcend history — even as some are willing to claim that the past is indeed the past. Or, as Sarah Nuttall has proposed, that the value of symptomatic reading has been eclipsed by a newer focus on “surfaces” and “edges.”2 That the past, certainly in the interpretive practice of reading that Nuttall proposes, might be superseded by a certain flatness of historical dimension has significant implications for the meaning of the “post” in “postapartheid.” For Nuttall the symptomatic reading is assumed to be Freudian or Marxian. Here, I am less concerned with the psychoanalytic dimension and more so with Marx’s historicism. True, the “sur- faces” of contemporary South African life are easily accessed. Yet their legibility, in the sense of how they might be interpreted — in other words, what they refer to — is often less evident. -
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Journal of International Education Research – Second Quarter 2013 Volume 9, Number 2 Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011): A Critical Analysis Nelda Mouton, Ph.D., North-West University, South Africa G. P. Louw, Ph.D., North-West University, South Africa G. L. Strydom, Ph.D., North-West University, South Africa ABSTRACT Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described. -
Akdogan Guven Prof Waste Processing SUN ‐ Stellenbosch
Surname First name(s) Title Position Institution Nationality Akdogan Guven Prof Waste Processing SUN ‐ Stellenbosch University South African Algera Nadia Ms Programme Officer (Environment and Energy) ASSAf ‐ Academy of Science of South Africa South African Allen Deonie Dr Researcher University of Strathclyde and Fellow at SST British Allen Steve Mr PhD candidate University of Strathclyde and Fellow at SST Australian/UK Andersen Oddgeir Dr Researcher NINA ‐ Norwegian institute for nature research Norwegian Apollos Dumisani Mr Lecturer NMU ‐ Nelson Mandela University South African Artman Soraya Ms Director: Operations SAIMI ‐ South African International Maritime InstSouth African Badenhorst Karin Petra Dr Research Associate NMU ‐ Nelson Mandela University, SustainabilitySouth African Baijnath‐Pillay Nitasha Ms Deputy Director: Coastal Pollution Management DEA ‐ Department of Environmental Affairs South African Bailey Richard Mr Project Manager MPI ‐ Meeting Planners International Bezuidenhout Carlos Prof Professor NWU ‐ North‐West University South African Booth Andy Dr Senior Researcher SINTEF Ocean British Bornman Thomas Prof Manager SAEON ‐ South African Environmental ObservatioSouth African Bouwman Hindrik Prof Lecturer NWU ‐ North‐West University South African Brits Wimpie Umfolozi TUT College Chimphango Annie Dr Senior Lecturer SUN ‐ Stellenbosch University Malawi Christophersen Gyda Dr Researcher Møreforsking Ålesund AS Norwegian Cowley Paul Dr Principal Scientist SAIAB ‐ South African Institute for Aquatic Biodiv South African Dahl