UCT News Issue 09
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Curiosity INTRO.Faye
CURIOSITY C URIO OSITY CURIOSITY CLXXV A Paper Cabinet Pippa Skotnes Gwen van Embden Fritha Langerman Curating collections at the University of Cape Town Photography by Stephen Inggs LLAREC: Series in Visual History LLAREC: The Museum Workshop at the University of Cape Town 31-37 Orange Street 8001 Cape Town South Africa Copyright: 2004 by Pippa Skotnes, Gwen van Embden, Fritha Langerman and Stephen Inggs. All rights reserved. First edition Photographic donors: Orms Pro Photo Warehouse and PICTO, Cape Town Repro and Fine Art Printing: Scan Shop, Cape Town ISBN 0-620-33345-6 Dedicated to Lucy Lloyd, Stephen Jay Gould, Stephen Greenblatt and all other astonishing minds. CONTENTS Astonishment Astonishment Alterations Alterations Articulations Articulations Brilliance Brilliance Beauty Beauty Censorship Censorship Consilience Consilience Concentrations Concentrations Diversity Diversity Diary Diary Document Document Expansiveness Expansiveness Effluvia Effluvia Encapsulation Encapsulation Forensics Forensics Fugacity Fugacity Foundations Foundations Generation Generation Gathering Gathering Heritage Heritage Heritage Historicism (new) Historicism Historicism (new) Incubation Incubation Isolation Isolation Judgement Judgement Kingdoms Kingdoms Knowledges Knowledges Liberations Liberations Lustre Lustre Libraries Libraries Zoomorphism Zoomorphism Yearning Yearning |xam-ka-!au |xam-ka-!au Work Work Wonder Wonder Virtuosity Virtuosity Vision Vision Unmaking Unmaking Treasury Treasury Subjectifications Subjectifications Shorthand Shorthand Similitude -
Social Responsiveness Report 2011
•Section one SOCIAL RESPONSIVENESS REPORT 2011 UNIVERSITY OF CAPE TOWN SOCIAL RESPONSIVENESS REPORT 2011 1 •Introduction Our mission UCT aspires to become a premier academic meeting point between South Africa, the rest of Africa and the world. Taking advantage of expanding global networks and our distinct vantage point in Africa, we are committed, through innovative research and scholarship, to grapple with the key issues of our natural and social worlds. We aim to produce graduates whose qualifications are internationally recognised and locally applicable, underpinned by values of engaged citizenship and social justice. UCT will promote diversity and transformation within our institution and beyond, including growing the next generation of academics. 2 UNIVERSITY OF CAPE TOWN SOCIAL RESPONSIVENESS REPORT 2011 •Introduction Contents Foreword by the Vice-Chancellor . 2 Preface . 3 Introduction . 5 Progress Report on the Vice-Chancellor’s Four Strategic Initiatives 11 1 . African Climate and Development Initiative (ACDI) . 12 2 . Poverty and Inequality Initiative (PII) . 22 3 . Safety and Violence Initiative (SaVI) . 34 4 . School Improvement Initiative (SII) . 42 Section Two: Progress Report on Partnerships with Various Levels of Government and Civil Society 53 Cape Higher Education Consortium (CHEC) . 54 Research contracts . 56 Knowledge Co-op . 58 Section Three: Initiatives Aimed at Promoting Values of Engaged Citizenship and Social Justice amongst Students 63 Global Citizenship . 64 Voluntary student activities . 67 Section Four: Report on Continuing Education Courses offered in 2011 71 Introduction . 72 Commerce . 74 Graduate School of Business . 76 Engineering and Built Environment . 78 Law . 84 Humanities . 89 The Centre for Open Learning (COL) . 90 References 92 Appendix: High-Level Summaries of Faculty-Based Activities Related to each Strategic Theme 95 Introduction . -
| Mamokgethi Phakeng |
| MAMOKGETHI PHAKENG | TOP THREE AWARDS • Order of the Baobab in Silver: Republic of South Africa, 2016. • Most Influential Woman in Education and Training (Ac- ademic): CEO Magazine, 2014 • Most outstanding Senior Black Female Researcher over the last five to ten years: National Science and Tech- nology Forum, 2011 DEFINING MOMENT Getting her doctorate. Phakeng was amazed by how much more people paid attention to what she had to say. She doesn’t believe that a doctorate necessarily makes someone a success, but she does acknowledge that without a doctorate many of the things she has ac- complished would have been more difficult. WHAT PEOPLE DO NOT KNOW Phakeng is addicted to plain fat-free yogurt. It is her com- fort food and she eats about 2kg a week. 166 |LEGENDS OF SOUTH AFRICAN SCIENCE| MATHS MADE EASY have taught other subjects, schools only ever asked her to teach maths. She enjoyed teaching so much that when she finished her BA (Ed) in 1988, Mathematics does not always come easy to people. Many a learner has she asked for a job as a mathematics lecturer at Hebron College of Edu- struggled with mathematics in school. Many more have had to learn math- cation. They were running short of maths lecturers so they took her on. She ematics in a language that is not their own. For these students, instruction spent a year there teaching students who were pre-service mathematics can be obscured by their own fluency in the language of learning and teachers. teaching, or by the fluency of their teachers. -
The Students' Health and Welfare Centres Organisation (SHAWCO) Of
Forum HISTORY The Students’ Health and Welfare Centres Organisation (SHAWCO) of the University of Cape Town: A review of the past 69 years D M Favara, S C Mendelsohn The Students’ Health and Welfare Centres Organisation (SHAWCO) has become an integral part of UCT’s Faculty of Health Sciences. is a student-run non-profit community development organisation This article reviews its history, current activities, and plans for the based at the University of Cape Town (UCT). In 2012 SHAWCO future. celebrates its 69th anniversary, making it the oldest active student- run free clinic in South Africa. Over the past 7 decades, SHAWCO S Afr Med J 2012;102(6):400-402. The story of the Students’ Health and Welfare Centres Organisation (SHAWCO) begins during the early 1940s, when industry allied to the Second World War effort attracted large numbers of indigent job-seekers to the Cape Town area. Most of these migrants settled in rapidly growing shanty towns on the outskirts of the city. Poor living conditions coupled with an absence of medical facilities allowed ill- health to flourish. In December 1942 Andrew Kinnear, a UCT medical student, spent his vacation driving an ambulance to earn money to pay for his medical training. One of the places he visited was the shanty town of Kensington-Windermere where he was so appalled by the poverty, lack of hygiene and lack of medical facilities that he became determined to do something about it. When the new university term started in 1943, he began to explore the possibility of opening a clinic run by students. -
Faculty of Health Sciences (Ceremony 3)
FACULTY OF HEALTH SCIENCES (CEREMONY 3) ORDER OF PROCEEDINGS Academic Procession. (The congregation is requested to stand as the procession enters the hall) The Presiding Officer will constitute the congregation. The National Anthem. The University Dedication will be read by a member of the SRC. Musical Item. Welcome by the Master of Ceremonies. The Master of Ceremonies will introduce the guest speaker, Dr Kumani Kula Address by Dr Kula The graduands will be presented to the Presiding Officer by the Dean of the faculty. The Presiding Officer will congratulate the new graduates. The Master of Ceremonies will make closing announcements and invite the congregation to stand. The Presiding Officer will dissolve the congregation. The procession will leave the hall. (Graduates and guests are asked to remain for the prizegiving which will follow after the procession leaves the hall) 1 NATIONAL ANTHEM Nkosi sikelel’ iAfrika Maluphakanyisw’ uphondolwayo, Yizwa imithandazo yethu, Nkosi sikelela, thina lusapho lwayo. Morena boloka etjhaba sa heso, O fedise dintwa la matshwenyeho, O se boloke, O se boloke setjhaba sa heso, Setjhaba sa South Afrika – South Afrika. Uit die blou van onse hemel, Uit die diepte van ons see, Oor ons ewige gebergtes, Waar die kranse antwoord gee, Sounds the call to come together, And united we shall stand, Let us live and strive for freedom, In South Africa our land. 2 DISTINCTIONS IN THE FACULTY OF HEALTH SCIENCES Postgraduate diplomas may be awarded with distinction if the candidate has achieved 70% and above for all courses with a weighted average of at least 75% Honours degrees are awarded by class (first, second class division one, second class division two, or third). -
A University of Kwazulu-Natal Alumni Magazine
2020 UKZNTOUCH A UNIVERSITY OF KWAZULU-NATAL ALUMNI MAGAZINE NELSON R. MANDELA SCHOOL OF MEDICINE 70TH ANNIVERSARY INSPIRING GREATNESS ACKNOWLEDGEMENTSACKNOWLEDGEMENTS This edition of UKZNTOUCH celebrates the University of KwaZulu-Natal Nelson R. Mandela School of Medicine’s 70th Anniversary and its men and women who continue to contribute to the betterment of society, especially during the COVID-19 pandemic. Executive Editor: Normah Zondo Editorial Team: Bhekani Dlamini, Normah Zondo, Sinegugu Ndlovu, Finn Christensen, Deanne Collins, Sithembile Shabangu, Raylene Captain-Hasthibeer, Sunayna Bhagwandin, Desiree Govender and Nomcebo Msweli Contributors: Tony Carnie, Greg Dardagan, Colleen Dardagan, College PR Offices, Central Publications Unit, UKZNdabaOnline archives, UKZN academics, UKZN Press Creative Direction: Nhlakanipho Nxumalo Photographs and graphic illustrations: UKZN archives, UKZN Corporate Relations Division, UKZN photographers Copyright: All photographs and images used in this publication are protected by copyright and may not be reproduced without permission of the UKZN Corporate Relations Division. No section of this publication may be reproduced without the written consent of the Corporate Relations Division. 2020 UKZNTOUCH A UNIVERSITY OF KWAZULU-NATAL ALUMNI MAGAZINE Disclaimer: Information was collected at different times during the compilation of this publication UKZNTOUCH 2020 CONTENTS 04 32 51 ANGELA HARTWIG 75 - COVID-19 HEROES FOREWORD UKZN ENACTUS IN THE ALUMNI CLASS NOTES EDITOR’S CHOICE TOP 16 AT ENACTUS WORLD -
Varkey George SHAWCO University of Cape Town Anzio Road
Varkey George SHAWCO University of Cape Town Anzio Road Observatory 7925 South Africa ------------------------------------------------------------------------------------------------------------ Educational Qualifications 1980: Two year Pre-University Course in Commerce from the University of Kerala. 1983: B.Com with Cost Accounting as major from the University of Kerala. 1993: The Associate of the College of Preceptors (UK). 1997: Higher Education Diploma (post-graduate) with distinction from the University of South Africa. 2000: M.Phil (Master of Philosophy) in ‘Value Analysis and Policy Formulation’ from the University of Stellenbosch, South Africa. Work Experience January 2004 to date: University of Cape Town, South Africa. Director of SHAWCO (Students Health and Welfare Centres Organisation), the largest student-run community outreach organization in South Africa. .January 2004 to date: Senior Warden of Rochester House, a student residence at the University, responsible for four hundred students. January 2005: Project on Internationalization of SHAWCO initiated with the and partnerships built with Emory, Arcadia, Stanford, Tulane Universities in the USA and with various other partners in Europe allowing international students to participate in SHAWCO development projects. This project has assisted in getting SHAWCO to be financially sustainable and weaned it away from dependence on donor funding. March 2000 to Dec 2003: University of Witwatersrand, South Africa. Business Manager of the WRF (Wits Rural Facility), the research and community outreach wing of the University. January 1990 to February 2000: Mahlale High School, South Africa. School Administrator and Head of - Department of the Department of Commerce. Awards 1999: Awarded certificate by the Bushbuckridge Nature Conservation Project as the best community developer of the year. 2005: Awarded the runner up certificate SHWAB Foundation’s Social Entrepreneur of the Year Award for South Africa at the World Economic Forum Conference. -
Student Doctors (Umfundi Wobugqirha): the Role of Student-Run Free Clinics in Medical Education in Cape Town, South Africa
Research Student doctors (umfundi wobugqirha): The role of student-run free clinics in medical education in Cape Town, South Africa S C Mendelsohn, MB ChB Rob Ferreira Hospital, Nelspruit, Mpumalanga, South Africa Corresponding author: S C Mendelsohn ([email protected]) Background. Since 1943, the Students’ Health and Welfare Centres Organisation (SHAWCO) of the University of Cape Town has provided voluntary, student-run free clinics in under-served communities in Cape Town, South Africa, filling major gaps in the city’s healthcare services. Objective. To determine the role SHAWCO clinics play in medical education. Methods. A mixed-methods study with a predominantly quantitative questionnaire utilising dichotomised Likert scales was performed with 110 clinic volunteers. The Likert scales were converted to population proportions for quantitative analysis. Qualitative data obtained from participants’ comments were analysed thematically. Discussion. SHAWCO clinics provide a controlled environment in which to practise skills acquired in medical school. Over 98% of students attend clinics to increase their clinical exposure. Medical conditions that students encounter are primary care problems, often neglected at tertiary level teaching institutions. The clinics achieve what the formal curriculum struggles to do: humanise medical treatment, allowing one to better understand the socio-economic background of patients. Conclusion. SHAWCO is best suited in its current role of hands-on, community-based learning to augment the training provided in the formal medical curriculum. AJHPE 2014;6(1):28-32. DOI:10.7196/AJHPE.311 The City of Cape Town, South Africa is home to an SHAWCO continued with its activities in the townships, despite estimated population of 3.5 million, >15% of whom live in opposition from the state. -
UCT@ 100. Great!
South African Medical Journal First published January 1884 June 2012, Vol. 102, No. 6 SAMJ [email protected]! UCT in Africa at UCT were doubtless much influenced by this revolution in Great universities and great religions are among the most enduring medical education. The early curricula that separated the basic of human institutions. The first medical school established in sciences from the clinical years served their purpose well at the time. sub-Saharan Africa was at the University of Cape Town (UCT). Later the educational concept was to produce an ‘undifferentiated However, the first on the African continent was in Cairo, iatroblast’ – a graduate fit to move in any direction upon graduation. established in 1827, followed by Algeria in 1879. By the end of Present educational initiatives aim to provide a more integrated the Second World War (WW2) there were 8 medical schools curriculum and to protect students from a common teaching failure in Africa, 3 of which were in South Africa. Independence of – information overload.11 African countries from colonial domination, starting in the Clinical service excellence is a hallmark of Faculty graduates 1950s, saw rapid growth of new home-grown medical schools making their mark elsewhere in the world. Apart from inspiring role on the continent. However, economic decline, dictatorships, models, the collaboration with the province through joint agreements kleptocracy and state interference in education compromised and outstanding personal relationships profoundly influenced medical education standards elsewhere in Africa. Currently there teaching, research and clinical service.12 are 160 medical schools in Africa1 and there is evidence of slowly A measure of the quality of a faculty is its research record. -
Technology Access Points of Philippi and Khayelitsha Database
Community Resources Series Technology Access Points of Philippi and Khayelitsha Database Jennifer Bombard, Marguerite Carey, Brendan Kling, & Emily Richardson December 2015 Abstract: These are the database entries created for the development of a technology access point map. These points are places where community members can access computers, printers, and the Internet either free or at cost. With these entries we hope that the Women’s Networking Group and the whole community of Philippi will see an increase in visible connectedness of their community. Authors: Jennifer Bombard, Marguerite Carey, Brendan Kling, Emily Richardson WPI Project Advisors: Nicola Bulled and Scott Jiusto Series Editor: Scott Jiusto Project Partners: Sizakuyenza Project Website: For much more on the project from which this report derives, please see http://wp.wpi.edu/capetown/projects/p2015/sizakuyenza/ CTPC Publication Date: December 2015 About the WPI CTPC Community Resources Series Community Resources publications are designed to assist residents, community-based and non-profit organizations, local government, students, educators and others working toward sustainable community development in disadvantaged communities in South Africa and elsewhere. Documents may be downloaded at http://wp.wpi.edu/capetown/resource-library/. If you have inquiries or would like permission to reproduce, republish, or substantially adapt the content of this document for other non-profit purposes, please contact us at [email protected]. The Cape Town Project Centre (CPTC) is part of the Worcester Polytechnic Institute (WPI) Global Projects Program offering WPI students project opportunities in two dozen centers around the world. Each year, about 26 CTPC third-year undergraduate students from our US university work closely in small groups with local Cape Town organizations and communities on issues posed by our local partners. -
Thecathartic ALUMNI MAGAZINE | FACULTY of HEALTH SCIENCES | 2010 of Football and Faculty
TheCATHARTIC ALUMNI MAGAZINE | FACULTY OF HEALTH SCIENCES | 2010 Of football and Faculty ... Contents our mandate for redress and ensuring a diverse and representative student body, or responding Features to yet another media query about how we select Something of an Accidental Doctor __ 2 our students. Letter from the Trenches ____________ 4 In this issue of the Cathartic, you will read about a recent visit by a group of journalists, Healing in Haiti ___________________ 6 including a reporter from the New York Times, Taking Life 2 the Limit _____________ 7 really served to highlight not only how far we Humanitarian … Without Borders ___ 10 have come as a Faculty, but also how far our Admissions Policy ________________ 12 students have come—sometimes literally, but more often in terms of the difficulties that they Faculty News have overcome in order to study at UCT, and more importantly, to flourish as a student in the Ikeys go down to Maties ____________ 9 Faculty. Apartheid Health Exhibit for Biko Day 13 We were able to gather together a small Lance Armstrong visits ____________ 14 group of students, of different races, economic New 3-D Temporal Lobe Simulator Trains backgrounds and geographical origins, to spend a ENT surgeons ____________________ 15 few hours with a selected cohort of journalists Winning Research ________________ 16 from a range of media, both print and electronic. One of the main topics of discussion was the Professional Standards Committee is support that we offer students, which makes our watchdog for Faculty ______________ 16 faculty unique and gives students from all SHAWCO education in action ______ 17 As we take leave of 2010, it’s time to reflect backgrounds a fair opportunity to succeed. -
COVID-19 Emergency Response Fund
COVID- 19 Emergency Response Fund Ensuring the safety of staff and students, and the resilience of higher education during a crisis The University of Cape Town has established an Emergency Fund to address urgent student and staff needs during the COVID-19 pandemic The Challenge than ZAR 7 million towards these efforts. The Vice-Chancellor, Professor Mamokgethi Phakeng, The University of Cape Town (UCT) has set up a demonstrated her personal support by donating COVID-19 Emergency Fund to assist in the fight 20% of her salary to the fund for a three-month against the virus and its impact on the UCT period. Other members of the UCT executive and community. The goal is to raise ZAR 20 million many members of staff are also supporting the towards addressing urgent priorities related to fund. staff and student well-being during and after lockdown. This will assist the university to The funding will also be used to support continue to function effectively, delivering its value vulnerable departments, including the Baxter to society through quality research and education. Theatre, which is unable to generate income from shows during this time. Other initiatives, such as COVID-19 response efforts to date have included SHAWCO pop up clinics in vulnerable activities such as providing transportation for communities, require support to address the students who needed to return home ahead of urgent needs of South African society. lockdown, disinfecting buildings as they were vacated, sourcing laptop computers and arranging The COVID-19 UCT Emergency Response their delivery to needy students, providing Fund demonstrates commitment to supporting personal protective equipment (PPE) to essential the most vulnerable members of the UCT staff members who needed to remain on campus, community and purchasing data bundles for students to enable them to study from home.