The shift from apartheid to a constitutional democracy in South Africa brought with it a plethora of questions concerning ideas of nationhood, citizenship, and organisational transformation. Integrally caught up in the revolution, the South African Police Service (SAPS) faces transformative challenges on scales far larger than most other organisations in the country. From being the strong arm of the oppressive elite, it has had to restructure and rearticulate its function, while simultaneously attempting to maintain law and order. Like many other corporations and organisations, the SAPS has engaged in interventions aimed at aiding the fluidity of this process. This report is an analysis of one such intervention. It attempts to ascertain the extent to which members are changing as a result of particular diversity workshops conducted in a region of the Western Cape. The analysis focuses on members at one particular station.

The Chemical Industries resource pack is a set of curriculum-aligned resources for physical science teachers. It covers the petrochemical, fertiliser, chloralkali, and battery industries, and their links to electrochemistry, chemical equilibrium, and other sections in the science syllabus. The pack contains animations, practical videos, quizzes, worksheets and answers, posters, and a detailed periodic table.

DEISA, Diversity and Equity Interventions in South Africa, is a research programme which studies the transformation 'industry' in South Africa, exploring issues such as: the kinds of interventions being undertaken under the rubric of diversity and equity, how these are experienced by people working in organisations, the theoretical frameworks used by practitioner, and, especially, how they may or may not articulate with the quest for social justice in a democratising South Africa. The project examined: 1) a questionnaire submitted to diversity practitioners across South Africa, and 2) diversity interventions conducted at 12 South African organisations. These organisations included government institutions and private-sector companies and ranged from multi-nationals to small family-owned concerns. They were situated mostly in the two major hubs of the South African economy - Gauteng and Cape Town. Two studies were in other regions of the country - Mpumalanga and North West Province.

Lecture series coordinated by Alec Erwin, Honorary Professor of Economics University of the Western Cape. Considerable economic and other challenges face contemporary states around the world. This is even more the case for Africa, where the developmental issues are massive. This course will examine the implications of a commitment to a 'developmental state' for South Africa and Africa, and assess key contemporary challenges. ' Development' is a complex concept and the role that states have played, or can play, in achieving development is also a contested area. The first lecture will consider these issues with specific reference to Africa and South Africa. Attention will then turn to the critical policy balance between development and environmental sustainability - an issue made more pressing as the reality of climate change is increasingly felt. The third lecture will examine how the size and complexity of the large energy systems relied upon by the world economies pose major new structural challenges. South Africa's future depends as much on the development of Africa, as on its own development. Do African states have the capacity to lead the developmental process? This issue will be the subject of the fourth lecture. The final lecture will consider whether the claims that South Africa is a 'developmental state' are justified or even possible. Alec Erwin, a past Minister of Trade and Industry and of Public Enterprises, will give two of the lectures, and significant South African and regional economists and policy thinkers will contribute to the course.

This powerful volume represents the broadest engagement with disability issues in South Africa yet. Themes include: theoretical approaches to and representations of disability, governmental and civil society responses to disability, aspects of education as these pertain to the oppression, liberation of disabled people, social security for disabled people, the complex politics permeating service, provision relationships and consideration of disability in relation to human spaces, physical, economic and philosophical. Noteworthy, is the inclusivity of its nearly fifty contributors, many of whom write both as disabled South Africans and as educators, , linguists, psychologists, human rights activists, entrepreneurs, mental health practitioners, academics, and NGO and government officials. Equally stimulating is the range of writing styles, including interviews, a provocatively stark contrasting of voices in a chapter on Psychiatric Disability and Social Change, various well-crafted articles on theoretical issues, and the autobiographical style of many of the contributions. Firmly located within the social model of disability, this collection will resonate powerfully with contemporary thinking and research in the disability field and will set the benchmark for cutting-edge debates in a transforming South Africa.

The diversity workshops were held with academic staff who supervise fourth-year medical students' research and health promotion projects in the Public and Primary Health Care Department at the University of Cape Town. These include staff who are site facilitators, lecturers, and registrars in the Health Science Faculty. Many of them, except for the site facilitators who mainly supervise the health promotion projects, have had no training in teaching methodology or educational theory. Therefore, the emphasis of the training was on the supervision of the research Epidemiology projects. The supervisors were facing complex challenges in establishing new ways of teaching to support the changing learning environment, small group learning in institutional and community settings, and the increasing diversity of the student body. To enable staff to respond to these challenges, an Adult Educator from the Centre of Higher Education and Development was asked to run workshops with staff in which diversity is made an explicit presence in the learning process. This report documents the process of the workshop implementation.

This resource provides the entirety of the Diversity Literacy course content. A 2nd-year level course, offered at UCT as part of the Vice Chancellors strategic planning, Diversity Literacy aims to facilitate a process of conscientisation amongst students from all disciplinary backgrounds. Users will find all materials required to run the course syllabus, powerpoint presentations, assignments, assessment guides, useful links, and discussion guides. Also included is a comprehensive overview which provides users with the rational behind the course, along with a discussion of how to use the included resources.

Background Neurology is introduced into the University of Cape Town MBChB programme in the 3rd year. The Head of the Neurology Department, Prof. Roland Eastman, conducted a 'Master Class' for the clinicians who would be providing teaching sessions to the students. Just before his retirement, this video was produced in an attempt to capture his unique style of teaching. It is intended for use by both students and teachers This video depicts the examination of the nervous system through testing of the Motor System Sensations Cerebellum Cranial Nerves. Prof. Roland Eastman received a Distinguished Teacher Award in 2010, and, at the time of producing this video, was Head of the Division of Neurology, Department of Medicine, Groote Schuur Hospital and University of Cape Town.

This presentation showcases various sites to find open images, audio, video, software, comics, and more. By using open resources you are free to share your work without fear of infringing copyright.

An examination of the reasons for studying religion and religions, and the necessity for educator, student, administrative, or parental involvement in the process of teaching and learning about religious diversity. In this paper, Chidester tests one possible answer to these questions - namely citizenship - and suggests that the study of religion, religions, and religious diversity, can usefully be brought into conversation with recent research on new formations of citizenship.

Over the past three decades, the discipline of Disability Studies has emerged as an independent field within the social science research and theoretical arena. Questions surrounding the nature and origin of oppressive societal responses to impairment - ranging from service installations to bureaucratic policies, linguistic conventions to exclusionary practices - are the primary concern of the field. Disability Studies attempts to examine and debunk the 'disabled' identity as one ascribed to individuals arbitrarily, yet selectively, designated as disabled. Broadly, key theoretical positions within the field assert that the negatively valued and ascribed group identity of being disabled is one which serves, through the operation of complex ideological machinery, to justify and obscure the systematic exclusion of persons, so designated, from equitable participation in the production of culture. This study looks at dynamics of human rights and disability within higher education institutions from this perspective.

The Human Rights Key serves as a valuable infographic to guide students to connect their classroom learning with the reality of local regional and international health and human rights issues. The framework enables students in the health professions to recognize relationships and connections between human rights, their own personal realities, legal mechanisms, and their future clinical practice. The tool was developed for Year 3 medical students in their Obstetrics and Gynaecology rotation. The heuristic Human Rights Key promotes their learning for and about human rights in women's health. It provides a medium to guide self-reflection through a sequential process helping clarify complex concepts. Health professionals are in powerful positions to advance social justice as duty bearers and as rights holders. The Health Sciences Faculty at the University of Cape Town, UCT South Africa, has included human rights learning in its reformed curriculum since 2002, in recognition of the need to develop socially responsible practitioners.

This 4 week module, supported by powerpoint slides, uses climate change to explore key environmental and geographical issues, including justice scale, international equality, global political processes, and environmental change. We begin by examining the foundation and principles of the environmental movement, distinguishing between different types of environmentalism and articulating early environmental conflicts between the North and South. We then develop ideas of environmental justice and how it applies to climate change.

David Wolfe, Emeritus Professor of Physics, University of New Mexico, and Director, Oppenheimer Institute for Science and International Cooperation. Isaac Newton has a good claim to being the most famous man of the last 500 years. Whilst no individual can claim to be the originator of what has come to be called the Scientific Revolution, surely Isaac Newton is more responsible than any other single person. If we look at the technology on which our modern world is based - from the existence of electricity to transport to telecommunications and much else - all are based on the science which developed from the 18th century onwards. The Enlightenment, itself, and the concept of the individual, all developed as a result of his thinking. Even the reaction to these ideas from Romanticism to Fascism came about because of the rise of intellectual enquiry. Yet Newton does not fit the picture of 'the scientist' that we hold today. He spent more of his life thinking about alchemy and religion than he did about mathematics or physics. Moreover, he was one of history's greatest misanthropes. Left by his mother at three years of age, he appears never to have recovered from that trauma. This course will investigate Newton's life and work in relation to his achievements and also to his arguments with such people as Robert Hooke, John Flamsteed - the first Astronomer Royal, and Gottfried Leibniz- the codiscoverer of the calculus. An astounding genius, Newton was a deeply flawed human being.

In this project, students spoke out about their experiences at UCT. In particular, they describe how they perceived the university and the other students, and how their experiences impacted their academic performance and general wellbeing while attending UCT. In the study, the authors consulted a variety of policy documents and publicity materials from UCT. The authors then held 19 workshops with focus groups of students. Five were mixed, while fourteen were purposive in that certain designated students such as black students foreign students women, etc., were targeted. The initiator of the study conducted ten of the focus groups, but for the others peer facilitators were used. From the findings, it is clear that in students experiences 'whiteness' still largely characterises the institutional culture. Many black students, and some white students, described incidents of overt racism against black academic staff and students. This report documents suggestions made by students and also puts forward some recommendations. It is hoped that these will be received in the spirit in which the research was undertaken, namely to be helpful to UCT as it continues along the road of transformation. This report provides a forum in which diverse students voices are collated and reflected on behalf of the students and committed educators and for the continuance of outstanding education at UCT.

During 2005, Mikki van Zyl was contracted as a consultant to do action research on farm dwellers' perceptions and experiences of HIVAIDS in two districts of the Western Cape, South Africa. The research project was the first step in a provisional three-year process to develop and implement integrated strategic interventions for addressing HIVAIDS on farms through multi-stakeholder forums in the two districts. Employing a team of community researchers working in locally-run NGOs on HIV/AIDS, we used individual interviews, focus groups, case studies, researcher field notes, evaluations, and workshops for our dataset. The research process is presented as a case study, focusing on the context dynamics and challenges in conducting the research and preparing the groundwork for setting up the stakeholder forums.

Over the past few years, the Faculty of Health Sciences at UCT embarked upon a series of transformation processes. Despite these efforts, students at Medical School continue to lodge complaints about racist practices on the part of staff at the School and to claim such practices undermine their learning and academic performance. Following some complaints lodged early in 2001, the Dean of the Faculty convened a meeting where a study was commissioned to provide a scan of issues to inform terms of reference for a panel to be tasked with an indepth evaluation of processes of transformation at Medical School. These issues are specifically related to students experiences and perceptions of race and racism.

This case study is one of ten case studies conducted as part of a larger research project on Diversity and Equity Interventions in South Africa, DEISA. The aim of the research is to develop codes of good practice around diversity work in South African organisations. The organisation 0 was approached by iNCUDISA to take part in a case study. O is a small, ingredient manufacturing concern based in Cape Town. At the time of the research they employed 232 people. An HR consultant was employed to implement an EE plan. Part of the implementation of this plan involved the establishment of an Employment Equity Committee. The EEC also took on the mandate of training, making it the Employment Equity and Training Committee. The aim of this research was to investigate the effects that this intervention had on the organisation.

This is a free illustrated operative surgery text and is intended particularly for those surgeons practising in the Developing World who are unable to afford expensive textbooks. There are no copyright restrictions and colleagues are welcome to use, copy, and quote text as they wish. The textbook is still in evolution and chapters will be added as they are completed over the coming months. Clicking on completed chapters in blue provides access to the PDF document. Surgery tools image by docnutpics are shared under a CCBYNC license.