There are few contexts where people are not confronted by difference in the workplace, in organisations and public spaces, and as an aspect of the general body politic. The challenge, therefore, is how to value what different groups may bring to the collective while, at the same time, maintaining cohesive societies. Contemporary South Africa is no exception in facing realities such as these although the specific contours that the challenges take are obviously shaped by South Africa's history, its socioeconomic capacities, and the particular demographics that form its population. Widespread legislative reform has attempted to redress stratification along a number of axes of difference. Employment equity measures such as affirmative action which were conceptualised in countries like the USA were designed to introduce a representative number from minority groups into relatively homogenous organisations. The changes envisioned for South African organisations are of a different order in this country where the majority demographic has to be brought into the centre politically, economically, and organisationally - a fundamental transformation in processes, structures, identities and relationships. The case studies that are presented here are a reminder of this sometimes volatile transformation of South African life where new opportunities and challenges often come into conflict with old mindsets and practices.
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In the past Prof Tim Noakes was convinced that physiology could explain performance. After 38 years of studying the human body, he now believes that the mind and the role of self belief are crucial factors in human athletic feats. In January 2008, Noakes presented this lecture, entitled "Beyond the VO2 Max: The Role of Self Belief in Elite Athletic Performance" at Croke Park Stadium, Dublin.
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.
Note: This book was written in 1999 and last updated in 2003. Since then technologies have changed so the non-conceptual and more technical parts of the book may be out of date.Why Yet Another Textbook (WYAT)?There are many excellent introductory information systems (IS) texts on the market. Why then produce our own text? Interestingly enough, when we sat down to critically review the first year Information Systems curriculum, the very last thing that we wanted was to get involved in writing yet another text. But after we had set the broad educational goals, the curriculum content and educational approach, we found that no textbook fitted our objectives or approach. Briefly, the following considerations forced us to fire up our word processor and compile the text you find in front of you.Technology Bias. A frequent criticism of the introductory information systems curricula is that many have a very strong technological bias: many courses are an in-depth treatment of hardware and software concepts with an avalanche of buzzwords, often reflecting some computer science origins. Although a sound understanding of the technology that underlies information systems is critical, this technology is subject to significant change and seems to receive a disproportionately large amount of attention. This is particularly prevalent in many of the American textbooks that we considered for this course: they all seem to be an "Introduction to Computers" rather than an "Introduction to Information Systems". We wondered where the broader scientific contexts are in these, admittedly very well illustrated but quickly out-dated, documentaries of computer technologies. This is in sharp contrast to a number of European and Australasian texts, some of which relegate all the technology concepts to a single chapter or even a mere appendix at the end of the book! We needed something of a balance between these two extremes. We hope that the three roughly equal sections (scientific, technological and organisational contexts) in this will provide a sufficiently balanced approach to the study of information systems. We wish to provide students with a sound technical understanding but also let them take into account the more philosophical, scientific and organisational aspects of information systems.Depth of Treatment. We needed a text where the conceptual or theoretical component would be equivalent to roughly half of a one-semester course. Most textbooks on the market are intended for full or half-year courses. A frequent comment, even of the newer "trimmed-down editions", is that there is just too much material. Students with little or no previous exposure to computer jargon especially despair when confronted with the many new terms and acronyms. In addition, many of these technologies may be outdated by the time the students have completed their studies. By limiting ourselves to twelve chapters and setting strict limits to the length of each chapter, we hope to stem the "information overload" without compromising the academic standard. We carefully considered "need to know" versus "nice to know". A good example of the latter are the typical detailed historical notes on historical devices such as the abacus, Babbage or ENIAC.Educational Approach. Contrary to our expectations, past student evaluations showed that the textbook previously use, a well-written American one with excellent colour photographs and illustrations, was not well received and lectures based on the textbook were judged to be "boring". It is clear that a different educational approach was needed, perhaps due to our unique South African circumstances. Based on our experiences, we hope that a participatory learning approach will make the "theoretical" section come more alive and replace the rote learning with genuine understanding. The integral part of this text is therefore in the supporting materials: readings, case studies, class assignments and group exercises.Cost. Although not a decisive factor, we also considered the fact that many students face financial constraints. By producing a local textbook, we hope to beat the exchange rate fluctuations.This text consist of twelve chapters, which can be grouped roughly into the following three sections.The scientific context: a review of the fundamental scientific concepts on which IS builds: what is information, what is a system and what are information systems.The technological context: an overview of relevant technology: hardware, software and communications technology.The organisational context: the development and deployment of information systems as well as some wider societal concerns.It is important that this text not be seen separate from the practical worksheets, case studies, videos and group work, which will be provided in the lectures. The intention of these additional materials is to enhance the educational process through participatory learning units: you learn best when doing.It is also our conviction that university students need to be introduced from the first year to academic pluralism: too often undergraduate students get the impression that there is a single correct approach or, even worse, that most problems have only one correct solution or answer. This text is therefor supplemented with additional readings, culled from the world-wide web, in which we hope to expose students to different views of the material presented in the concepts part.
Many of the goals of South Africa's new democracy depend on the production of professionals who have not only the knowledge and skills to make our country globally competitive but also a commitment to working and living here. Despite numerous reforms, the South African health system, ten years into democracy, remains divided with first world private care that ranks with middle income countries internationally at the one end and at the other extreme in the rural public sector in particular conditions that are superior only to the poorest of African countries. Much work has been done to change medical school curricula in line with the primary healthcare focus of government policy and international trends towards problem-based learning. This study on the medical profession and its related education programmes considers the multiple worlds of medical practice in South Africa ten years into democracy from a number of perspectives. First it presents the major problem facing government - the skewed distribution of medical doctors across public, private, rural, and urban divides - and considers its recent attempts to rectify the imbalance. sSecondly, it presents the universities' responses to the equity and redress demands of government policy, changing profiles of medical students and graduates, and new curricula to meet the profile of the basic doctor who is willing and able to serve the needs of a transformed South Africa. Finally, it focuses on two medical schools to explore these issues in greater depth.
Video for medical students demonstrating equipment and techniques for examining the ear nose and throat as well as head and neck
An online library guide created for BUS1036FS Evidence Based Management (EBM). Contains presentations which will help students find a book in UCT Libraries, find a specific journal article in UCT Libraries, find a journal article in UCT Libraries, access library resources off campus, find newspaper articles in UCT Libraries, access databases at UCT Libraries. Image by stevelyon shared under a CC BYNCSA 2.0 license.
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 talk was delivered to UCT alumni in London at South Africa House in 2007. It describes how the University influenced my early career and led me to study two of the important intellectual challenges of my life - exercise associated hyponatraemia and the central governor model of exercise. It then discusses the role of science in assisting the rise of South African cricket under the coaching of Bob Woolmer and of South African ascent to winning the 2007 Rugby World Cup under Jake White. It ends with the story of UCT graduate Lewis Gordon Pugh's swims in the Antarctic and Arctic, including his epic 18 minutes 1km swim at the North Pole in June 2007, how science insured his success, and the role that his self belief and that of his scientific support team played in that success.
Facilitating Online is a course intended for training educators as online facilitators of fully online and mixed mode courses. The Centre for Educational Technology (CET) produced a Course Leader’s Guide as an Open Educational Resource to assist educators and trainers who wish to implement a course on online facilitation within their institution or across several institutions. The guide contains the course model, week-by-week learning activities, general guidance to the course leader on how to implement and customise the course and specific guidelines on each learning activity.
University of Cape Town, UCT
Students are often unsure of exactly what plagiarism is and how it affects them. Especially these days with the ease of cutting and pasting from the Internet, student plagiarism has become an issue of great concern in academic institutions and it is very important to realize that any accusation of plagiarism will be serious and could be dealt with very severely.This handbook has been designed to help you understand and appreciate the need for proper referencing, evaluate different resources, and properly cite varying resources according to internationally approved citation styles.
The Learning Network pamphlets have been developed using principles of popular education and are suited for use by academia and community organisations' with other members of civil society. A series of 7 pamphlets exploring different aspects of the Right to Health. These pamphlets are available in three languages: English, Xhosa and Afrikaans.
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.
These images were used in the publication, "Studying at University: A guide for First Year Students."The entire guide book is available here.
Get ahead of the game by making optimal use of the internet and its tools. Become more effective, more efficient and work smarter: become an internet superuser. The Internet Super-User Textbook empowers you to make maximum use of the resources available on the internet, including the advanced use of search engines, how to research online, different ways of online communication (from online forums, instant messaging to VOIP), personal information management, online safety and security, mobile internet, social networking, and publishing your own online content.
This resource provides a useful backdrop on political communication, journalism and national development issues as priority areas for collaborative action in Africa and the Middle East. This course provides a business perspective of information systems and stresses how information systems can be used to improve their planning and operation. The nature and value of information, as well as the impact of Internet technology on organisations and society are also considered.
Word 2007 is a word processor designed by Microsoft. This manual will get you started using the program and covers: Navigating documents and files; Formatting documents; Creating tables; Using graphics; Printing.
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.
This resource contains various chapters and factsheets on land degradation in South Africa. A vast amount of data which was generated during the national review of land degradation in South Africa is also available in both GIS and Excel format.
Since the advent of democracy in 1994 issues at the heart of the land question in South Africa are how to reverse this phenomenon and how a large-scale redistribution of land can contribute to the transformation of the economy and the reduction of poverty both rural and urban Edited by Ntsebeza and Hall the volume includes contributions by leading scholars and activists such as Mercia Andrews Henry Bernstein Ben Cousins Sam Moyo and Cherryl Walker and government and World Bank officials such as Glen Sonwabo Thomas Rogier van den Brink and Hans Binswanger This book is bound to have wide appeal among activists and students as well as academics researchers and policymakers
A guide to the purpose of a literature review and how to go about compiling a literature review. Bookshelves image by quinnanya shared by a CC BY 20
Conceptual frameworks module focused on occupational therapy practice and understanding OT-focused theories for third year OT students.
Conceptual frameworks module focused on occupational therapy practice and understanding OT-focused theories for third year OT students. Conceptual frameworks are the core concepts of occupational therapy thinking used in practice by occupational therapy students, therapists and scientists.
This module is a continuation of what students have covered in second year where they covered generic conceptual frameworks.
This OT-focused module is therefore aimed at such users and occupational therapy training institutions that could make use of the information contained in this module.
The digital age has rung in profound changes for the higher education endeavor - not least of which has been a revolution in the way teaching materials are generated shared and re-appropriated by means of the Internet. This is the realm of OER: a new philosophy in teaching and learning which has the potential to open new channels for the flow of knowledge. OER UCT invites you to explore the unlimited potential to boost your individual academic profile as well as that of your department or faculty by sharing your teaching efforts with the global OER community This informative session will provide you with an introduction to the realm of OER, provides practical suggestions on how to publish your teaching materials on the Internet and covers aspects relating to copyright and licensing.
This laboratory course accompanies UCT PHY1004W and is a first year laboratory course for Modern Mechanics and Electromagnetism. PHYLAB1
This seminar is part of a digital course Trends in the Governance of Security introduced by Clifford Shearing which focuses on civic or popular policing This type of policing is located within communities rather than within either the state or private security Irvin Kinnes looks at methods of nonstate forms of justice and policing in communities in South Africa giving a historical overview and discussing the challenges facedLearning across Borders LABS is an initiative to foster sustainable teaching and research in Africa is the outreach arm of the Centre of Criminology at the University of Cape Town Trends in the Governance of Security is the first of a series of digital courses which aim is to support and enhance the the quality of teaching on security and justice within African tertiary learning institutions The aim is to develop and share digital materials that will bring key scholars in Africa and the world directly into African classrooms Through the development of these courses it is intended to provide support to African learning institutions engaged in capacity development for scholars policy analysts and practitionersFunding for the Project was received from the South African National Research Foundation NRF Chair of Security and Justicea South Africa Research Chairs Initiative of the Department of Science and Technology and the NRF hosted by the Law Faculty UCT as well as the Centre of Educational Technology at the University of Cape Town
Mental health promotion strives to improve mental health through developing ways of adjusting and coping with challenges. These strategies are at the heart of human development, can strengthen social and economic outcome,s and are especially important in low to middle income countries where hardship is common and where the emphasis has been solely on care and treatment of people with mental illness.
In the Life Sciences, images are not mere illustrative supplements to written text,s but are indispensable for communicating complex ideas and concepts; and, if visual literacy doesn't develop naturall,y many will battle to grasp the full meaning of scientific images. Section 1 - Visual Literacy: What is visual literacy and why should we study it? How are scientific images created? Types of scientific images? Section 2 - Evolutionary Iconography: Amoebatoman, The Tree of Life, The Double Helix - a modern icon, Genome sequencing maps, Mutation; Section 3- Development of New Icon, sThe new Tree of Life; Section 4 - Literature Review; Section 5 - Glossary.
This seminar discusses the revolution in Egypt and the Middle East, specifically: 1) Events in Egypt and how they relate to politics in Africa and South Africa, 2) Events that led to the revolt in Egypt, 3) Egypt and political communication, as well as personal reflections by Dr. Ibrahim Saleh, 4) Role of islam and politics of the Muslim Brotherhood.
This video is intended for students of clinical anatomy. It is a schematic introduction to the anatomy and function of the inguinal canal.
A Powerpoint version of this presentation (without video) can be found at http://open.uct.ac.za/handle/11427/2513
In the first lecture Prof Noakes speaks of the role of self belief in athletic performance Đ Ôwhat you really believe will happen is exactly what will happenŐ. He uses his experiences as a member of the medical team to the World Cup winning springboks in 2007 to comment on how the UCT rugby team can use their brains to win.In the second and third lecture he speaks about identifying team weaknesses and strengths and how the team has to aspire to stronger bodies but even stronger minds.In addition, he speaks of conquering the impossible through self-belief Đ here he uses the example of Lewis Pugh and Mike Horn. He also speaks about the power of a team and the power of team unity. He reminds us of what he mentioned in the first lecture Đ see the future as the past. Belief in yourself is key to success as a winning team.
The South African Child Gauge is a special book about children in South Africa. It is put together every year by the Children's Institute at the University of Cape Town and helps people understand what needs to be done to improve the lives of all children in South Africa. The book is divided into three parts: Children and Law Reform, Children and Social Services, Part Three: Children Count - The Numbers.
The South African Child Gauge, published yearly by the Children's Institute at the University of Cape Town, has three parts: Children and Law Reform, Meaningful Access to Basic Education, and Children Count-The Numbers. Children and Law Reform discusses recent legislative developments affecting children, including commentary on the Child Justice Act, the Criminal Law Sentencing Amendment Act, the UN Convention on the Rights of Persons with Disabilities, policy developments in education, the Regulations to the Children's Act as amended, the Social Service Professions Bil,l and Regulations to the Social Assistance Act. Meaningful Access to Basic Education presents a series of nine essays that examine children's right to education and what is required to ensure meaningful access to basic education in South Africa. Essays focus on the right to education, meaningful access, budgetary frameworks, and school fee waivers, children who are out of school, the relationship between poverty and exclusion partnerships between schools and communities, and what is required to build a strong foundation in numeracy and literacy. Children Count-The Numbers updates a set of key indicators on childrens socio-economic rights and comments on the extent to which these rights have been realised. The indicators track the demographics of child care arrangements and their access to social assistance, education, healthcare services, housing, water, sanitation and electricity.
The South African Child Gauge is produced annually by the Children Institute University of Cape Town to monitor government and civil society progress towards realising the rights of children This issue focuses on child health. The South African Child Gauge is divided into three parts: PART ONE Children and law reform. Part one discusses recent legislative developments affecting child health In this issue there is commentary on the Children's Act the Prevention of and Treatment for Substance Abuse Act provincial health legislation Tobacco Products Control Amendment Acts regulations to the Basic Conditions of Employment Act and new regulations to the Social Assistance Act. PART TWO: Healthy children From survival to optimal development. Part two presents a series of 12 essays Essays one and two set the scene by examining children's rights to health and the status of child health in South Africa Then come three essays that look at key health challenges and how to address them HIV and TB malnutrition mental health and risk behaviour These are followed by four essays that examine how to strengthen the health care system's response to childhood illness and injury This includes defining a package of basic health care services managing resources and building capacity providing child and family-friendly services and strengthening community based programmes The next essay shows how the roots of childhood illness and injury often lie outside the health care system and calls for concerted action to address the social determinants of health Two further essays point the way forward In the first the Minister of Health describes his vision for child health in South Africa The second draws on the findings presented in the earlier essays to outline recommendations for a system and a society that support child health PART THREE Children Count the numbers Part three updates a set of key indicators on children's socioeconomic rights and provides commentary on the extent to which these rights have been realised The indicators are a special subset selected from the website www.childrencount.ci.org.za
A workbook for an introductory workshop explaining and demonstrating how to set up a small database of references and use it in preparing a document using MS Word Pen to Paper. Image by mbgrigby shared under a CC BYNCND 2.0 license
Stealing Empire poses the question What possibilities for agency exist in the age of corporate globalisation Using the work of Antonio Negri and Michael Hardt as a point of entry Adam Haupt delves into varied terrain to locate answers in this groundbreaking inquiry He explores arguments about copyright via peertopeer P2P platforms such as Napster free speech struggles debates about access to information and open content licenses and develops a politically incisive analysis of counter discourses produced by South African hip-hop artists From empire stealing through their commodification of countercultures to the stealing empire activities of filesharers culture jammers and hiphop activists this book tells the story of people defining themselves as active creative agents in a consumerist society
A suite of VBA simulation programmes used at first year level containing a number of tools for teaching introductory statistics at university level. Note that these are written for MS Excel 2007 (or later versions). The modules roughly follow chapters in the first year statistics textbook, Introstat (LG Underhill) and essentially support and supplement that book. They are to a significant extent self explanatory for those with some knowledge of statistics and simulation.These modules are essentially crafted as teaching tools and the experience of first year students would be of the lecturer leading the students through the simulations at an appropriate pace, allowing plenty of opportunity for discussion and clarification. Lab based tutorials also support this process.Module 1: We discuss the question: What are random numbers and what is a statistical distribution? We introduce the Uniform distribution, the most simple of statistical distributions. Module 2: In order to test a claim that a set of 5 mice have been taught how to navigate a maze, we explore the chances of different numbers of successful mice, under the assumption that the mice are making purely random choices. This supports a discussion of how the Binomial distribution arises. Module 3: We sketch the following scenario: a stretch of road is surveyed to determine the number of potholes. Unfortunately information on the individual positions of the potholes is lost but the total number of potholes is correctly recorded. We manage to salvage the situation from embarrassment by employing the Poisson distribution to good effect! Module 4: The same situation pertains as in module 3; however we focus our efforts on the chances of finding stretches of road without potholes, and discover the exponential distribution. Module 5: We explore the magical effects of averaging and find a surprising commonality across the distributions of averages arising from a multitude of different situations (give or take a few assumptions they all seem to converge to that bell shaped curve?). Module 6: We consider hypothesis testing and attempt to pin down the chances that weŐre wrong when we think weŐre rightÉor is it right when we think weŐre wrong? Oh yes, we also look at statistical powerÉdo we have enough information to attempt to adjudicate between these two hypotheses anyway? Module 7: We find a relationship between two variables and express this as a mathematical straight line formula. But the actual line we get depends on the sample we have. We explore how certain we can be that we know anything about the relationship between our two variables at all.
This first edition of the Train the Trainer Manual for South African Health Professionals has been produced for trainers, after the eighth annual Health and Human Rights Train-the-Trainer course held at the University of Cape Town (UCT) in 2006. The School of Public Health and Family Medicine at UCT has offered undergraduate and postgraduate training in human rights since 1995. The Train-the-Trainer course was developed as an offshoot of pilot initiatives at UCT to teach undergraduates, at a time when findings of the Truth and Reconciliation Commission (TRC) identified a need for human rights education for health professionals across the country. Through this manual, this course will continue to fulfil the goal of developing and sustaining a network of individuals who return to their home institutions and professional environments to integrate human rights dialogue and initiatives into their work.Our vision through this manual is to support both our past trainees and other health professionals who wish to integrate human rights into their teaching of students in the health professions. We realised soon after commencing work with undergraduates that the task was too large to tackle on a piecemeal basis or by training limited numbers of students at a time. Rather, it was more appropriate to spread capacity by training trainers and by supporting them with implementation challenges in their own institutions. In this way, we hope that the impact of training will be multiplied as more and more trainees take away what they find valuable for putting human rights into curricula for their students. This means extending from the teaching of undergraduates to include postgraduates, and to the inclusion of human rights in continuing professional development activities.In this way, we believe that human rights training for health professionals will be mainstreamed and meet the critical needs identified in developing this manual. In summary, therefore, the aims of this manual are:To provide those interested in doing human rights teaching with a framework for training of trainers in health and human rightsTo provide resources which will be of use to the training of trainers and studentsTo support alumni of our Train-the-Trainer courses, who now number nearly 200 peopleTo share our eight years of experience in running this course with others so as to begin a dialogue around educational issues in teaching human rightsTo build additional teaching capacity in health and human rights