The emergence of the Internet and the digital world has changed the way people access produce and share information and knowledge Yet people in Africa face challenges in accessing scholarly publications journals and learning materials in general At the heart of these challenges and solutions to them is copyright the branch of intellectual property rights that covers written and related works This book gives the reader an understanding of the legal and practical issues posed by copyright for access to learning materials in Africa and identifies the relevant lesson best policies and best practices that would broaden and deepen this access This book is based on the work of the African Copyright and Access to Knowledge ACA2K research network launched in late 2007 as a network of researchers committed to probing the relationship between copyright and learning materials access in eight African countries Egypt Ghana Kenya Morocco Mozambique Senegal South Africa and Uganda
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Word 2007 is a word processor designed by Microsoft This manual will show you some more advanced features of the program and is aimed at students preparing to write their thesis. The manual covers: Outlining; Using styles; Creating a table of contents; Defining document sections; Effective use of graphics.
This guideline was produced for those persons responsible for the maintenance of health and safety measures at agricultural workplaces handling potentially hazardous organophosphate and carbarnate chemicals. It is primarily aimed at professional nursing and other medical staff charged with monitoring workers for pesticide exposure, but will be useful to all personnel involved in workplace health and safety monitoring for pesticide exposure. The guidelines concentrate on monitoring for organophosphate and carabarnate insecticides because the technology is reasonably readily available and the methodology well described. These chemicals are widely used and are the most common cause of acute poisoning by pesticides. The guidelines have also been written bearing in mind the Hazardous Chemical Regulation 556 of 25 August 1995, in terms of the Occupational Health and Safety Act that includes agricultural workplaces, in addition to industry.
This website features video material that can be used by educators and facilitators to generate discussion of whiteness in Post-Apartheid South Africa and the postcolonial world, in general.
This is the second-year second semester mainstream physics course and is also suitable for mathematicians, astronomers, chemists and computer scientists. CLASSICAL MECHANICS: Review of NewtonŐs laws, constraints, dŐAelmbert principle, Lagrangian formulation of mechanics, conservation laws, applications, central forces, planetary motion, small oscillations, normal co-ordinates. QUANTUM MECHANICS: The basic assumptions of quantum mechanics, solutions of Schrodinger's equation, properties of wave functions and operators, one-dimensional applications, angular momentum in quantum mechanics, three-dimensional applications, the hydrogen atom, approximate methods. UCT PHY2015S
For South Africa, finding a policy approach that balances the increasing demand for energy with the need for sustainability, equity, and climate change mitigation is a particular challenge. Through energy modelling indicators of sustainable development and policy analysis, Harald Winkler builds a rich and detailed case study illustrating how a development-focused approach to energy and climate policy might work in South Africa. Moreover, with recent recordsetting global crude oil prices, he points out that making energy supply and use more sustainable is a central challenge in South Africa's future development path. An energy researcher, IPCC author, Intergovernmental Panel on Climate Change and a member of the South African delegation to the UN Framework Convention on Climate Change, Winkler offers a nuanced examination of where the synergies and tradeoffs lie, and makes clear the imperative of considering long-term implications when meeting short-term needs.
The draft review examines the link between climate change and health with special reference to the Southern African region SADC countries It attempts to set the scene for determining pertinent research priorities in the region to contribute to knowledge on the one hand and for identification implementation and evaluation of adaptation interventions that are likely to be appropriate and effective in the region This review has been conducted by Strategic Evaluation Advisory and Development Consulting SEAD a health consultancy together with the COEHR and is part of the Regional Climate Change Programme RCPP led by One World Sustainable Investments
Shown here are a single set of techniques which are both simple to employ and reliable for four examinations. General Examination: preparing the patient for examination; describing the patient's appearance; examination for features of specific illnesses; taking the pulse; assessing warmth, perfusion, hydration and temperature; inspecting the hands, eyes, mouth and pharynx; looking for lymphadenopathy; and inspecting the legs. Abdominal Examination: preparing the patient for the examination; looking for some signs of abdominal disease on a focused general examination; inspecting the abdomen; light palpation for areas of tenderness; detecting peritonism; determining the position and size of the liver by percussion and palpation; determining the position and size of the spleen by percussion and palpation; confirming the presence of ascite;s other features of portal hypertension; examining the iliac fossae and suprapubic region; detecting enlarged kidneys; identifying other abdominal masses ;and listening for bowel sounds. Respiratory examination: preparing the patient for the examination; looking for some signs of respiratory disease on a focused general examination; looking at the pattern of breathing; assessing the degree of expansion of the chest and its symmetry by inspection and by palpation; assessing the position of the trachea; percussing the chest for dullness and resonance; listening to the breath sounds by auscultation. Cardio vascular examination: getting your patient into the right position; general assessment; assessing the pulse; measuring blood pressure; measuring jugular venous pressure; palpation of the praecordium; palpation of the apex; auscultation of the heart; and signs of heart failure.
Diversity and Equity Interventions in South Africa (DEISA) was a research programme that studied 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,s 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 multinationals 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.
This program contains resources for educators on copyright laws in South Africa particularly educators in higher education This program is intended to assist educators in their awareness of copyright laws Included in the program is a copyright timeline as well as an infographic There is also a guide which discusses the implications for both copyright holder and user and the use of copyrighted materials in an educational setting Lastly it advises on where to obtain copyright permissions and provides some tips for good practice This is a work in progress and I will updating this resource regularly Please note that to view this resource you will need to have the latest version of Shockwave player installed
This reading offers a refreshing perspective on violence perpetrated against black lesbians. It also profiles the voices of women who are central to the activism around hate crimes and homophobia. In capturing key aspects of the lively discussion of 2006, an update of subsequent events that have bearing on the original seminar is provided, concluding with recommendations that have relevance for research, policy and practice. It makes an impassioned plea about citizenship, belonging and social justice, confirming that silence about these issues is not an option. PART I: Context and History, Context and Sociopolitical Background, Language and Vocabulary, The Delimitations of this Report. PART II: Perspective and Profile, Roundtable Seminar on Gender-Based Violence, Black Lesbians, Hate Speech, and Homophobia. PART III: Current and Future Prospects, Legally Focused Campaigning, Conclusions and Recommendations, A Way Forward.
The website catalogues both lecture demonstrations and VPython scripts. The lecture demo section contains descriptions of the setup and execution of various physics experiments, along with screenshots and a reference for finding the equipment in the UCT Physics labs. The VPython scripts section contains scripts that demonstrate various physics concepts.
The information presented here is taken from teaching architectural technology in the 2nd Year of the UCT Bachelor of Architectural Studies programme in 2010. The underpinning idea is that architectural technology is part of this hierarchical framework: conceptualising (architectural concept)-structuring (structural system)-placement and layering (components)-detailing (connections). The details, processes and descriptions of Die Es presented here demonstrate that in this framework, architectural technology is seen to be inextricably interlinked to the entire building and its spatial-aesthetics.
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.
International economist Dr Mark Ellyne asks, "Does Africa need the International Monetary Fund" in this Gordon Institute for Performing and Creative Arts (GIPCA) Great TextsBig Questions presentation.tEllyne has spent over two decades analysing African economies. His lecture questions why Sub-Saharan economies have not performed well even with considerable IMF and World Bank support. Some view the IMF as part of an international conspiracy to impose Western economic hegemony on the developing world. Others see it as responsible international cooperation supported by advanced industrial countries to avoid another great depression. Is something wrong with the IMF's economic advice to Africa, or is something wrong with Africa? he asks. Dr. Ellyne joined the IMF in 1986 after completing his doctoral studies at Johns Hopkins School for Advanced International Studies in the USA. He worked on the economies of 16 African countries during his 23 years of IMF service and lived in both Uganda and Zambia as IMF Resident Representative. He retired from the IMF in 2009 and is currently a visiting lecturer at the University of Cape Town's School of Economics.
A presentation that explains how to find Initial Price Offerings IPO on Reuters 3000 Extra-Magnified Dollar. Image by Brooks Elliott shared under a CC BYSA 2.0 license
This resource can be used to illustrate the gastric lavage procedure Gastric lavage is the standard method of obtaining specimens for Tuberculosis TB diagnosis in young children. It is generally carried out only in infants and children below the age of two years In older children specimens for TB microscopy and culture are better obtained by sputum induction or voluntary coughing. There are two items included here Gastric lavage Presentation PPT presentation that illustrates and explains the procedure with text, Gastric lavage Animation sequence PPTAnimation which demonstrates how this procedure can be performed. Art work in this animation should be attributed to Stacey Stent. Conceptualisation and the description of the content in the teaching materials should be attributed to Rupesh Daya and Professor Maurice Kibel
How has the end of apartheid affected the experiences of South African children and adolescents This pioneering study provides a compelling account of the realities of everyday life for the first generation of children and adolescents growing up in a democratic South Africa. The authors examine the lives of young people across historically divided communities at home in the neighbourhoods where they live and at school. The picture that emerges is one of both diversity and similarity as young people navigate their way through a complex landscape that is unevenly post-apartheid. Historically and culturally rooted, their identities are forged in response to their perceptions of social redress and to anxieties about others living on the margins of their daily lives. Although society has changed in profound ways, many features of the Apartheid Era persist, material inequalities and poverty continue to shape everyday life, race and class continue to define neighbourhoods, and integration is a sought after, but limited, experience for the young. Growing up in the new South Africa is based on rich ethnographic research in one area of Cape Town, together with an analysis of quantitative data for the city as a whole. The authors, all based at the time in the Centre for Social Science Research at the University of Cape Town, draw on varied disciplinary backgrounds to reveal a world in which young people's lives are shaped by both an often adverse environment and the agency that they themselves exercise.
A series of 7 pamphlets exploring different aspects of the right to Health. These pamphlets are available in three languages: English, Xhosa and Afrikaans, and cover topics of patient and human rights, rights to healthcare and healthcare information, and community involvement in health. 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.
How to use RefWork referencing tool Contents include How to login to RefWorks Import references from databases Importing text files Manually entering a reference How to use RefGrab It Search Online databases in RefWorks eg UCT Libraries online catalogue ALEPH Finding your references in RefWorks, Organising your results How to create a bibliography How to use WritenCite, Importing from Google Scholar, Advanced searches and lookups, Viewing sorting and printing, Editing multiple references, Linking to online services Using RefWorks Offline Using My List, Using RefShare