scholarly journals What is it that matters most in the practice of nursing children?

Curationis ◽  
2000 ◽  
Vol 23 (3) ◽  
Author(s):  
M Coetzee
Keyword(s):  
South Africa ◽  
Action Research ◽  
Registered Nurses ◽  
Cape Town ◽  
Western Cape ◽  
Research Cycle ◽  
The Family ◽  
University Of Cape Town ◽  
The University ◽  
What Matters

This article discusses the results of a workshop designed as an action research cycle to ascertain what matters most in the practice of nursing children in South Africa today. The workshop was convened at the University of Cape Town (UCT), in order to guide and direct the newly established post- basic, children’s nursing pathway in the Bachelor of Nursing for Registered nurses [BN(RN)] programme. The participants were eight experienced paediatric nurses, currently practising in a variety of settings in the Western Cape. The results show that the participants move from their original task- and procedure - based perspective to a more processive one in which the focus of the learning is relational, emphasising the family and culture of the child.

van Wyk Louw, Nicolaas Petrus (1906–1970)

2018 ◽  
Author(s):  
Heilna du Plooy
Keyword(s):  
South Africa ◽  
South African ◽  
Cape Town ◽  
Western Cape ◽  
The Family ◽  
South African Literature ◽  
Literature History ◽  
Faculty Of Education ◽  
University Of Cape Town ◽  
The University

N. P. Van Wyk Louw is regarded as the most prominent poet of the group known as the Dertigers, a group of writers who began publishing mainly in the 1930s. These writers had a vision of Afrikaans literature which included an awareness of the need of thematic inclusiveness, a more critical view of history and a greater sense of professionality and technical complexity in their work. Van Wyk Louw is even today considered one of the greatest poets, essayists and thinkers in the Afrikaans language. Nicolaas Petrus van Wyk Louw was born in 1906 in the small town of Sutherland in the Western Cape Province of South Africa. He grew up in an Afrikaans-speaking community but attended an English-medium school in Sutherland as well as in Cape Town, where the family lived later on. He studied at the University of Cape Town (UCT), majoring in German and Philosophy. He became a lecturer at UCT, teaching in the Faculty of Education until 1948. In 1949 he became Professor of South African Literature, History and Culture at the Gemeentelijke Universiteit van Amsterdam. In 1960 he returned to South Africa to become head of the Department of Afrikaans and Dutch at the University of the Witwatersrand in Johanneshurg. He filled this post until his death in 1970.

scholarly journals Supernumerary registrar experience at the University of Cape Town, South Africa

2016 ◽  
Vol 107 (1) ◽  
pp. 76 ◽  
Author(s):  
S Peer ◽  
S A Burrows ◽  
N Mankahla ◽  
J J Fagan
Keyword(s):  
South Africa ◽  
Cape Town ◽  
University Of Cape Town ◽  
The University

scholarly journals Web-based Teaching Radio Interferometer for Africa

2015 ◽  
Vol 11 (A29A) ◽  
pp. 397-397
Author(s):  
Claude Carignan ◽  
Yannick Libert
Keyword(s):  
South Africa ◽  
Very Long Baseline Interferometry ◽  
Cape Town ◽  
Radio Interferometer ◽  
Web Based ◽  
Long Baseline ◽  
The Future ◽  
University Of Cape Town ◽  
The University ◽  
The Web

AbstractThis presentation describes the web-based Teaching Radio Interferometer being built on the campus of the University of Cape Town, in South Africa, to train the future users of the African VLBI (Very Long Baseline Interferometry) Network (AVN).

The racialization of animal advocacy in South Africa

Ethnicities ◽  
2020 ◽  
pp. 146879682094676
Author(s):  
Luis Cordeiro-Rodrigues
Keyword(s):  
South Africa ◽  
Cape Town ◽  
Faculty Members ◽  
Black Faculty ◽  
Racial Justice ◽  
Animal Product ◽  
Animal Advocacy ◽  
History Of ◽  
University Of Cape Town ◽  
The University

In 2015, some faculty at the University of Cape Town made a proposal to the Faculty of Humanities that no animal product be served at faculty events. Many black faculty members contested the proposal on the grounds that it was racist and disavowed the importance of the proposal. In this article, I wish to argue that the proposal’s approach neglects the racialized history of animal advocacy in South Africa, while also being carried out at an inopportune time and context. Consequently, it racializes the debate on animal advocacy in South Africa to the extent that it contributes to the African faculty’s disavowal of the proposal and of animal injustice in general. Nevertheless, I also argue that the proposal could have been more successful if it had integrated racial justice concerns and African elements. This is the case because there are good reasons for Africans to support animal justice. Particularly, in the case of South Africa, it can be argued that addressing animal justice is beneficial for improving Africans’ health, a contribution to the elimination of environmental injustice and helpful for Africanizing institutions.

scholarly journals Media and Information Literacy in South Africa: Goals and Tools

Comunicar ◽  
2012 ◽  
Vol 20 (39) ◽  
pp. 35-44
Author(s):  
Ibrahim Saleh
Keyword(s):  
South Africa ◽  
Information Literacy ◽  
Social Inclusion ◽  
Cape Town ◽  
Essential Elements ◽  
The Media ◽  
Donor Agencies ◽  
University Of Cape Town ◽  
The University ◽  
Teachers Training

The South African government has emphasized the need to expand the role of media education to promote equal access, with a level of quality and relevance that will empower disadvantaged groups. However, it is a challenging, time-consuming process, as well as requiring considerable and consistent expenditure and partnerships between many donor agencies. There is little research on the causes behind unequal access to technology, or comparative studies of the barriers that impede the diffusion and adoption of media and information literacy in South Africa. It is thus not surprising that the media and information literacy component is still missing from the agenda that lists Africa’s myriad problems, as well as the absence of qualified teachers, training for the trainers and the presence of IT literacy in the curricula, all of which are essential elements for any future development. The UNESCO model of curricula could help close the digital divide and promote social inclusion. As a contribution to that goal, this study investigates some of the pertinent issues related to media and information literacy via a sample of students at the University of Cape Town. This research offers some practical solutions on how to help raise the levels of media and information literacy among the disadvantaged, in the case in South Africa. El gobierno de Sudáfrica ha realizado recientemente un enorme esfuerzo en la expansión del papel de la educación en medios, con el objeto de ofrecer un acceso equitativo y de calidad a toda la población, especialmente hacia los grupos desfavorecidos. Sin embargo, este proceso requiere tiempo y recursos ingentes y constantes, además de la necesaria colaboración de otras instituciones. Actualmente, existe en Sudáfrica escasa investigación sobre las causas de las desigualdades de acceso a la tecnología o los obstáculos que existen para la difusión y puesta en marcha de la alfabetización mediática en Sudáfrica. No es sorprendente, por ello, que entre los múltiples problemas que existen hoy en África todavía la alfabetización mediática e informacional no sea una prioridad. Siguen existiendo muchos maestros con escasos conocimientos en esta materia, la capacitación de formadores es muy pobre y su incorporación en programas de alfabetización muy anecdótica. El Currículum UNESCO MIL de Alfabetización Mediática es un reto para ayudar a superar esta brecha digital y promover la inclusión social. Con este objetivo, este estudio analiza algunas cuestiones relacionadas con la alfabetización mediática a partir de una muestra de estudiantes de la Universidad de Cape Town, proponiendo algunas soluciones prácticas sobre cómo ayudar a mejorar los niveles de alfabetización mediática e informacional en las sociedades menos favorecidas, como es el caso de Sudáfrica.

scholarly journals FREEDOM OF EXPRESSION AND CAMPUS PROTESTS

Obiter ◽  
2017 ◽  
Vol 38 (3) ◽  
Author(s):  
George Barrie
Keyword(s):  
Freedom Of Expression ◽  
Cape Town ◽  
Constitutional Rights ◽  
Western Cape ◽  
Freedom Of Association ◽  
The Supreme Court ◽  
Primary Focus ◽  
The Right ◽  
University Of Cape Town ◽  
The University

Hotz v University of Cape Town (2016 (4) All SA 723 (SCA)) presented the Supreme Court of Appeal (SCA) with an ideal set of circumstances to incisively deal with the precise meaning and parameters of section 16(1) of the Constitution, which mandates that everyone has the right to freedom of expression and section 16(2), which states that section 16(1) does not extend to advocacy of hatred that is based on race or ethnicity and that constitutes incitement to cause harm. It also afforded the SCA an opportunity to express itself on ancillary constitutional rights such as section 17 (the right to assemble and demonstrate); section 15 (the right of freedom of opinion); section 18 (the right to freedom of association) and section 19(1) (the right to campaign for a political cause).  The main focus of the judgment of the SCA (per Wallis JA), however, was on freedom of expression (s 16(1)) which will be the primary focus of this note.Vehement protests on the campus of the University of Cape Town (UCT) constituted the background to this matter being heard by the SCA as an appeal against a final interdict of the Western Cape High Court. The final interdict excluding appellants from the campus of UCT was granted by Allie J who granted leave to appeal. The appeal specifically concerned the granting of the final interdict and the factual allegations made by the university regarding the nature of the protests which led to the granting of the final interdict.

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