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Artículos de revistas sobre el tema "University of Stellenbosch SUNSAT"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 3 de febrero de 2022

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1

Schoonwinkel, A., G. W. Milne, J. J. Du Plessis y S. Mostert. "SUNSAT: South Africa’s first satellite in space". Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 21, n.º 3 (28 de septiembre de 2002): 90–100. http://dx.doi.org/10.4102/satnt.v21i3.233.

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The SUNSAT satellite was conducted as a research and development programme at Stellenbosch University from 1992 till 2001. It obtained new technology for South Africa and set new performance levels internationally with regard to micro-satellites. SUNSAT also supported amateur radio communications internationally, as well as space physics experiments. During the development phase more than 100 postgraduate students based their theses on SUNSAT, and a supplementary science awareness programme reached more than 50 000 learners. This article provides an overview of the satellite configuration and concludes with a vision for satellite technology in South Africa.

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2

Herbst, Theo. "Music Technology at Stellenbosch University". Leonardo Music Journal 16 (diciembre de 2006): 65. http://dx.doi.org/10.1162/lmj.2006.16.65a.

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3

SKOVGAARD, N. y W. HOLZAPFEL. "First ICFMH workshop: , University of Stellenbosch, Stellenbosch, South Africa, 8–13 December 2003". International Journal of Food Microbiology 103, n.º 1 (15 de agosto de 2005): 105–8. http://dx.doi.org/10.1016/j.ijfoodmicro.2004.10.001.

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4

de Waal, Lydia M. "The art collection of the University Museum, University of Stellenbosch". de arte 40, n.º 71 (enero de 2005): 60–66. http://dx.doi.org/10.1080/00043389.2005.11877038.

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5

Bateman, Chris. "Stellenbosch University: Africa’s first WHO Bioethics Collaborating Centre". South African Medical Journal 105, n.º 6 (28 de mayo de 2015): 430. http://dx.doi.org/10.7196/samj.9748.

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6

Swanepoel, Lizette, Sherrilene Classen y Charlyn Goliath. "Validity of the Stellenbosch University On-road Assessment". South African Journal of Occupational Therapy 45, n.º 3 (2015): 9–15. http://dx.doi.org/10.17159/2310-3833/2015/v45n3/a3.

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7

Wium, Jan A. "Briefing: Murray & Roberts chair at Stellenbosch University". Proceedings of the Institution of Civil Engineers - Management, Procurement and Law 165, n.º 2 (mayo de 2012): 81–83. http://dx.doi.org/10.1680/mpal.10.00071.

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8

Bates, H. "The perceived benefits of the Maties Injury Programme among students". South African Journal of Sports Medicine 28, n.º 2 (15 de noviembre de 2016): 36–38. http://dx.doi.org/10.17159/2078-516x/2016/v28i2a1573.

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Objective: To investigate how athletes attending the Maties InjuryProgramme (MIP) at Stellenbosch University perceived the service,and to highlight areas they believed could be improved.Participants: Thirty athletes representing Stellenbosch Universityattended the MIP following injury in May 2014.Methods: A questionnaire-based service evaluation to assess patients’perceptions of the MIP.Results: Ninety-three percent of participants indicated that theybenefited from attending the injury clinic. Across all domains inthe questionnaire patients reported high levels of satisfaction withthe MIP. Four participants made suggestions for improvement,which have been considered.Conclusions: The theoretical benefits of providing a specialisedsports injury assessment as part of the Campus Health Servicesfor athletes at Stellenbosch University have been supported by theencouraging responses of patients. Incorporating sports injuryprogrammes into campus health services at more universitiesshould be considered.

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9

Pillay, M., J. Bester, R. Blaauw, A. Harper, A. Msindwana, J. Muller y L. Philips. "Allied health professional rural education: Stellenbosch University learners’ experiences". African Journal of Health Professions Education 8, n.º 2 (13 de septiembre de 2016): 169. http://dx.doi.org/10.7196/ajhpe.2016.v8i2.578.

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10

Unger, Marianne y Susan D. Hanekom. "Benefits of curriculum renewal: The Stellenbosch University physiotherapy experience". African Journal of Health Professions Education 6, n.º 2 (23 de octubre de 2014): 222. http://dx.doi.org/10.7196/ajhpe.519.

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11

Colling, Janine. "Launch of new hyperspectral imaging unit at Stellenbosch University". NIR news 29, n.º 6 (28 de junio de 2018): 5–7. http://dx.doi.org/10.1177/0960336018786627.

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12

Kraak, W., B. Bernardo, H. Gouws, A. Loubser, J. Vuuren y M. Coetzee. "Concussion knowledge and attitudes amongst Stellenbosch University hostel rugby players". South African Journal of Sports Medicine 30, n.º 1 (26 de marzo de 2018): 1–5. http://dx.doi.org/10.17159/2078-516x/2018/v30i1a4404.

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Background: Concussion occurs more frequently in contact sports, such as rugby, and is furthermore not fully recognised during play. It is also underreported in the literature, to medical personnel, or to coaches. Objectives: The objective of this study was to describe the knowledge about and attitudes towards concussion by Stellenbosch University hostel rugby players. Methods: The study focussed on gathering quantitative information through implementing a cross-sectional study design. One hundred and eighty Stellenbosch University hostel rugby players completed the modified Rosenbaum Concussion Knowledge and Attitudes Survey - Student Version (RoCKAS-ST). The RoCKAS-ST questionnaire is divided into three parts, namely, the evaluation of the Concussion Knowledge Index (CKI) and Concussion Attitudes Index (CAI), and a 16-symptom checklist. Results: The participants scored on average 75% in the CKI and 81% in the CAI. The correlation between CKI and CAI was r=0.14 which is considered a weak positive correlation. Discussion: The participants demonstrated sufficient knowledge of concussion and thus a safer attitude towards concussion. There were some concerning factors from the knowledge of the concussion questions and the symptoms that may have an effect on attitudes towards concussion. Conclusion: The study revealed that Stellenbosch University hostel rugby players have sufficient knowledge of what constitutes concussion, as well as the necessity of having safe attitude towards it. However, a small number of participants showed that they still may lack knowledge in certain areas concerning concussion.

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13

O'Connor, C. T. "10th Annual University of Cape Town-University of Stellenbosch Minerals Processing Symposium". Minerals Engineering 5, n.º 2 (enero de 1992): 259–60. http://dx.doi.org/10.1016/0892-6875(92)90054-d.

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14

Puren, MS, JG Barnard y PL Viviers. "Nature and proportion of total injuries at the Stellenbosch Rugby Football Club: a comparason of the years 1973 1975 with 2003 -2005". South African Journal of Sports Medicine 19, n.º 5 (5 de diciembre de 2007): 125. http://dx.doi.org/10.17159/2078-516x/2007/v19i5a254.

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Objective. The purpose of this study was to compare the nature and proportion of total injuries occurring at Stellenbosch Rugby Football Club in Stellenbosch, South Africa, between the years 1973 - 1975 and 2003 - 2005. Design. Retrospective, descriptive study. Main outcome measures. Injured rugby players from the Stellenbosch Rugby Football Club from the different time periods were included in the study. Results from the 1973 - 1975 time period were obtained from two previously published articles (Roy, 1974; Van Heerden, 1976), while data from the 2003 - 2005 time period were available through the Stellenbosch University Rugby Injury Database. Results. An increase in the proportion of head and facial injuries from 1973 - 1975 (21%) to 2003 - 2005 (42%) was found as well as a doubling in the proportion of concussions between the two time periods (12% - 23%). There was an overall decrease in total injuries between the two time periods. Conclusion. The findings highlight the high and increased proportion of head and facial injuries in the game of rugby at the Stellenbosch Rugby Football Club. This is a matter that should be further investigated. South African Journal of Sports Medicine Vol. 19 (5) 2007: pp. 125-128

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15

Spocter, Manfred, Gustav Visser y Jan Hofmeyr de Waal. "An overview of trends in geographical publication at Stellenbosch University". South African Geographical Journal 102, n.º 3 (10 de julio de 2020): 297–309. http://dx.doi.org/10.1080/03736245.2020.1792335.

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16

Lyner‑Cleophas, Marcia, Lizelle Apollis, Ilse Erasmus, Melanie Willems, Latashe Poole, Meagan Minnaar y Pippa Louw. "Disability Unit Practitioners at Stellenbosch University: Covid‑19 Pandemic Reflections". Journal for Students Affairs in Africa 9, n.º 1 (31 de mayo de 2021): 223–34. http://dx.doi.org/10.24085/jsaa.v9i1.1440.

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As reflective practitioners working in disability inclusion, we constantly work with shifting realities concerning our students, who are not a homogenous group. The coronavirus pandemic (Covid‑19) was a reality least expected in 2020, yet we used our flexible approach to make the transition as smooth as we possibly could. The Disability Unit (DU) is one of five units located within the Centre for Student Counselling and Development at Stellenbosch University (SU) and falls within the responsibility centre of the Deputy Vice-Chancellor: Teaching and Learning. The DU was founded in 2007 and is 15 years old in 2021. We aim to foster disability inclusion within a transformative framework at SU, with our main focus on students with disabilities. Our wider aim is universal access, which includes working towards the removal of cultural, social, language and disability barriers in the higher education context. We are guided by the Disability Access Policy (2018) of SU. Since the latter part of March 2020, we had to shift to online teaching and learning. This came at a time when we were preparing for the end of the term and student support was being put in place. The onset of Covid‑19 occasioned unanticipated reflections and challenges, which we share in this article. We also reflect on what we have learnt and how we can move forward in a changed academic environment catapulted into a digital world. We do this reflection by following the Gibbs’ reflective cycle (Gibbs, 1988) which offers a way to reflect and learn from experience. The cycle is weaved into the reflections as it follows a process of describing the context of the DU, expressing how the Covid‑19 pandemic was felt by staff and students, evaluating and learning from what was experienced. According to Lyner-Cleophas (2020), online learning has benefits and challenges, especially considering students with disabilities.

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17

Ferreira, Sanette y Lukas Beuster. "Stellenbosch coffee society: Societal and locational preferences". Urbani izziv Supplement, n.º 30 (17 de febrero de 2019): 64–81. http://dx.doi.org/10.5379/urbani-izziv-en-2019-30-supplement-005.

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Stellenbosch is a university town boasting knowledge-intensive economic sectors with a variety of ‘new economy’ occupations and activities. The presence of a professional and creative class, as well as university students has changed the economy, the retail landscape and the social spaces of the town. This paper reports on an investigation of the geography of coffee shops (third places) in downtown Stellenbosch and describes the social and physical factors which influence customer preferences for certain coffee shops. A brief review of the literature on the evolution of coffee shop and café cultures, the functioning as third places and the siting of coffee shops in inner cities (or specific neighbourhoods) is presented. A mixed-methods research approach consisting of transect walks, a questionnaire survey and three in-depth-interviews with coffee shop owners (or managers) is explained. The study area in the historical precinct of the town is contextualised. The bigger picture of coffee consumption in Stellenbosch – social and locational preferences, place attachments of consumers and the relative location of coffee shops – is sketched. The findings of three in-depth case studies (selected speciality coffee shops) are discussed. The paper concludes by pointing out some implications for the planning of consumption spaces in secondary cities in developing world contexts.

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18

Rypstra, Tim. "Developments in undergraduate wood science education at Stellenbosch University, South Africa". Maderas. Ciencia y tecnología 13, n.º 1 (2011): 117–25. http://dx.doi.org/10.4067/s0718-221x2011000100010.

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19

Smith, D. M. P., D. B. Davidson, A. Bester y J. Andriambeloson. "Modernising, Upgrading and Recommissioning the Indoor Antenna Range at Stellenbosch University". SAIEE Africa Research Journal 107, n.º 1 (marzo de 2016): 4–16. http://dx.doi.org/10.23919/saiee.2016.8532247.

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20

Fényes, T. I. "NEW INITIATIVES IN AGRICULTURAL ECONOMICS EDUCATION AT THE UNIVERSITY OF STELLENBOSCH". Agrekon 39, n.º 1 (marzo de 2000): 126–29. http://dx.doi.org/10.1080/03031853.2000.9523573.

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21

Donaldson, Ronnie. "Introduction to reflections on a century of geography at Stellenbosch University". South African Geographical Journal 102, n.º 3 (21 de julio de 2020): 273–81. http://dx.doi.org/10.1080/03736245.2020.1795917.

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22

Mathewson, E. y R. Grobbelaar. "Tackle-injury epidemiology in koshuis rugby players at Stellenbosch University". South African Journal of Sports Medicine 27, n.º 3 (15 de octubre de 2015): 72–75. http://dx.doi.org/10.7196/sajsm.8091.

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Background. The tackle is an important component of rugby union. The tackle situation carries the highest risk for injury for both the ball carrier and tackler. Little is known about the epidemiology of tackle injuries in koshuis rugby players.Objectives. To (i) calculate the tackle-related injury rate, (ii) determine if the tackler or ball carrier is more susceptible to injury, and (iii) determine the most common location and type of injury during tackles.Methods. Data were collected by means of injury report forms from the medical centre during koshuis matches of 2012 and 2013. All data collected were captured into an online database. Only data related to tackle injuries were evaluated for this retrospective, descriptive epidemiological study.Results. The tackle led to 61% of all injuries (11.4 injuries/1 000 playing hours). The tackler sustained 23% more injuries than the ball carrier. Injuries to the face (3.1 injuries/1 000 playing hours, 95% confidence interval (CI) 2.8 - 3.3) were most prevalent. The most common type of injury was lacerations (3.4 injuries/1 000 playing hours, 95% CI 3.2 - 3.7).Conclusion. The tackle contributed to 61% of all injuries, making it the most dangerous phase of play. The tackler is more at risk than the ball carrier, especially for injuries to the face, with lacerations having the highest prevalence. For the ball carrier the location of the most injuries was the head, although joint sprains were the most common type of injury for the ball carrier.

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23

C.J. Labuschagne, Barend y Brenda Mathey. "Cadaver profile at University of Stellenbosch Medical School, South Africa, 1956-1996". Clinical Anatomy 13, n.º 2 (2000): 88–93. http://dx.doi.org/10.1002/(sici)1098-2353(2000)13:2<88::aid-ca3>3.0.co;2-q.

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24

Page, Benedict J., Ansie Loots y Don F. du Toit. "Perspectives on a South African tutor/mentor program: the Stellenbosch University experience". Mentoring & Tutoring: Partnership in Learning 13, n.º 1 (abril de 2005): 5–21. http://dx.doi.org/10.1080/13611260500039940.

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25

Jafta, Rachel y Ramazan Uctu. "Exploring Entrepreneurial Activity at Cape Town and Stellenbosch Universities, South Africa". Industry and Higher Education 27, n.º 2 (abril de 2013): 117–28. http://dx.doi.org/10.5367/ihe.2013.0143.

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Entrepreneurial activity at universities, especially spin-off formation, has emerged as an important mechanism for accelerating the transfer of technology and knowledge to commercial markets. With some exceptions, such as China, studies on university entrepreneurship have tended to concentrate on the experiences of developed countries. Perhaps because of the lack of a comprehensive database of university spin-offs, studies on experience in South Africa have typically included spin-offs only as part of a broad examination of university–industry partnerships, technology transfer mechanisms or academic entrepreneurship. This study is based on a questionnaire and interview survey of spin-offs at Cape Town and Stellenbosch Universities. The results suggest that the most important reasons cited for spin-off formation are market opportunities and a desire for commercial exploitation of knowledge and experience. As with university spin-off founders elsewhere, funding is regarded as the most significant problem, followed by such factors as recruiting skilled people, lack of facilities, product marketing and time pressure. It is argued that this exploratory study provides lessons and insights that will inform similar, future research on a larger scale.

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de Stadler, Leon. "Problems in the Field. Assessing document quality: Not as easy as one might think". Information Design Journal 12, n.º 2 (19 de noviembre de 2004): 120–23. http://dx.doi.org/10.1075/idjdd.12.2.04sta.

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This article focuses on the usability of quality-assessment methods in designing documents for a multicultural society. The case discussed is a project run by the Unit for Document Design of the Language Centre of the Stellenbosch University for SETA (Sector Education and Training Authority) in South Africa.

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27

Prevett, John. "The Reduced Utility of a Life Plan. By R. Koch (University of Stellenbosch)". British Actuarial Journal 1, n.º 1 (1 de abril de 1995): 150–51. http://dx.doi.org/10.1017/s1357321700001033.

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28

Pulkki, Reino. "Forest harvesting operations in South Africa". Forestry Chronicle 77, n.º 1 (1 de febrero de 2001): 117–20. http://dx.doi.org/10.5558/tfc77117-1.

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The author had the opportunity to spend the past year at the University of Stellenbosch, Faculty of Agricultural and Forestry Sciences, as the Chair of Forest Engineering. This article summarizes the forest harvesting situation in South Africa and reflects on some of the dilemmas that forest operations managers must contend with daily. Key words: South Africa, logging, harvesting, mechanization, appropriate technology

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Wen, Leana S., Heike I. Geduld, J. Tobias Nagurney y Lee A. Wallis. "Perceptions of graduates from Africa's first emergency medicine training program at the University of Cape Town/Stellenbosch University". CJEM 14, n.º 02 (marzo de 2012): 97–105. http://dx.doi.org/10.2310/8000.2012.110639.

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ABSTRACTObjective:Africa's first postgraduate training program in emergency medicine (EM) was established at the University of Cape Town/Stellenbosch University (UCT/SUN) in 2004. This study of the UCT/SUN EM program investigated the backgrounds, perceptions, and experiences of its graduates.Methods:This was a cross-sectional descriptive study. The study population was the 30 graduates from the first four classes in the UCT/SUN EM program (2007–2010). We employed a scripted interview with a combination of closed and open-ended questions. Data were analyzed using the thematic method of qualitative analysis.Results:Twenty-seven (90%) graduates were interviewed. Initial career goals were primarily (78%) to practice EM in a nonacademic clinical capacity. At the time of the interview, 52% held academic positions, 15% had nonacademic clinical positions, and 33% had temporary positions and were looking for other posts. The three most commonly cited strengths of their program were diversity of clinical rotations (85%), autonomy and procedural experience (63%), and importance of being pioneers within Africa (52%). The three most commonly cited weaknesses were lack of bedside teaching in the ED (96%), lack of career options after graduation (74%), and lack of preparation for academic careers (70%).Conclusions:The lessons identified from structured interviews with graduates from Africa’s first EM training include the importance of strong clinical training, difficulty of ensuring bedside teaching in a new program, the necessity of ensuring postgraduation positions, and the need for academic training. These findings may be useful for other developing countries looking to start EM training programs.

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Sperryn, Clive. "Visit by RSSA President to Stellenbosch University; Leuven Lung Imaging Course; RSSA MDCT Course". South African Journal of Radiology 15, n.º 4 (7 de diciembre de 2011): 146. http://dx.doi.org/10.4102/sajr.v15i4.363.

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Adendorff, Anita y Ronnie Donaldson. "Knowledge-based service industry in a South African university town: The case of Stellenbosch". Development Southern Africa 29, n.º 3 (septiembre de 2012): 418–33. http://dx.doi.org/10.1080/0376835x.2012.706038.

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de Klerk, Edwin, Idilette van Deventer y Susan van Schalkwyk. "Small victories over time: the impact of an academic development intervention at Stellenbosch University". Education as Change 10, n.º 2 (diciembre de 2006): 149–69. http://dx.doi.org/10.1080/16823200609487145.

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Manley, Marena, Paulina Engelbrecht y Paul Geladi. "NIR Hyperspectral Imaging at Stellenbosch University: Detection of Pre-Germination in Whole Sorghum Grains". NIR news 21, n.º 7 (noviembre de 2010): 11–13. http://dx.doi.org/10.1255/nirn.1207.

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Donaldson, Ronnie y S. L. A. Ferreira. "A century of human geography at Stellenbosch University: Reflections on urban and tourism geography". South African Geographical Journal 102, n.º 3 (23 de julio de 2020): 327–43. http://dx.doi.org/10.1080/03736245.2020.1795916.

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Yenjela, Wafula. "Against white supremacism: whistle blower Kylie Thomas and Open Stellenbosch movement". Equality, Diversity and Inclusion: An International Journal 40, n.º 2 (20 de enero de 2021): 199–211. http://dx.doi.org/10.1108/edi-12-2019-0299.

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PurposeThe purpose of this article is to underscore postcolonial approaches that undercut racial inequities as they foster racial equality and inclusivity at higher institutions of learning, especially in racialised spaces in South Africa.Design/methodology/approachThis article dwells on whistleblowing as a channel of demythologising Whiteness in South African universities. While the #RhodesMustFall movement at University of Cape Town enjoyed much critical attention, concurrent movements in other universities such as Open Stellenbosch movement did not. This could be attributable to the methods used, especially whistleblowing, an unorthodox method employed to radically question university symbols, to disrupt racial superiority. In revisiting the movement's campaigns, the article specifically highlights Kylie Thomas' whistleblowing to underscore the role of humanities in fostering social transformation beginning with spaces of knowledge production such as universities.FindingsThe research found that challenging apartheid murals and monuments on South African institutions of higher learning required aggressive but creative approaches. This called for unmasking foundations of White supremacism. Whistle blowing and activism against White supremacism boldly confronted apartheid legacies that appear to be well preserved.Research limitations/implicationsThe research is limited to the 2015 South African student movements. The emphasis is on Open Stellenbosch movement which has received lesser critical attention compared to #RhodesMustFall. It envisions equality, diversity and inclusion in learning institutions which is achievable only through robust activist approaches to institutional/systemic racism in the institutions, rather than armchair theorising.Originality/valueThis article examines ways in which unorthodox methods such as whistlelowing and activism work to disrupt regimented White supremacism in an institution of higher learning founded on racist ethos.

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Wen, Leana S., Heike I. Geduld, J. Tobias Nagurney y Lee A. Wallis. "Africa’s First Emergency Medicine Training Program at the University of Cape Town/Stellenbosch University: History, Progress, and Lessons Learned". Academic Emergency Medicine 18, n.º 8 (agosto de 2011): 868–71. http://dx.doi.org/10.1111/j.1553-2712.2011.01131.x.

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Wen, L. S., H. I. Geduld, J. T. Nagurney y L. A. Wallis. "46 Perceptions of Graduates From Africa's First Emergency Medicine Training Program at the University of Cape Town/Stellenbosch University". Annals of Emergency Medicine 58, n.º 4 (octubre de 2011): S193. http://dx.doi.org/10.1016/j.annemergmed.2011.06.071.

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Saayman, R. "A profile of pre-graduate physics students and their coarse evaluation: University of Stellenbosch, 1986-88". Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 8, n.º 4 (17 de marzo de 1989): 159–66. http://dx.doi.org/10.4102/satnt.v8i4.888.

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A thorough investigation has been undertaken of the pre-graduate B.Sc. physics sillabi. A comprehensive opinion poll consisting of 156 questions were answered by 406 B.Sc. students enrolled at the University of Stellenbosch during 1986-88. An analysis was made of the personal particulars of students, their choice of accompanying subjects, evaluation of the physics course contents, mathematical needs, lecturers’ didactics, lecture attendance, study methods, leisure time occupation, learning assessment and interaction with their lecturers. Dominating majority opinions were critically discussed by the lecturing staff and a plan of action implemented in order to improve the quality of physics education and the resulting new physicists.

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Baumert, Stefanie y Jan Botha. "Internationalisation at Stellenbosch University during the international academic boycott of the apartheid era (1948–1994)". African Historical Review 48, n.º 1 (2 de enero de 2016): 117–44. http://dx.doi.org/10.1080/17532523.2016.1240842.

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40

du Plessis, Anton, Stephan Gerhard le Roux y Anina Guelpa. "The CT Scanner Facility at Stellenbosch University: An open access X-ray computed tomography laboratory". Nuclear Instruments and Methods in Physics Research Section B: Beam Interactions with Materials and Atoms 384 (octubre de 2016): 42–49. http://dx.doi.org/10.1016/j.nimb.2016.08.005.

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41

Bank, Andrew. "Fatheringvolkekunde: race and culture in the ethnological writings of Werner Eiselen, Stellenbosch University, 1926–1936". Anthropology Southern Africa 38, n.º 3-4 (octubre de 2015): 163–79. http://dx.doi.org/10.1080/23323256.2015.1075854.

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42

Van der Mescht, H. "Die agtergrond en ontstaansgeskiedenis van Hubert du Plessis se Duitse en Franse liedere". Literator 24, n.º 2 (1 de agosto de 2003): 125–44. http://dx.doi.org/10.4102/lit.v24i2.294.

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The background and genesis of Hubert du Plessis’s German and French songs On 7 June 2002 the South African composer Hubert du Plessis turned 80. Among his 77 art songs there are (apart from songs in Afrikaans, Dutch and English) eleven on German texts and one on a French text. The aim of this article is to investigate the genesis of these German and French songs. Du Plessis was influenced by his second cousin, the Afrikaans poet Barend J. Toerien, who lived in the same residence as Du Plessis at the University of Stellenbosch where they studied in the early 1940s. Toerien introduced Du Plessis to the work of Rilke, of whose poetry Du Plessis later set to music “Herbst”. Du Plessis’s ten Morgenstern songs were inspired by a chance gift of a Morgenstern volume from Susanne Stark-Schwietering, a student in Grahamstown where Du Plessis taught at Rhodes University College (1944-1951). During his studies in London (1951-1954) Du Plessis also received a volume of Morgenstern poetry from Howard Ferguson in 1951. The choice of French verses from Solomon’s Song of Songs was influenced by the advice of Hilda de Wet (Stellenbosch, 1966). It is notable that Du Plessis’s main composition teachers, William Bell, Friedrich Hartmann and Alan Bush, had practically no influence on the choice of the texts of his German and French songs.

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Le Cordeur, M. L. "The future of Afrikaans as university language within a multilingual environment: the language debate at Stellenbosch". L1 Educational Studies in Language and Literature 17, SI ReadWritMult, SI ReadWritMult (noviembre de 2017): 1–21. http://dx.doi.org/10.17239/l1esll-2017.17.03.01.

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de Waal, Jan Hofmeyr y Samantha Williams. "Reflections on 100 years of geography at Stellenbosch University: the role of physical and environmental geography". South African Geographical Journal 102, n.º 3 (8 de junio de 2020): 282–96. http://dx.doi.org/10.1080/03736245.2020.1775690.

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Steenkamp, Gretha. "How pre-admission characteristics affect the performance of CTA students at a South African university". Journal of Economic and Financial Sciences 7, n.º 2 (31 de julio de 2014): 283–98. http://dx.doi.org/10.4102/jef.v7i2.141.

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The completion of a Certificate of Theory in Accounting (CTA) is an essential and challenging part of qualifying as a chartered accountant (CA) in South Africa. The objective of this research was to determine how certain pre-admission student characteristics impact CTA performance at a South African residential university (Stellenbosch University). Current CTA students were asked to complete a questionnaire, which requested information regarding the characteristics that they possessed upon admittance into the CTA programme. Past performance in undergraduate studies showed the strongest correlation with CTA performance, and is thus a valid admission criterion. Characteristics that relate to reduced performance in CTA studies include: not completing the undergraduate programme in the minimum amount of time, being an extrovert, underdeveloped literacy skills and focusing on the details rather than the big picture. Such students are at risk and could benefit from targeted interventions.

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Schrire, C., J. Deacon, M. Hall y D. Lewis-Williams. "Burkitt's milestone". Antiquity 60, n.º 229 (julio de 1986): 123–31. http://dx.doi.org/10.1017/s0003598x0005852x.

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Almost sixty years ago, Miles C. Burkitt, Lecturer in Prehistory in the University of Cambridge, visited South Africa at the invitation of the University of Cape Town where his former pupil, A.J.H. Goodwin had recently started work. The purpose of the visit was to show Burkitt the sites and elicit his opinions in preparation for the meeting of the British Association in South Africa the following year (Burkitt, 1962, 37; Goodwin, 1958, 32). It seemed appropriate, at a time when the work of South African archaeologists has been denied a hearing by the Southampton World Archaeological Congress, that we should publish an account of recent work there and current perspectives on Southern African prehistory. The authors of this article are: Carmel Schrire, Department of Human Ecology, Rutgers University; Janette Deacon, Department of Archaeology, University of Stellenbosch; Martin Hall, Department of Archaeology, University of Cape Town, and David Lewis-Williams, Department of Archaeology, University of the Witwatersrand.

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Kalitanyi, Vivence y Dick Jacobus (Kobus) Visser. "Social values as determinants of entrepreneurial intentions among university students in Cape Town – South Africa". Problems and Perspectives in Management 14, n.º 3 (6 de septiembre de 2016): 185–93. http://dx.doi.org/10.21511/ppm.14(3-1).2016.05.

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An empirical study was conducted in Cape Town – South Africa – to determine whether social values (family, parents’ work and education) have an impact on entrepreneurship students in the universities of Cape Town, University of Stellenbosch, and University of the Western Cape, as well as Cape Peninsula University of Technology. The paper reviewed the literature about the role social values plays in the people’s lives. Respondents were the entrepreneurship university students. Data were collected in classrooms, and, in most cases, with the facilitation of both the lecturer and the researcher. Bivariate and multivariate tests of statistical significance were conducted, while Cronbach’s Alpha was used to measure the reliability of the research tool. Findings suggest that social values of the university students have an impact on their entrepreneurial intentions. The paper ends with recommendations to universities, entrepreneurship lecturers, parents, government and businesses, as well as civil society organizations. Keywords: social values, entrepreneurship intentions, university students, Cape Town. JEL Classification: Y4

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Mwaka, Erisa y Lyn Horn. "Researchers’ Perspectives on Informed Consent and Ethical Review of Biobank Research in South Africa: A Cross-Sectional Study". Journal of Empirical Research on Human Research Ethics 14, n.º 4 (5 de agosto de 2019): 307–17. http://dx.doi.org/10.1177/1556264619866991.

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There is limited literature on the opinions and perspectives of researchers on the ethical issues in biobank research in South Africa. This study aimed to explore researchers’ perspectives on informed consent and ethical review of biobank research in South Africa. An online survey was conducted among researchers and scientists at Stellenbosch University and the University of Kwazulu-Natal. The majority of researchers opined that broad consent is appropriate for biobank research. However, there was no consensus on the necessity for re-consent. Researchers were also in agreement that issues concerning informed consent and future use of samples require thorough discussions during the ethical review process. Overall, the attitude of researchers on informed consent and ethical review of biobank research was positive and ethically informed.

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M. Milani, Tommaso, Quentin Williams y Christopher Stroud. "Space/place matters". Multilingual Margins: A journal of multilingualism from the periphery 4, n.º 1 (7 de noviembre de 2018): 2–6. http://dx.doi.org/10.14426/mm.v4i1.48.

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This special issue of Multilingual Margins on the theme of “Space/place matters” has its origin in a doctoral summer school organised in December 2016 by the Department of Linguistics and the Centre for Multilingualism and Diversities Research at the University of the Western Cape as part of a collaboration with the University of Oslo and three other South African universities – Stellenbosch University, University of Cape Town and University of the Witwatersrand – and financed by Research Council of Norway’s programme International Partnerships for Excellent Education, Research and Innovation (INTPART). Doctoral students based in Norway and South Africa attended the summer school, presented their research projects, and were encouraged to submit an article to Multilingual Margins. This was with a view to training budding scholars to deal with the peer-review process of academic publishing. This special issue is the material outcome of this process and includes three articles that have a common interest in unpicking the complex relationship between language and space/place.

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Neeske, Alexander y Costandius Elmarie. "Recognising religious and superstitious rituals within higher education contexts: A case study of Stellenbosch University, South Africa". International Journal of Sociology and Anthropology 12, n.º 1 (29 de febrero de 2020): 10–17. http://dx.doi.org/10.5897/ijsa2019.0820.

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