ACCERUS Update: Building partnerships in the fight against Corruption

The Anti-Corruption Centre for Education and Research of Stellenbosch University (ACCERUS) enjoyed fruitful and productive academic and research engagements in 2015 thus far. These include the hosting of distinguished international academics and participation at pretigoius conferences.

Conferences

Prof Pregala (Solosh) Pillay and Prof Evangelos Mantzaris participated at the International Association of Schools and Institutes of Administration's (IASIA) Annual Conference in Paris, France in July 2015.  The first paper was titled: "Corruption, Poverty and A Critical Review of Health Services" (co-authored with Dr Cheryl Mahomed-Sayeed of University of KwaZulu Natal).  The second paper was based on the identification of the nature, strengths, duration and contents of a scientific PhD training and capacity building programme, it's impact and the catalyst role of such a programme in the field of empowering scientifically, intellectually and scholastically a new cadre of PhD cohort, with special emphasis on women. The paper was titled – "Gender Empowerment, Achievement And Postgraduate Training For Success: A South African Case Study". This paper was authored by Prof Evangelos Mantzaris and Prof Pregala (Solosh) Pillay.

BRICS Anti-Corruption Project

ACCERUS hosted Professor R. Sudarshan in July 2015, who is a key partner in ACCERUS' BRICS Anti-Corruption Project.  Professor R. Sudarshan is also an International Development and Public Policy Alliance (IDPPA) Board Member, of which Stellenbosch University is also a member. Herewith follows a summary of Prof R. Sudarshan's profile:  Sudarshan comes with a distinguished career in the three domains of research, development programme formulation and implementation, and governance. A nationally successful debater at the college level, Sudarshan was a Rhodes Scholar at the Balliol College, University of Oxford, where he obtained his M.Phil degree. He was Research Fellow at the St. John's College, University of Cambridge for many years where he taught and carried out research on issues relating to law and public policy. Sudarshan holds a Masters degree from the Delhi School of Economics, University of Delhi where he held a UGC scholarship for Centre for Advanced Studies in Economics. Sudarshan has an impressive track record of publications comprising books, articles, and UN policy reports. He has a dozen years of experience in inter-disciplinary research and teaching in development economics, human development, law, state and poverty at the Universities of Delhi (1972-74), Oxford (1974-77), Cambridge (1977-82), and East Anglia (1982-83). He has another 28 years of experience in the United Nations Development Programme and the Ford Foundation related to public policy.

Research Visit

ACCERUS proudly hosted Ms Margreet Forberg, a Senior Public Prosecutor from the Netherlands. Ms Froberg is a senior public prosecutor in Hertogenbosch. She is presently leading a team of 15 public prosecutors and 12 legal advisors who are concerned with the handling of criminal cases in the field of human trafficking, capital offences, fraud and corruption and high impact crime. Ms Froberg holds a master degree in Law. She was selected by the Board of Procurators General – the highest authority of the Public Prosecution Service in The Netherlands – to participate in the two-year training program at the Netherlands School of Public Administration in The Hague. Part of this program, is a stay abroad of two months, which will be spent at ACCERUS. During her stay in South Africa, she would like to investigate the phenomena of corruption in South Africa.

Something to think about

As Madiba eloquently observed "We have learnt now that even those people with whom we fought the struggle against apartheid's corruption can themselves become corrupted."

Greetings from the ACCERUS Team

Stellenbosch University once again had a successful Mandela week with staff and students participating in large numbers. "We are happy that staff and students did their part as responsible corporate citizens," said Gareth Cornelissen, Deputy Director: Matie Community Service (MCS).

SU's Mandela week came to a close on Friday, 24 July, with a Readathon and sport program at Rietenbosch Primary School in Cloetesville. SU's Language Centre, under the guidance of MCS and in partnership with Vriende van Afrikaans, did the Readathon as their contribution to Mandela Day.

The staff and students volunteered their time to read to the 147 Grade 1 learners. The books were supplied by Vriende van Afrikaans. Both Amanda de Stadler and Chareldine van der Merwe from Vriende van Afrikaans also joined in as readers. Other readers included Audrey Poole, Erina Basson, Monika Basson, Marguerite van der Waal, Marisca Coetsee, Beire Kramer, Selene Delport and her mom. Besides reading, two students from the Faculty of Theology, Madelein Geldenhuys and Robert-John taught the learners a little poem which they immediately snapped. With all these wonderful readers, learners got to listen to 4 to 5 stories.

Comments from the readers were that they thoroughly enjoyed the reading because the learners were open to the reading and actively participated. Actually they could not get enough of the reading.

The school hall vibrated with excitement as the Grade 1 learners entered after their reading session. Although excitement was in the air, all the learners stayed in their seats and sang along while the students from the Breytenbach Centre set up for their puppet show. After all the reading and singing the learners were entertained with a Puppet Show.

Residents from Dagbreek, Eendrag and Lydia played soccer against the learners on the new sand pitch that was built at the school.

Earlier during the week staff and students from the Stellenbosch and Tygerberg campuses made a total of 10 860  sandwiches in the Toaties-for-Tummies project. "With the help of our partners, Rachel's Angels, LDP, Stellenbosch Municipality, Golden Key Student Society and MFM we were able to exceed our target with almost 1000. We are excited that the project was successfully rolled out to the Tygerberg campuis," Cornelissen said. ​

Click here for a video of the week's activities.

Photos: Stefan Els.

One of the biggest challenges facing the world today is our inability to store energy for when we need it.

So says Prof. Eric D. Isaacs, provost and professor in physics at the University of Chicago. He visited Stellenbosch University and the National Institute for Theoretical Physics (NITheP) recently as part of a delegation to explore potential collaborations opportunities in the fields of physics and mathematics. The other delegates were Prof. Paul Wiegmann, distinguished professor of physics, and Mr Ian Solomon, vice-president for global engagement.

During a guest lecture on Tuesday 21 July 2015 at SU, Prof. Isaacs said the world urgently needs to find alternative energy sources: "However, at the same time we lack the critical factor that would revolutionise how we use energy – the ability to store energy for later use."

The University of Chicago recently embarked on a multi-million dollar project with 14 different institutions to research energy storage solutions for the future, and specifically that offered by electrical chemical storage such as lithium ion batteries. One of the aims of the Joint Centre for Energy Storage Research is to create a battery that will be five times more powerful than what we have available today.

Prof. Isaacs said the Centre uses a systems-level approach and techno-economic modelling to investigate potential solutions. In other words, physicists are working alongside chemists and venture capitalists from the level of basic science to commercialisation and the end-user experience.

However, major breakthroughs in materials science and chemistry will be needed to upscale the lithium battery's ability to store energy before it will become a viable alternative to fossil fuels.

He also emphasised that students should become involved with important global problems such as finding energy storage solutions for the future.

During their visit to Stellenbosch University, the delegation also met with Prof. Wim de Villiers, Rector of SU, Prof. Eugene Cloete, Vice-rector: Research & Innovation, Prof. Frikkie Scholtz, Director: National Institute for Theoretical Physics (NITheP), Prof. Hendrik Geyer, Director: Stellenbosch Institute for Advanced Study (STIAS), Prof. Louise Warnich, Dean: Faculty of Science and Prof. Erich Rohwer, Head: Department of Physics.

On the photo, from left to right, Prof. Erich Rohwer (head: Department of Physics), Prof. Eric Isaacs (University of Chicago), Prof. Frikkie Scholtz (director, National Institute for Theoretical Physics) and Prof. Louise Warnich (Dean: Faculty of Science). Photo: Anton Jordaan

​​​​The Centre for Renewable and Sustainable Energy Studies (CRSES) hosted its 5^th annual national symposium to provide master's and doctoral students across South African institutions with the opportunity to present their research. The symposium took place from 13 to 14 July 2014 in the Knowledge Centre building of the Faculty of Engineering, Stellenbosch University.

This symposium incorporated the Solar Thermal Energy Research Group (STERG) symposium on 14 July, which focused on solar thermal energy topics.

Professor Wikus van Niekerk, the Director of CRSES, welcomed the participants on the first day. Prof Johann Görgens from the Department of Process Engineering then  gave a keynote address: an overview of Biofuels for Transportation in South Africa.

Bio-energy, wind, and ocean technology platforms, as well as policy, were the focus of the first day of the symposium. Four papers were presented on bio-energy – from University of Cape Town, University of Fort Hare, and Stellenbosch University. Four papers – all from Stellenbosch University – were presented on wind. Five papers – from Stellenbosch University, the University of Cape Town, and the University of Limpopo – then dealt with various policy topics. Mr Ton Fijen from Tidal Lagoon Swansea Bay in the United Kingdom was a guest speaker at the end of the day, relating to ocean technologies.

Thirteen papers on various solar thermal energy topics – form Stellenbosch University – were presented on the second day, led by Prof Frank Dinter of STERG. Paul Gauché, leader for the Helio100 project, wrapped up the day and the event.

Abstracts of the papers, as well as the full programme, are published in the symposium proceedings, which is available on the CRSES website.

Stellenbosch University (SU) will focus on the consistent and possible accelerated implementation of the approved Language Policy and Language Plan. This evolutionary process will include monitoring and corrective measures, and give pertinent attention to the needs of students who maintain that language implementation processes adversely affect their academic performance. An Office for Transformation is being established, and a Transformation Committee has been constituted.

These are some of the announcements made by Prof Wim de Villiers, Rector and Vice-Chancellor of Stellenbosch University, in an e-mail bulletin to staff and students on 17 July 2015.

At the end of the first semester the University Management made a commitment to respond to the proposals received from the campus community on, amongst others, multilingualism, transformation and the reinstitution of the position of Dean of Students by the beginning of the second semester.

A task group is currently giving priority attention to the practical application of multilingualism, and in August student groups will be invited to a joint round-table discussion on improvements in the implementation of learning and teaching languages.

In addition to the Office for Transformation and the Transformation Committee, Stellenbosch University will also revisit the statutory role of the Institutional Forum related to transformation, and the establishment of a Research Chair in Reconciliation and Transformation is envisaged.

The request from the student community for the reinstitution of the position for Dean of Students will be investigated further during the second semester as well as a Research Chair in Reconciliation and Transformation .

Read the comprehensive bulletin here.

​The University Museum in Stellenbosch (Sasol Art Museum) invites schools to participate in the Access to Visual Arts programme, which is funded by the National Arts Council. This programme has been established to broaden learners' access to the University Museum.

According to Bongani Mgijima, the director of the University Museum, "this programme has been designed primarily to introduce learners to visual arts. For economic reasons, very few learners from disadvantaged backgrounds get an opportunity to visit museums".

To help facilitate schools' participation in the programme, the University Museum will cover the travelling costs of 15 learners per school. Lunch will also be provided for the learners.

For now, this assistance will be limited to previously disadvantaged schools located within a 120 km radius of Stellenbosch University.

Schools are kindly requested to book at least a week prior to the planned date of their visit by contacting Ms Marcha Christians on 021 808 3691 or mya@sun.ac.za.

A lively debate is underway about the institutional culture of Stellenbosch University (SU), and now students have a new outlet for their opinions on this matter.

"What does being a Matie mean to you? And what are you doing to be the change you want to see?" SU Rector and Vice-Chancellor Prof Wim de Villiers asks in a new blog competition on Bonfiire.

"It certainly is a fantastic opportunity to be able to study here. But a higher education institution is not an ATM where you simply withdraw knowledge without also giving something back," Prof De Villiers writes.

"How do you, as a member of the campus community, help determine what Stellenbosch is? What are you doing to bring about change?"

Share your thoughts in a Bonfiire blog, and use #letUStalk there and in other social media.

Competition info:

• Click here for more info and to enter.
• The closing date is 14 August 2015.
• The best answer wins R1 000 and the runner-up R500.
• The posts that receive the most likes on Bonfiire will win.
• This question forms part of a three-part series during the second semester of 2015.
• In addition to the prizes awarded in each question, an overall prize of R1 500 will go to the student who participated in all three questions and accumulated the most thought leader points.

"Becoming more inclusive by broadening access is one of three strategic priorities contained in the VISION statement of Stellenbosch University (SU). Disability is part of this objective and also of our other goals – which are to become more innovative through excellence, and more future focused by making a greater impact on society," Rector and Vice-Chancellor Prof Wim de Villiers says in an email to staff and students.

SU will this year again be supporting Casual Day, a flagship initiative of the National Council for Persons with Physical Disabilities. Staff members and students are invited to "spring into action" (the 2015 theme) for persons with disabilities. Besides having fun by dressing up or down on 4 September, they will be able to take part in a variety of activities on SU campuses in the run-up to Casual Day.

On the cards are film screenings, informative discussions, sporting events, Sign Language classes and a "Dinner in the Dark". There will also be articles and interviews by staff and students in various media. Click here for the full programme.

TICKETS for Casual Day are available at R10 a sticker from Human Resources for staff (contact Ricardo Steyn, rzsteyn@sun.ac.za, +27 21 808 2755), and House Committees and the SRC for students (contact Kayla Joubert, kaylaj@sun.ac.za, +27 21 808 2493). All funds will go to the Stellenbosch Work Centre, which creates work opportunities for people with disabilities.

Prof De Villiers writes: "SU strives to ensure that the disability of a student is not a barrier to ADMISSION. Prospective students with disabilities are encouraged to apply for access to a degree programme and accommodation at the University.

This year, 345 students with disabilities ranging from sensory impairments, cerebral palsy and other health conditions needing support, such as having a mobility or orthopaedic disability or a reading, writing or speech disorder, enrolled at Maties.

Several residences offer facilities for students with disabilities, and where possible additional adaptations are made as required. Various academic buildings are already fully accessible, and accessibility is a major consideration when new structures and renovations are planned.

There are ongoing efforts to make LEARNING AND TEACHING accessible to students with disabilities. This includes having lectures available in suitable text formats and as podcasts, and subtitling videos used as teaching aids. Training is provided to staff members to sensitise them to the needs of persons with disabilities.

The Disability Unit (formerly the Office for Students with Special Learning Needs) of SU's Centre for Student Counselling and Development (CSCD) is the starting point for coordinated support for students with disabilities. At the Unit's Lombardi Braille Centre, class notes, prescribed books, articles, as well as test and exam papers are converted into Braille for blind and low-vision students. Magnifiers that enlarge printed text as well as networked computers with special screen-reading software and Braille printers are also available at HUMARGA (one of the University's computer user areas in our Arts and Social Sciences Building).

Students can apply for extra writing time to complete their assignments, tests and exams. And earlier this year, a deaf student received classroom lecture support with a live speech-to-text service over a Skype connection with a transcriber in the UK.

"One of the graduate outcomes that we strive for is for our students to become well-rounded individuals. Hence we make every effort to create an enabling environment that holistically empowers students with disabilities to achieve their full potential – in and outside the classroom," Prof De Villiers writes.

SU has a proud record in terms of SPORTING ACTIVITIES for persons with disabilities. Maties ParaSport focuses on six codes – athletics, cycling, goalball, handcycling, rugby and swimming – and has produced several World and Paralympic champions.

Disabled students are also encouraged to join one of the many STUDENT SOCIETIES on campus. This includes Dis-Maties, a society that promotes awareness of students living with disabilities and advocates for their issues to ensure they have positive academic and social experiences on campus.

RESEARCH helps the University to stay abreast of the latest knowledge in the field of disability. Particular areas of strength at SU in this regard includes work on disability in the Department of Psychology, Centre for Human Performance Sciences, and Department of Sport Science, to name a few. And increasing SU's IMPACT on society further is the African Network for Evidence-to-Action on Disability (AfriNEAD), based at the Centre for Rehabilitation Studies in the Faculty of Medicine and Health Sciences.

Prof De Villiers concludes: "I am calling on each faculty, department and other campus environment to put plans in place (if they have not already done so) to become more disability inclusive in their practices on a daily basis. This also entails examining our curricula.

"We have come a long way in making Maties more accessible to people with disabilities, but much remains to be done. We aim to welcome and integrate all colleagues and students as fully-fledged members of our diverse University community. This is part of our continuing journey of transformation."

CONTACTS:

Disability Unit, Centre for Student Counselling and Development
Ms Marcia Lyner-Cleophas, Tel: +27 21 808 4707, Email cleophas@sun.ac.za

African Network for Evidence-to-Action on Disability (AfriNEAD)
Dr Gubela Mji, Tel +27 21 938 9090, Email gumji@sun.ac.za

Employee Wellness, Human Resources
Ms Maureen Kennedy, Tel +27 21 808 4824, Email maureenk@sun.ac.za

Maties ParaSport
Mr Wentzel Barnard, Tel +27 21 808 3537, Email wwb2@sun.ac.za

Dis-Maties
Ms Sydney Berrington, Email dismaties@gmail.com

Lombardi Braille Centre

Ms Pippa Louw, Tel +27 21 808 2531, Email braille@sun.ac.za

Neutron stars are remnants of massive stars that exploded, or rather imploded, in core-collapse supernovae. Today these "new" stars are only about 10 to 20 kilometers in diameter, but nearly twice the mass of our Sun – just a sugar cube of neutron star matter would weigh about one hundred million tons on Earth!

Dr Jacobus Diener, a postdoctoral fellow at the National Institute for Theoretical Physics at Stellenbosch University, specialises in the description of magnetised nuclear matter and its application to astrophysical objects.

In his talk "Closing the loop in our understanding of stars: connecting the very big to the very small" he will explain why a neutron star has more in common with an atomic nucleus than a normal star like our Sun. And why descriptions of these stars help nuclear physicists to understand the observations made by the Square Kilometre Array (SKA).

The talk will take place on Tuesday 4 August 2015 at 19:00 at Ya Ya Café in Dorp Street, Stellenbosch. Entrance is free. Food and drinks are available from Ya Ya Café's menu.

Science Café Stellenbosch is an initiative of the Faculty of Science at Stellenbosch University to encourage public conversations about science. For more information, contact sciencecafe@sun.ac.za

Imagine working for an international company with more than two billion consumers!

This is what happened to Roxanne Dode after she graduated in 2013 with a BSc degree in chemistry and polymer science from Stellenbosch University.

We asked her a few questions about her work at Unilever, a multinational consumer goods company with headquarters in Rotterdam and London. Unilever employs more than 172 000 people all over the world.

Describe your work experience prior to your official job search process?

I had no work experience in the science field prior to the job I currently have.

What is your current employment?

I am currently employed by Unilever and work in the research and development department as a product development technologist for laundry detergents.

How did you get the job?

I applied through their graduate programme – the Unilever Future Leaders (UFLP) programme. They have a 5-stage screening process and, if successful, applicants have the chance to enter the business either on the UFLP programme itself or as a direct entrant.

What is exciting about your work?

The environment is fast-paced and challenging and you will never be bored! Even within research and development, you learn very quickly to broaden your thinking as you work with cross functional teams covering every aspect of a project from finance and marketing to supply chain management. There is also a great sense of reward in seeing the fruits of your labour in the form of products on shelf as well as how they fit in with Unilever's global sustainability and brighter futures campaign.

Your advice to students who are entering the job market?

Get involved and be proactive in forging your own career path as nobody is going to tell you what to do or which approach to take. Your future is completely in your own hands, so go for it. Apply to as many graduate programmes as you can, as these are targeted for graduates with no prior experience. Get involved wherever you can and start taking opportunities to develop your leadership skills whilst still studying.

What would you have done differently during your years at university?

I would have gotten more involved in campus and leadership activities.

​Statement: Disruption of Career Exhibition

The disruption of University activities such as the career exhibition on the Rooiplein today is unacceptable and action will be taken against the guilty parties.

Although students have the right to launch protest actions, they have to comply with the requirements applicable on campus; that academic and administrative activities are not disrupted, and that actions do not infringe upon the right of other students to study.

The broad student community benefit from such an opportunity to interact with potential employers.

The disciplinary code for students is described in the University Yearbook (Calendar – part 1) and disciplinary processes will be activated should incidences of misconduct warrant disciplinary action.

At Stellenbosch University there are various initiatives underway to improve and accelerate the implementation of the Language Policy and Language Plan, which grants equal status to English and Afrikaans. Students have been invited repeatedly to engage with Management and to work together on solutions. Recently, invitations were extended to student groups to attend a round-table discussion in August.

The Management team would like to listen to all the different perspectives expressed by the campus community and envisage a continuous process of constructive discussion with all student groups as the best way forward.

In the mean time students can take up any problems with regard to language of instruction with their lecturers, heads of departments or the Academic Affairs Council.

Prof Marc Vermeulen from TIAS School for Business and Society sat down with Prof Erwin Schwella from the School of Public Leadership at Stellenbosch University to discuss the topic of public value management in South Africa.

Please see video below or follow the link for the full length interview: https://www.tias.edu/kennisgebieden/detail/public-management/detail/public-value-theorie-in-zuid-afrika

One day Jevonn Cloete, an education student in his fourth year at Stellenbosch University (SU), wants to return to his hometown in the Northern Cape and address all the problems that he was confronted with as a learner.

But before that, he is doing was he has always done – taking any opportunity that comes his way and making the most of it. Cloete's next opportunity is an educational tour to Utrecht in the Netherlands where he will get together with other teachers and education students to compare notes.

Cloete is a recipient of the Rapport teaching fund's prestige award. Together with nine other recipients – four other students and five maths teachers who have already made a great impact in their respective schools – he will attend a summer school in Utrecht.

It will be this former learner from Namaqualand Secondary School's first journey abroad.

“I am most excited about the time that I will be spending with other passionate mathematicians,” he says. According to Cloete curricula will be a main focus point, and attendees from all over will be able to compare and discuss different systems. The two-week summer school will include visits to local schools as well as research sessions. There will also be a social programme. 

After the summer school Cloete hopes to share the knowledge and experience that he has gained with his fellow students, and ultimately to use it in his own class one day.

Cloete originally wanted to become a food scientist. That was until the day his maths teacher stood outside in the passage talking to someone and he proceeded to present the class.

“She came in, sat at my desk and allowed me to present ​​the whole lesson. After that day I knew I wanted to help people who think they can not do maths. That little light that switches on as soon as somebody understands something is amazing.”

Cloete's plan for the long term is to eventually qualify as a educational psychologist.

Because he is so familiar with the everyday issues in the type of school that he also attended, he wants to return to the Northern Cape and make a difference in as many schools as possible.

Cloete is grateful towards the Faculty of Education  that nominated him for this award and hopes it will not be the last time that he travels abroad for his studies.

The group leaves on 15 Augustus. 

There is an appreciation for the apology of the students, but it is not their responsibility. The people who benefited from the system must come to the fore.

This was the message of councillor Derrick Hendricks who, in his capacity as a community leader of Stellenbosch, addressed an audience of some 150 staff members, students and Stellenbosch residents at a special commemoration event of the Battle of Andringa Street 75 years ago.

The commemoration, held on Monday night (27 July) at the Christ Church in Bankhoek Road, is an initiative of Dagbreek and Wilgenhof Men’s Residences of Stellenbosch University (SU).

In the Battle of Andringa Street, on 27 July 1940,  students of the University invaded an area what was then known as Die Vlakte and caused extensive damage to the properties of mainly coloured residents of the area that was bordered by Muller and Ryneveld Streets, Banhoek and Smuts Streets and Merriman Avenue and Bird Street.

In his speech councillor Hendrickse said that at the time the people did not speak up about the Battle of Andringa Street. The consequences of that day was humiliating.

He added that the University and the community must support young people, but also that all the residents must come to the fore to give recognition to the people of Die Vlakte and that there must be restorative justice. The past cannot be undone, but we can plough back into the community. This includes that we must talk to the business people that benefitted from the events 75 years ago. The University has an important in role in this regard.

In his message Prof Wim de Villiers, SU Rector and Vice-Chancellor, said that the presence of the Stellenbosch community shows a remarkable willingness to discussion, to an open discussion, and a relationship with Stellenbosch University and its students in spite of the devastating events that happened in the past. “The Battle of Andringa Street represented the lowest point in the relationship between the community and the students of the University. This is not how we want to be today and not how we want to be in future.”

He added that his predecessor, the late Prof Russel Botman, has done much to help restore the relationship between Stellenbosch University and the former residents of Die Vlakte.

“I confirmed this direction and want to continue on that path. I also confirmed this in my inaugural speech with the announcement of a bursary fund for former residents of Die Vlakte and its descendants. I also declare my willingness to meet with groups and individuals from the community and enter into conversation. Some of these discussions are already taking place.

“We have an opportunity now to change the Battle of Andringa Street into the Peace of Andringa Street. Let us  continue working hard on this peace and reconciliation – there is still a lot to do. We are committed to this.”  

Other speakers included Christoff Odendaal on behalf of Wilgenhof , Earl Coleman on behalf of Dagbreek and Sasha-Leigh Williams on behalf of the Student Representative Council. Wilgenhof’s “Kraaie” and Dagbreek’s “Eiffelkoor’, both a cappella groups, performed at the event.

In 2012 Dagbreek Men's Residence apologised for the role they played in the events 75 years ago. The apology served as motivation for the establishment of a Memory Room in the Wilcocks Building in 2013 (article here) – the brainchild of the late Prof Russel Botman, at the time Rector and Vice-Chancellor of the University.​

Caption: Here are Sasha-Leigh Williams (Student Representative Council), Earl Coleman (Dagbreek), Councillor Derrick Hendricks, Prof Wim de Villiers, and Christoff Odendaal (Wilgenhof).

Photo: Anton Jordaan

Starting anti-HIV treatment within two weeks of the diagnosis of tuberculosis, or TB, improved survival among patients with both infections who had very low immune-cell counts, according to a collaborative review by researchers at the University of Stellenbosch and the University of Pittsburgh. Those with strong immune systems, however, might benefit from waiting until after the end of the six-month TB treatment before initiating anti-HIV therapy, they found.

In a study recently published in the Annals of Internal Medicine, the team recommended updating physician guidelines to take the findings into account.

Infection with HIV can promote progression and re-infection to active TB after initial exposure to Mycobacterium tuberculosis, the organism that causes TB, explained senior author Jean B. Nachega, an associate professor of infectious diseases and microbiology and of epidemiology affiliated with both Stellenbosch University's Faculty of Medicine and Health Sciences, as well as the University of Pittsburgh's Graduate School of Health.

Treating HIV and TB simultaneously is challenging for many reasons, including the requirement for patients to take multiple pills several times daily for each infection, drug-drug interactions and overlapping side effects.

"Current World Health Organisation guidelines recommend starting TB treatment first, followed by HIV treatment as soon as possible within two to eight weeks for patients who have moderately to severely compromised immune systems, but there was not conclusive evidence to guide treatment in other levels of immune suppression," Nachega said. "We aimed to investigate the optimal timing of HIV initiation in light of recent published randomised clinical trials on this topic."

The team systematically reviewed data from more than 4500 people participating in eight randomised clinical trials of early initiation of HIV anti-retroviral therapy (ART) conducted in Asia, Africa and the United States. They found that survival rates were better among patients who started ART within two weeks of the initiation of TB treatment and who also had very low CD4 T-cell counts of less than 0.050 x 10⁹cells/litre, as measured by a blood test which reflects severe immune system suppression due to HIV infection.

Of note, early initiation was also associated with a two-fold increase in the frequency of a complication called TB-Immune Reconstitution Inflammatory Syndrome which can be fatal in rare occasions. There was no evidence to support or refute a survival benefit for patients with CD4 counts between 0.050 and 0.220 x 10⁹cells/litre.

"Our findings support guidelines recommending early initiation of ART in patients with a high degree of immune system compromise," Nachega said. "But delaying ART might be possible until the end of TB treatment with patients with CD4 counts greater than 0.220 x 10⁹cells/litre, which could reduce the burden of taking two complex drug regimens at the same time."

However, Nachega noted that there is other emerging evidence showing the clinical and public health benefits associated with early initiation of HIV treatment, other than survival. Indeed, early treatment may be beneficial by decreasing comorbidities due to ongoing inflammation caused by HIV and decreasing HIV sexual transmission.

"Clinicians will need to weigh these benefits against the burden of co-administration of TB and HIV treatment on a case-by-case basis, but the overarching goal is likely to be a move toward treating all HIV-positive people as early as possible," said Nachega.

Photo: Prof Jean Nachega 

*This article is an edited version of a press release issued by the University of Pittsburgh, Graduate School of Health Science.

​Statues, sculptures, signage and visual art: what would yóu like to see on the Stellenbosch University campuses? This is the topic of an online survey​ aimed at determining the opinion of current students on what visual changes they would like to see on campus regarding artwork and signage in order to create a more inclusive society.

The survey asks for opinions on what additional statue(s)/sculpture(s) students would like to see on campus.  "The data from the survey will be analysed by the researchers and the results will then be discussed with various student organisations before suggestions for the new artwork are presented.  The new art, informed by this survey, and which would address diverse cultures, will help to create a more inclusive South African history on Stellenbosch's campus," explains Dr Elmarie Costandius, Lecturer at the Department of Visual Arts.

In a joint effort by departments of Visual Arts and English, the Faculty of Arts and Social Sciences is busy with a project that not only focuses on visual redress on campus, but also offers an opportunity to incorporate local content and critical citizenship into the curriculum.

Students were invited to produce a set of proposals for memorializing the people from Die Vlakte who were forcibly removed from the site on which the Arts and Social Sciences building now stands. Through research, meeting with people who had experienced the removals and discussions, they were asked to design an exhibition, event, sculpture or garden that would make students and lecturers aware of and invite them to reflect on the history of the building and the current consequences of that history.

The result is a permanent exhibition that tells the story of the people of Die Vlakte which will soon be completed. The memorialising the forced removals project was initiated by the Dean of Arts and Social Sciences, Prof Johan Hattingh.

These projects form part of a University wide effort to re-evaluate symbols, names of buildings and other historical artefacts on campus, a process that was started in 2013. 

Complete the online survey here​​.

More on critical citizenship:

We plan to focus on critical citizenship and social justice educational theories in this study. Johnson and Morris (2010) mapped relevant citizenship and critical concepts in a framework for critical citizenship teaching and learning which we have used as a practical guideline for including critical citizenship in the curriculum. We will be using the following definition, based on Johnson and Morris (2010): Critical citizenship is based on the promotion of a common set of shared values such as tolerance, diversity, human rights and democracy. As an educational pedagogy, it encourages critical reflection on the past and the imagining of a possible future shaped by social justice, in order to prepare people in diverse societies to live together in harmony. We could also investigate the concept of responsible citizenship argued for by Waghid (2015) as an alternative to critical citizenship.  

To unpack the concept social justice further the three-dimensional approach to social justice of Nancy Fraser (2008, 2009) will be used as a framework in the proposed research. The dimensions that Fraser uses are: distribution of resources; the politics of recognition; and the politics of representation and belonging. Lack of finances or distribution of resources could influence teaching and learning in an educational environment. Unequal recognition of class, gender, nationality or race in a society and in educational environments could have an effect on teaching and learning. Misrepresentation could play out in the form of people being denied the possibility of participating as equals in society, or in educational environments. According to Fraser, all three dimensions should be included to enhance social justice. Fraser (2008:282) uses the phrase "no redistribution or recognition without representation".

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This SU registered short course targets under-and-postgraduate students as future professionals who can reach populations within and beyond South Africa. The course is offered by the Institutional HIV Office and will be presented on 14-15 and 28-29 August 2015.

Training topics will include social justice and vulnerability, latest HIV biomedical facts, developments in HIV prevention and discussions of the role of gender, sexuality education and most at risk populations. 

The course is a registered short course at SU and full attendance will be required to receive a certificate. The course is offered free of charge to any registered Matie students and will accept a maximum of 25 participants.

The online application forms are available ​​​​​he​re.

Applications close 12 August 2015.

​Over the past months I have encouraged critical debate as part of our transformation process on an on-going basis, and the campus community has repeatedly been invited to engage with Management. Various meaningful conversations with different student groups have taken place, including the Students’ Representative Council, student societies and within our Listen, Live and Learn student communities.

​On Monday (27 July 2015) one of our undergraduate classes (Political Science 354) was disrupted under the banner of Open Stellenbosch by students engaging in a protest action which was directed at the usage of the T-option. As Dean of the Faculty of Arts and Social Sciences, I would like to bring the following to your attention:
1.The Faculty is in the process of an in-depth investigation concerning its language implementation, and, within the resources available, it is committed to ensuring that no-one is excluded by language of tuition.
2.Your experience of our Faculty's language of tuition is very important to us, so, if you have not done so already, please complete our online survey. It is available up to and including 31 July 2015. Please see below for more details.
3.If you experience any problem with the language of tuition you should take it up immediately with the lecturer responsible for the course and/or the chair of the department. You can do this directly or via your class representative. Then we can attend to it immediately.
4.The Faculty acknowledges the right of every student to peaceful protest, but no-one has the right to disrupt any classes or the administration of the University under the guise of protest. Furthermore we as a Faculty have committed ourselves already to enter into conversation with any student or group with a grievance on the basis of academic discourse and democratic principles. It is therefore important to know that any class disruption is unacceptable to the University in terms of its code of conduct, and that students who engage in such activities may expose themselves to possible disciplinary action.
5.Never try to break up any class disruption yourself. Rather stay cool and calm and leave it to qualified staff of the University to address any class disruptions.

Language Survey

I would also like to remind you to please complete this short questionnaire (click here) by 31 July 2015. Its purpose is to determine how you experience the language of tuition at this Faculty. As you are aware, several methods are used within the Faculty and the University to accommodate both Afrikaans and English as languages of teaching. In this questionnaire you can give your honest opinion on the T-option, interpreting, parallel medium lectures (the same lecture is taught separately in Afrikaans and in English), language support tutorials, etc.

Your anonymity as well as the confidentiality of your answers are completely guaranteed in this faculty-wide survey. The results of this survey will not be used for research purposes, but to determine whether any problems exist in the Faculty regarding the language of tuition and if so, to try and rectify these problems.