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Research collaboration, particularly on food and nutrition security, is the main objective of a bilateral agreement between Stellenbosch University (SU) and the prestigious Swiss Federal Institute of Technology Zurich (ETH Zurich).

According to Prof Leopoldt van Huyssteen, acting Rector and Vice-Chancellor of Stellenbosch University, the formal link to the ETH Zurich associates SU with one of the finest institutions in the world, but moreover, it is the formalisation of a research collaboration that holds potential for academic and societal impact.

In response to why ETH Zurich has forged this African partnership, the institution emphasizes that it "seeks strategic international collaborations that align with its expertise and advance its research and educational interests, while contributing to solving some of the world's biggest challenges. Stellenbosch, a well-established research-intensive university, ranks highly in the region and values international quality standards. Most importantly for the Swiss, it opens wider a network to African scholars and connections to other countries within the region". *

The agreement for cooperation which will put into practice the development of excellent research projects, was signed in Stellenbosch at the Stellenbosch Institute for Advanced Study (STIAS) on 26 August 2014. This agreement is the result of discussions that started in 2013, particularly in the field of food and nutrition security.

The food and nutrition security project that was detailed during a joint workshop attended by academics from both institutions in 2014, will be the flagship project for the collaboration and includes sub-projects in cross-cutting fields of sustainable production systems, human nutrition, water, conservation ecology and invasive species, food science, mineralogy and insect physiology. The collaboration will include the full spectrum of educational activities: joint research, staff and student exchanges as well as the sharing of information on science and technology.

The signing of the Memorandum of Understanding (MoU) was attended by senior academics and management staff from Stellenbosch University, and the Swiss institution was represented by Prof Lino Guzzella (Rector, ETH Zurich), Prof Peter Edwards (Director Singapore-ETH Centre) and Dr Jürg Brunnschweiler (ETH Global). Officials from the Swiss Embassy in Pretoria also attended the signing ceremony.

The programme included the formal signing of the agreement, as well as two key-note presentations, one by Prof Gideon Wolfaardt, Director: Stellenbosch University Water Institute, and the other was a joint presentation by Ms Julia Harper: Food Security Initiative Manager, Dr Nick Kotzé and Dr Elsje Pieterse on the progress made in the first activities of the cooperation.​

Click here for more news on the agreement on ETH Zurich's webstite.

Caption: Prof Leopoldt van Huyssteen, acting Rector and Vice-Chancellor of Stellenbosch University, and Prof Lino Guzzella, Rector of the ETH Zurich.

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​​Stellenbosch's e'Bosch Heritage programme will officially be launched at a function hosted by the mayor and SU Rector on Monday. At this event Mrs Beryl Botman will receive a special tribute on behalf of the late Prof Russel Botman​ in recognition for the supportive role which he played since 2011, not only in his personal capacity but also as Rector and Vice-Chancellor of the University and the Heritage Project.

The executive mayor of the Stellenbosch Municipality, alderman Conrad Sidego, and acting Rector and Vice Chancellor, Professor Leopoldt van Huyssteen, will be the hosts.

 "At the event we will launch this year's heritage celebration in Stellenbosch and its surrounding towns, while special recognition will also be given by the e'Bosch Heritage Project for, firstly, huge contributions that were made before 1994 up until the transition to a new democratic dispensation, specifically in Stellenbosch. Secondly, we will give recognition to the exceptional contributions of the late Professor Russel Botman as Rector and Vice-Chancellor of SU to the Heritage Project," says Johann Murray, chairman of the organising committee of e'Bosch.

"The e'Bosch Heritage Awards will go to the Stellenbosch Discussion Forum, which played a key role in the peaceful transition to democracy in Stellenbosch twenty years ago. Professor Willie Esterhuyse will be the guest speaker and his reflection on the Heritage Awards will give an overview of the course and importance of the Discussion Forum's historic role."

The e'Bosch projects are aimed at celebrating the the heritage of every person in Stellenbosch. It offers the opportunity to invest in the social fibre of the community, which will bear fruit in the future.

This year at least 25 e'Bosch projects will take place – from sports and cultural programmes for primary school learners, to activities for the elderly. For more information click here.

Members of the public are welcome to attend the event on Monday. Contact Olivia Leo at leoo@sun.ac.za or 021 808 4896 to RSVP. Refreshments will be served. Entrance is free. 

For more information contact Johann Murray at 083 628 7820 or jmurray@mbbsouth.co.za or Anthony Penderis at 084 306 0331  or anthony.penderis@gmail.com.

If the many societal, environmental and economic challenges are not addressed, the visible and distressing inequalities of this world will, in 15 years, have increased to such an extent that an even larger number of people  will be living in fear in gated communities.

This was the warning of Dr Rajesh Tandon, one of the co-directors of the UNESCO Chair on Community Based Research and Social Responsibility in Higher Education  and President of the Society for Participatory Research in Asia.  He was speaking at the launch of the publication Higher Education in the World 5 – Knowledge, Engagement & Higher Education: Contributing to Social Change at Stellenbosch University's (SU) museum on Thursday (28 August 2014). The book (also known as the 5^th GUNi World Report) is part of the GUNi series on the social commitment of universities. Tandon is one of the contributors to the book.

Adding to the feeling that all is not well with communities globally, Dr Jerome Slamat, one of the authors and Senior Director: Community Interaction at SU said: "Humanity is in serious trouble. There is consensus that we are being plagued by the triple challenges of poverty, unemployment and inequality. South Africa is one of the most unequal countries in the world and SU is centred in one of the most unequal towns in the country."

He continued: "The crisis happens amidst an absence of caring and a feeling of solidarity in  communities. Ubuntu is a bastardised concept and severely abused. The script is greed and corruption to further self-interest."

Tandon, Slamat  and other speakers at the launch emphasised  need for universities to engage with communities around specific universities in order to contribute to social change.

Tandon slated the higher education ranking systems.

"These systems focus primarily on world class universities which do not necessarily have social transformation on the agenda," said Tandon. "Harvard, one of the highest ranking universities in the world, has an endowment of 25 billion dollars – of which a large amount is from big corporations and affluent alumni. Universities in Africa and Asia simply cannot compete. Ranking systems detract from the necessity to focus on the real challenges of the world. We need alternative ranking systems of which the outcomes are determined by the changes universities bring about in their societies. "

Tandon added that economic factors place universities under added pressure.

"Vice-Chancellors and academics are spending more and more time trying to raise money – sometimes to the detriment of the academic focus. Universities are there for the public good. They need public resources and there should be less emphasis on generating income from the private sector."

Tandon said that if universities remain dependent on the private sector, it will remain elite institutions.

According to him the purpose of the Report, to which 73 authors from 60 universities worldwide contributed, is to aid in the transformation of our societies by using education as a tool.

The Report, which is the result of three years of consultation, research, seminars and a conference, looks at the role of higher education institutions as active players in contributing to social change.

According to Prof Shirley Walters , Founding Director and Professor of Adult and Continuing Eduction at the Division of Lifelong Learning (University of the Western Cape) the universities are an integral part of society. These institutions should be at the forefront of the challenge to bring about transformation. At the core of this change should be teaching children to be curious and to approach life critically .

"Political will and ethical leadership at institutions of higher learning  are needed to bring about long term change," Walters said.

 Photo: Prof Shirley Walters of the University of the Western Cape speaking at the launch of a new publication that critically examines the theory and practice of engagement. Photographer: Anton Jordaan​

The first year medical-, physiotherapy- and dietetic students recently went on The Amazing Race for Health adventure to experience first-hand how the determinants of health impact the lives of individuals, families and communities and to better understand the organisation of the health services. This event forms part of the interdisciplinary Health in Context module. The aim of the Amazing Race for Health is to give students early exposure to the realities of the South African context with the objective of preparing prospective healthcare professionals to better serve rural areas.

In the beginning of the academic year the first year class were divided into 39 groups of 10 students each and each group were allocated to a specific site. Students received lectures on the social determinants of health and the functioning of health systems in the broad South African context. Each group then had to research the site they were allocated to in order to prepare them for the visit to their town/community.

The students’ hard work culminated in the big event where they had the opportunity to visit their site and take part in various activities such as joining community care workers on home/community visits; interviewing clients and staff members; visiting local NGO’s; touring health facilities and observing health care professionals to gain a better understanding of the functioning of the facility and the roles of the different professions.

Students reported that the visits to the communities helped them to see “how the different determinants of health affect the health of community members”. By exposing the students to the realities of the social determinants of health and health services in underserved communities the students got the opportunity to integrate and consolidate the theoretical knowledge they gained during the first semester. The highlight of the day was to visit and interact with community members and to listen to their stories. For many students this was a “life-changing and eye opening experience” and gave them a glimpse of what they can expect in their future as a health care professional. Feedback from some students also suggested that the Amazing Race for Health motivated them to one day return to and work in rural areas.

“The visit was quite eye-opening and made many of the concepts I’d learned in class much more real and easy to identify with.”

“The Amazing Race humbled me and made me want to get involved in the community to better their lives and standards of living.”

“One of the biggest lessons I learnt upon visiting the town was the great need of health care workers in rural/farm areas and of how much change health care workers such as doctors, dieticians and physiotherapists can bring to underserved areas.”

The Amazing Race for Health also helped students to understand the importance of working together in a team to successfully address the needs of communities, to respect and appreciate the role that other health care professionals play and to treat patients holistically.

“In order to achieve holistic health care all professions must work hand in hand. It is a team effort, one profession is not better than the other one.”

“The Amazing Race gave me a new perspective on the caring of patients that is not just about the illness but also the environmental factors and circumstances of the patient.”

“My appreciation for all health practitioners has grown tremendously… I am inspired to be that passionate about my career and devote myself to give my best each and every day.”

The Amazing Race for Health 2014 was a huge success and feedback received from students and other role players were extremely positive. Excerpts from students’ personal reflections demonstrated that this was a valuable learning opportunity and that the Amazing Race for Health truly helped them to put health in context.

“It brought my profession into perspective and changed a part of my life and how I see things and for that I will be grateful for the rest of my life.”

“The Amazing Race has taught me a great deal and has opened my eyes to see the bigger picture in health care. I started to see the importance of our careers and the enormous impact it has on a community.”

“It was a phenomenal experience!”

Photo: The Amazing Race included a visit to the Service Learning Centre and DOTS TB clinic in Avian Park, Worcester.

In this series we introduce some of the student facilitators and coordinators of the short courses offered by the Frederik Van Zyl Slabbert Institute for Student Leadership Development (FVZS Institute). Stephanie Nieuwoudt spoke to Cat Clarke.

What course(s) are you involved with and in what capacity?

I assist with coordinating and co-facilitating the Leadership through Community Interaction (LTCI) short course. The course is presented through a partnership between the FVZS Institute and Matie Gemeenskapsdiens (MGD), so I work for both organisations.

Why did you want to be involved with this specific course(s)?

Community interaction is a significant part of my purpose in life, as well as the direction I hope to follow with my future career. When I did the leaders' version of the LTCI course in 2013 I found it both intellectually stimulating and practically useful for the community interaction project I was chairperson of. When I was offered the opportunity to get involved with the organisation and presentation of the course I knew I couldn't pass it up. First, I believe education is essential to empowerment and a better future for all, and being able to share the essential principles of community interaction with others is something I knew would lead to positive changes in people's lives and society as a whole. Second, I knew working for MGD and the FVZS Institute would be an ideal way to further my personal and professional development in a relevant and meaningful direction.

How does your role help to hone your leadership skills?

Every day I am exposed to new challenges and opportunities for growth. Generally they are new experiences I would not have otherwise been exposed to. The environments at MGD and the FVZS institute are both very learning oriented and this creates a supportive setting for development. Further, through my work I am placed in positions of leadership unlike those I had previously experienced, which has assisted me in becoming more flexible, adaptive, confident and competent. My interpersonal, problem resolution, organisational and public speaking skills are among the main areas that have improved this year.

​Are you involved in other leadership roles on campus/off campus - please give some information about this.

For two years I have been the chairperson of the student community interaction project and student society Funda Fundisa. Before that I was also on the executive committee for the same organisation. My involvement in Funda Fundisa has been life-changing, and has taught me far more about myself and the world around me than any academics I have studied.

Have you always regarded yourself as a leader?

Definitely not. While "thought leadership" came naturally, I never considered actually taking on leadership roles. It was only in 2012 that I first began to consider that I might have the potential to be a leader and I applied for my first leadership position. I learned much about myself through my first leadership experiences and I realised leadership is something I am capable of and something I enjoy. That was revolutionary for me, and was the beginning of my current leadership journey.

What are the highlights as well as the challenges being involved with the FVZS Institute?

There are two main highlights for me. The first is being able to be a part of training new leaders in a field I am extremely passionate about. It's very rewarding. The second highlight is the personal development and the opportunities I have had. This includes but is not limited to learning from new challenges, the inspired people who work for and with the FVZS Institute, and being involved with interesting and stimulating activities.

The major challenge I have experienced is trying to balance work, academics, my other leadership responsibilities and the rest of my life. Unfortunately I was only offered this job after having committed to a full load of responsibilities, otherwise I would not have taken on so much. At times even my health has suffered.

What  do you want to do once you leave university?

I am doing my Honours in Psychology. I still have at least 3 years to go before I can qualify as a psychologist. I would like to work either as a community psychologist, a community psychology lecturer, or as a clinical psychologist in a public hospital. I would also like to be involved in human rights activism and maybe politics.

To what extent will what you learn in your leadership role here, aid you in your professional life?

To a great extent. What I have learned from my experiences with MGD and the FVZS Institute is invaluable and I will carry it with me for the rest of my life.

​Huge economic inequality across the globe is threatening stability, and unless the world starts caring more about the marginalised, society is in serious trouble.

This was the consensus among panellists at the conclusion of a high-level World Economic Forum discussion in Stellenbosch on Friday (29 August 2014) - video at http://bit.ly/soccovvid. They agreed there was a need for a new social covenant between governments, businesses and civil society.

"We have an 'un' economy – unfair, unsustainable, unstable and unfulfilling, which is actually making a lot of us very unhappy," said Jim Wallis, Chairperson of the Forum's Global Agenda Council on Values, co-hosts with Stellenbosch University of the meeting, which started on Wednesday.

"The problem is that we have lost the common good. We now have a culture of 'me'. 'Selfies' are so popular because it is about 'me'," he warned.

Former Minister of Finance Trevor Manuel agreed.

"The paradigm of economic development that we live in is wrong. Yes, you need to be conscious of not destroying the incentive, but you cannot have this 'greed is good' idea as the driving impeller for everything."

He made an impassioned plea for society to "get the dissident voices into the room."

"There are voices out there that represent the excluded. They are there because they are poor, young, unemployed. We need to listen to them."

Calling on the older generation to "step aside", he said "we must allow young people, who understand the world differently, to take control of what needs to happen."

He said multilateral institutions created after World War II, such as the UN, the World Bank and the IMF, were now "past their sell-by dates".

"We need new ideas, we need young people to drive the agenda, to change the paradigm."

Suzanne Ackerman-Berman, Transformation Director of Pick n Pay, said it was the role of business to come up with solutions.

"We are the ones who are equipped to deal with inequality. We have what it takes to create the jobs, to provide the skills needed, to address the food crisis by bringing small farmers and producers into the formal economy. In practical ways like this, businesses across Africa can help transform economies. Business is not about maximising profit alone."

Derek Yach, Executive Director of the Vitality Institute and former Executive Director for Chronic Diseases at the World Health Organisation, said science could provide hope for the future.

"We have extraordinary intellectual capability in every country. If we give them the opportunity to engage in science and technology, we will see an explosion of activity addressing the economic issues we are talking about."

The Stellenbosch meeting formed part of global consultation on a document entitled A New Social Covenant, released by the World Economic Forum Global Agenda Council on Values in 2013. The meeting was sponsored by Barclays Africa, and Friday's discussion was moderated by CNBC Africa's senior anchor, Bronwyn Nielsen, and broadcast live across the continent. 

CLICK HERE FOR VIDEO. 

"It was a despicable act and the offender must be punished to the full extent of the law."

So says Professor Leopold van Huyssteen, Acting Rector and Vice-chancellor of Stellenbosch University (SU), after it became known that a female student was raped  during a break-in a student house in Banhoek Road in Stellenbosch on Saturday morning (30 August 30).

"The University is doing everything possible to support the student and her fellow students who stay in this student home and will assist the police in its investigation to bring the perpetrators to book. A meeting has been scheduled for Monday morning to obtain all the relevant information and to discuss further action to be taken."

According to information at SU's disposal two men were involved in the incident that occurred between 06:00 and 07:00. Some of the students' belongings were also stolen. The area is patrolled by Campus Security and at the time of the incident there were a security presence in the area that  focused on other suspects in the street and were not aware of the suspicious circumstances at the student house.

As burglar bars secure the windows that open, the burglar broke a portion of a glass window that cannot be opened and removed the glass section to gain access to a room that was empty at the time. The resident of that room was away that night. The burglar gained access to the house through this room while the second person kept guard outside.

As with all other buildings on campus, the student houses are also continuously inspected and upgraded where possible.

Staff of the SU Crisis Service is currently supporting the student and her parents.. A case was opened at the SAPS while the residents of the house are currently accommodated elsewhere.

A meeting is scheduled for Monday morning to obtain complete information about the incident and to discuss further action.

With regard to general safety in Stellenbosch, Prof Van Huyssteen said that more and more is being done to make it increasingly difficult for criminals to threaten staff and students. “In this regard Senate accepted a recommendation on Friday that from 2015 onwards, arrangements can be made for tests and exams not to be taken at night."

• Staff and students of the University are requested to report emergencies and any suspicious activities to the University's emergency number at tel 021 808 2333.

General information on the safety situation on campus

The University has over the last few months regularly reported on the security situation on campus and accompanying preventive security initiatives. Notwithstanding this, there was a significant increase in muggings at the end of the first semester on campus and elsewhere in the town and additional security measures were introduced. These ranged from transport services after examinations to the doubling of the guards on the campus walkways as well as high-level talks with the municipality and police with a view to joint crime prevention operations.

The University also responded to an urgent request from the campus community for greater visibility of Campus Security officers. All officials were fitted with neon-coloured bibs in addition to the distinctive colours of the patrol cars and motorcycles.

Even before the wave of crime earlier this year, the SU Management made a significant investment in securing the residences by installing card readers and monitoring cameras at all administrative and academic buildings over the last few years. In addition, more than 200 high resolution security cameras at a cost of several million rands were deployed on the central campus in an effort to make the campus safer and to curb crime. However, as security measures are improved, criminals turn to new modus operandi.

Sporadic incidents of muggings have lately been reported at Stellenbosch Campus Security.  Most of them occurred in the town area, outside campus.

Campus Security reminds staff and students of the following tips for safety on campus and in town!

• Refrain from walking alone at nigh, and not even during the day - especially if it is at quieter areas of the campus and town.
• As far as possible, always walk in a group.
• Rather walk further and avoid quiet streets – especially where there are little student movement.
• Always keep pepper spray close by in case you are forced to walk alone.
• Be on the lookout for people wandering aimlessly or vehicles passing by and then turning around and passing again.

Campus Security appreciates the contribution from the campus community regarding vigilance.

• Report suspicious persons to Campus Security's control room at 021 808-4666.
• Memorize the emergency number of Stellenbosch Campus Security, 021 808-2333, as well as the SAPS emergency 10111 number.

Do not treat disabled individuals different to other people, asks Sydney Berrington, a second year BA Humanities student at Stellenbosch University.

On 5 September my University celebrates Casual Day on which students and staff can get dressed in whatever they understand under the term bling. And they can participate in a blindfold Laduma race. Proceeds of the day will go to organisations dealing with  people living with a  disability.

As a student with a disability – I am blind – I believe that knowledge is the key that can open many doors. In this case, I hope that a bit of knowledge about students with disabilities will be the key to opening up stimulating conversations, and to establishing interesting friendships.

When it comes to the "dos" and "don'ts" of mingling with people living with a disability, asking questions about their disability is not one of the "don'ts". In fact, most of us encourage others to ask questions. Most of us really do not get offended because asking questions is the only way to help demolish stereotypes. And if you wonder how we should be engaged with, the answer is: in a normal way. In the same way as you would communicate and engage with any other person without a disability.

We also like to be judged on merit. Just because you may have been grumpily rebuffed by one disabled person, doesn't mean we're all antisocial. Don't let one bad experience sour your enthusiasm to find out about disabilities and/or to make friends!

Blind and deaf people do not get offended if you use words such as: "look", "see", "watch"; "hear" or "listen" when talking to them. We also use these words. Most disabled people are fluent in at least one of the eleven official languages of South Africa. And although some deaf people use Sign Language, this does not mean the disabled community has a unique vocabulary that nobody else understands.

About speaking to us: do address the disabled student directly if you want to speak to him/her. It is insulting if you address their able-bodied friend as a kind of translator or interpreter. We can also speak. In fact, most of us talk far too much. But, if you do not know how to attract the attention of a blind person, say their name if you know it. Or else tap them on the shoulder.

Blind people are often shouted at – it seems as if many don't understand that our hearing is not impaired. But anyway, shouting at a deaf person is also a waste of time because they can't hear you. If you want to speak to a deaf person, face him/her directly, and speak clearly because many can lip read. If this fails, type a message on your cellphone.

Those of us who are visually impaired are often accompanied by a furry friend. If you are tempted to pat our dogs, please ask first. Guide and service dogs are not pets; they are working dogs who can be distracted by others. This could endanger the life of the owner or get the dog into trouble when it wasn't his or her fault.

Please do not stand on the other side of the road and call to a working dog. If the dog is distracted, the owner can walk into objects such as trees (not a dignified thing to do). Or if the dog is called, both of us can land in the way of oncoming traffic.

If you would like to say hello to a guide dog, you are welcome to address the dog's owner and ask if it's in order to do so. Most of the time, it will not be a problem.

But please speak to us as well and not only to the dog. We like to be acknowledged.

One of the most common misconceptions is that guide dogs know exactly where to go when you tell them, almost like a fluffy chauffeur. Awesome as that would be, it is not true. The owners need to know where to go at all times. The dog only leads the owner around objects and people and stops at curbs and steps.

Some other misconceptions include the belief that disabled people can't do much for themselves, that blind people are born with their other senses already extremely sharpened so as to compensate for the one they do not have, and that blind people have to touch the faces of others in order to get acquainted. Unless they are completely paralysed, most disabled people can clothe, feed and bath themselves. Some can even cook.

As for "supernatural: senses, blind people are not born with a super developed sense of hearing or smell. True, over time these senses become sharper – because we need it to get around. It is also a movie-propagated myth that, as a rule, blind people touch strangers' faces. This only happens during rather more intimate moments, as I'm sure is the case with everyone else.

I believe that nobody – including those of us living with a disability – should be too proud to ask for help. We appreciate all offers of help. But please be careful. It is quite awkward when some misguided Samaritan drags us across the street if we had not intention of crossing. Regarding those in wheelchairs: they know how their wheelchairs work and can operate it successfully. Sometimes help is needed, but please make sure before you grab the handles and start pushing.

So: disabled people are certainly not subhuman. And we certainly do not have superpowers – although our sense of hearing or smell might be a more developed than that of most able-bodied persons.  We laugh, we visit with friends, we exercise, we go to student hangouts (preferably not before we go to gym), we go on dates, we study, we write exams, we eat and sleep just like you. And we would be happy to make your acquaintance. So, do come and speak to us.  

• Sydney Berrington (22) is the chairperson of Dis-Maties, a student society at Stellenbosch University that promotes awareness of students living with disabilities and advocates for their issues so as to ensure they have positive academic and social experiences on campus. She is also one of the organisers of Dinner in the Dark, an event where students and staff literally dine in the dark on 25 September. The goal: to give abled people a glimpse into some of the challenges facing those living with visual impairments.
  

​Stellenbosch University (SU) and the Stellenbosch Institute for Advanced Study (STIAS) on Thursday (28 August 2014) signed a funding agreement that heralds a new era in the relationship between the two institutions.

Persons who wish to undertake invigilation duties during the SU examinations from 28 October to 06 December 2014 have the opportunity to apply till Tuesday 23 September 2014.

Minimum qualification is Matric, but preference will be given to graduated US staff members and post graduate students. Undergraduate students unfortunately do not qualify. Lecturing staff should obtain permission from their Deans but are not required to apply for leave.

Remuneration is R60,00 per hour, plus an additional half hour per examination session for invigilators, and an additional two hours per examination session for convenors. Remuneration for all invigilation duties done till 19 November will be paid on 15 December and for the period thereafter at the end of January 2015.

Application forms are available at the Information Desk, Admin A. Closing date for applications is Tuesday 23 September 2014 at 16:00. Contact Miriam Walters at 021 8089111 for further enquiries. Submission of an application form does not guarantee appointment.

Matie Community Service, in the Division for Community Interaction, recently hosted its annual closing function for its One-stop Student Volunteer Programme.

Mr Gareth Cornelissen, Head of Matie Community Service, highlighted the role of volunteerism as an opportunity for mutual learning with strong alignment to the University's Vision 2030.

Prof Mohammad Karaan (Acting Vice-Rector: Community Interaction and Personnel), who was the guest speaker at the event, indicated that these student volunteers did not simply complete a course – they have dedicated themselves to a bigger cause.

Prof Karaan said that when a problem exists in our community or society, we cannot say that it is not our problem, because eventually it will become our problem. We therefore have to ask what we can do to make life better for others. Prof Karaan also related that doubt exists about the progress the new South Africa has made since becoming a democratic country if one took a macro point of view, yet if one walks the spaces of common people, one finds that South Africa is in a much better space as a country. "The transformation of our society remains a challenge now, as it was in the past. It is imperative that we ask 'How have I changed?' If we can change ourselves, we can change the world," he stressed.

House Committee project presentations were done by Danie du Toit (Vesta PSO) and Rachel Wood (Huis Francie). Du Toit shared the story of starting a band for the children on the Middelvlei Farm. The project started off slowly, but grew very quickly. Some children would travel for two hours to attend a lesson. Nedbank donated R20 000 for 30 new guitars. Positive time was spent with the children and the students also gained from interaction with the children.

Wood shared the story of the Leadership for Legends project at Kalkfontein Primary School. Kalkfontein is a community where children grow up with little space to dream. The aim of the project was to equip and prepare the future leaders of the school and also to develop their mathematics skills. Team work, trust, diversity, confidence and self-esteem were some of the life skills that were also explored. Students from the residence were involved and were able to use their skills in different areas. Students were involved in the planning, implementation, evaluation and improvement processes of the project. One major goal on which they focussed was: Treat people so that you value the potential they possess.

"The Frederik van Zyl Slabbert Institute for Student Leadership Development Short Course for Community Interaction has shown substantial growth over the last five years," said Dr Leslie van Rooi, Head of the Institute. This course is also offered to students from the University of Cape Town and the University of the Western Cape. This year, for the first time, it was offered to international students from St Andrews University.

Dr Van Rooi referred to two highlights of the programmes. Firstly, the student volunteer course on the principles of community interaction focuses on active and responsible citizenship. Students were able to experience this first-hand in relation to the building-related issues they were experiencing on campus in their personal capacity as students. The second highlight was students' understanding of the principles of the National Development Plan. Students discussed how it should be implemented by government and citizens. "Responsibility will rest on citizens and how they see their roles as active citizens in our country. The ideals of Prof Russel Botman (who had many conversations with students) will continue to live through the students. Government has invested in us as students of this university and we need to serve our greater society," said Dr Van Rooi.

Ms Michelle Pietersen, Manager of the One-stop Student Volunteer Programme, said, "We encourage students to complete the 100-hour volunteer challenge as a means of adding value to the students' work. This is included in the students' academic reports as proof as their work".

A divorce rate of over 60% after the first year, extra-marital affairs, illegitimate offspring and deceit. This is the world of the Crimson-breasted Shrike, a nimble and restless South African bird best known for its striking red colour and penetrating whistles.

The Crimson-breasted Shrike belongs to the family of songbirds called oscines. This group of more than 4 600 species worldwide are known for their beautiful singing and include orioles, warblers and thrushes. The Crimson-breasted Shrike, however, is one of the few species (less than 5% of all bird species) that engage in duets.

So, what do shrikes sing about? And what are so special about duets?

Based on three years of observation and genetic analysis, researchers from Stellenbosch University and the University of Oldenburg in Germany can now say with relative certainty that they have a very good idea what shrikes sing about.

The results of the research were published this month in an article in the journal Behavioral Ecology and Social Biology entitled 'Crimson-breasted Shrike females with extra pair offspring contributed more to duets'.

Prof Michael Cherry, a behavioural ecologist in the Department of Botany and Zoology at Stellenbosch University and one of the authors, says while social monogamy is relatively rare in the animal kingdom, over 90% of avian species are socially monogamous, compared to only 3-5% of mammalian species.

However, social monogamy does not imply sexual monogamy. Since the advent of paternity testing in the 1980s, scientists now know that, on average, about 11% of the baby birds in any nest are sired by someone other than the resident male: "Both males and females can actively seek out extra-pair matings," he explains.

Duetting birds, however, were thought to be an exception: "One hypothesis is that duetting functions to reinforce the bond between the couple, thereby reducing extra pair mating in both sexes. The male will sing 'I am here' and then the female answers 'I am also here' and so on. Other hypotheses are that duets serve in territorial defence, mate guarding, mutual recognition and maintaining contact in dense vegetation."

Doctoral student Irene van den Heuvel, supervised jointly by Prof Cherry and Prof Georg Klump of the University of Oldenburg, set out to test two of these hypotheses. Firstly, that duetting is used for paternity guarding and, secondly, that participation in a duet is a signal of commitment to genetic monogamy.

They combined an analysis of the acoustics of duetting with a genetic analysis using microsatellite DNA markers to investigate the mating patterns of the Crimson-breasted Shrike at the Kuruman River Reserve in the southern Kalahari Desert. During three consecutive breeding seasons, they studied 19 pairs and 83 nestlings from 44 broods.

The results were completely the opposite of what they had expected.

Twenty percent of all young born to the 19 females tested were sired by extra-pair males. The results offered no support for the idea that duets function in paternity guarding. Most remarkably, females with illegitimate offspring were significantly more likely to answer their mates' song than females without.

Prof Cherry says they found no evidence for duets functioning as a signal of commitment: "Female vocal behaviour was in fact the reverse of that predicted. Levels of infidelity amongst social females were positively related to female answer rate of their mates' song.

"These results suggest that females may use increased answer rates as a form of manipulation, to prevent divorce and to make sure that the male helps with building nests and feeding the young," he says.

An earlier paper by the same authors recorded that divorce in Crimson-breasted Shrike pairs is uncommon after the pair has been together for more than one breeding season. Newly formed pairs, by contrast, have a 60% chance of divorce.

But as extra-pair paternity is not confined to females in newly formed pair bonds, it is unlikely that males of this species are able to assess their chances of being cuckolded, the researchers conclude.

 Photo credit: Irene van den Heuvel

Contact details

Prof Michael Cherry

Tel: 021 808-3233/ 0726875845

E-mail: mic@sun.ac.za

Issued by Wiida Fourie-Basson, media: Faculty of Science, Stellenbosch University, science@sun.ac.za, 021 808-2684, 071 099 5721

8 – 9 October 2014 . The workshop is aimed at administration staff who are responsible for taking minutes in meetings. If you want to sharpen your minute-taking skills, this workshop is the ideal opportunity to gain valuable information.

The workshop covers the following topics:

Day 1: Minutes and meeting procedures

• Sections or components of minutes
  
• Choosing an appropriate style
  
• Guidelines to an effective minute structure
  
• Different contexts and styles for minute taking
  

​Day 2: Writing skills for effective minutes

• General communication principles
  
• Planning of a text
  
• Connectedness in a text
  
• Aspects of style
  
• External structures
  
• Editing
  

 The SU Skills Fund enables a limited number of SU staff members to attend this workshop free of charge. However should a staff member sponsored by the Skills Development Fund not attend the workshop, the complete registration fee will be charged to that member's environment.

Register via SuneHR. Call Audrey Poole on 021 808 2167 or e-mail her at taalsentrum@sun.ac.za should you need assistance with registration.

​

Here's your chance to showcase your creative talent. Bowl us over with your T-shirt design and win great prizes (not to mention bragging rights)!

Designs must be original and must capture the essence of Stellenbosch University's Diversity Week 2014.

All Maties (students and staff) may enter. The three designs with the most Facebook votes will be declared the winners. Their creators will each get:

• A set of three T-shirts, each featuring one of the winning designs

And the winners will also get the following prizes, in order of the most votes:

1. R1 200
2. R1 100
3. R1 000

So, sharpen those pencils, fire up the design software of choice and submit your entries. We can't wait to see what you come up with!

Use the hashtag #MatiesDiversiT on Facebook and Twitter to follow this competition (different from the regular Diversity Week hashtag, #matiesdiversity).

• Deadline for entries: Midnight on Sunday, 14 September
• Voting opens: Monday, 15 September
• Voting closes: Midnight on Monday, 22 September
• Prize-giving at African Dream Opening, Monday 29 September

THEME:

The theme of Diversity Week 2014 is "GLOCAL IS LEKKER". There's also a strong African focus this year, and the celebration of 20 years of democracy in South Africa provides further context. (See http://bit.ly/1p7TG26 and www.sun.ac.za/diversity for more background.)

What do you make of all of this? Your T-shirt design should help us celebrate diversity at Maties and promote inclusivity. Feel free to pursue your own thoughts. Be creative and have fun!

HOW TO ENTER:

Enter online at https://www.facebook.com/stellenboschuniversity AND by email to lbar@sun.ac.za. Deadline: Midnight on Sunday, 14 September. See rules below for requirements and more information.

DON'T:

• Swipe someone else's art and use it as your own.
• Use copyrighted or inappropriate content (see rules).

VOTING:

• Once you submit your design, it will be verified for compliance with requirements.
• All designs accepted by the organisers will be posted on Stellenbosch University's Facebook page (https://www.facebook.com/stellenboschuniversity).
• Voting opens: Monday, 15 September.
• You may vote only twice.
• Voting closes: Midnight on Sunday, 21 September
• The three designs with the most votes win, in order of the number of votes received.
•  Prize-giving at African Dream Opening, Monday 29 September.

RULES:

1. Your design is for the front of a T-shirt and may encompass an area up to 30 cm X 30 cm.
2. Your art should be created in a resolution of 300 dpi (30 cm X 30 cm). But submit it in the lower resolution of 72 dpi, as a flat JPEG.
3. You may submit more than one entry, but only vote twice.
4. Online entries only, hard copies not accepted.
5. Enter at https://www.facebook.com/stellenboschuniversity.
6. Confirm your entry by also emailing your design (the low-res version), your contact details and 100 words on your thinking behind the design to lbar@sun.ac.za.
7. Designs may not include obscene, offensive or racist imagery or phrases.
8. Keep a copy of your original, high-resolution art with layers and editing capabilities intact. This is not for the submission (the submitted file should be a low-res flat JPEG), but in the event you are selected as a winner we will request the original artwork from you.
9. By submitting your design, you grant permission for your design to be used by Stellenbosch University for marketing purposes.
10. Submissions will be screened for merit and feasibility. The organisers reserve the right to reject designs that do not meet the criteria. And the organisers reserve the right to make such changes as image size, ink or t-shirt colour before printing.
11. The organisers' decisions are final.

​

A dedicated childhood cancer registration workshop, which preceded the Société Internationale d'Oncologie Pédiatrique (SIOP) Africa, was recently held in Dar Es Salaam, Tanzania during.  This was organised by Stellenbosch University, in collaboration with IARC (International Agency for Research on Cancer), AFCRN (African Cancer Registry Network) and AORTIC (African Organisation for Research and Training in Cancer).

According to the latest statistics, globally one in five men and one in six women will develop cancer before the age of 75 years and one in eight men and one in twelve women will die from the disease.

There were 847,000 new cancer cases (6% of the world total) and 591,000 deaths (7.2% of the world total) in the 54 countries of Africa in 2012. With the number of annual cancer cases and deaths likely to increase by at least 70% by 2030 it is an urgent need to obtain accurate data.  

In order to prevent and plan any measures to curb this exponential increase in the number of cancer, the cancer registration is a vital tool to assess the situation.

Many countries in Africa still do not have a cancer registry and from those which do have a registry, not all of them record data on childhood cancer. The figures presented are estimations but the real situation in Africa is not known and could be even worse than presented.

It is obvious that cancer registration is the first step to identify the total number of cases in each country as well as the type of cancer and the survival.

The cancer registration workshop took place at Golden Tulip Hotel in Dar Es Salaam in Tanzania.

There were 29 participants from the 14 African countries: Angola, Congo, Burundi, Zimbabwe, Ethiopia, Cameroon, Ghana, Zambia, Rwanda, Nigeria, Kenya, Mozambique, Tanzania and South Africa.

Faculty members were represented by IARC – Dr Freddie Bray, the head of cancer information, Dr Max Parkin, the chair of AFCRN, UK), Eric Chokunonga (Zimbabwe Cancer Registry) and Prof Cristina Stefan (Stellenbosch University).

The program was divided over 2 days and covered aspects related to registration with emphasis on childhood cancer registration in Africa.

On the first day the lectures included an overview of the cancer in Africa (Freddie Bray), an overview of childhood cancer in Africa (Cristina Stefan) and the need for cancer registries in Africa (Max Parkin). The participants open forum included presentations from Africa: Cameroon (Yaounde and Baptist Hospitals), Angola and Tanzania.

The following day lectures included types of registries, the role of cancer registration in epidemiology and cancer control, the basic principles of cancer registration, practical approach to establish a cancer registry, estimating cancer incidence and survival, preparation of a cancer report by registries and a series of presentations from Mozambique, Ethiopia, Rwanda, Zambia and Tanzania.

Further plans include an analysis of the patterns of distribution of childhood cancer data presented, further studies on incidence and survival and a follow up workshop next year.

The workshop was sponsored by UICC and NCI.

Photo: Representatives of the organising institutions at the Golden Tulip Hotel, Dar Es Salaam, where the workshop was held.

Read more about the Faculty of Medicine & Health Sciences in the latest edition of Vivus

Caregivers in the Cape Town community of Nyanga have completed an innovative course which helps to support children in their pre-teen years, and hopes to ultimately lower the rate of teenage pregnancies.

The first group of 20 people has graduated from 'Families Matter' - a programme aimed at helping parents and caregivers to communicate openly with their children about sexuality and sex.

"The short-term goal is to improve communication between caregiver and child. Long-term we'd like to see a delay in the sexual debut of adolescents, bring down teenage pregnancies and lower HIV transmission rates," says Sue-Ann Meehan, who heads up the project for the Desmond Tutu TB Centre (DTTC) at Stellenbosch University.

Enumerators have gone from door to door at over 1,000 homes in Nyanga, encouraging people to sign up for courses. They plan to cover an area of 4,000 houses in the community.

From young mothers and aunts to grandparents, caregivers of children aged nine to 12 participate in the course, which stretches over five weeks. 

The first group of 20 people proudly received their certificates in the first week of August.  They were accompanied by the pre-teen children they look after.

Participant, Patrick Tindzi, encouraged more men to attend the course and take an active role in their children's lives. 

"I've learnt so much through this programme. In my day, parents didn't speak to us about sex. I've realized how important it is to talk to our children. We need to support our children more," said Tindzi.

Course facilitator, Prosper Dlodlo, said communication between the generations was even more critical these days because of the intense pressures faced by children and young people.

"Children face increasing peer pressure. They need help to cope with risks such as drug and alcohol abuse, as well as rape. It's hard to be a parent in this environment as well. We help caregivers to communicate better with their children and deal with difficult questions and situations," said Dlodlo.

"We need to open the eyes of the parent to the world of the child – and help parents to guide them through this difficult phase." 

Course participant, Cordelia Sobe, who has an 11-year-old daughter, said community initiatives like this encouraged people to work together for a better future for their children.

"We used to be very secretive and keep our problems to ourselves. But this course has created a safe space for us to talk to each other. We realize we all face similar problems. We need to continue with what we've learnt and work together to build a society we want in this world," said Sobe.

'Families Matter' project manager, Margaret van Niekerk, said another 72 people from the Nyanga community started courses during August while the DTTC employed two more facilitators.

"We've very excited and encouraged by the interest shown by the people of Nyanga," said van Niekerk.

The three-hour-long sessions are held at Etafeni Day Care Centre Trust, a multi-purpose centre in Nyanga offering various services, including a crèche, aftercare, a nutrition programme and various outreach projects.  It's seen as an oasis in a community grappling with high crime and HIV rates.

"Our vision is to see Nyanga become a thriving place for people to live and bring up their children," said Barbara Miller, development manager of Etafeni.

Photos:

Course participant, Ethel Baso, proudly displays her certificate, together with Xola Baso.

Patrick Tindzi with his granddaughter, Asive Malgas, at the Etafeni Day Care Centre Trust in Nyanga.

​Day 1, 21 October 2014: General business writing skills

Day 2, 22 October 2014: Focus on Reports

Day 3, 23 October 2014: Proposals that pay off

It is a prerequisite for participants attending the session on Day 2, Focus on Reports, to have completed General business writing skills or Tips for corporate writers, as the latter two workshops equip participants to derive maximum value from the session on report writing.

The workshop series will be presented in English, with a language-friendly approach regarding the use of English and Afrikaans.

The SU Skills Fund enables a limited number of SU staff members to attend this workshop free of charge. However should a staff member sponsored by the Skills Development Fund not attend the workshop, the complete registration fee will be charged to that member's environment.

Register via SuneHR. Call Audrey Poole on 021 808 2167 or e-mail her at taalsentrum@sun.ac.za should you need assistance with registration.

Closing date for registration: 14 October 2014

For the content of our workshops visit our website http://www.sun.ac.za/taalsentrum