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Social media: think twice before sharing media: think twice before sharingNadine Christians<p>​Social media, amongst many other technological advances, is a 21<sup>st</sup> century phenomenon. It has become integral in communicating and connecting people in ways that was before unimaginable.  <br></p><p>However, the freedom of access that social media has brought to society has also highlighted the importance of using these platforms responsibly when disseminating information. </p><p>In recent months, the Equality Unit has seen an increase in information either posted or shared on social media platforms which directly talks to incidents of unfair discrimination and harassment. In addition, users have been sharing posts which directly discriminate staff and students when complaints have not yet been lodged or investigations into incidents have not been concluded. </p><p>“The incidents which come through the doors of the Equality Unit are extremely sensitive and serious, and it's important that we treat every incident with care and confidentiality. We understand how sensitive harassment, discrimination, sexual abuse, and gender-based violence is, and that these issues are very emotive and we know that people want to create awareness when they see or know of wrongdoing taking place," says Jaco Greeff Brink, Head of the Equality Unit. </p><p>Students and staff are guided by three policies: the Disciplinary Code for Students, the Policy on Unfair Discrimination and Harassment aimed at staff and students, and the Electronic Communications Policy also aimed at staff and students. </p><p>Sharing information on social media that has not been investigated and verified can have serious ramifications both in an SU and criminal context. </p><p>If it is found that anyone has posted or disseminated information that is false or unverified on social media, it can lead to serious consequences including criminal prosecution for <em>crimen injuria</em>, which consists of unlawfully and intentionally impairing the dignity or privacy of another person. Another consequence can be action for damages as a result of defamation of character, which means the unlawful and intentional publication of a matter that impairs someone's dignity and reputation. In addition the University may institute disciplinary action against a student in terms of the applicable provisions in the Student Disciplinary Code.</p><p>“We understand that people want to expose wrong-doers and make others aware of discrimination and harassment but we ask that the Stellenbosch University community think about why and what they post. We have to take care when making allegations online when the complaint has not been investigated and findings have not been made known to the relevant parties. The personal and professional reputations of the complainant and respondent can be tarnished if we are not careful and if information about an alleged complaint is distributed without the facts verified. </p><p>“We urge our SU community to think carefully before distributing information online," added Brink. </p><p>*If you have experienced unfair discrimination or harassment, contact the Equality Unit on <a href=""><span lang="EN-US" style="text-decoration:underline;"></span></a>. Follow the Equality Unit on social media at @EqualityUnitSU.<br></p>
SU student support during COVID-19 pandemic student support during COVID-19 pandemicCorporate Communication/ Student Affairs<p>​As the world continues to grapple with the COVID-19 pandemic, higher education institutions have had to come up with innovative ways to ensure that students successfully complete their studies for 2020.<br></p><p>Within the constraints of the total lockdown announced by the South African government, Stellenbosch University (SU) has put the necessary measures in place and has launched various initiatives to help support students during the pandemic. All the relevant information in this regard has been made available on a <span class="ms-rteThemeForeColor-9-5"><strong><a href="/english/online-teaching-support-students"><span class="ms-rteThemeForeColor-9-5">dedicated page</span>​</a></strong></span><span class="ms-rteThemeForeColor-9-5"> </span>on the SU website.​<br></p><p>Our institution's integrated COVID-19 response, including the various forms of student support, is managed by the Institutional Committee for Business Continuity (ICBC). This document provides an overview of SU's institutional response during the COVID-19 pandemic.<br></p><p><strong>​Revised 2020 academic calendar</strong></p><p>We had to extend the recess period for our students because of the national lockdown. This meant, however, that we also had to adjust the 2020 academic year. To ensure teaching and learning programmes continue during the lockdown and students complete the academic year with as minimal disruptions as possible, the Executive Committee of Senate approved changes to the 2020 academic calendar. The Corporate Communication Division used all the appropriate channels to inform students of these changes. See the latest communication details <a href=""><strong class="ms-rteThemeForeColor-9-5">here</strong></a>.<br><br></p><p><strong>Online learning initiatives </strong></p><p>One of SU's strategic goals is to offer its students the best possible chance to complete their studies successfully. It is, therefore, important to optimise their in-class and out-of-class experience to enhance our student success rate. The suspension of contact teaching and learning because of the COVID-19 pandemic and the resulting lockdown meant that we had to move to online platforms to ensure we complete the 2020 academic year and our students do not lose an academic semester or the entire year. </p><p>Online learning was officially rolled out on Monday 20 April, via our online learning and teaching platform, <strong>SUNLearn</strong>. A dedicated website was developed and populated with various information, guides and tools, to assist students with the transition from class-based learning to online learning. Click <a href="/english/learning-teaching/student-affairs/cscd/Pages/Guidance-for-Student-Online-Learning.aspx"><strong class="ms-rteThemeForeColor-9-5">here</strong></a> for more information.<br><br></p><p><strong>Laptops </strong></p><p>We procured 1 500 laptops for socio-economically disadvantaged students who have no connectivity to SU's online learning resources. An <a href=""><strong class="ms-rteThemeForeColor-9-5">email message</strong></a><strong> </strong>with a final offer was sent to all students on Tuesday 21 April and a total of 1 094 students accepted the offer and their laptops have already been delivered to their respective residential addresses. Each student also received an email to confirm delivery arrangements, followed by an SMS message alerting them to the <a href=""><strong class="ms-rteThemeForeColor-9-5">email communiqué</strong></a>. A further 51 requests are currently being processed. </p><p>From a fundraising perspective, we have focussed on digital access for our students to give them the tools to complete online learning and teaching. We appeal to all alumni, friends, donors and sponsors to lend a hand to address this challenge and stand with our students during this period and make a gift to support this urgent priority. Each laptop costs up to R8 000 per student. Click <a href=""><strong class="ms-rteThemeForeColor-9-5">here</strong><strong> </strong></a>to make a contribution. <br><br></p><p><strong>Data and zero-rated data </strong></p><p>In addition to the loan laptop offer and negotiating zero-rating for access to SU's academic platforms ( websites), SU secured data bundle offers with various service providers. The exact method of providing data to students will be re-evaluated on a month-to-month basis. </p><p>Updated information about zero-rating of websites and tips for containing mobile data costs, are available on the <a href="/english/learning-teaching/student-affairs/cscd/Pages/Guidance-for-Student-Online-Learning.aspx"><strong class="ms-rteThemeForeColor-9-5">Guidance for online learning page</strong></a>. To assist our students we have compiled a set of zero-rating <a href="/english/learning-teaching/student-affairs/cscd/Documents/Guidance%20for%20Student%20Online%20Learning/Zero%20rating%20FAQ.pdf"><strong class="ms-rteThemeForeColor-9-5">FAQs</strong></a><span class="ms-rteThemeForeColor-9-5"> </span>for easy reference.<br></p><p><strong>Student support: Academic </strong></p><p>We have ensured that students continue to have access to our wide-range of academic support services during the national lockdown. Students have access to virtual platforms to find tips<strong> </strong>for learning online; to <a href="/english/Lists/news/DispForm.aspx?ID=7229"><strong class="ms-rteThemeForeColor-9-5">access the library</strong></a>; to find information about student connectivity, Computer User Areas and technical support; to contact the <a href="/english/learning-teaching/student-affairs/cscd"><strong class="ms-rteThemeForeColor-9-5">Centre for Student Counselling and Development</strong></a>(CSCD) for academic and emotional support and emergencies; and to find information on matters relating to <a href="/english/Lists/news/DispForm.aspx?ID=7263"><strong class="ms-rteThemeForeColor-9-5">student administration-related</strong></a><span class="ms-rteThemeForeColor-9-5">. </span>See all the latest communication details<a href="/english/Lists/news/DispForm.aspx?ID=7283"> <span class="ms-rteThemeForeColor-9-5"><strong>here</strong></span></a><span class="ms-rteThemeForeColor-9-5"><strong>.</strong></span><br></p><p><strong>Student support: Health and wellness </strong></p><p>The wellbeing of our students is important and we are continuing to offer dynamic and student-centred psychological developmental and support services during the national lockdown. The Centre for Student Counselling and Development (CSCD) is functioning virtually or telephonically – depending on the student's choice. Any student who would like to make an appointment can send an email to ER 24 continues to be available for students in crisis. CSCD is also offering an online support series (#supportUS) on Student Affairs' Facebook and Instagram platforms. In the period 1–28 April 2020, these posts reached 61 591 people on Facebook with 15 443 post engagements. 3 <br><strong><br></strong></p><p><strong>Student support: Extended Degree Programmes (EDPs)</strong><br></p><p>The Centre for Student Counselling and Development (CSCD) appointed an educational psychologist and a registered counsellor from 1 January 2020 to support students who are registered for Extended Degree Programmes (EDPs). These professionals provide free individual and group consultations aimed at academic skills development, psychotherapy and/or career counselling. Online support groups have been offered since the national lockdown started and are focussed on supporting the mentors of the EDP students. The following online work sessions will be presented during the second academic term, via online platforms: </p><ul><li>Faculty of Science: Anxiety and Stress Management; Study Methods; and Resilience. </li><li>Faculty of Economic and Management Sciences: Handling Failure; and How to manage your time and energy.​​<br><br></li></ul><p><strong>Student governance </strong></p><p>The Student Governance Office has established a coordinated and responsive online strategy, ensuring that student structures are supported and can continue working in their various portfolios. Student Governance has had consultation and detailed feedback with each structure executive regarding challenges and support required. This allows the Office to tailor offerings of development and support to directly target the context. Follow-up online workshops will be conducted to provide support to student leaders to continue with their portfolios. </p><p>Important meetings and consultations, such as the Student Representative Council (SRC) executive meeting with the Rectorate, continue in the virtual space, using the MS Teams platform to discuss and plan work for the rest of the year. We have also included the SRC on the Institutional Committee for Business Continuity (ICBC) and its work streams. According to SRC Chairperson, Lewis Mboko, the process has been valuable: </p><p><em>“The ICBC has been a very useful and progressive committee. I learnt many things on disaster management. Mostly I got the chance to fully represent students on a daily basis in our meetings. It made us to be on the same page and aware of every decision taken by the university as I would participate in the engagements and give the perspective from the side of students as well. I feel that, thus far, the ICBC has done great in coming up with solutions that are inclusive." </em></p><p><strong> </strong></p><p><strong>Supporting students remaining in SU residences </strong></p><p>Following the measures announced by President Cyril Ramaphosa on 15 March, the University requested students to vacate their residences and to return home for the recess period (see links below). A total of 720 students who were unable to do so, remained in residences. They were asked to adhere to strict hygiene protocols and other lock-down regulations. </p><p>Students receive various support through the Centre for Student Communities and the Centre for Student Counselling and Development, within the Division of Student Affairs. On the Stellenbosch campus, food support includes purchasing of and distribution of food products, including dry ingredients, to students via the residence heads and the distribution of food parcels. Catering services have also made available products in the residence kitchens for students to use. Further to this, students have also been provided with cooking equipment that has been set up at dedicated points in residences.</p><p>At the Tygerberg campus, students who have challenges with food security are supported through the TygerMaties Cluster Office. Support includes food vouchers to purchase basics and/or a grocery option through the University's suppliers. The Office of the Vice Dean for Social Impact and Clinical Training has also supported students through the existing pantry project and various other donations. In addition to SU's support, the University is grateful for the food parcel donations from various faith-based and community organisations. </p><p>With the implementation of the Level 4 lockdown, the provision of meals by food service providers resumed on the morning of Monday 11 May 2020. This allows students to book their meals on the FMS system. The food service providers operate from a limited number of kitchens on campus. According to Level 4 lockdown regulations, no queues or sit-downs in dining halls will be allowed, thus meals are delivered to students in their various residences and SU houses, including the Listen, Learn and Live Village. </p><p>WhatsApp groups have been formed to keep students in contact with the Centres for Student Communities and Student Counselling and Development respectively. </p><ul><li><strong class="ms-rteThemeForeColor-9-5"> </strong></li><li><strong class="ms-rteThemeForeColor-9-5"> </strong></li><li><strong class="ms-rteThemeForeColor-9-5"> </strong></li><li><strong class="ms-rteThemeForeColor-9-5"></strong></li></ul><p><strong>Master's and PhD candidates </strong></p><p>We have put in place an exceptional arrangement for Master's and PhD candidates who were on a trajectory to graduate in December 2020 or March 2021, but who have lost time due to the COVID-19 nationwide lockdown (for example, being unable to access primary or secondary sources). </p><p>A special thesis or dissertation submission deadline of 1 March 2021 has been approved. Candidates who choose to take up this option after consultation with their supervisor or promotor, will be required to re-register for the 2021 academic year, but will not be expected to pay tuition fees for the degree under examination in 2021. The tuition waiver would only be applicable to candidates who submit their thesis or dissertation by 1 March 2021 and for the relevant degree. Any outstanding fees from 2020 would remain payable. See all the latest communication details <a href="">here</a>: <br></p><p><strong>International students </strong></p><p>Through the Stellenbosch University International (SUI) office, we are providing support to international students and students who are currently participating in study abroad programmes. Support for international students commenced prior to the national lockdown and included logistical support to assist students with returning to their respective countries. 5 </p><p> We are in contact with students who are based abroad and have implemented online check-in sessions as a support mechanism. We are also in contact with host institutions and have been providing students with relevant information on travel restrictions and assistance with returning to South Africa.</p><p>Since lockdown, we have been working closely with International Education Association of South Africa (IEASA) and government representatives to support the students. </p><p>For more information click <a href="file:///C:/Users/ckeating.STB/Desktop/covid%20documets/"><span class="ms-rteThemeForeColor-9-5"><strong>here</strong></span></a><span class="ms-rteThemeForeColor-9-5"><strong>.</strong></span>  <br></p><p><strong>SU's first virtual conferral of qualifications </strong></p><p>The Registrar's and Corporate Communication divisions joined forces to arrange the University's first virtual conferral of qualifications in absentia for our March/April 2020 graduands by SU's new Chancellor, Justice Edwin Cameron on Friday 3 April. The short video can be viewed <a href=""><strong class="ms-rteThemeForeColor-9-5">here</strong></a><span class="ms-rteThemeForeColor-9-5">.</span><br></p><p><strong>Fundraising to support SU students: #Move4Food </strong></p><p>We will be enhancing our support for our student-led #Move4Food campaign to curb student hunger. Not knowing where the next meal will come from is a reality for many South Africans, including our SU students. The bleak reality is that a lack of access to affordable and nutritious food on South African campuses is rife and Stellenbosch University is no exception. Alumni, friends, donor and sponsor support of the #Move4Food campaign not only touches our students' everyday lives, it is also a powerful and exemplary demonstration of their commitment to transforming the lives of young people. </p><p>Click <a href=""><strong class="ms-rteThemeForeColor-9-5">here</strong></a><strong class="ms-rteThemeForeColor-9-5"> </strong>to make a contribution. ​<br><br></p>
Luigia Nicholas: Who am I? Nicholas: Who am I?Transformation Office | Disability Unit<div><em>​​SU's Rector and Vice-chancellor, Prof Wim de Villiers announced late last year that 2020 will be the university's Year for Persons with Disability. It will culminate in the sixth African Network for Evidence-to- Action in Disability (AfriNEAD) conference, a prestigious international network that will be hosted by SU from the 30 November to 3 December 2020. To honour this the Transformation Office and the Disability Unit, along with AfriNEAD, will publish monthly reflections or articles by persons with disabilities. Our third piece is written by </em><span lang="EN-GB"><em>Luigia Nicholas who is currently studying towards a </em><em>Postgraduate Diploma​​ in Tax Law; she is also the SRC's Special Needs Manager.</em></span><br></div><br><br><div><br></div>Growing up as the oldest of three children, I have always felt the pressure of being the most responsible child and trying to set a good example for my younger siblings. I have struggled all my life with poor eyesight. As a youngling, the teachers would tell my parents that I had lazy eyes or needed to use glasses, but these would never help. I had to struggle to get through my primary school career by asking the teachers and my classmates to assist me, among other thing by copying work out of their textbooks, as I could not see the board clearly. This left me feeling useless, as if there was something wrong with me. <br><br>I was diagnosed with my first eyesight condition, S Margaret's disease, only in Grade 8, at the age of 14. At the beginning of my high school career in 2014, I was diagnosed with a second eye condition, namely uveitis. Having discovering what was wrong with me, I could work around how to make my life easier and what to do to help my schooling. Because I went to a mainstream private school and not Pioneer School, I had to help the school to adjust to my needs.  I taught them how to assist me with my eyesight condition so that I could do the best in my schooling. During this time, I realised I had a talent for educating people on how to assist those that are different.<br><br>I had lived 12 years of schooling and 3 years of university without most people knowing that I had an eyesight condition and being a 'normal' student, but when I received Haiku (my guide dog) everything changed. People's attitudes towards me changed and everyday activities became harder to do. The first time I took Haiku shopping with me was a completely new situation. It felt as if the entire store was staring at me, which made me feel insecure and discouraged me from going to the store again. I was forced to make a decision – either feel sorry for myself and accept life as it is, or fight to make a difference. <br><br>After coming to university, I began interacting with other differently‑abled students. That gave me a sense of belonging and I soon realised that I was not the only person struggling with issues of acceptance into a society that did not adapt to my needs.  Interactions through society work and social, as well as university work have shown me that students need a space to feel heard. Being involved in a disability awareness in society has demonstrated that students need a space where they can vent and engage with others in their everyday life struggles. This needs to be a space where they can speak to someone who shares their experience and can give advice and guidance on how to deal with certain conflicts. <br><br>However, students do not want to be recognised only for their disabilities, but also for their other abilities. I decided to change my narrative of being recognised only by my disability by getting involved with societies that are not focused on disability awareness. I joined societies that reflect my other passions. I also have an interest in film, church societies, arts and crafts, and board games. <br><br>I have also worked to better my leadership skills through participation in short courses and leadership positions. This helped me grow as a person and become more comfortable with my other interests. I stepped outside my comfort zone and in doing so, indirectly started educating others and making them more aware of accessibility issues they might have and how they could create a more inclusive environment for people with disabilities. <br>​ <br><br><p><br></p>
Nothing will stop Luigia from pursuing her dreams will stop Luigia from pursuing her dreamsCorporate Communication/Sandra Mulder<p>​"During the lockdown, it's difficult to imagine a time after the pandemic, but we will get through it; just take each day as it comes."<br></p><p>These are the words from Luigia Nicholas, a postgraduate student at Stellenbosch University (SU), to her fellow students. She is the second person to manage the portfolio of special needs in the Students' Representative Council (SRC). The first person to hold this portfolio was Bongani Mapumulo, an honours degree student in Social Dynamics, in 2019.</p><p>"I had to learn to adapt to my disability. As the second person to be appointed to the portfolio in the history of this University, I hope to draw on the lessons and experience gained from working with the needs and challenges facing students with disabilities to help students with disabilities and the broader university community move forward together towards a more accessible Stellenbosch University."</p><p>She completed her BCom Marketing degree last year and was one of the hundreds of graduates whose qualifications were conferred upon them during a virtual ceremony in April this year. With no break after completing her degree, Luigia is now enrolled for a Postgraduate Diploma in Tax Law.</p><p>Luigia has a happy and spontaneous personality. She lives life to the fullest. "I fell in love with studying and have a passion for accounting and tax. So I was delighted when the opportunity arose for me to study tax law."</p><p>She hopes to specialise in taxes for persons with disabilities. "I find this field fascinating. Many people do not understand the tax implications if you have disabilities. I can play a role here."</p><p>Two hereditary conditions, Stargardt's Disease and Fuchs uveitis syndrome, are affecting her eyesight. These diseases cause her vision to deteriorate gradually. She and her guide dog, Haiku, are a familiar sight on campus. </p><p>With the COVID-19 pandemic disrupting tertiary education worldwide, students nationally and globally are reverting to online learning to continue their studies. </p><p>About this present situation of continuing her studies amidst a national disaster, Luigia says, "We must keep on moving forward. Not going to campus and not being able to interact with people was a bit of a mind-shift for me. The lockdown was difficult at first. I had to unlearn my daily routine and create a new routine which required me to stay at home."</p><p>One of her challenges was to let Haiku adapt to the new routine of isolation. Luigia and Haiku have been together every day for the last three years. Before the lockdown, the two of them went everywhere together, from classrooms to shops.</p><p>"If he wanted to walk, he would stand at the door. He worked a lot. I think the toughest thing for Haiku now is to stay indoors the whole time. He misses his daily long walks and being busy all the time," she says.</p><p>However, Luigia does not have a choice but to take him outside when Haiku needs to “use the 'bathroom'. "I worry that the police might think I'm walking Haiku while he is only on a bathroom run." </p><p>Luigia commenced her studies in 2014. She has not only attended class during these years but has been participating in many co-curricular activities ranging from completing courses in Leadership and Health and Global Citizenship at the Frederick Van Zyl Slabbert (FVZS) Institute to facilitating workshops on accessibility at SU. She is also busy completing SU's Toastmasters Speechcraft Programme to improve her public presentation skills.</p><p>In 2018, Luigia received the Dis-Maties Award for presenting a variety of workshops to staff and students at SU. She was also Chairperson (2016/2017) and Treasurer of Dis-Maties (2015/2016). Currently, she is treasurer of the SU Pulp Film Society. She participates in the Stellenbosch Disability Network (SDN).</p><p> "My motto is to live by Harry Oppenheimer's saying of 'the infinite variety of life must be met with infinite resource'. What keeps me going, is that I know that with overcoming my struggles, I can help others overcome theirs. I work to feel that I matter and should be heard, and in that way, those with similar efforts will think that they matter and should be heard too. Hopefully, once I manage to overcome my struggles, others won't have to overcome the same struggles. We move forward together," says she.</p><p>During her remaining time at Maties, she wants to work with student leaders and organisations such as the SDN to make Stellenbosch University Africa's most accessible campus.</p><p>"I love Maties and Maties has given me so much. I want to give other students and staff with disabilities the opportunity to grow at SU as much as I have, and to have an even more accessible campus than I have."</p><p> </p><p> </p><p> </p><p><br></p>
SU interactive campus map a first for its kind interactive campus map a first for its kindCorporate Communication/Korporatiewe Kommunikasie [Rozanne Engel]<p>​</p><p>If you find yourself always asking for directions, or struggle to navigate your way around the many buildings at Stellenbosch University (SU), then the new interactive campus map is just the thing you need.</p><p>A team from Facilities Management in collaboration with Information Technology at SU, along with Esri South Africa, have developed a customised campus map application, which students, prospective students, parents and the broader Stellenbosch community can use to explore the campus. With this map, you can learn about the various locations, their surroundings and places of interest. </p><p>The new interactive campus map is a unique tool to help people orientate themselves and guide them around campus.</p><p>Facilities Management's Development, Planning and Design (DPD) department started in April 2019 with discussions regarding their vision to develop an interactive campus map where information is obtained from one central source. It is envisaged that Stellenbosch University will become the first institution in South Africa to design and develop a map of this calibre that will benefit the whole university community. </p><p>The map is extremely user-friendly and you do not have to be computer literate to use it for navigation. </p><p>Some of the key features of the new interactive campus map include a <strong>scale bar</strong> and a <strong>tool panel</strong> that contains the search, layer list, print and draw and measurement tools. The map also has a <strong>search tool</strong> that will allow you to search or browse for Stellenbosch University facility types such as parking areas, libraries, faculty buildings and campus destinations on all four campuses.</p><p>The new interactive campus map has been designed with an ArcGIS Web Application Builder framework, which will ensure less data usage in comparison to navigational tools such as Google Maps. </p><p>The interactive campus map comes with a comprehensive user guide that provides more information on all the navigational tools featured on the map. The campus map can be customised and further developed as new needs emerge. </p><p>As the map is used, users are invited to come up with new suggestions and comments to improve it. Comments and suggestions can be sent to <a href=""></a>. </p><p>To view and find out more about the campus map, visit <a href=""><strong class="ms-rteThemeForeColor-2-0" style=""></strong></a>.  <br></p><p><br></p>
Shofar church donates food to students church donates food to studentsAsiphe Nombewu /Corporate Communication<p>​​Driven by their passion and love for people, members of the Shofar Christian Church in Stellenbosch distributed over 750 food parcels to Stellenbosch University (SU) students remaining at residences during the lockdown period.<br></p><p>“Our commitment is to provide support to the furthest extent that our means allows us; we choose to be actively part of this Stellenbosch community," said the spokesperson for the church, Mr Sias le Roux. </p><p>Le Roux said they wanted to show the student community that they cared about them and only wanted them to grow closer to God in these trying times.</p><p>“Our giving is not conditional to receive something back; we are simply compelled by the love of Christ to support the community we are part of."</p><p>Le Roux said the relationship between SU goes as far back as 1991, which was when Shofar Christian Church committed itself to helping students and registering at the institution as a student society.<br></p><p>He said as a church they became aware of the student needs in their own congregation, which consists of over 1 000 SU students. “This is not the first time we have supported the University.</p><p>“Our ongoing support is part of our commitment to the Stellenbosch community. The most recent example that comes to mind is the unfortunate incident of the fire at Huis ten Bosch, where various resources were involved in our operations to provide support to those affected," he added.</p><p>Le Roux thanked Pioneer Foods for the generous donation. “We are also involved in the giving of food parcels at Cloetesville and Kayamandi communities here in Stellenbosch," he said.</p><p>Senior Director of Social Impact and Transformation at SU Dr Leslie van Rooi said they wanted to thank Shofar Christian Church for their willingness and effort to donate almost 800 food parcels to the SU students.</p><p>“We receive this with gratitude and thank you for the fact that your delivery did not stop on campus and that you also support food security in vulnerable communities in and around Stellenbosch," he said.</p><p>Lewis Mboko, Chairperson of the Students Representative Council (SRC), said they were very grateful for the support that they have been receiving as students. “We might be going through a tough time, but these are also moments that show us how the community can work together towards the same goal," he said.</p><p>“We should not stop here, but continue with this wonderful work to assist other communities that are in need. As student leaders, we are currently working on capturing off-campus students who stayed behind during lockdown so that they may also be provided with the necessary support," said Mboko.</p><p>Some of the contents in the food parcels donated by Shofar Christian Church included 1 kg oats, two packs of noodles, four fruit bars, sugar, milk, chips and a telephone number to call for those who have prayer requests and who are in need of further support. </p><p>The next donation will be made on 10 April 2020. Students are encouraged to send a WhatsApp or SMS to 0812535574 for additional food parcels. <br></p><p><br><br></p>
Matie graduands can follow virtual conferral of qualifications graduands can follow virtual conferral of qualificationsCorporate Communication / Korporatiewe Kommunikasie<p>3278 graduands from Stellenbosch University (SU) will be able to follow a virtual conferral of their qualifications at 14:00 this Friday (3 April 2020). Due to the national<strong> </strong>lockdown that came into effect last week, a decision was made to cancel the March/April graduation ceremonies. </p><p>“To celebrate this important milestone, graduands and their families and friends will be able to follow the virtual proceedings online," explains Dr Ronel Retief, the SU Registrar. “Qualifications are being awarded <em>in absentia</em> by the new SU Chancellor, Justice Edwin Cameron. Justice Cameron, Prof Wim de Villiers, Rector and Vice-Chancellor, and myself will follow the proceedings online after having made pre-recorded messages from our respective homes, so as to comply with the lockdown."</p><p><strong>10 minute video</strong></p><p>The virtual conferral of qualifications – in the form of a video download – will be no longer than 10 minutes, so as to not incur huge data costs. A link to the virtual proceedings will be published on the SU homepage (<a href="/"></a>) on Friday morning. A video recording will also be made available on the webpage for those who would like to watch it afterwards.</p><p><strong>Now is the time to contribute to society</strong></p><p>Cameron said that now, more than ever, we should embrace with enthusiasm the opportunity to contribute to society.</p><p>To graduands he said: “My wish is that the pride and joy we rightly share at your achievement will grow into something even more precious – a sense of duty and responsibility. Your new qualification, your new status, gives you the opportunity to use the knowledge, skills and networks you gained through your studies to help make our country and the world a better place for all."</p><p>He added that it is a great honour for him to preside at the virtual ceremony: “We created this special event under extraordinary circumstances. We are all required to change the way we do things because of the dire threat COVID-19 poses. But as President Cyril Ramaphosa said, 'If we work together, we will beat this disease. I have no doubt that we shall overcome.'</p><p>“The University and I extend our respect, appreciation and congratulations to everyone involved – students, lecturers, supervisors and promotors. Family members deserve a particular mention – as well as the friends, donors and sponsors who supported graduands in the dedication and focus that acquiring their qualifications demanded." </p><p><strong>Increase in doctorates</strong></p><p>Compared to the 2018 academic year, the 2019 academic year again saw an increase in not only the number of graduands (9120 compared to 2018's 9007) but also the number of doctorates awarded (361 to 2018's 308). </p><p>Retief added that certificates and other documentation will only be mailed after the lockdown, but that her office is investigating the possibility of providing graduation documentation electronically to those who urgently need their documents – thus, before the national lockdown is lifted. Further information in this regard will be published on the SU website as soon as it becomes available. </p><p>In writing to graduands Retief said: “We would like to thank you in advance for your understanding during this difficult period. We undertake to keep you informed about the distribution of graduation documents as the situation unfolds over the next few weeks."</p><p>March/April graduates will still be afforded the opportunity to cross the graduation stage in December, provided that the December ceremonies are not affected by die pandemic.<br></p>
I have Cerebral Palsy. But I don't let it define me. have Cerebral Palsy. But I don't let it define me.Transformation Office | Disability Unit<p><em>​​SU's Rector and Vice-chancellor, Prof Wim de Villiers announced late last year that 2020 will be the university's Year for Persons with Disability. It will culminate in the sixth African Network for Evidence-to- Action in Disability (AfriNEAD) conference, a prestigious international network that will be hosted by SU from the 30 November to 3 December 2020. To honour this the Transformation Office and the Disability Unit, along with AfriNEAD, will publish monthly reflections or articles by persons with disabilities. Our second piece is written by Hillary Lane​, the coordinator for AfriNEAD, a disability research evidence project that has been initiated in the Medicine and Health Sciences Faculty of the University of Stellenbosch within the Centre of Rehabilitation Studies.​</em><br></p><br>​<br>I have Cerebral Palsy. But I don't let it define me.<br><br>My greatest handicap has actually been my handwriting – I used a typewriter throughout my school career, starting off with a manual machine. It's not that I can't write, I need to support my left hand on my right hand to stop it from shaking. My teachers used to say that I had to learn to write because if I didn't, how was I going to sign cheques one day?<br><br>This is what prevented me from going to university, as we did not have laptops then. I would have loved to have studied to become an occupational therapist – my teachers thought that I would have made a good librarian – really? The interesting thing is that I have worked most of my life when I was not rearing my two children, and not once have I applied for a job. I was always asked to work: from running a restaurant, being a CEO, managing a second‑hand clothes shop manned by people in wheelchairs, and so many other positions.<br><br>More than anything though, I would have loved to have said that I had been at university. Well I can say that I studied at Oxford – that is where I was at boarding school, but when you say that you were at Oxford everyone just assumes you studied at the university.<br><br><p>Now I can say that I am at Stellenbosch University and have been there for seven years. I am the coordinator for AfriNEAD, a project started by the head of the Centre for Disabilities and Rehabilitation Studies, Prof Gubela Mji. This has been the most wonderful time of my life. Little did I know what an amazing journey this would turn out to be when she phoned and asked me to come and see her!<br></p>
Remote access to library resources and services during the lockdown period access to library resources and services during the lockdown periodLibrary<p><strong>​Contact us</strong></p><p>You can contact the <a href="">Library</a> for assistance through our online reference service, <a href="">Ask a Librarian</a> ,and via <a href="">Twitter</a> and <a href="">Facebook</a>. <a href="">Faculty Librarians</a> can be emailed or called directly for information services and research support. As far as possible library telephone numbers have been forwarded to staff's cell phone numbers.</p><p><strong> </strong></p><p><strong>Access to e-resources (electronic databases, journals and library catalogue)</strong></p><p>Access to e-resources will be available remotely as always. Clients will be prompted to sign in with their campus username and password. If they experience any problems with their passwords, they can consult this <a href="">library guide</a> and/or contact IT for assistance.</p><p>Problems experienced with electronic databases and journals can be reported to the <a href="">Manager: E-Resources</a>. </p><p> </p><p><strong>Renewing books</strong></p><p>The Library's catalogue (Primo) and clients' library records will be available remotely. The due date of library books due during the lockdown period will be changed to 17 April 2020. Thereafter, books may be <a href="">renewed online</a> to further extend their loan period if users are not able to return them immediately.</p><p><a href="">This guide</a> can be consulted to see which free e-resources were made available by publishers.</p><p> </p><p><strong>Interlibrary loans</strong></p><p>Researchers and students will be able to continue to request articles via Interlibrary Loans.</p><p>Please use the following contact details or complete the <a href="">ILL request form</a> on the <a href="">library website</a>. We will do our very best to locate it and forward it to you.</p><p><a href="">Stellenbosch University Library<br>Bellville Park Campus Library<br>Medicine and Health Sciences Library<br>Music Library<br>Engineering and Forestry Library<br>Theology Library</a></p><p> </p><p><strong>Short loans</strong></p><p>Short loans will unfortunately not be available. Please search the Library's catalogue for an electronic version of the book. You are also welcome to consult the <a href="">COVID-19 Resources: Freely available e-resources<em> </em></a> guide to see which other free e-resources are available or contact your <a href="">faculty librarian</a>.</p><p><br></p><p><strong>Open Access Publication Fund applications<br></strong></p><p><strong></strong>This <a href="">service</a> will continue as usual, subject to the availability of funds, and any enquiries can be directed to the <a href="">Manager: E-Resources</a>. </p><p> </p><p><strong>Online assistance by Faculty Librarians </strong></p><p>Contact <a href="">Faculty Librarians</a> by e-mail for reference service or any other assistance. They will also be able to have one-on-one meetings with clients by means of Skype or Microsoft Teams should more in-depth assistance be needed. Assistance will include all services such as bibliometric services, book orders, training material on SUNLearn for students, etc. </p><p>Enquiries could also be directed via <a href="">Ask a Librarian</a> and the <a href="">Library Guides</a> can be consulted for assistance for specific departments or information on research support.</p><p> </p><p><strong>Research support services</strong></p><p>The following arrangements are in place for all research support services:</p><ul><li>For any <strong>Research Data Management</strong> queries, information on data management plans or uploading of data to SUNScholarData, please visit the <a href="">RDM webpage</a>, SUNScholarData <a href="">LibGuide</a>, or contact the <a href="">Manager: Research Data Services</a> or <a href=""></a>.<br></li><li>For all research queries related to <strong>Special Collections</strong> (Africana, Rare Books and Manuscript Collections), please contact the <a href="">Head: Special Collections</a> or alternatively make use of our 24-hour online reference service, <a href="">Ask a Librarian</a>.<br></li><li>For assistance in accessing items in <a href=""><strong>SUNScholar</strong></a>, such as theses and dissertations or research articles, please contact <a href=""></a>.<br></li><li>For assistance in terms of <strong>self-archiving</strong> your research output in <a href="">SUNScholar</a>, please contact the <a href="">Digital Scholarship Librarian</a>.<br></li><li>For assistance with journal management on <strong>SUNJournals</strong>, please contact the <a href="">Digital Scholarship Librarian</a>.<br></li><li>The <a href="">Manager: Research Impact Services</a> will be able to assist with generic research support such as advanced bibliometric services, unique author identification with ORCID, advice on publishing and how to increase your impact as a researcher. <br></li><li>For assistance with <strong>general research support</strong>, such as referencing and reference managers, and the formatting of theses and dissertations, you can contact the <a href="">Head: Research Commons</a>.<br></li></ul><p><br></p><p><strong>#SmartResearcher Workshops</strong></p><p><a href="">Scheduled Library workshops</a> are continuing in the form of online webinars (by means of Adobe Connect or Microsoft Teams) or recordings where a webinar is not possible. Clients may continue to <a href="">register</a> for these workshops and relevant staff will distribute information on how to connect to the webinars. </p><p><br></p><p><strong>Off-campus document delivery</strong></p><p>Library staff will be at home with no access to printed books and journals. Our off-campus document delivery service is therefore suspended.</p><p> </p><p><strong>Returning books</strong></p><p>No books have to be returned during the lockdown period.</p><p><strong><br></strong></p>
SU law student helps girls and women against GBV law student helps girls and women against GBVCorporate Communication/Korporatiewe Kommunikasie [Rozanne Engel]<p>​</p><p>In 2019, many women across the country took to the streets to protest against the surge of gender-based violence (GBV). </p><p>Among these women were thousands of students who marched in response to the murders of fellow students Jesse Hess from the University of the Western Cape and Uyinene Mrwetyana from the University of Cape Town. </p><p>Katy Lund, a second-year law student at Stellenbosch University (SU), felt especially triggered by the murder and rape of Mrwetyana, as they shared mutual friends who were also deeply affected by her death.</p><p>“After Uyinene's death, I felt angry and frustrated about what happened. I took part in the protests against gender-based violence but realised I was an awful protester and I came away feeling useless. Protests play such a huge part in bringing about change, but I realised that there were also other things I could do," Lund recalls.</p><p>After seeking advice from various non-governmental organisations (NGOs) in the Western Cape and especially her high school history teacher, Lund decided to start the non-profit organisation (NPO), <a href=""><strong class="ms-rteThemeForeColor-2-5" style=""><span style="">Guard Our Girl</span>s</strong></a>, which raises funds to purchase and distribute pepper spray canisters in especially disadvantaged communities across Cape Town.</p><p>Lund works very closely with the NGO <a href=""><strong class="ms-rteThemeForeColor-2-5" style="">MOSAIC</strong></a> in Khayelitsha that helps her NPO to distribute the pepper sprays and facilitate workshops to educate women on how to use them. </p><p>“There were some ideas on distributing pepper sprays on campus and I am often asked why I don't just distribute on campus, but I think that there is an undeniable poverty that plagues South Africa. I feel there are many communities that have been left behind and it is our duty to go back in those communities to help them."</p><p>Guard Our Girls also sells necklaces and bracelets made in collaboration with Stellenbosch company Jabali Handmade to help raise the funds to distribute more pepper sprays.</p><p>So far, Lund has received help and donations from James Kilgour, the man behind Linvar (Pty) Ltd where she sources the products, as well as Flexi Air, Fire and Engineering Services. </p><p>According to Lund there is so much that people can do to help combat the many issues in the country. “Many people have discussions about the issues affecting their communities, and walk away feeling frustrated and angry about it, but people should actually mobilise that anger and use it to effect change.</p><p>“I really didn't start with much; I kind of jumped into the deep end, but sometimes it is important to just get involved in projects, to learn about them, and not be afraid to ask for help and advice. I am very grateful to all the people who has helped Guard Our Girls so far. There is still much to do, so I hope I can collaborate with more NGOs and organisations to help the fight against gender-based violence."</p><p>For more information on how to donate or get involved at Guard Our Girls, visit their website at <a href=""><strong class="ms-rteThemeForeColor-2-5" style=""></strong></a><strong class="ms-rteThemeForeColor-2-5" style="">. </strong><br></p><p><br></p>