SUNScholar

SUNScholar is a leading digital archive for the preservation and promotion of the research output of Stellenbosch University.

 

Recent Submissions

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Mimicking DSpace deposit
(2024-11-18) W. Klapwijk
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Particle filtering on hybrid dynamical systems for sensor fault detection
(Elsevier, 2024) Loubser, Simone D; Louw, Tobias M; Bradshaw, Steven M
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Decolonization in South African universities: storytelling as subversion and reclamation
(Oxford University Press, 2024-06) Davids, Nuraan
Underscoring recurrent calls for the decolonization of university curricula in South Africa are underexplored presumptions that by only disrupting theoretical content, universities might release themselves from a colonialist grasp, that continues to dominate and distort higher education discourse. While it might be the case that certain theories hold enormous authoritative, ‘truthful’ sway, as propagated through Western interpretations and norms, there are inherent problems in exclusively approaching the decolonization project as a content-based hurdle, removed from the subjectivities of students’ social, lived, and learning realities. The argument advanced in this article is that until the epistemic harm of colonialism and apartheid are afforded careful recognition and attention—as in focusing on the lived experiences, realities, and stories of individuals—the hard work of delegitimizing coloniality, and its implicit structures of hegemonies and binaries cannot unfold. In addressing these harms, I commence by describing some of the contexts of epistemic harm, promulgated through colonialism and apartheid. This is followed by a consideration of decolonization, both as theory and practice-within-context. Here, I also foreground the #Rhodesmustfall campaign, as a particular moment of painful clarity about why decolonization, as well as transformation, has faltered in higher education in South Africa. In the second half, I focus on the necessity of prioritizing storytelling as a deep manifestation of decolonization. Stories, I maintain, provide access into unknown lives, and can subvert the invisible, normative framings, which dictate how we live in this world. As a manifestation of decolonization, students’ stories hold profound implications for the recognition and affirmation of pluralist identities, histories, knowledge, values, and world-views.
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Minimal change in achievement in high-stakes mathematics examinations in low socio-economic status environments in post-apartheid South Africa
(University of the Free State, 2024-11-03) Nel, B. P.; Julie, C.; Gierdien, F.; Simons, M.; May, B.
Since various curriculum versions have been implemented in the post-apartheid era, achievement results in high-stakes mathematics examinations are still structured along socio-economic status lines. Continuing professional development (CPD) for mathematics teachers is widely viewed as a mechanism to address this issue. This study uses a specific CPD project to explore the question, “Are three decades-long enough to enhance achievement outcomes in high-stakes mathematics examinations for learners from low socio-economic status environments?” Bricolage is employed as the underlying research framework due to the multifaceted nature of CPD. In one of the residential institutes in 2018, a 7-item questionnaire, based on features of effective CPD and containing four ordinal response categories, was administered to 55 participating teachers (30 females and 25 males). To acknowledge the complex nature of CPD, themes were developed and primarily analysed using descriptive statistics. The analysis revealed that, although mathematics teachers respond favourably to practising previously taught material, there are factors that hinder the sustainability of such an approach. It is concluded that 30 years is not a sufficient timespan to expect significant change. It is recommended that drastic measures be taken regarding the continuing professional development of mathematics teachers to address disparities along class and racial lines.
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Penetrating traumatic cardiac injury : experience in the current era from a high-volume tertiary hospital.
(Stellenbosch : Stellenbosch University, 2024-03) Koen, Johan Gerhard; Janson, Jacques Teran; Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Cardiothoracic Surgery.
ENGLISH ABSTRACT: Objectives Penetrating Cardiac Injury is encountered by most surgeons at some point in their career. Prehospital and emergency department risk factors for mortality have been well established. Perioperative predictive risk factors for mortality in patients undergoing operative room surgery has not been well established. The incidence of post-operative intra-cardiac defects is not known. Early and late mortality outcomes in this patient population in the recent era is not known. Methods All suspected penetrating cardiac injuries patients who were admitted to our Trauma Unit and underwent median sternotomy between January 2014 and December 2019 were reviewed. Demographics, mechanism, and mortality, presence of intra-cardiac injuries and surgical management were assessed. Stratification and inter-variable comparison were performed. Results A total of 233 patients were identified. Mean age was 30 years with a male predominance (95%). Most were acute injuries (1 injury in 18% of cases. The presence of cardiac tamponade is highly sensitive for underlying cardiac injuries. Penetrating Zone 1 neck injuries with tamponade may avoid missing potential underlying aortic injuries. Post-operative echocardiography is advised as 23% of Ventricular Septal Defects are clinically missed on admission. We provide our algorithmic approach and surgical management of penetrating cardiac trauma.