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18 October 2021
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Story Dr Nitha Ramnath
Our podcast guest
Prof Jeandrew Brink holds the post of Associate Professor in the Department of Mathematics and Applied
Mathematics within the Faculty of Natural and Agricultural Sciences at the University of the Free State. Her areas of interest include an analytical interest in Einstein field equations, dynamical systems, algorithms for testing general relativity
and the no-hair theorems, black holes, and gravitational waves. Prof Brink registered for a Bachelor of Sciences in 1998, continued with honours studies in 1999, and completed her master’s degree in 2000. Prof Brink’s research is on various
theoretical aspects of testing general relativity. She is a member of the MeerKAT telescope team that times and detect pulsars. She is also working with members of the Laser Interferometer Gravitational-Wave Observatory (LIGO) to find ways of using
gravitational waves to test Einstein’s theory.
Prof Brink was involved in the compilation of a video of geodesic orbits around a Manko-Novikov singularity, selected to be part of a Starmus 3 concert, the proceeds of which went towards promoting the Stephen Hawking Medal for Science Communication and
to support the charitable activities of the Stephen Hawking Foundation. It could also be part of a subsequent documentary.
Listen to the podcast at
François van Schalkwyk and Keenan Carelse,
UFS alumni leading the university’s United
Kingdom Alumni Chapter, have put their voices together to produce and direct the podcast series. Intended to reconnect alumni with the university and their university experience, the podcasts will be featured on the first Monday of every month,
ending in November 2021. Our featured alumni share and reflect on their experiences at the UFS, how it has shaped their lives, and relate why their ongoing association with the UFS is still relevant and important. The podcasts are authentic
conversations – they provide an opportunity for the university to understand and learn about the experiences of its alumni and to celebrate the diversity and touchpoints that unite them.
For further information regarding the podcast series, or to propose other alumni guests, please email us at
alumnipodcast@ufs.ac.za
For all Voices from the Free State podcasts,
click here.
Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31
The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.
First the following realities are important:
- There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
- At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
- Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
- During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
- Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.
Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:
- In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
- Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
- The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
- In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
- Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.
Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).
- Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
- Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
- Place your PowerPoint presentations and any other supplementary learning materials on the web.
- Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.
Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .
Thank you for your friendly co-operation!
Prof. D. Hay