A critical exploration of the attitudes towards and knowledge of natural resource management amongst first-year Natural Resource Management students
- Authors: Jooste, Eileen
- Date: 2021-12
- Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Master's , text
- Identifier: http://hdl.handle.net/10948/53666 , vital:45688
- Description: Available literature suggests that there is a need to gain more understanding of what students’ environmental attitudes and knowledge are and how they are developed by education systems. Education, in general, plays an important role in students’ attitudes and their knowledge of the world around them. It can shape students’ awareness of their natural environment and contribute to their understanding of environmental issues. Education can also strengthen students’ critical thinking, build awareness, stimulate problem solving, and promote sustainable practices. It has the potential to empower students to address global challenges from their own diverse perspectives and prepare them to uphold the economy. Education can improve and maintain societal wellbeing and can help students to maintain the natural environment, along with achieving sustainable development. Environmental education, specifically, can play a big role in how students deal with the natural environment. The primary aim of this qualitative research study was to examine first-year students’ environmental attitudes and knowledge in the School of Natural Resource Management at the Nelson Mandela University George Campus, South Africa. First-year students’ environmental attitudes and knowledge were examined as they entered the university, and then again at the end of the first semester once they had completed a module in ecology. More specifically, at the outset of the research the objectives were (1) to establish an understanding of the baseline environmental attitudes and knowledge of first-year students who were undertaking three ecological modules being offered by the School of Natural Resource Management; (2) to assess the changes in the first-year students’ environmental attitudes and knowledge, using a post-intervention strategy; (3) to understand what type of teaching approaches were used by the lecturers teaching the ecological modules; and (4) to evaluate how the teaching approaches of the lecturers influenced the baseline environmental attitudes and knowledge of the student group. This research took place in the midst of the Corona Virus pandemic, which had significantly influenced the teaching and learning environment. Multiple education systems, including those of the Nelson Mandela University George Campus, had to rapidly transition to online teaching and learning. So, although unplanned for, this research could not ignore the rapid transition to online teaching and learning and the role it played in shaping the first-year School of Natural Resource Management students’ environmental attitudes and knowledge. It also impacted the teaching approaches of the environmental lecturers. An additional objective in response to the rapid transition to online teaching and learning was, therefore, added: (5) to understand the experiences of the first-year School of Natural Resource Management students and the three environmental lecturers who had to rapidly transition to online teaching and learning. Data was collected via questionnaires and semi-structured interviews with students and staff in the School of Natural Resource Management at Nelson Mandela University George Campus within three different natural resource management programs, namely Agriculture, Nature Conservation, and Forestry. Baseline questionnaires were conducted with 107 students for a baseline assessment as the students entered the university. An online post-intervention questionnaire was conducted with 33 of the initial group of students at the end of the semester for a post-intervention assessment. In-depth semi-structured interviews were conducted with three environmental lectures before they taught their three ecology modules in each of the programs. Additional online semi-structured interviews were also done with the same three environmental lectures after the rapid transition to online teaching and learning took place. The significant findings from this research were analyzed and discussed. This included the baseline environmental attitudes and knowledge of the student body upon arrival at the university and the changes in their environmental attitudes and knowledge after they were exposed to the ecology modules taught in each of the programs. The discussion also included the teaching approaches adopted by the environmental lecturers and the influence their teaching approaches had on the students’ environmental attitudes and knowledge. In addition, the results shed light on the experiences of students and lecturers during the rapid transition to online teaching and learning. The main conclusions reached were that the first-year School of Natural Resource Management students did not have a deep understanding of ecological concepts prior to arriving at university, but they did show a concern for the natural environment. Their lack of understanding was reduced as the students progressed with the ecology module. A greater understanding resulted in a change in students’ perspectives on the ecological module, their program, and the industry they were preparing to enter after being exposed to the ecology module. The environmental lecturers’ teaching approaches contributed to improving the students’ environmental attitudes and knowledge. When it came to the rapid transition to online teaching and learning, both the first-year School of Natural Resource Management students and environmental lecturers experienced benefits and challenges. , Thesis (MSc) -- Faculty of Science, School of Natural Resource Management, 2021
- Full Text:
- Date Issued: 2021-12
- Authors: Jooste, Eileen
- Date: 2021-12
- Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Master's , text
- Identifier: http://hdl.handle.net/10948/53666 , vital:45688
- Description: Available literature suggests that there is a need to gain more understanding of what students’ environmental attitudes and knowledge are and how they are developed by education systems. Education, in general, plays an important role in students’ attitudes and their knowledge of the world around them. It can shape students’ awareness of their natural environment and contribute to their understanding of environmental issues. Education can also strengthen students’ critical thinking, build awareness, stimulate problem solving, and promote sustainable practices. It has the potential to empower students to address global challenges from their own diverse perspectives and prepare them to uphold the economy. Education can improve and maintain societal wellbeing and can help students to maintain the natural environment, along with achieving sustainable development. Environmental education, specifically, can play a big role in how students deal with the natural environment. The primary aim of this qualitative research study was to examine first-year students’ environmental attitudes and knowledge in the School of Natural Resource Management at the Nelson Mandela University George Campus, South Africa. First-year students’ environmental attitudes and knowledge were examined as they entered the university, and then again at the end of the first semester once they had completed a module in ecology. More specifically, at the outset of the research the objectives were (1) to establish an understanding of the baseline environmental attitudes and knowledge of first-year students who were undertaking three ecological modules being offered by the School of Natural Resource Management; (2) to assess the changes in the first-year students’ environmental attitudes and knowledge, using a post-intervention strategy; (3) to understand what type of teaching approaches were used by the lecturers teaching the ecological modules; and (4) to evaluate how the teaching approaches of the lecturers influenced the baseline environmental attitudes and knowledge of the student group. This research took place in the midst of the Corona Virus pandemic, which had significantly influenced the teaching and learning environment. Multiple education systems, including those of the Nelson Mandela University George Campus, had to rapidly transition to online teaching and learning. So, although unplanned for, this research could not ignore the rapid transition to online teaching and learning and the role it played in shaping the first-year School of Natural Resource Management students’ environmental attitudes and knowledge. It also impacted the teaching approaches of the environmental lecturers. An additional objective in response to the rapid transition to online teaching and learning was, therefore, added: (5) to understand the experiences of the first-year School of Natural Resource Management students and the three environmental lecturers who had to rapidly transition to online teaching and learning. Data was collected via questionnaires and semi-structured interviews with students and staff in the School of Natural Resource Management at Nelson Mandela University George Campus within three different natural resource management programs, namely Agriculture, Nature Conservation, and Forestry. Baseline questionnaires were conducted with 107 students for a baseline assessment as the students entered the university. An online post-intervention questionnaire was conducted with 33 of the initial group of students at the end of the semester for a post-intervention assessment. In-depth semi-structured interviews were conducted with three environmental lectures before they taught their three ecology modules in each of the programs. Additional online semi-structured interviews were also done with the same three environmental lectures after the rapid transition to online teaching and learning took place. The significant findings from this research were analyzed and discussed. This included the baseline environmental attitudes and knowledge of the student body upon arrival at the university and the changes in their environmental attitudes and knowledge after they were exposed to the ecology modules taught in each of the programs. The discussion also included the teaching approaches adopted by the environmental lecturers and the influence their teaching approaches had on the students’ environmental attitudes and knowledge. In addition, the results shed light on the experiences of students and lecturers during the rapid transition to online teaching and learning. The main conclusions reached were that the first-year School of Natural Resource Management students did not have a deep understanding of ecological concepts prior to arriving at university, but they did show a concern for the natural environment. Their lack of understanding was reduced as the students progressed with the ecology module. A greater understanding resulted in a change in students’ perspectives on the ecological module, their program, and the industry they were preparing to enter after being exposed to the ecology module. The environmental lecturers’ teaching approaches contributed to improving the students’ environmental attitudes and knowledge. When it came to the rapid transition to online teaching and learning, both the first-year School of Natural Resource Management students and environmental lecturers experienced benefits and challenges. , Thesis (MSc) -- Faculty of Science, School of Natural Resource Management, 2021
- Full Text:
- Date Issued: 2021-12
Genetic relationships between migmatites and the Swartoup Pluton in the Swartoup Hills (central Namaqua Belt)
- Authors: Schmeldt, Graeme Alvin
- Date: 2021-10-29
- Subjects: Migmatite South Africa Northern Cape , Intrusions (Geology) South Africa , Metamorphic rocks South Africa Northern Cape , Metamorphism (Geology) South Africa Northern Cape , Onseepkans (South Africa) , Namaqualand (South Africa) , Anatexis , Swartoup , Koenap
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192162 , vital:45201
- Description: The central Namaqua Metamorphic Complex can be characterised by long-standing high-temperature (up to granulite/amphibolite facies) conditions between _ 1300 and 1100Ma, inevitably resulting in widespread metamorphism and plutonism. Hosted within a NW–SE striking antiformal structure about 40 km east of Onseepkans, Northen Cape, South Africa, in the Swartoup Hills, lies the Swartoup Pluton. The Swartoup Pluton was sampled and described in hand specimen and thin section. The study area was photographed, with all data presented in this study. The various rock types are readily discerned in the field due to their characteristic weathering colours and overall fabrics. The Swartoup granodioritic body is hosted within metasediments of the Bysteek and Koenap Formations, of the Arribees Group. The package was later intruded by another later granitoid, the Polisiehoek Granite-gneiss. The Bysteek Formation, a wall rock to the S-type Swartoup Pluton, reacted at the contact with the igneous body resulting in localised feldspathic granites and granodiorites with prominent, often euhedral, garnet, pryoxene and titanite. The Swartoup Pluton is divided into two subgroups. The first is characterised by higher P2O5 contents, _ 0.3 – 0.4 wt.%, shown with a narrower constraint on its Rb contents, _ 80 – 160 ppm, than the second, with _ 0.14 – 0.4 wt.% P2O5 and 20 – 310 ppm Rb. Meanwhile the Polisiehoek Granite-gneiss shows _ 50 – 420 ppm Rb and _ 0.04 – 0:1 wt% P2O5. As a whole, the Swartoup Pluton is characterised by somewhat elevated CaO concentrations (_ 1.5 – 6.0 wt.%), relative to calculated averages of granites (1.8 wt.% CaO, Le Maitre, 1976) and granodiorites (3.9 wt.% CaO, Le Maitre, 1976). Whilst most of the Swartoup specimens were classified as granodiorites, some orthopyroxene-bearing monzodiorite and orthopyroxenebearing monzonite were locally found and sampled. However, much of the body appears to be granodioritic to granitic in composition. The Polisiehoek Granite-gneiss is characterised by its orange-brown weathering colour in the field, sheared texture, lower P2O5 and higher total alkali content than the Swartoup Pluton. The Polisiehoek Granite-gneiss is a highly fractionated S-type granite, as shown by plots of (a) (Na2O + K2O)/CaO and (b) FeOT/MgO versus Zr + Nb + Ce + Y (Whalen et al., 1987; Zhang et al., 2019) and also of (c) (Al2O3 + CaO)/(FeOT + Na2O + K2O) versus 100 × (MgO + FeOT + TiO2)/SiO2 (after Sylvester, 1989). Classification schemes identify the Polisiehoek Granite-gneiss as either a granite (TAS diagram, after Middlemost, 1994) or alkali granite (R1R2 diagram, after De la Roche et al., 1980). , Thesis (MSc) -- Faculty of Science, Geology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Schmeldt, Graeme Alvin
- Date: 2021-10-29
- Subjects: Migmatite South Africa Northern Cape , Intrusions (Geology) South Africa , Metamorphic rocks South Africa Northern Cape , Metamorphism (Geology) South Africa Northern Cape , Onseepkans (South Africa) , Namaqualand (South Africa) , Anatexis , Swartoup , Koenap
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192162 , vital:45201
- Description: The central Namaqua Metamorphic Complex can be characterised by long-standing high-temperature (up to granulite/amphibolite facies) conditions between _ 1300 and 1100Ma, inevitably resulting in widespread metamorphism and plutonism. Hosted within a NW–SE striking antiformal structure about 40 km east of Onseepkans, Northen Cape, South Africa, in the Swartoup Hills, lies the Swartoup Pluton. The Swartoup Pluton was sampled and described in hand specimen and thin section. The study area was photographed, with all data presented in this study. The various rock types are readily discerned in the field due to their characteristic weathering colours and overall fabrics. The Swartoup granodioritic body is hosted within metasediments of the Bysteek and Koenap Formations, of the Arribees Group. The package was later intruded by another later granitoid, the Polisiehoek Granite-gneiss. The Bysteek Formation, a wall rock to the S-type Swartoup Pluton, reacted at the contact with the igneous body resulting in localised feldspathic granites and granodiorites with prominent, often euhedral, garnet, pryoxene and titanite. The Swartoup Pluton is divided into two subgroups. The first is characterised by higher P2O5 contents, _ 0.3 – 0.4 wt.%, shown with a narrower constraint on its Rb contents, _ 80 – 160 ppm, than the second, with _ 0.14 – 0.4 wt.% P2O5 and 20 – 310 ppm Rb. Meanwhile the Polisiehoek Granite-gneiss shows _ 50 – 420 ppm Rb and _ 0.04 – 0:1 wt% P2O5. As a whole, the Swartoup Pluton is characterised by somewhat elevated CaO concentrations (_ 1.5 – 6.0 wt.%), relative to calculated averages of granites (1.8 wt.% CaO, Le Maitre, 1976) and granodiorites (3.9 wt.% CaO, Le Maitre, 1976). Whilst most of the Swartoup specimens were classified as granodiorites, some orthopyroxene-bearing monzodiorite and orthopyroxenebearing monzonite were locally found and sampled. However, much of the body appears to be granodioritic to granitic in composition. The Polisiehoek Granite-gneiss is characterised by its orange-brown weathering colour in the field, sheared texture, lower P2O5 and higher total alkali content than the Swartoup Pluton. The Polisiehoek Granite-gneiss is a highly fractionated S-type granite, as shown by plots of (a) (Na2O + K2O)/CaO and (b) FeOT/MgO versus Zr + Nb + Ce + Y (Whalen et al., 1987; Zhang et al., 2019) and also of (c) (Al2O3 + CaO)/(FeOT + Na2O + K2O) versus 100 × (MgO + FeOT + TiO2)/SiO2 (after Sylvester, 1989). Classification schemes identify the Polisiehoek Granite-gneiss as either a granite (TAS diagram, after Middlemost, 1994) or alkali granite (R1R2 diagram, after De la Roche et al., 1980). , Thesis (MSc) -- Faculty of Science, Geology, 2021
- Full Text:
- Date Issued: 2021-10-29
Factors affecting the well-being of the science faculty academic employees at a public university in the Eastern Cape Province
- Authors: Maqungo, Akhona
- Date: 2021-04
- Subjects: Employees -- Psychological aspects , Universities and colleges -- Employee , Well-being
- Language: English
- Type: Master'stheses , text
- Identifier: http://hdl.handle.net/10948/51852 , vital:43378
- Description: Academia is faced with several challenges apart from attracting and retaining a high calibre of academics. As the main driving force in universities, academic employees are confronted with challenges such as increased workloads, emotional and physical exhaustion, bullying, job insecurity, violent and disruptive protest actions, uncompetitive salary scales, and poor working conditions. These aspects threaten the attractiveness of the academic profession as well as the well-being of academic employees. The ever-changing academic work environment requires universities to comprehend the impact of workplace aspects on employee’s well-being. Understanding the work aspects that affect the well-being of academics could help universities create a conducive working environment that enables employees to flourish, be resilient, manage everyday life stresses, and subsequently improve the well-being of its most valuable resource. An empirical study consisting of an online survey was conducted to gather and analyse data among 113 science faculty academic employees at the public university. The purpose of this study was to investigate the relationship between work aspects such as employee recognition, job insecurity, working conditions, protest actions, workplace health and safety and well-being. Furthermore, this study determined the well-being needs and challenges experienced by the academic employees. The key findings indicated a significant relationship between the selected workplace aspects and well-being. The need for workplace conflict resolution strategies, financial management skills, improved employment relations, handling abuse of authority and bullying were found to be significant in improving the employees’ well-being. Workplace safety, lack of employee recognition, work overload, lack of management support, sexual misconduct, work-life balance, racial tensions, and a disregard for employee well-being were identified as some of the challenges experienced by the academic employees at the public university. Recommendations were made to enhance the well-being of the academics and pro-actively address the well-being needs and challenges of the science faculty academic employees. , Thesis (MBA) -- Faculty of Business and Economic Sciences, Business Administration, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Maqungo, Akhona
- Date: 2021-04
- Subjects: Employees -- Psychological aspects , Universities and colleges -- Employee , Well-being
- Language: English
- Type: Master'stheses , text
- Identifier: http://hdl.handle.net/10948/51852 , vital:43378
- Description: Academia is faced with several challenges apart from attracting and retaining a high calibre of academics. As the main driving force in universities, academic employees are confronted with challenges such as increased workloads, emotional and physical exhaustion, bullying, job insecurity, violent and disruptive protest actions, uncompetitive salary scales, and poor working conditions. These aspects threaten the attractiveness of the academic profession as well as the well-being of academic employees. The ever-changing academic work environment requires universities to comprehend the impact of workplace aspects on employee’s well-being. Understanding the work aspects that affect the well-being of academics could help universities create a conducive working environment that enables employees to flourish, be resilient, manage everyday life stresses, and subsequently improve the well-being of its most valuable resource. An empirical study consisting of an online survey was conducted to gather and analyse data among 113 science faculty academic employees at the public university. The purpose of this study was to investigate the relationship between work aspects such as employee recognition, job insecurity, working conditions, protest actions, workplace health and safety and well-being. Furthermore, this study determined the well-being needs and challenges experienced by the academic employees. The key findings indicated a significant relationship between the selected workplace aspects and well-being. The need for workplace conflict resolution strategies, financial management skills, improved employment relations, handling abuse of authority and bullying were found to be significant in improving the employees’ well-being. Workplace safety, lack of employee recognition, work overload, lack of management support, sexual misconduct, work-life balance, racial tensions, and a disregard for employee well-being were identified as some of the challenges experienced by the academic employees at the public university. Recommendations were made to enhance the well-being of the academics and pro-actively address the well-being needs and challenges of the science faculty academic employees. , Thesis (MBA) -- Faculty of Business and Economic Sciences, Business Administration, 2021
- Full Text:
- Date Issued: 2021-04
Rites of passage: Substance dependence and the negotiation of development tasks - a case study
- Authors: Roux, Catharina
- Date: 1991
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/193242 , vital:45313
- Description: This thesis is an attempt to provide an understanding of drug addiction in its relation to the tasks and arrests which take place during the developmental process. Current theories of drug addiction are situated within the parameters of developmental theory; Object Relations Theory, Lacanian Structuralism and Freud’s concept of the Oedipus Complex are drawn on. The dual regressive and progressive function of drugs as it relates to developmental tasks and arrests is illustrated, the argument being that a very specific relationship exists between the compulsive use of drugs and the developmental tasks which need to be avoided as well as those which need to be negotiated. The case study research method is made use of in the attempt to illustrate the links between drug addiction and specific developmental tasks. I present an in-depth analysis of the developmental history of Rafiq Jaffer, an inpatient at the drug unit at Lentegeur Psychiatric Hospital, drawing on the material which was collected during nine months of individual therapy. As Borderline Personality Disorder is the primary diagnosis in the case of Rafiq Jaffer, the emphasis is by necessity put on borderline pathology. The primary aim of the thesis is, however, to highlight the need to understand the compulsive use of drugs within the context of the developmental process, thereby developing a conceptualisation against which further cases may be tested. , Thesis (MA) -- Faculty of Humanities, Psychology, 1991
- Full Text:
- Date Issued: 1991
- Authors: Roux, Catharina
- Date: 1991
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/193242 , vital:45313
- Description: This thesis is an attempt to provide an understanding of drug addiction in its relation to the tasks and arrests which take place during the developmental process. Current theories of drug addiction are situated within the parameters of developmental theory; Object Relations Theory, Lacanian Structuralism and Freud’s concept of the Oedipus Complex are drawn on. The dual regressive and progressive function of drugs as it relates to developmental tasks and arrests is illustrated, the argument being that a very specific relationship exists between the compulsive use of drugs and the developmental tasks which need to be avoided as well as those which need to be negotiated. The case study research method is made use of in the attempt to illustrate the links between drug addiction and specific developmental tasks. I present an in-depth analysis of the developmental history of Rafiq Jaffer, an inpatient at the drug unit at Lentegeur Psychiatric Hospital, drawing on the material which was collected during nine months of individual therapy. As Borderline Personality Disorder is the primary diagnosis in the case of Rafiq Jaffer, the emphasis is by necessity put on borderline pathology. The primary aim of the thesis is, however, to highlight the need to understand the compulsive use of drugs within the context of the developmental process, thereby developing a conceptualisation against which further cases may be tested. , Thesis (MA) -- Faculty of Humanities, Psychology, 1991
- Full Text:
- Date Issued: 1991
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