Contemporary precision, bias and accuracy of minimum post-mortem intervals estimated using development of carrion-feeding insects
- Villet, Martin H, Richards, Cameron S, Midgley, John M
- Authors: Villet, Martin H , Richards, Cameron S , Midgley, John M
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442769 , vital:74032 , ISBN 978-1-4020-9684-6 , https://doi.org/10.1007/978-1-4020-9684-6_7
- Description: Medicocriminal forensic entomology focuses primarily on providing evidence of the amount of time that a corpse or carcass has been exposed to colonization by insects, which helps to estimate the post mortem interval (PMI). Specifically, the estimate is of a minimum post mortem interval (PMImin), because death may occur a variable amount of time before colonization (Fig. 7.1); the maximum post mortem interval (PMImax) is estimated using the time that the person was last seen alive. Forensic entomology derives the bulk of its evidence from two sources: the ecological succession of carrion insect communities and the development of immature insects (Byrd and Castner 2001; Catts and Haskel 1990; Smith 1986). This chapter is concerned with assessing the confidence that can be placed in the accuracy of estimates derived from insect development. (Schoenly et al. 1996) dealt with this theme in succession-based estimates of PMImin.
- Full Text:
- Date Issued: 2010
- Authors: Villet, Martin H , Richards, Cameron S , Midgley, John M
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442769 , vital:74032 , ISBN 978-1-4020-9684-6 , https://doi.org/10.1007/978-1-4020-9684-6_7
- Description: Medicocriminal forensic entomology focuses primarily on providing evidence of the amount of time that a corpse or carcass has been exposed to colonization by insects, which helps to estimate the post mortem interval (PMI). Specifically, the estimate is of a minimum post mortem interval (PMImin), because death may occur a variable amount of time before colonization (Fig. 7.1); the maximum post mortem interval (PMImax) is estimated using the time that the person was last seen alive. Forensic entomology derives the bulk of its evidence from two sources: the ecological succession of carrion insect communities and the development of immature insects (Byrd and Castner 2001; Catts and Haskel 1990; Smith 1986). This chapter is concerned with assessing the confidence that can be placed in the accuracy of estimates derived from insect development. (Schoenly et al. 1996) dealt with this theme in succession-based estimates of PMImin.
- Full Text:
- Date Issued: 2010
The utility of Coleoptera in forensic investigations
- Midgley, John M, Richards, Cameron S, Villet, Martin H
- Authors: Midgley, John M , Richards, Cameron S , Villet, Martin H
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442783 , vital:74033 , ISBN 978-1-4020-9684-6 , https://doi.org/10.1007/978-1-4020-9684-6_4
- Description: Forensic entomology is a developing field of forensic science, so there are many avenues to investigate. These avenues include novel directions that have never been addressed, as well as more critical and rigorous research into areas which have already been explored. Most research in forensic entomology has focused on flies, and beetles (Coleoptera) have been at best under-emphasized. A good example of this is the review by Smith (1986), where 70 pages are dedicated to Diptera and only 12 to Coleoptera; this situation has changed little in the subsequent 20 years. To contextualize the neglect, throughout the world there are at least as many species of Coleoptera that may visit a particular carcass as Diptera (Braack 1986; Louw and van der Linde 1993; Bourel et al. 1999; Lopes de Carvalho et al. 2000; Pérez et al. 2005; Shea 2005; Watson and Carlton 2005a; Salazar 2006; Martinez et al. 2007). A common assumption underlying the neglect of Coleoptera is that Diptera locate corpses faster, and thus give a more accurate estimate of minimum Post Mortem Interval (PMImin). Recent observations (Midgley and Villet 2009b) have shown that Thanatophilus micans (Silphidae) can locate corpses and start breeding within 24 h of death, and thus the potential utility of estimates based on this species is equal to that of those based on flies.
- Full Text:
- Date Issued: 2010
- Authors: Midgley, John M , Richards, Cameron S , Villet, Martin H
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442783 , vital:74033 , ISBN 978-1-4020-9684-6 , https://doi.org/10.1007/978-1-4020-9684-6_4
- Description: Forensic entomology is a developing field of forensic science, so there are many avenues to investigate. These avenues include novel directions that have never been addressed, as well as more critical and rigorous research into areas which have already been explored. Most research in forensic entomology has focused on flies, and beetles (Coleoptera) have been at best under-emphasized. A good example of this is the review by Smith (1986), where 70 pages are dedicated to Diptera and only 12 to Coleoptera; this situation has changed little in the subsequent 20 years. To contextualize the neglect, throughout the world there are at least as many species of Coleoptera that may visit a particular carcass as Diptera (Braack 1986; Louw and van der Linde 1993; Bourel et al. 1999; Lopes de Carvalho et al. 2000; Pérez et al. 2005; Shea 2005; Watson and Carlton 2005a; Salazar 2006; Martinez et al. 2007). A common assumption underlying the neglect of Coleoptera is that Diptera locate corpses faster, and thus give a more accurate estimate of minimum Post Mortem Interval (PMImin). Recent observations (Midgley and Villet 2009b) have shown that Thanatophilus micans (Silphidae) can locate corpses and start breeding within 24 h of death, and thus the potential utility of estimates based on this species is equal to that of those based on flies.
- Full Text:
- Date Issued: 2010
South Africa: Applied competence as the guiding framework for environmental and sustainability education
- Lotz-Sisitka, Heila, Raven, Glenda
- Authors: Lotz-Sisitka, Heila , Raven, Glenda
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437395 , vital:73375 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-1-4020-8194-1_22
- Description: Following the demise of apartheid rule in South Africa in 1994, the new government adopted the South African Qualifications Act (RSA, 1995a) which established the South African Qualifications Authority (SAQA). The SAQA was tasked with the responsibility for developing and im-plementing a national qualifications framework (NQF) based on princi-ples of quality, equity and redress. A primary objective of the NQF was to establish a portable and responsive model for lifelong learning and one which could recognize prior learning according to an outcomes-based education and training framework. In addition to this mandate and amongst other responsibilities, SAQA has had a responsibility to design and develop qualifications that respond to the environmental rights and sustainable development clauses of the Constitution and as-sociated national policies. Through this, environment and sustainability education was placed on the national education and training agenda (see Lotz-Sisitka and Olvitt in this volume).
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila , Raven, Glenda
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437395 , vital:73375 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-1-4020-8194-1_22
- Description: Following the demise of apartheid rule in South Africa in 1994, the new government adopted the South African Qualifications Act (RSA, 1995a) which established the South African Qualifications Authority (SAQA). The SAQA was tasked with the responsibility for developing and im-plementing a national qualifications framework (NQF) based on princi-ples of quality, equity and redress. A primary objective of the NQF was to establish a portable and responsive model for lifelong learning and one which could recognize prior learning according to an outcomes-based education and training framework. In addition to this mandate and amongst other responsibilities, SAQA has had a responsibility to design and develop qualifications that respond to the environmental rights and sustainable development clauses of the Constitution and as-sociated national policies. Through this, environment and sustainability education was placed on the national education and training agenda (see Lotz-Sisitka and Olvitt in this volume).
- Full Text:
- Date Issued: 2009
South Africa: Strengthening responses to sustainable development policy and legislation
- Lotz-Sisitka, Heila, Olvitt, Lausanne L
- Authors: Lotz-Sisitka, Heila , Olvitt, Lausanne L
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437382 , vital:73374 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-1-4020-8194-1_23
- Description: A key objective of the newly established South African national qualifi-cations framework (NQF) is to enable the transformation of society, fol-lowing the demise of apartheid in 1994. Through the South African Constitution, which enshrines the right to a healthy environment for all citizens, and the sustainable utilization of resources for current and fu-ture generations (RSA, 1996), South African society adopted a devel-opment path that is oriented towards sustainable development. The de-velopment and implementation of the NQF (established by the South African Qualifications Authority Act in 1995) has involved various initia-tives to design and develop qualifications that respond to the environ-mental rights and sustainable development clauses of the Constitution and associated national policy. The past 10 years have been an active period for reconceptualizing education and training in South Africa, par-ticularly in the previously neglected1 area of workplacebased learning. New structures were put in place to develop and approve flexible and portable qualifications in unit-standard format, new service delivery structures and mechanisms have been established which allow for flex-ible forms of programme delivery and new learning programmes have been designed to respond to the outcomes-based, flexible format of the NQF. The NQF has created new opportunities for lifelong learning and new possibilities for those formerly disadvantaged by apartheid exclu-sionary policies and systems to gain access to education and training, and recognition for their skills and competencies. It has also created the space for new innovative programmes to emerge that respond to emerging issues in society, such as increased environmental degradation, increased health risks and new social and economic challenges.
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila , Olvitt, Lausanne L
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437382 , vital:73374 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-1-4020-8194-1_23
- Description: A key objective of the newly established South African national qualifi-cations framework (NQF) is to enable the transformation of society, fol-lowing the demise of apartheid in 1994. Through the South African Constitution, which enshrines the right to a healthy environment for all citizens, and the sustainable utilization of resources for current and fu-ture generations (RSA, 1996), South African society adopted a devel-opment path that is oriented towards sustainable development. The de-velopment and implementation of the NQF (established by the South African Qualifications Authority Act in 1995) has involved various initia-tives to design and develop qualifications that respond to the environ-mental rights and sustainable development clauses of the Constitution and associated national policy. The past 10 years have been an active period for reconceptualizing education and training in South Africa, par-ticularly in the previously neglected1 area of workplacebased learning. New structures were put in place to develop and approve flexible and portable qualifications in unit-standard format, new service delivery structures and mechanisms have been established which allow for flex-ible forms of programme delivery and new learning programmes have been designed to respond to the outcomes-based, flexible format of the NQF. The NQF has created new opportunities for lifelong learning and new possibilities for those formerly disadvantaged by apartheid exclu-sionary policies and systems to gain access to education and training, and recognition for their skills and competencies. It has also created the space for new innovative programmes to emerge that respond to emerging issues in society, such as increased environmental degradation, increased health risks and new social and economic challenges.
- Full Text:
- Date Issued: 2009
The unit-based sustainability assessment tool and its use in the UNEP mainstreaming environment and sustainability in African universities partnership
- Togo, Muchaiteyi, Lotz-Sisitka, Heila
- Authors: Togo, Muchaiteyi , Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437409 , vital:73376 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-3-319-02375-5_15
- Description: This paper reports on the development and use of a Unit-based Sustainability Assessment Tool (USAT) for establishing the status of Education for Sustainable Development initiatives and sustainable development practices in universities. The tool was developed for use in the Swedish/Africa International Training Programme (ITP) on ‘Education for Sustainable De-velopment in Higher Education’ and complements the UNEP Mainstreaming Environment and Sustainability into African Universities (MESA) ‘Education for Sustainable Development Innovations Programmes for Universities in Africa’ materials. The USAT facilitates a quick assessment of the level of inte-gration of sustainability issues in university functions and op-erations, both to benchmark sustainability initiatives and identi-fy new areas for action or improvement. It is based on a unit-based framework which allows for sustainability assessments to be done per division, unit, department, or faculty within uni-versities. Collectively, the unit-based assessments provide for development of an institution wide picture of university sus-tainability.
- Full Text:
- Date Issued: 2009
- Authors: Togo, Muchaiteyi , Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437409 , vital:73376 , ISBN 978-1-4020-8194-1 , https://doi.org/10.1007/978-3-319-02375-5_15
- Description: This paper reports on the development and use of a Unit-based Sustainability Assessment Tool (USAT) for establishing the status of Education for Sustainable Development initiatives and sustainable development practices in universities. The tool was developed for use in the Swedish/Africa International Training Programme (ITP) on ‘Education for Sustainable De-velopment in Higher Education’ and complements the UNEP Mainstreaming Environment and Sustainability into African Universities (MESA) ‘Education for Sustainable Development Innovations Programmes for Universities in Africa’ materials. The USAT facilitates a quick assessment of the level of inte-gration of sustainability issues in university functions and op-erations, both to benchmark sustainability initiatives and identi-fy new areas for action or improvement. It is based on a unit-based framework which allows for sustainability assessments to be done per division, unit, department, or faculty within uni-versities. Collectively, the unit-based assessments provide for development of an institution wide picture of university sus-tainability.
- Full Text:
- Date Issued: 2009
Utopianism and educational processes in the United Nations Decade of Education for Sustainable Development: a critical reflection
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437367 , vital:73373 , ISBN 978-9086860937 , https://doi.org/10.3920/9789086866915_007
- Description: South Africa and its recent political transformation pro-cess, infused with hope for a better future, is often pre-sented as a utopian form of democracy – or an icon of hope – nationally and in the contemporary global land-scape. Similarly, adult hopes for youth, and youth idealism itself, are often utopian in nature, and young people are often iconised in society as the hope for the future. Re-cent international policy literature on education for sus-tainable development puts forward the utopian concepts of sustainable development and transformed learning (UNESCO 2005a) as objects for educational thinking and practice, and ethical codes such as the Earth Charter (www.earthcharter.org) present useful visions and guid-ance on how to think about and create a better world. But, the realities of the day keep such utopianism in check. Today, South Africa is experiencing xenophobic vio-lence, extreme levels of crime, and continued disenfran-chisement.
- Full Text:
- Date Issued: 2009
- Authors: Lotz-Sisitka, Heila
- Date: 2009
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437367 , vital:73373 , ISBN 978-9086860937 , https://doi.org/10.3920/9789086866915_007
- Description: South Africa and its recent political transformation pro-cess, infused with hope for a better future, is often pre-sented as a utopian form of democracy – or an icon of hope – nationally and in the contemporary global land-scape. Similarly, adult hopes for youth, and youth idealism itself, are often utopian in nature, and young people are often iconised in society as the hope for the future. Re-cent international policy literature on education for sus-tainable development puts forward the utopian concepts of sustainable development and transformed learning (UNESCO 2005a) as objects for educational thinking and practice, and ethical codes such as the Earth Charter (www.earthcharter.org) present useful visions and guid-ance on how to think about and create a better world. But, the realities of the day keep such utopianism in check. Today, South Africa is experiencing xenophobic vio-lence, extreme levels of crime, and continued disenfran-chisement.
- Full Text:
- Date Issued: 2009
Participation, situated culture, and practical reason
- Lotz-Sisitka, Heila, O'Donoghue, Rob B
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437436 , vital:73378 , ISBN 978-1-4020-6415-9 , https://link.springer.com/chapter/10.1007/978-1-4020-6416-6_7
- Description: This chapter examines the emergence of participatory education as both a central feature and a terrain of ambivalence within the develop-ing landscape of environmental education in South Africa. From its roots in nature experience activities through to more socially critical forms of environmental education, participatory imperatives in this area have yet to address sufficiently the conceptual and practical challenges inherent in pedagogies of participation. We argue that more recent de-velopments reveal similar anomalies, such that participatory education in South Africa has now become an idealised and techniqued logic of practice.
- Full Text:
- Date Issued: 2008
- Authors: Lotz-Sisitka, Heila , O'Donoghue, Rob B
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437436 , vital:73378 , ISBN 978-1-4020-6415-9 , https://link.springer.com/chapter/10.1007/978-1-4020-6416-6_7
- Description: This chapter examines the emergence of participatory education as both a central feature and a terrain of ambivalence within the develop-ing landscape of environmental education in South Africa. From its roots in nature experience activities through to more socially critical forms of environmental education, participatory imperatives in this area have yet to address sufficiently the conceptual and practical challenges inherent in pedagogies of participation. We argue that more recent de-velopments reveal similar anomalies, such that participatory education in South Africa has now become an idealised and techniqued logic of practice.
- Full Text:
- Date Issued: 2008
Exploring learning interactions arising in school-incommunity contexts of socio-ecological risk
- O'Donoghue, Rob B, Lotz-Sisitka, Heila, Asafo-Adjei, Robert, Kota, Lutho, Hanisi, Nosipho
- Authors: O'Donoghue, Rob B , Lotz-Sisitka, Heila , Asafo-Adjei, Robert , Kota, Lutho , Hanisi, Nosipho
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437501 , vital:73389 , ISBN 978-90-8686-031-9 , https://brill.com/edcollbook-oa/title/68793?rskey=Y3i6Wfandresult=1
- Description: Today, few educators would dispute that learning arises in diverse so-cio-cultural contexts of meaning-making interaction. As such, learning can strengthen social relationships across school and community and has the potential to develop as reflexive praxis in response to environ-ment and health risks in a local context. These processes of ‘social learning’have recently appeared as a new ‘category’for thinking about human meaning-making interactions. It is difficult to conceive of any human learning interactions that are not social processes of engaged meaning making either by learners as social agents in context or from the point of view of what is learned relating to social life in a world of in-terdependent living-things. Given the complexity of contemporary sus-tainability questions and an arising ambivalence in modernist notions of knowledge transfer, we note how educators are usefully using this somewhat ambivalent category for probing socio-cultural perspectives on how we see and approach learning interactions for environment and sustainability education. In foregrounding a critical perspective, we sig-nal a cautious approach to a popularising of the term ‘social learning’as a ‘renaming’that provides a more coherent perspective for research and reflection on social processes of meaning making and change.
- Full Text:
- Date Issued: 2007
- Authors: O'Donoghue, Rob B , Lotz-Sisitka, Heila , Asafo-Adjei, Robert , Kota, Lutho , Hanisi, Nosipho
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437501 , vital:73389 , ISBN 978-90-8686-031-9 , https://brill.com/edcollbook-oa/title/68793?rskey=Y3i6Wfandresult=1
- Description: Today, few educators would dispute that learning arises in diverse so-cio-cultural contexts of meaning-making interaction. As such, learning can strengthen social relationships across school and community and has the potential to develop as reflexive praxis in response to environ-ment and health risks in a local context. These processes of ‘social learning’have recently appeared as a new ‘category’for thinking about human meaning-making interactions. It is difficult to conceive of any human learning interactions that are not social processes of engaged meaning making either by learners as social agents in context or from the point of view of what is learned relating to social life in a world of in-terdependent living-things. Given the complexity of contemporary sus-tainability questions and an arising ambivalence in modernist notions of knowledge transfer, we note how educators are usefully using this somewhat ambivalent category for probing socio-cultural perspectives on how we see and approach learning interactions for environment and sustainability education. In foregrounding a critical perspective, we sig-nal a cautious approach to a popularising of the term ‘social learning’as a ‘renaming’that provides a more coherent perspective for research and reflection on social processes of meaning making and change.
- Full Text:
- Date Issued: 2007
Enabling environmental and sustainability education in South Africa’s national curriculum: Context, culture and learner aspirations for agency
- Authors: Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437486 , vital:73388 , ISBN 978-1594549458
- Description: This chapter describes the broad agenda for cultural and social change in South Africa, as introduced by post-apartheid policy development. It briefly describes how environment and sustainability questions have been incorporated into the National Curriculum Statements, alongside a concern for culture, context and indigenous knowledges. The chapter considers some of the contemporary concerns with the disjuncture be-tween policy and practice, and highlights learner aspirations for agency, and associated expectations for education. The chapter draws its orien-tation from the Rhodes University Environmental Education and Sus-tainability's' Environmental Learning and Curriculum' research pro-gramme. This programme is funded by the National Research Founda-tion and aims to inform curriculum change in South Africa. It programme incorporates a strand on indigenous knowledge and curriculum.
- Full Text:
- Date Issued: 2006
- Authors: Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437486 , vital:73388 , ISBN 978-1594549458
- Description: This chapter describes the broad agenda for cultural and social change in South Africa, as introduced by post-apartheid policy development. It briefly describes how environment and sustainability questions have been incorporated into the National Curriculum Statements, alongside a concern for culture, context and indigenous knowledges. The chapter considers some of the contemporary concerns with the disjuncture be-tween policy and practice, and highlights learner aspirations for agency, and associated expectations for education. The chapter draws its orien-tation from the Rhodes University Environmental Education and Sus-tainability's' Environmental Learning and Curriculum' research pro-gramme. This programme is funded by the National Research Founda-tion and aims to inform curriculum change in South Africa. It programme incorporates a strand on indigenous knowledge and curriculum.
- Full Text:
- Date Issued: 2006
Seasonal rates of parasitism of diamondback moth (Plutella xylostella) in subsistence cabbage crops in the Eastern Cape, South Africa
- Mkize, Nolwazi, Villet, Martin H
- Authors: Mkize, Nolwazi , Villet, Martin H
- Date: 2004
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442807 , vital:74035 , ISBN , https://www.torrossa.com/en/resources/an/5063829#page=221
- Description: Smith's (personal communication) work in a continuous, commercial cabbage-growing area near Grahamstown showed that parasitism of diamondback moth averaged over 60% and could reach 100%. In many parts of the world cabbage crops are not under continuous cultivation, and periodic cropping Systems may demonstrate différent patterns of parasitism, especially in disrupted, patchy subsistence crops. Cabbage (Brassica oleracea) is the most commonly grown cruciferous crop in subsistence gardens in the suburbs of Grahamstown East. The subsistence farmers' crops are considered patchy because the cabbages are grown in small and relatively widely separated plots. Thèse gardens provided an opportunity to follow Talekar and Shelton's (1993) suggestion to investigate the population dynamics of P. xylostella (a useful model pest) and its rate of parasitism on cabbages of subsistence farmers where commercial pesticides are used less.
- Full Text:
- Date Issued: 2004
- Authors: Mkize, Nolwazi , Villet, Martin H
- Date: 2004
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442807 , vital:74035 , ISBN , https://www.torrossa.com/en/resources/an/5063829#page=221
- Description: Smith's (personal communication) work in a continuous, commercial cabbage-growing area near Grahamstown showed that parasitism of diamondback moth averaged over 60% and could reach 100%. In many parts of the world cabbage crops are not under continuous cultivation, and periodic cropping Systems may demonstrate différent patterns of parasitism, especially in disrupted, patchy subsistence crops. Cabbage (Brassica oleracea) is the most commonly grown cruciferous crop in subsistence gardens in the suburbs of Grahamstown East. The subsistence farmers' crops are considered patchy because the cabbages are grown in small and relatively widely separated plots. Thèse gardens provided an opportunity to follow Talekar and Shelton's (1993) suggestion to investigate the population dynamics of P. xylostella (a useful model pest) and its rate of parasitism on cabbages of subsistence farmers where commercial pesticides are used less.
- Full Text:
- Date Issued: 2004
Curriculum patterning in environmental education: A review of developments in formal education in South Africa
- Authors: Lotz-Sisitka, Heila
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437280 , vital:73365 , ISBN 978-07969-2001-0 , https://www.hsrcpress.ac.za/books/environmental-education-ethics-action-in-southern-africa
- Description: Written by environmental practitioners from across the region, the Monograph is a window onto envi-ronmental challenges in a diversity of African con-texts. These contexts include Malawian officials and community leaders, new to multi-level governance, taking up the challenge of environmental manage-ment in villages and districts; Ugandan small-scale farmers in partnership with NGOs trying to produce sustainably for the household and the international market; and government-civil society partnerships in South Africa, where the political transformation of the education system introduced a focus on envi-ronment and human rights in the national school curriculum.
- Full Text:
- Date Issued: 2002
- Authors: Lotz-Sisitka, Heila
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437280 , vital:73365 , ISBN 978-07969-2001-0 , https://www.hsrcpress.ac.za/books/environmental-education-ethics-action-in-southern-africa
- Description: Written by environmental practitioners from across the region, the Monograph is a window onto envi-ronmental challenges in a diversity of African con-texts. These contexts include Malawian officials and community leaders, new to multi-level governance, taking up the challenge of environmental manage-ment in villages and districts; Ugandan small-scale farmers in partnership with NGOs trying to produce sustainably for the household and the international market; and government-civil society partnerships in South Africa, where the political transformation of the education system introduced a focus on envi-ronment and human rights in the national school curriculum.
- Full Text:
- Date Issued: 2002
Indigenous knowledge and the school curriculum: A review of developing methods and methodological perspectives
- O’Donoghue, Rob B, Neluvhalani, Edgar
- Authors: O’Donoghue, Rob B , Neluvhalani, Edgar
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437292 , vital:73366 , ISBN 978-07969-2001-0 , https://www.hsrcpress.ac.za/books/environmental-education-ethics-action-in-southern-africa
- Description: Written by environmental practitioners from across the region, the Monograph is a window onto envi-ronmental challenges in a diversity of African con-texts. These contexts include Malawian officials and community leaders, new to multi-level governance, taking up the challenge of environmental manage-ment in villages and districts; Ugandan small-scale farmers in partnership with NGOs trying to produce sustainably for the household and the international market; and government-civil society partnerships in South Africa, where the political transformation of the education system introduced a focus on envi-ronment and human rights in the national school curriculum.
- Full Text:
- Date Issued: 2002
- Authors: O’Donoghue, Rob B , Neluvhalani, Edgar
- Date: 2002
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/437292 , vital:73366 , ISBN 978-07969-2001-0 , https://www.hsrcpress.ac.za/books/environmental-education-ethics-action-in-southern-africa
- Description: Written by environmental practitioners from across the region, the Monograph is a window onto envi-ronmental challenges in a diversity of African con-texts. These contexts include Malawian officials and community leaders, new to multi-level governance, taking up the challenge of environmental manage-ment in villages and districts; Ugandan small-scale farmers in partnership with NGOs trying to produce sustainably for the household and the international market; and government-civil society partnerships in South Africa, where the political transformation of the education system introduced a focus on envi-ronment and human rights in the national school curriculum.
- Full Text:
- Date Issued: 2002
Cicadas (Hemiptera, Homoptera: Cicadoidea) of Mkomazi
- Villet, Martin H, van Noort, Simon, Packer, M
- Authors: Villet, Martin H , van Noort, Simon , Packer, M
- Date: 1999
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442756 , vital:74030 , ISBN , https://doi.org/10.1046/j.1472-4642.2001.00094.x
- Description: The cicadas are a group of insects belonging to the order Hemiptera which comprises a diverse range of insects including the bugs, leafhoppers, aphids, scale insects etc. The Hemiptera are characterised by specialised mouth parts that are adapted for piercing and sucking up sap from host plants or animal juices from their prey. All cicadas are plant feeders and can be extremely camouflaged when sitting and feeding on a branch, although the males give themselves away by their persistent, often high pitched calls.
- Full Text:
- Date Issued: 1999
- Authors: Villet, Martin H , van Noort, Simon , Packer, M
- Date: 1999
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442756 , vital:74030 , ISBN , https://doi.org/10.1046/j.1472-4642.2001.00094.x
- Description: The cicadas are a group of insects belonging to the order Hemiptera which comprises a diverse range of insects including the bugs, leafhoppers, aphids, scale insects etc. The Hemiptera are characterised by specialised mouth parts that are adapted for piercing and sucking up sap from host plants or animal juices from their prey. All cicadas are plant feeders and can be extremely camouflaged when sitting and feeding on a branch, although the males give themselves away by their persistent, often high pitched calls.
- Full Text:
- Date Issued: 1999