The Tankwa Karoo National Park has been enlarged from 27 064 ha to 143 600 ha. This whole area is severely under-collected for plants in general and therefore it was an obvious target for the South ...African National Parks (SANParks) Programme, a component of the PretoriaNational Herbarium (PRE) Plant Collecting Programme. This programme not only aims to survey national parks that have been poorly surveyed, but also inadequately known taxa, unique habitats, remote and inaccessible areas and plant species flowering at irregular times, especially after events such as fire or unusual timing of, or high, rainfall. General collecting in the Tankwa Karoo National Park has already led to the description of two new taxa, from twofamilies. It furthermore resulted in new distribution records for the park and for the Northern Cape Province. These are reported on here. Conservation implications: Although the Tankwa Karoo National Park falls within the Succulent Karoo Biome (a biodiversity hotspot of international importance), information on its plant diversity is insufficient because it is an under-collected area. Results of this study will guide conservation and supply occurrence and distribution data required to compile management plans for the park.
Hitherto characters derived mostly from macromorphology were used to distinguish among the members of Acanthopsis Harv., a taxonomically difficult group of plants endemic to arid parts of southern ...Africa. The taxonomic significance of leaf and bract indumentum in Acanthopsis was investigated using light, and scanning electron microscopy. Five non-glandular and three glandular trichome types were distinguished on the leaves and floral bracts. None of these trichome types are unique to the genus. Although the indumentum is variable in Acanthopsis, the density/dominance of specific trichome types was useful to distinguish among certain taxa, particularly on the abaxial surfaces of leaves and bracts. Each species of Acanthopsis has a characteristic trichome complement as far as dominant trichome types on both leaves and bracts are concerned. However, no obvious association between the type of trichomes and habitat (degree of aridity) or geographical distribution was evident.
Mohair is one of the most luxurious and best quality natural fibers. Recent developments focused on expanding the use of mohair in technical and functional textile products. It necessitated the need ...for an improved understanding of how the usage of mohair in fabrics will impact its thermal comfort related properties. Despite its popularity, little information is available on the quantification of thermo-physiological comfort properties of mohair fabrics. This study investigated the effect of fibrous matter composition and fabric structural parameters on conductive and convective heat transfers to study the thermal comfort properties of mohair fabrics. The results showed that fabric structural properties such as overall porosity, and specifically thickness, played a significant role in determining the thermal comfort properties of the fabrics. Fiber composition had an impact on thermal properties as the fabrics containing mohair or mohair/wool were consistently thicker, providing higher thermal resistance as well as resistance to the free flow of air that allows thermal convection. It may be concluded that the thicker structures of mohair or mohair/wool trap more air, providing higher thermal insulation.
The study explored and described the experience of aggression on teachers by students in a secondary school. Participants were a purposive sample of 8 (males = 3, females = 5, language group= ...Afrikaans and English, range in years of experience = 4-29 years). We used qualitative exploratory research design for the study. Data were collected using individual phenomenological interviews augmented by detailed field notes. Analyses used mostly thematic coding. Results reflected that teachers experienced behavioural and attitudinal aggression from students. They perceived the aggression to be cyclical and self-perpetuating once initiated. They believed that a systemic barrier to constructive relationships exist.
M.Phil.
AIDS is regarded as the most disastrous health threat in the world. The impact of HIV/AIDS goes beyond the physical well being of the individual: it affects the world's economic, social and ...political functioning. The greatest number of people living in sub-Saharan Africa, are infected or affected by HIV/AIDS.HIV/AIDS related issues amongst adolescents were neglected due to the visible impact of this pandemic on babies and adults. Adolescents' behaviour is regarded as high-risk because of their involvement in sexual activities at a young age. Presently there is no cure or vaccine for AIDS. The only effective way to prevent or reduce HIV transmission is through changing the behaviour that leads to HIV infection. The National and Provincial Departments of Health, Education and Welfare implemented various AIDS prevention programmes, focussing on promoting the practice of safer sex amongst adolescents. Unfortunately, these AIDS prevention programmes did not result in the behavioural changes of adolescents. The dissatisfying outcome questions the efficacy of the development and implementation of these programmes, although they have adequate knowledge about HIV/AIDS. Most AIDS prevention programmes do not ·focus, nor accommodate the specific needs of adolescents, especially adolescent boys. The purpose of this study was to explore and describe adolescent boys' views about sexual activities and their specific needs in terms of an AIDS prevention programme. Guidelines would then be presented to developers of AIDS prevention programmes, based on the identified views and needs. The research design was based on qualitative research because of its exploratory, descriptive and contextual nature. The collection of the data was done by means of focus group interviews and field notes reflecting the observation done during the interviews. The analysis of the data was done according to Tesch's approach of data reduction. Literature was used to compare and complement the results. Applying Guba' s model on trustworthiness ensured the trustworthiness ofthe research. The results of the fieldwork indicated the following themes: • Most adolescents are sexually active. • Different roles and motives exist for adolescent boys and girls in terms of sex. • Adolescents externalise the risks HIV presents. • Three categories of views exist toward the acceptability of involvement in sexual activity, ranging from unacceptable to acceptable. • Adolescents' experience underlying feelings of fear in terms of issues related to sex. • Adolescents' needs in terms of AIDS prevention programmes mainly focus on the functionality of the information that is provided as well as the presentation of these programmes. • The importance of ongoing sex education, including HIV/ AIDS related 1ssues, were stressed by adolescents and confirmed by literature. Based on these findings, guidelines were presented to inform developers of HIV/AIDS programmes, of the specific needs adolescent boys need to be addressed.
The researcher explored and described the teachers’ experience of aggression in a secondary school. In order to assist teachers who experience aggression in a secondary school, she developed, ...implemented and evaluated a Psycho-Educational Programme to facilitate their mental health. Aggression-related attitudes and behaviour has become part of the learning and teaching process, and directly contributes to the increased levels of stress and frustration for teachers, learners, and non-teaching staff. Despite this stressful environment, teachers are still expected to fulfil their normal duties as teachers. Teachers specifically ascribe disciplinary problems as one of the major reasons why they resign from teaching as profession. The research design was systemised into four sequential research steps. Step 1, the situation analysis, was conducted according to the qualitative research approach by means of individual phenomenological interviews with purposefully selected teachers. Tesch’s descriptive approach to data reduction was applied whereafter a literature control was conducted. Trustworthiness was ensured by adherence to credibility, transferability, dependability and confirmability. Step 2 introduced the development of a Psycho-Educational Programme to facilitate the mental health of teachers who experience aggression in a secondary school. The nature, content and extent of the programme were based on a conceptual framework. Step 3 and step 4 comprised the implementation and evaluation of the Psycho-Educational Programme according to the classical experiment approach. Participants completed the pre-test and post-test questionnaires. Adherence to internal validity, external validity, reliability and objectivity ensured the trustworthiness of the process. The following three themes emerged during the situation analysis: Theme 1: Teachers experienced feelings of anger, hurt, frustration and disappointment. Theme 2: Teachers experienced their locus of control in relation to aggression to be internal as well as external; and, Theme 3: Teachers were aware of barriers in the establishment and maintenance of constructive relationships at school. The evaluation of the data showed that the questionnaires were appropriate and valid. The variables; self-awareness internal locus of control and external locus of control and relationships, was effectively addressed in the Psycho-Educational Programme and also had a positive effect on the experimental group. The implementation of the Placebo Programme, however, had no significant impact on the control group. The public concern regarding aggressive behaviour at secondary schools is escalating, although contextualised research related to this issue is seriously lacking. The development, implementation and evaluation of the Psycho-Educational Programme, indicated that the aggression teachers experience in a secondary school can be managed by facilitating the mental health of the teachers. The study further allowed the researcher to practically demonstrate the value added to the study when both the qualitative and quantitative research approaches are appropriately included in the research design.
D.Ed.
The researcher explored and described the teachers’ experience of aggression in a secondary school. In order to assist teachers who experience aggression in a secondary school, she developed, ...implemented and evaluated a Psycho-Educational Programme to facilitate their mental health. Aggression-related attitudes and behaviour has become part of the learning and teaching process, and directly contributes to the increased levels of stress and frustration for teachers, learners, and non-teaching staff. Despite this stressful environment, teachers are still expected to fulfil their normal duties as teachers. Teachers specifically ascribe disciplinary problems as one of the major reasons why they resign from teaching as profession. The research design was systemised into four sequential research steps. Step 1, the situation analysis, was conducted according to the qualitative research approach by means of individual phenomenological interviews with purposefully selected teachers. Tesch’s descriptive approach to data reduction was applied whereafter a literature control was conducted. Trustworthiness was ensured by adherence to credibility, transferability, dependability and confirmability. Step 2 introduced the development of a Psycho-Educational Programme to facilitate the mental health of teachers who experience aggression in a secondary school. The nature, content and extent of the programme were based on a conceptual framework. Step 3 and step 4 comprised the implementation and evaluation of the Psycho-Educational Programme according to the classical experiment approach. Participants completed the pre-test and post-test questionnaires. Adherence to internal validity, external validity, reliability and objectivity ensured the trustworthiness of the process. The following three themes emerged during the situation analysis: Theme 1: Teachers experienced feelings of anger, hurt, frustration and disappointment. Theme 2: Teachers experienced their locus of control in relation to aggression to be internal as well as external; and, Theme 3: Teachers were aware of barriers in the establishment and maintenance of constructive relationships at school. The evaluation of the data showed that the questionnaires were appropriate and valid. The variables; self-awareness internal locus of control and external locus of control and relationships, was effectively addressed in the Psycho-Educational Programme and also had a positive effect on the experimental group. The implementation of the Placebo Programme, however, had no significant impact on the control group. The public concern regarding aggressive behaviour at secondary schools is escalating, although contextualised research related to this issue is seriously lacking. The development, implementation and evaluation of the Psycho-Educational Programme, indicated that the aggression teachers experience in a secondary school can be managed by facilitating the mental health of the teachers. The study further allowed the researcher to practically demonstrate the value added to the study when both the qualitative and quantitative research approaches are appropriately included in the research design.
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