Nelson Mandela Metropolitan University Research Articles

THE ROLE OF PRIVATE LAW IN PROMOTING SOCIAL JUSTICE

The first contribution published in this edition is an abridged version of the inaugural lecture delivered by Professor Eltjo JH Schrage on 24 August 2009 in Port Elizabeth. The Faculty of Law is honoured that such an internationally esteemed jurist accepted the appointment as first Honorary Professor of the Faculty of Law in 2009. Prof Eltjo JH Schrage was born in Groningen. He studied law at the University of Groningen, where he obtained his doctorandus, a degree which is analogous to our master’s degree. In 1975 he defended his doctoral thesis entitled Libertas est facultas naturalis. Menselijke vrijheid in een tekst van de Romeinse jurist Florentinus (Human liberty in a text of the Roman jurist Florentinus). His academic career commenced in 1969 at the Free University, Amsterdam. In 1980 he was appointed as professor at the Free University in Roman Law and Legal History. In 1998 he became the director of the Paul Scholten Institute at the University of Amsterdam. Some of his other academic appointments include the following:• Chairperson: International Study Group on the Comparative Legal History of the Law of Restitution;• Chairperson: International Study Group on the Comparative Legal History of the Law of Torts;• Visiting Professor: University of Cape Town;• Visiting Fellow: Magdalen College, Oxford University as well as visiting professor at Oxford;• Visiting Professor: University of the North (now Limpopo) in Polokwane; and• Visiting Fellow: Trinity College, Cambridge University as well as visiting professor, Cambridge. Prof Schrage has published extensively in International journals in Dutch, English, German French, and Italian. He has edited, written and contributed to more than 30 books, and written more than 100 articles. He has been the supervisor of numerous doctoral students, including Prof Marita Carnelley of the University of KwaZulu-Natal and erstwhile member of the Faculty of Law, Nelson Mandela Metropolitan University and Prof André Mukheibir, Head of Department, Private Law of the Nelson Mandela Metropolitan University. He was also the promoter of the honorary doctorate awarded by the University of Amsterdam to the former chief justice of South Africa, Arthur Chaskalson in 2002. Prof Schrage has also acted as judge in the Amsterdam court since 1981. Prof Schrage is married to Anneke Buitenbos-Schrage and the couple have four children and one grandchild.

Análisis comparativo de la implementación de la educación ambiental en programas de licenciatura de tres universidades

La educación ambiental (EA) surge a partir de la gran preocupación en todo el mundo ante la crisis ambiental y es parte de un proceso que promueve competencias socioambientales. La universidad representa un espacio adecuado para introducir saberes ambientales en el currículo; de tal manera que las competencias específicas y de egreso del proyecto educativo sean complementadas ambientalmente. El objetivo de esta investigación fue realizar un análisis comparativo sobre la integración de la EA en programas de licenciatura de tres universidades: Universidad Autónoma de Guerrero (México), Universidad Regional de Blumenau (Brasil) y Universidad Metropolitana Nelson Mandela (Sudáfrica).
 Es una investigación mixta con enfoque comparativo y descriptivo. Se realizó en el periodo 2015-2017. Se aplicó una encuesta a profesores y a estudiantes de los programas objeto de estudio, una entrevista a integrantes de los programas de México y Sudáfrica y cuestionarios de opinión a informantes clave del currículo de los programas de la universidad de Brasil, y se revisaron algunos documentos oficiales. Las dimensiones consideradas en los instrumentos y técnicas fueron con base en los siguientes elementos: percepción de la problemática ambiental, la relación que existe entre la EA y el currículo, las competencias ambientales que promueven docentes y forman estudiantes y la revisión de reglamentos que establecen la integración de la EA en el plan de estudio.
 El resultado de la encuesta evidenció, entre otras cosas, que estudiantes y profesores de los programas educativos de México cuentan con un menor grado de percepción de la problemática ambiental en comparación con los profesores de los programas de las otras dos universidades. De la información proporcionada por informantes claves se dedujo que dos programas de la universidad de México y los dos de Brasil contemplan de alguna forma la EA. Sin embargo, en la primera es en menor proporción y de manera disciplinar; en la segunda es en mayor proporción: su integración es de manera transversal y está en proceso. En el programa de Sudáfrica, la EA no figura. En cuanto a los documentos oficiales, los programas de México y Brasil cuentan con un sustento que respalda la integración de la EA; en el caso de Sudáfrica no se cuenta con un documento oficial.
 La incorporación de la EA en los programas de las universidades se vislumbra cuando se inmiscuye la dimensión ambiental en el currículo de manera disciplinar, transversal o de otro modo. En consecuencia, se desarrollan diversas tareas para preservar el medio y buscar la sustentabilidad.

Multilingual glossaries: a solution for epistemological access in higher education

Summary writing is an important skill In this paper, it is argued that although the preferred language of teaching, learning and assessment at the former Nelson Mandela Metropolitan University (NMMU) is English (NMMU Language Policy, 2009), students’ primary languages can be mobilised to facilitate learning. Internal research at NMMU (2008) indicated that black and coloured students’ pass rates were low. To improve this situation, language support in the form of multilingual glossaries (in English, Afrikaans & isiXhosa) was provided. Multilingual glossaries were developed by communities of practice inside and outside the university. These glossaries have contributed towards changing the monolingual academic environment at NMMU to a multilingual one, and improved Black and Coloured students’ pass rates although they are still lower than their White and Indian counterparts (Sheppard, 2013/14). This study led to the conclusion that, understanding disciplinary concepts through the primary language could improve students’ academic performance and pass rates. A group of 28 Tourism Management students in a Communication tutorial participated in a pilot study conducted by the Centre for Teaching, Learning & Media to develop and measure the effectiveness of these multilingual glossaries. The data, in the form of qualitative and quantitative students’ feedback and pre- and post-test scores, will be presented. Keywords: linguistic diversity; multilingual glossaries; multilingualism; language development; academic achievement

Report of the Journal Editor

This report is a compilation of activity and statistics for the American Journal of Pharmaceutical Education for 2014 (Volume 78). The Journal is published in electronic, open access format and housed at www.ajpe.org. A print edition of the entire volume was produced and will be sent to all American Association of Colleges of Pharmacy (AACP) member institutions and paid subscribers. One hundred thirty-four peer-reviewed manuscripts were published in 10 issues of volume 78, including a theme issue on Faculty Development. Viewpoints, Addresses, Reports, and other material (Table 1) were also published. In 2014, 544 manuscripts were submitted to the Journal. Of these, 32% were accepted for publication. Five hundred thirteen individuals served as manuscript reviewers in 2014. Table 1. Journal Activity in 2014 (Volume 78) 2014 was a year of great transition for the Journal. Dr. Joseph T. DiPiro of South Carolina College of Pharmacy passed the torch to Dr. Gayle Brazeau of the University of New England, who became the new Editor in May. The Journal office moved locations shortly after the Annual Meeting to its new home in the offices of AACP in Alexandria, VA. With this transition came staff changes, as long-time Senior Assistant Editor Karen Shipp and Assistant Editor Paula Markevicz parted ways with the Journal and Amanda Thomason came on as Editorial Manager. In addition, AACP’s Senior Director of Academic Affairs Dr. Cecilia Plaza became the staff liaison for the Journal. The editorial team underwent changes as well. Dr. Adam Persky of University of North Carolina at Chapel Hill joined Drs. Frank Romanelli and Claire Anderson as Associate Editors, and Dr. Jack Fincham concluded his service as Associate Editor for the Journal. The Journal welcomed one new Editorial Board member in 2014 for a 3-year term: Lauren Schlesselman (University of Connecticut). Reappointments to the Board were Eric Boyce (University of the Pacific), Susan Burton (Nelson Mandela Metropolitan University), Stuart Haines (University of Maryland), Deborah Harper-Brown (Chicago State University), Mohamed Azmi Ahmad Hassali (University Sains Maylasia), Jennifer Marriott (Monash University), and Anna Ratka (Chicago State University), all for 3-year terms. Each year, the best paper published in the Journal is recognized with the Rufus A. Lyman Award. The winner is selected based on utility and significance to pharmacy education, originality, research methodology, and writing style. The Lyman Award Committee, which is appointed by the AACP President and chaired by the Journal Editor, selects the top paper. Ten papers from volume 78 were nominated for the Lyman Award and the award winning article was “Is a Pharmacy Student the Customer or the Product?” by David A. Holdford, PhD, of Virginia Commonwealth University. The Editor is indebted to the Associate Editors, Editorial Board Members, manuscript reviewers, and the AACP Board of Directors and staff for their continued efforts and support. The success of the Journal is dependent on the diligent and dedicated efforts of these individuals.

The engaged university and the specificity of place: The case of Nelson Mandela Metropolitan University

ABSTRACTThis paper suggests that sufficient imagination about the role of the university as a place-based actor, in conjunction with conditions of institutional embeddedness and normative alignment of university-community engagement, are minimum requirements for place-specific engagement. To explore this process of alignment and institutional conditions in practice, this paper explores one university's approach to embedding engagement and its sense of place-making in the context of multiple institutional logics. Findings show how the university has attempted to embed engagement by following a protracted consultative process that enabled engagement to be aligned with and integrated into the core functions of the university. Findings also show that engagement continues to be driven, at least partially, by market logics that favour financial imperatives over those of place-making.

Factors Impacting on Students’ Readiness for Higher Education

ABSTRACTThis article reports on a study that examined the readiness levels of students in the South African context. Particularly, the study explored the differences between various students’ academic proficiency, support mechanisms, motivational levels and overall integration with the university. A quantitative approach was used and 117 full-time first-year National Diploma in Human Resource Management students from the Nelson Mandela University (formerly known as Nelson Mandela Metropolitan University) participated in the study. This study therefore focused on one student cohort at a particular higher education institution (HEI). The findings revealed that a combination of cognitive and non-cognitive variables influences student readiness and success. Even though HEIs have implemented interventions, the level of student readiness remains low. It was noted, however, that students who scored high on the variables were more likely to succeed in higher education.

A Success of University–Industry Partnership

In the fast-changing world, the success of engineering education depends not only on sound engineering knowledge, but also on the ability to apply it in practice from the moment young graduates enter the real industry. In order to be successful in industry, learners need interaction within the real industrial environment from the beginning of their studies. The importance of close links between engineering educational programmes and industry is shown in the example of industry–university collaboration between the Nelson Mandela Metropolitan University (NMMU) and General Motors South Africa (GMSA). The local automotive industry and GMSA, in particular, have been supporting the engineering programmes at NMMU for decades. However, with the establishment of a bachelor degree programme in mechatronics in 2005, GMSA decided to play an even more prominent role, as this was the first such degree programme in the Eastern Cape. This initiative has resulted in the establishment of the Chair of Mechatronics, fully sponsored by GMSA. Over the years, this industry–university partnership became an important platform providing a vital link between theory and practice in engineering education. The results of this partnership can be seen in an increased number of graduate and post-graduate students’ projects being based on real industrial cases provided by GMSA, reflecting the latest developments and trends in engineering. Working with engineers in solving industrial problems enables students to gain valuable experience in dealing with colleagues, managers and workers. Exposure to the latest technologies strengthens the theory and better prepares graduates for their future careers in industry and commerce. The partnership is also important for GMSA, as it increases its competitiveness and facilitates the company’s significant contribution to human capital development, which is very important for the growth of the South African economy and the community at large. Keywords: Industry collaboration, human capital development, educational chair, training.

Political apathy amongst students: A case study of Nelson Mandela Metropolitan University

The primary motivation for this research, in which a qualitative method was employed, was to examine political apathy amongst students at Nelson Mandela Metropolitan University. The secondary motivation was to question whether youth political apathy threatens the consolidation of democracy. The researchers arranged four focus groups at Nelson Mandela Metropolitan University. A purposive sampling technique was utilised. All 50 participants in the study were Nelson Mandela Metropolitan University undergraduate and postgraduate black students, with ages ranging from 21 to 35 years. The researchers encouraged participants to have maximum participation in the focus group deliberations. The researchers also made use of elite interviews in the study. The findings of this study suggest that political apathy does exist amongst students at Nelson Mandela Metropolitan University. Most of the participants in the focus groups indicated that young people in post-apartheid South Africa have no interest in politics.

Strategy to improve a conversational isiXhosa module: Insights gained from ‘out-of-class’ experiences of Foundation phase English/Afrikaans students

Curriculum renewal in South African teacher education programmes has been a subject of debate in recent years. At the Nelson Mandela Metropolitan University, the renewal of the BEd Foundation phase programme pointed to a need to strengthen the teaching of isiXhosa to English/Afrikaans-speaking students in order to prepare them more effectively for their teaching tasks in multilingual contexts. In an attempt to enhance the students’ acquisition of isiXhosa, lecturers required them to engage in out-of-class conversations with home language speakers of isiXhosa and to reflect on their experiences. A sociocultural perspective to second language acquisition and learning was used as a framework to understand their reflections. Qualitative analysis of written and oral reflections from six (n = 6) Foundation phase student teachers revealed how this activity motivated them to learn isiXhosa. Furthermore, they recognised the role of tutors in their interactions with isiXhosa speakers, and shared broader learning about their experiences. Insights drawn from findings indicate a need to create an interactive learning environment which allows for the use of multilingual strategies when teaching isiXhosa. This study has implications for teacher educators who teach African languages to non-mother tongue speakers of these languages and who intend to reconceptualise their conversational modules.

Leading curriculum change: Reflections on how Abakhwezeli stoked the fire

Curriculum leadership is a complex and demanding practice, which goes beyond the research and disciplinary expertise of the curriculum leader. Engaging and leading educators in a process of curriculum change is not easy: it can be a difficult, and sometimes chaotic journey which is often characterised by philosophical debate, the calling into question of current practices, fear, and even openly acknowledged resistance. In order for change to succeed, leaders of curriculum change must facilitate a shared ownership of the change process. This will require the bringing together of individuals with different personal priorities and rallying them around a common goal, e.g. designing quality Bachelor of Education (B.Ed) programmes. Our curriculum renewal journey involved the use of problem-posing pedagogies and required us to employ transformative types of leadership strategies. In this paper, we reflect critically, on our roles, as members of the ‘ Abakhwezeli ’, in stoking the fires of curriculum change in the Nelson Mandela Metropolitan University (NMMU) Faculty of Education. Furthermore, this paper will highlight particular defining moments during the curriculum renewal journey, where stakeholder consultation and the use of transformative methodologies assisted in prompting deep, critical reflection on the (re)designing of our B.Ed programmes. Keywords: critical approach; critical pedagogy; curriculum renewal; dialogical spaces; problem-posing strategies; transformational leadership; transformative methodologies

Report of the Journal Editor

This report is a compilation of activity and statistics for the American Journal of Pharmaceutical Education for 2014 (Volume 78). The Journal is published in electronic, open access format and housed at www.ajpe.org. A print edition of the entire volume was produced and will be sent to all American Association of Colleges of Pharmacy (AACP) member institutions and paid subscribers. One hundred thirty-four peer-reviewed manuscripts were published in 10 issues of volume 78, including a theme issue on Faculty Development. Viewpoints, Addresses, Reports, and other material (Table 1) were also published. In 2014, 544 manuscripts were submitted to the Journal. Of these, 32% were accepted for publication. Five hundred thirteen individuals served as manuscript reviewers in 2014. Table 1. Journal Activity in 2014 (Volume 78) 2014 was a year of great transition for the Journal. Dr. Joseph T. DiPiro of South Carolina College of Pharmacy passed the torch to Dr. Gayle Brazeau of the University of New England, who became the new Editor in May. The Journal office moved locations shortly after the Annual Meeting to its new home in the offices of AACP in Alexandria, VA. With this transition came staff changes, as long-time Senior Assistant Editor Karen Shipp and Assistant Editor Paula Markevicz parted ways with the Journal and Amanda Thomason came on as Editorial Manager. In addition, AACP’s Senior Director of Academic Affairs Dr. Cecilia Plaza became the staff liaison for the Journal. The editorial team underwent changes as well. Dr. Adam Persky of University of North Carolina at Chapel Hill joined Drs. Frank Romanelli and Claire Anderson as Associate Editors, and Dr. Jack Fincham concluded his service as Associate Editor for the Journal. The Journal welcomed one new Editorial Board member in 2014 for a 3-year term: Lauren Schlesselman (University of Connecticut). Reappointments to the Board were Eric Boyce (University of the Pacific), Susan Burton (Nelson Mandela Metropolitan University), Stuart Haines (University of Maryland), Deborah Harper-Brown (Chicago State University), Mohamed Azmi Ahmad Hassali (University Sains Maylasia), Jennifer Marriott (Monash University), and Anna Ratka (Chicago State University), all for 3-year terms. Each year, the best paper published in the Journal is recognized with the Rufus A. Lyman Award. The winner is selected based on utility and significance to pharmacy education, originality, research methodology, and writing style. The Lyman Award Committee, which is appointed by the AACP President and chaired by the Journal Editor, selects the top paper. Ten papers from volume 78 were nominated for the Lyman Award and the award winning article was “Is a Pharmacy Student the Customer or the Product?” by David A. Holdford, PhD, of Virginia Commonwealth University. The Editor is indebted to the Associate Editors, Editorial Board Members, manuscript reviewers, and the AACP Board of Directors and staff for their continued efforts and support. The success of the Journal is dependent on the diligent and dedicated efforts of these individuals.

THE INFLUENCE OF STUDENT ACCOMMODATION ON DIETARY PATTERNS, ACTIVITY AND ALCOHOL CONSUMPTION: EXPERIENCES FROM NMMU

Leaving home to study together with changes in living arrangements may contribute to unhealthy lifestyles in higher education students. The objectives of this study were to describe eating patterns, physical activity and alcohol use among students at the Nelson Mandela Metropolitan University (NMMU) in the context of student accommodation. A convenience sample (n=619) participated in a cross-sectional electronic self-administered survey after providing informed consent. Of the 257 students who regularly skip meals, significantly more were residing in hostels than in other accommodation. Hostel students also reported a significantly lower consumption of fruit, vegetables and dairy products, with 25% indicating insufficient funds as reason. An inactive lifestyle was reported by 49% (n=296) of participants As long-term health can be affected by lifestyle choices, these findings can be used in intervention strategies to improve behaviour. The researchers recommend that an investigation be undertaken into the social problems that may contribute to risk, especially in hostel students.

Human aspects of information security in organisations

Information is core to the well-being of any modern-day organisation. In order to satisfactorily protect this important asset, human, organisational and technological aspects play a core integrative role in information security. Both technological and organisational control aspects are critically important, but both of these are closely related to people. Information security technology cannot guarantee the safety of information assets in organisations. A range of human aspects also need to be taken into consideration. Nader Sohrabi Safa, Rossouw von Solms and Lynn Futcher of the Nelson Mandela Metropolitan University, South Africa show that, while people are often the weakest link, through cooperation and coordination they can also be a source of great strength in developing effective and efficient defences.

Students’ Understanding of Non-racialism and Citizenship Framings as Imperative for a Higher Education Transformative Agenda Based on Inclusivity and Social Justice: The Case of Nelson Mandela Metropolitan University

Students’ Understanding of Non-racialism and Citizenship Framings as Imperative for a Higher Education Transformative Agenda Based on Inclusivity and Social Justice: The Case of Nelson Mandela Metropolitan University

Returning to the source: Reflexivity and transformation in understanding a humanising pedagogy

IntroductionIn 2010, the Faculty of Education at the Nelson Mandela Metropolitan University (NMMU) embarked on an 18-month-long re-visioning journey, which culminated in the f ' vision and mission. Through this process, it took the first steps towards mutual humanisation (see Freire, 2003) as part of addressing and working with a dehumanising legacy, and acknowledging its presence in education in South Africa today. Zinn and Rodgers (2 been absorbed, wittingly and unwittingly into relationships within educational arenas which mirror and depict hierarchies of power, cultures of compliance, fear, as well as suppression and loss of f ' -visioning journey was the foundation for a curriculum renewal process that now seeks to embody a humanising pedagogy as the key philosophical underpinning of its vision, mission, and renewed curriculum-aligned to the u ' adoption of the same. The Abakhwezeli1 (isiXhosa word for fire stokers) team was set up as a group of 10 people who facilitate and lead programme teams as part of curriculum renewal in the NMMU Faculty of Education. The four authors2 of this article are all part of the Abakhwezeli team.In facilitating rehumanisation (see Freire, 2003, p. 68) in the South African context, a diversity of perspectives around the concept of a humanising pedagogy prevails, given the variety of lived experiences and histories. Hence, it is to be expected that the meaning, embodiment, praxis, and permeation of a humanising pedagogy into our living, learning, and teaching spaces be informed by different understandings. Therefore, as part of the curriculum renewal journey, the Abakhwezeli, together with their programme teams, explored their understandings of a humanising pedagogy in a spirit of 'mutual vulnerability' as a humanising pedagogical principle that is central to educational K Z & Porteus, 2009, p. 109). In our 2013 end of year review retreat, the Abakhwezeli undertook to explore collaboratively their developing perspectives on the concept within the mode of enacted reflexivity, which ra Maton, 2003, p. 55). In particular, the purpose of the exercise was to develop shared understandings of what a humanising pedagogy could mean for us as leaders, teachers, and learners ourselves. Maton (2003, p. 55) advanced the idea that enacted reflexivity as sociological reflexivity addresses the social relation of knowledge rather than its epistemic relation (Maton, 2000), that is, the subject's relation to knowledge (who does the objectifying) rather than the object's relation to the knowledge (what is being objectified and how).For the authors of this article, each of us came to this work from different starting points. Denise Zinn had engaged in research and advocacy related to humanising pedagogies from a transformative perspective as part of her portfolio as Dean of the Faculty of Education at both the University of Fort Hare and NMMU. She has coauthored articles on the subject (Adam, Zinn, Kemp, & Pieterse, 2014; of programme. r o curriculum renewal frameworks as a leader of the NMMU's Institutional Research Theme on Keet et al., 2009; Zinn & Rodgers, 2012). Denise had been actively promoting the discourse in Humanising Pedagogies. Kathija Adam, as Director of the School for Continuing Professional Development and as an academic who is passionate about creative and innovative teaching and learning, adopts a Freirean perspective and subscribes to a humanising pedagogy: A humanizing education is the path through which men and women can become conscious about their presence in the world. The way they act and think when they develop all of their capacities, taking into consideration their needs, but also the needs and aspirations of others (Darder, 2003, p. 498 citing Freire and Frei Betto, 1985, pp. 14-15). For Raj Kurup and Andre du Plessis as Head of Programme for the honours and postgraduate certificates in education (PGCE) respectively, their engagement with the notion of a humanising pedagogy has been with the co-constructed faculty curriculum framework. …

Food insecurity among students living with HIV: Strengthening safety nets at the Nelson Mandela Metropolitan University, South Africa

The HIV prevalence in South Africa among students at higher education institutions (HEIs) in 2008 was reported to be 3.4%, with the highest HIV prevalence found in the Eastern Cape Province. Students at these facilities are also increasingly affected by socio-economic constraints that may impact on food security. Little is known about the impact of food insecurity on HIV-infected students in HEIs in South Africa. The purpose of this paper is to describe food insecurity and the nutritional status among HIV-infected students on the Nelson Mandela Metropolitan University campuses in South Africa, as well as current initiatives to strengthen the safety nets for food-insecure students. This descriptive, cross-sectional survey was conducted among a convenience sample of known HIV-infected, registered students (n = 63), older than 18 years of age and managed as part of the Campus Health Service antiretroviral therapy (ART) programme. Ethical approval for the study was obtained from the Research Ethics Committee (NMMU) and participants were included in the sample after providing written, informed consent. Findings indicate that food insecurity was common with more than 60% of the sample reporting food insecurity at the household level during the previous month. Of the sample, 51% were classified as being either overweight or obese. Although food insecurity did not contribute to weight loss in our sample, food-insecure students were more likely to consume inadequate amounts of vitamins and minerals, especially antioxidants that are important in supporting the immune system. Food insecurity has been identified as affecting the majority of HIV-infected students in this study, especially regarding their difficulty in accessing nutritious foods. As overweight and obesity also seem to threaten the health and future well-being of the students, appropriate management of the overweight individuals and those with obesity should be instituted in order to prevent the development of chronic diseases of lifestyle, thus allowing for a healthier more productive life. Current intervention strategies to strengthen food security have made inroads to improve access to healthier food options.

'n Evaluasie van Pharos Aanleerderwoordeboek vir skole/Learner's Dictionary for Schools en Longman-HAT Afrikaans Dictionary and Grammar for English Speakers in 'n Afrikaanse taalverwerwingskursus op universiteitsvlak

An evaluation of Pharos Aanleerderwoordeboek vir skole/Learner's Dictionary for Schools and Longman-HAT Afrikaans Dictionary and Grammar for English Speakers in an Afrikaans language learning course at university level. Research shows that a well-chosen dictionary is the next best resource after the facilitator to enhance the language learning process. There are currently no monolingual or bilingual learner's dictionaries specifically targeting foreign learners who are learning Afrikaans at a tertiary level. Educators and facilitators must thus compensate by prescribing learner's dictionaries such as Pharos's Aanleerderwoordeboek vir skole/Learner's Dictionary for Schools and Longman-HAT's Afrikaans Dictionary and Grammar for English Speakers for these learners . In this article these two dictionaries are being evaluated empirically and qualitatively to determine if there is a need for the composition of a learner's dictionary which specifically targets foreign learners learning Afrikaans at a university level. These specific two learner's dictionaries are being evaluated because they are prescribed for foreign students respectively at, the University of Stellenbosch and the Nelson Mandela Metropolitan University. The degree to which a certain dictionary succeeds in satisfying the lexicographical needs of a specific target group does not only depend on the lexicographer, but also on the target group itself. The current dictionary culture in South Africa is brought to light through reviewing the Curriculum Assessment Policy Statements (CAPS) , which is currently being followed in the South African school system. On this basis, suggestions are made for formal dictionary education at tertiary level which includes general and specific dictionary education .

A framework to assist email users in the identification of phishing attacks

Purpose – The purpose of this paper is to propose a framework to address the problem that email users are not well-informed or assisted by their email clients in identifying possible phishing attacks, thereby putting their personal information at risk. This paper therefore addresses the human weakness (i.e. the user’s lack of knowledge of phishing attacks which causes them to fall victim to such attacks) as well as the software related issue of email clients not visually assisting and guiding the users through the user interface. Design/methodology/approach – A literature study was conducted in the main field of information security with a specific focus on understanding phishing attacks and a modelling technique was used to represent the proposed framework. This paper argues that the framework can be suitably implemented for email clients to raise awareness about phishing attacks. To validate the framework as a plausible mechanism, it was reviewed by a focus group within the School of Information and Communication Technology (ICT) at the Nelson Mandela Metropolitan University (NMMU). The focus group consisted of academics and research students in the field of information security. Findings – This paper argues that email clients should make use of feedback mechanisms to present security related aspects to their users, so as to make them aware of the characteristics pertaining to phishing attacks. To support this argument, it presents a framework to assist email users in the identification of phishing attacks. Research limitations/implications – Future research would yield interesting results if the proposed framework were implemented into an existing email client to determine the effect of the framework on the user’s level of awareness of phishing attacks. Furthermore, the list of characteristics could be expanded to include all phishing types (such as clone phishing, smishing, vishing and pharming). This would make the framework more dynamic in that it could then address all forms of phishing attacks. Practical implications – The proposed framework could enable email clients to provide assistance through the user interface. Visibly relaying the security level to the users of the email client, and providing short descriptions as to why a certain email is considered suspicious, could result in raising the awareness of the average email user with regard to phishing attacks. Originality/value – This research presents a framework that email clients can use to identify common forms of normal and spear phishing attacks. The proposed framework addresses the problem that the average Internet user lacks a baseline level of online security awareness. It argues that the email client is the ideal place to raise the awareness of users regarding phishing attacks.

Investment in knowledge….producing new interest

When the Department of Education - now the Department of Higher Education and Training (DHET) - replaced the 'SAPSE-110' higher education funding system with the 'New Funding Formula' (NFF) in 2004, it is unlikely that they imagined it would give rise to an entire new industry within university administrations: the management of journal and book publication outputs by academic committees and by research support departments. Yet this is exactly what happened. What also happened was a dramatic rise in research publications and the graduation of students with master's and PhD degrees. Charles Sheppard of the Nelson Mandela Metropolitan University gathered data from the DHET's HEMIS (Higher Education Management Information System) and provided the overview of research outputs shown in Figure 1.

Protection and provisioning: the role of parental behaviour in terms of chick growth and survival in a pelagic seabird

MEPS Marine Ecology Progress Series Contact the journal Facebook Twitter RSS Mailing List Subscribe to our mailing list via Mailchimp HomeLatest VolumeAbout the JournalEditorsTheme Sections MEPS 530:153-162 (2015) - DOI: https://doi.org/10.3354/meps11317 Protection and provisioning: the role of parental behaviour in terms of chick growth and survival in a pelagic seabird Gavin M. Rishworth*, Pierre A. Pistorius DST/NRF Centre of Excellence at the Percy FitzPatrick Institute, Department of Zoology, Nelson Mandela Metropolitan University, Summerstrand 6031, South Africa *Corresponding author: gavin.rishworth@gmail.com ABSTRACT: Long-lived organisms maximise lifetime reproductive output by shifting the negative effects of temporal environmental variability onto their offspring while maintaining adult survival. Amongst seabirds, chick growth and survival could be influenced by a range of factors, including prey delivery and parent behaviour as well as predation and exposure to adverse weather conditions. In this study, an automated method of recording adult Cape gannet Morus capensis time-activity budgets by means of new generation VHF technology was used to relate their behaviour to chick growth and survival at Bird Island, Algoa Bay, South Africa, across 2 breeding seasons (2011-2012 and 2012-2013). Using one of the most comprehensive datasets of breeding seabird foraging effort, we showed that, although chick growth was predominantly associated with age, parents which made shorter foraging trips clearly raised chicks which grew faster. Chick survival varied greatly between the 2 seasons (40 versus 97%), which was explained by different levels of nest non-attendance by parents. Chicks in the 2011-2012 season which were exposed to longer periods of non-attendance were particularly vulnerable to unseasonal storms and they were also more vulnerable to kelp gull Larus dominicanus predation while young. In contrast to Cape gannets in the declining west coast populations, chick survival at Bird Island was primarily related to parental protection rather than food provisioning rate, which probably reflects favourable foraging conditions along the southern coast of South Africa. This study highlights the importance of understanding the interplay between factors affecting chick growth and survival for the effective conservation of threatened seabird populations. KEY WORDS: Automated monitoring · Cape gannet · Chick provisioning · Foraging effort · Parental roles · Survival · Time-activity budget · VHF Full text in pdf format PreviousNextCite this article as: Rishworth GM, Pistorius PA (2015) Protection and provisioning: the role of parental behaviour in terms of chick growth and survival in a pelagic seabird. Mar Ecol Prog Ser 530:153-162. https://doi.org/10.3354/meps11317 Export citation RSS - Facebook - Tweet - linkedIn Cited by Published in MEPS Vol. 530. Online publication date: June 18, 2015 Print ISSN: 0171-8630; Online ISSN: 1616-1599 Copyright © 2015 Inter-Research.