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A 2-week rapid fishery assessment using various sampling gears was conducted to collect life-history data on rednose labeo Labeo rosae and Mozambique tilapia Oreochromis mossambicus in Loskop Dam on the Olifants River, Mpumalanga Province, South Africa. These native species were the two most-abundant fish species caught in the impoundment during the study. Both species displayed a bimodal population size distribution comprised of recent recruits and large-sized individuals. Isometric growth (b value ∼3), an asymptotic length (L∞) of 447 mm, and length at 50% sexual maturity (Lm50) of 198 mm were estimated for L. rosae. Isometric growth, L∞ of 451 mm, and Lm50 of 124 mm were estimated for O. mossambicus. This rapid assessment at Loskop Dam produced sets of life-history parameters comparable to those previously reported for these two species in Flag Boshielo Dam, ∼80 km downstream. [ABSTRACT FROM AUTHOR]

This paper presents a study showing the efficacy of the inherent strain method and modifications thereof to predict residual stresses within selective laser melted components. Cubic specimens with variations in hatch rotations were produced, and the residual stress state was simulated and measured by employing the neutron diffraction technique. Variances in the simulated and observed values of stress in the samples were investigated to show the efficacy of the isotropic, orthotropic, and thermo-mechanical simulation methods. The simulations indicated a suitable prediction of the residual stress with the incorporation of hatch rotation, but as being less adept at resolving the residual stress of the components with no hatch rotation. The most accurate simulation results in the horizontal stress directions were seen for the 90° hatch rotation specimen, for which the average difference between the measured and simulated values were below 65 MPa for all simulation types. The simulations largely over-predicted Z direction compressive stresses; however, the thermo-mechanical simulation type predicted this stress with an average difference of 116, 98, and 72 MPA for the 0°, 67°, and 90° hatch rotations respectively. [ABSTRACT FROM AUTHOR]

In a recent judgment, the German Federal Constitutional Court held that it was unconstitutional to require every person's sex to be entered on the birth register, without providing for a third option for intersex persons. This article examines the intersex judgment in view of the Court's earlier jurisprudence on the rights of trans persons. It argues that this judgment was enabled, to a significant extent, by the fluid understanding of sex and gender identity shown in those judgments, and by the elaboration in those cases of the relationship between sexual freedom, human dignity and equality. It also comments on the possible relevance of the intersex judgment for South Africa, in view of some of the parallels and differences between German and South African constitutional jurisprudence. [ABSTRACT FROM AUTHOR]

The central question in this investigation was whether there is a common factor providing some explanation why students with similar final school results perform differently at first-year university level. The underlying hypothesis was: the more students believe they are cognitively capable and equipped to achieve success at university level, the better they perform academically. A description is provided of a questionnaire used in this investigation which also forms part of a tracking system at Stellenbosch University. With the results of this questionnaire for three cohorts of first-year students of the years 2002, 2003 and 2004 grouped together in subgroups (based on final school year performance and including a group of Extended Degree Programme students), it is demonstrated that there is a strong relationship between high self-appraised cognition as measured in the questionnaire and successful performance at university level. These findings are corroborated by international research which is referred to in the article. The implications of this investigation are far-reaching in terms of the necessity to regard a student holistically, to realise the importance of how students appraise themselves cognitively, and the need to pay special attention to building a healthy self-concept. [ABSTRACT FROM AUTHOR]

Graphing software and graphics calculators are widely used in most of the world's larger economies to facilitate students' development of conceptual understanding of mathematical function analysis. This has proved to be an extremely effective vehicle in making complex mathematics more accessible to the majority of learners. In contrast, its use in South Africa has been limited. Possible reasons may be the cost of graphics calculators, limited availability of supporting study material, and teachers who lack the necessary skills and confidence. At the School of Teacher Training, University of Pretoria, the Master Grapher for Windows was introduced by way of a pilot study in an effort to adapt the training of mathematics teachers-in-training to meet the specific needs of these students. The experiences of five students were monitored. The aim is to enhance and facilitate trainee-teachers' understanding of mathematics, but also to equip them to develop learner-centred, group-based learning experiences in future teaching situations. Action research was implemented to develop the course. [ABSTRACT FROM AUTHOR]

This article discusses student counselling and development services as on indispensable and integral part of higher education institutions. The value of such services is highlighted by drawing on theoretical considerations as well as examples from current research perspectives, both internationally and nationally. Because of its past history and present conditions, South Africa has specific higher education needs, for example dealing with large numbers of students who had inadequate school preparation and who consequently experience numerous barriers to teaming. These needs ore discussed in terms of the way that student counselling contributes towards ensuring that students receive the necessary support to study successfully and to enter the world of work as well-adjusted and well-prepared citizens of the new South Africa. [ABSTRACT FROM AUTHOR]

The goals set by the National Plan for Higher Education, the fact that many schools are still severely disadvantaged as well as far-reaching changes in the school system demand that South African universities urgently reconsider their admission procedures. Redesigning admission procedures calls for a thorough understanding of the interrelationships between school marks, results in existing access tests and first-year university performance. These interrelationships were statistically investigated in the case of the 1999, 2000 and 2001 intake groups, who were compelled to write access tests before being admitted to Stellenbosch University. The results of this investigation confirm an alarming degree of unpreparedness among many prospective students regarding what is expected of them at university. This is aggravated by school marks creating a totally unrealistic expectation of performance in the first year at university. It is emphasised that schools and authorities dealing with admission of prospective students at universities should be cognisant of the findings reported here. Furthermore, the statistical analyses demonstrate several novel techniques for investigating the interrelationship between school marks, access test results and university performance. [ABSTRACT FROM AUTHOR]

Academically disadvantaged students encounter many problems in coping with a medium of instruction other than their own mother tongue at tertiary level. The authors established additional needs, e.g. the upgrading of thinking and study skills, which were, in the programme under discussion, addressed simultaneously with the language component. They outline the plan, structure and implementation of a project consisting of a seven-week bridging course and an academic support programme lasting a full academic year. A blueprint for an Academic Preparational and Support Programme is discussed. Conclusions and recommendations follow. Studente met akademiese agterstande ondervind baie probleme op tersiere vlak met die onderrigmedium wat nie hul moedertaal is nie. Die skrywers het addisionele behoeftes bepaal, soos die opgradering van denk- en studievaardighede, wat saam met die taal aandag geniet het in die program onder bespreking. Hulle verstrek die plan, struktuur en implementering van 'n projek wat bestaan uit 'n sewe-week brugkursus en 'n akademiese ondersteuningsprogram vir die duur van 'n volle akademiese jaar. 'n Meesterplan vir 'n Akademiese Voorbereidings- en Ondersteuningsprogram word bespreek. Gevolgtrekkings en aanbevelings sluit die artikel af

Appraisal of admission procedures is a matter of urgency for South African universities, as well as for schools producing the prospective students. In this article the focus is on how various statistical procedures can be used to assess admission measures. Properties of the statistical distributions related to school results, access test results and first-year university performance are vital for decision-makers in schools preparing the prospective students and for those who wish to refine university admission procedures. These properties are scrutinised for the 1999, 2000 and 2001 intake groups required to write access tests before being admitted to Stellenbosch University. Using kernel density estimates the univariate distributions of all variables concerned are described in detail. Bagplots are proposed for visual displays of important features like location, spread, correlation, skewness, outliers and tails of bivariate distributions composed of university average performance and a school result or access test variable. Evidence is provided that certain access tests (Mathematics, Science and Numeracy Skills) have statistical distributions similar to that of average first-year university performance, but that average school marks could not be trusted to discriminate between potentially successful and unsuccessful university students. [ABSTRACT FROM AUTHOR]