Short Course Handouts Bundle for the Training of Trainers Course: Introductory course to facilitating social learning and stakeholder engagement in natural resource management contexts
- Weaver, Martin, Rosenberg, Eureta, Cockburn, Jessica J, Thifhulufhelwi, R, Chetty, Preven, Mponwana, Maletje, Mvulane, P
- Authors: Weaver, Martin , Rosenberg, Eureta , Cockburn, Jessica J , Thifhulufhelwi, R , Chetty, Preven , Mponwana, Maletje , Mvulane, P
- Date: 2023
- Subjects: Social learning , Stakeholder management , Natural resources Management , Community education
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/338822 , vital:62456 , ISBN
- Description: This document is a compilation of the course handouts (materials) developed and produced for the “Training of Trainers” Short Course – the full title of which is the: “Introductory course to facilitating social learning and stakeholder engagement in natural resource management contexts”.
- Full Text:
- Date Issued: 2023
- Authors: Weaver, Martin , Rosenberg, Eureta , Cockburn, Jessica J , Thifhulufhelwi, R , Chetty, Preven , Mponwana, Maletje , Mvulane, P
- Date: 2023
- Subjects: Social learning , Stakeholder management , Natural resources Management , Community education
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/338822 , vital:62456 , ISBN
- Description: This document is a compilation of the course handouts (materials) developed and produced for the “Training of Trainers” Short Course – the full title of which is the: “Introductory course to facilitating social learning and stakeholder engagement in natural resource management contexts”.
- Full Text:
- Date Issued: 2023
Using Citizen Science to Protect Natural Untreated Drinking Water Sources: Natural Springs in Rural Catchments and B3 Municipalities in the Eastern Cape
- Mtati, Nosi, Chetty, Preven, Norman, Yondela, Mvulane, Paulose, Libala, Notiswa, Weaver, Matthew J, Wolff, Margaret M, Cockburn, Jessica J, Mazibuko, Thembalani
- Authors: Mtati, Nosi , Chetty, Preven , Norman, Yondela , Mvulane, Paulose , Libala, Notiswa , Weaver, Matthew J , Wolff, Margaret M , Cockburn, Jessica J , Mazibuko, Thembalani
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/425732 , vital:72279 , ISBN 978-0-6392-0550-2 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/3097%20final.pdf
- Description: Citizen science is a well-known mechanism used by researchers to col-lect scientific data working together with citizens. It can also be used by interested and concerned citizens (social activists regarding environ-mental threats) to protect natural occurring things like biodiversity, rare species that are threatened extension and much more. It can be a natu-ral occurring process that evolves with time but it can also have some guidelines of how to monitor, collect, analyse and disseminate data. In this project we used participatory action research processes to co-develop tools (co-create being one of the types of citizen science) with local communities, using their knowledge of their area to monitor and protect natural springs. Springs are useful for providing drinking water for people but also for livestock. In rural areas and small towns where service delivery is not reliable, natural occurring water sources become the reliable supply for these communities. Springs also provide ecosys-tem services as they are a keystone ecological infrastructure. These natural water sources can be threatened by pollution, especially that of livestock which is mostly unattended, because they are sometimes shared by people and animals. This poses health risks to the users. This study co-developed the “spring protection and sustainable use” tool/s that can be used to guide communities and local government on how to protect these important water sources. Citizen science also cre-ates opportunities for learning to take place among the participants as well as the researchers involved.
- Full Text:
- Date Issued: 2023
- Authors: Mtati, Nosi , Chetty, Preven , Norman, Yondela , Mvulane, Paulose , Libala, Notiswa , Weaver, Matthew J , Wolff, Margaret M , Cockburn, Jessica J , Mazibuko, Thembalani
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/425732 , vital:72279 , ISBN 978-0-6392-0550-2 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/3097%20final.pdf
- Description: Citizen science is a well-known mechanism used by researchers to col-lect scientific data working together with citizens. It can also be used by interested and concerned citizens (social activists regarding environ-mental threats) to protect natural occurring things like biodiversity, rare species that are threatened extension and much more. It can be a natu-ral occurring process that evolves with time but it can also have some guidelines of how to monitor, collect, analyse and disseminate data. In this project we used participatory action research processes to co-develop tools (co-create being one of the types of citizen science) with local communities, using their knowledge of their area to monitor and protect natural springs. Springs are useful for providing drinking water for people but also for livestock. In rural areas and small towns where service delivery is not reliable, natural occurring water sources become the reliable supply for these communities. Springs also provide ecosys-tem services as they are a keystone ecological infrastructure. These natural water sources can be threatened by pollution, especially that of livestock which is mostly unattended, because they are sometimes shared by people and animals. This poses health risks to the users. This study co-developed the “spring protection and sustainable use” tool/s that can be used to guide communities and local government on how to protect these important water sources. Citizen science also cre-ates opportunities for learning to take place among the participants as well as the researchers involved.
- Full Text:
- Date Issued: 2023
Can Local Knowledge of Small-Scale Fishers Be Used to Monitor and Assess Changes in Marine Ecosystems in a European Context?
- Piñeiro-Corbeira, Cristina, Barrientos, Sara, Barreiro, Rodolfo, Aswani, Shankar, Pascual-Fernández, José, De la Cruz-Modino, Raquel
- Authors: Piñeiro-Corbeira, Cristina , Barrientos, Sara , Barreiro, Rodolfo , Aswani, Shankar , Pascual-Fernández, José , De la Cruz-Modino, Raquel
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/391331 , vital:68642 , ISBN 978-3-031-01980-7 , https://doi.org/10.1007/978-3-031-01980-7_24
- Description: Significance Statement In the last decades, many coastal areas have observed dramatic changes in marine ecosystems, due to anthropogenic and environmental alterations. The general absence of long-term data sets in the marine environment and, more specifically, on benthic and demersal communities represents a severe issue for management and conservation. We propose to incorporate the small-scale fishers’ knowledge and science for better policy recommendations, both in terms of fisheries optimization and resource conservation. Based on two different cases of study with diverse ecosystems, we explore the combination of quantitative and qualitative tools, and participative techniques used to incorporate fishers’ local ecological knowledge. The results highlight fishers’ capacity to identify coastal and marine landscapes resources and changes, reinforcing and complementing the scientific assessment.
- Full Text:
- Date Issued: 2022
- Authors: Piñeiro-Corbeira, Cristina , Barrientos, Sara , Barreiro, Rodolfo , Aswani, Shankar , Pascual-Fernández, José , De la Cruz-Modino, Raquel
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/391331 , vital:68642 , ISBN 978-3-031-01980-7 , https://doi.org/10.1007/978-3-031-01980-7_24
- Description: Significance Statement In the last decades, many coastal areas have observed dramatic changes in marine ecosystems, due to anthropogenic and environmental alterations. The general absence of long-term data sets in the marine environment and, more specifically, on benthic and demersal communities represents a severe issue for management and conservation. We propose to incorporate the small-scale fishers’ knowledge and science for better policy recommendations, both in terms of fisheries optimization and resource conservation. Based on two different cases of study with diverse ecosystems, we explore the combination of quantitative and qualitative tools, and participative techniques used to incorporate fishers’ local ecological knowledge. The results highlight fishers’ capacity to identify coastal and marine landscapes resources and changes, reinforcing and complementing the scientific assessment.
- Full Text:
- Date Issued: 2022
Coastal fishes of the western Indian Ocean
- Heemstra, Phillip C. 1941-, Heemstra, Elaine, Ebert, Dave, Holleman, Wouter, Randall, John E
- Authors: Heemstra, Phillip C. 1941- , Heemstra, Elaine , Ebert, Dave , Holleman, Wouter , Randall, John E
- Date: 2022
- Subjects: Marine fishes Indian Ocean , Marine fishes Indian Ocean Identification
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/310495 , vital:59157 , ISBN 978-1-990951-23-7 , ISBN 978-1-998950-35-5 , ISBN 978-1-990951-28-2
- Description: The primary purpose of this book is to provide a means of identifying the more than 3 200 species of coastal fishes known to occur in the Western Indian Ocean (WIO). Coastal fishes are those that inhabit waters generally less than ~200 m deep, the waters over continental and insular shelves, and upper continental slopes. The book also includes some oceanic species and species that live in deeper water, but are sometimes caught in trawls in less than 200 m, or that migrate into shallower waters at night to feed. The Western Indian Ocean (WIO), as treated in these volumes, is the area between Cape Point, South Africa, and 77°34' E, at Kanyakumari (formerly Cape Cormorin), the southernmost point of India, and to 40° S, just south of St Paul Island. Although considered as separate water bodies, the Red Sea and Persian/Arabian Gulf have been included. Some contributors have also chosen to include species from Sri Lanka. The region thus encompasses the entire east and southern coasts of Africa, Madagascar and the various island clusters of the Comoros, the Seychelles, the Maldive and Lakshadweep islands, the Chagos Archipelago and the islands and sea mounts of the Mascarene Plateau, to as far as 40° S, and thus some fishes from St Paul and Amsterdam Islands have been included. This large expanse, stretching from tropical waters of the northwestern Indian Ocean to the warm temperate waters of False Bay, South Africa, includes a number of poorly known biogeographic areas. A map of the entire Indian Ocean is placed on the inside front cover of each printed volume, with some areas in greater detail on the inside back cover. The book does not include distribution maps for species, but gives localities from which species are known, with emphasis on WIO localities; our understanding of distributions of many species is often incomplete. Fishes are the most abundant and diverse group of vertebrates and have colonised every aquatic habitat on Earth: the oceans, lakes, rivers and caves, from polar seas at –2 °C to hot, freshwater springs at 44 °C, and from tropical reefs and mangrove forests to the deepest ocean depths. Fishes are also the most poorly known group of vertebrates. In the 2006 edition of Joseph Nelson’s Fishes of the World the estimate of the number of species of extant fishes worldwide stood at about 23 000. This number is growing annually, and was thought to be about 33 460 species at the end of 2016 (www.fishwisepro.com). Between the years 2000 and 2015 an average of 150 new species of marine fishes were described each year – of which 10% of the total (156 species) were from the WIO. The WIO is home to about 15% of all the marine fish species in the world’s oceans. Another measure of the diversity of fishes of this area is its relatively high level of endemicity, particularly around southern Africa and in the Red Sea. About 13% of southern African marine fishes are endemic, most of these in only five families: Clinidae with about 44 endemic species, Gobiidae with 28, Sparidae with 28, Pentanchidae with 6, and Batrachoididae with 7 endemic species. In the Red Sea at least 170 of the more than 1100 species are endemic. The WIO region is also home to a large human population, representing a wide range of ethnic and cultural backgrounds. The area includes the countries of South Africa, Mozambique, Tanzania, Kenya, Somalia, Eritrea, Sudan, Egypt, Israel, Jordan, Saudi Arabia, Yemen, Oman, United Arab Emirates, Qatar, Bahrain, Kuwait, Iraq, Iran, Pakistan, India and Sri Lanka, as well as the many island nations and territories. Many of the people living in coastal areas are dependent on fish catches and other marine resources for both sustenance and often a livelihood, as highly diversified artisanal fisheries make up the bulk of the fishing effort in the region. And, as elsewhere in the world, many of the fish resources have been compromised by commercial interests (including those of other countries), often leaving fish stocks in a poor state. This book has a number of purposes, all of which coalesce around providing users with a better understanding of the area’s fishes and their environment. Accordingly, it includes a number of background chapters covering subjects as diverse as the oceanography of the region, and the history and evolution of the bony fishes. In recent years genetic analysis has proved to be a powerful tool for taxonomists. In many instances molecular results have caused taxonomists to rethink both the definitions of certain taxa and the interrelationships of taxa. In some instances, what were long considered cohesive (monophyletic) taxa were found to include groups of fishes that are in fact not closely related (paraphyletic), while in other instances taxa thought to be distinct were found not to be, meriting their merging with other existing taxa. At times, long-accepted family groups have been divided into two or more distinct families, or separate families have been combined into a single one. Where possible such changes in our understanding of the relationships of fishes are reflected in these volumes. Where some contributors have taken a more conservative approach by awaiting more research and not adopting these changes, alternative taxonomies are noted (see also the introductory chapter on Naming organisms and determining their relationships). For each species in the book, the literature pertinent to that species in the WIO is given: the original species description reference, synonyms for the region and other important taxonomic and biological references. For many commercially important species or fishes of interest to anglers there is additional information on life history, size and capture, and for some but not all species, their IUCN conservation status if Near Threatened, Vulnerable, Endangered or Critically Endangered (in the first instance, valid at the time of writing. See www.iucnredlist.org for current information. Note: we have not included the IUCN conservation status where species are of Least Concern or Data Deficient). Most species are illustrated with photographs, drawings or paintings. Colour photographs and paintings are provided on plates for each volume. , 1st Edition
- Full Text:
- Date Issued: 2022
- Authors: Heemstra, Phillip C. 1941- , Heemstra, Elaine , Ebert, Dave , Holleman, Wouter , Randall, John E
- Date: 2022
- Subjects: Marine fishes Indian Ocean , Marine fishes Indian Ocean Identification
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/310495 , vital:59157 , ISBN 978-1-990951-23-7 , ISBN 978-1-998950-35-5 , ISBN 978-1-990951-28-2
- Description: The primary purpose of this book is to provide a means of identifying the more than 3 200 species of coastal fishes known to occur in the Western Indian Ocean (WIO). Coastal fishes are those that inhabit waters generally less than ~200 m deep, the waters over continental and insular shelves, and upper continental slopes. The book also includes some oceanic species and species that live in deeper water, but are sometimes caught in trawls in less than 200 m, or that migrate into shallower waters at night to feed. The Western Indian Ocean (WIO), as treated in these volumes, is the area between Cape Point, South Africa, and 77°34' E, at Kanyakumari (formerly Cape Cormorin), the southernmost point of India, and to 40° S, just south of St Paul Island. Although considered as separate water bodies, the Red Sea and Persian/Arabian Gulf have been included. Some contributors have also chosen to include species from Sri Lanka. The region thus encompasses the entire east and southern coasts of Africa, Madagascar and the various island clusters of the Comoros, the Seychelles, the Maldive and Lakshadweep islands, the Chagos Archipelago and the islands and sea mounts of the Mascarene Plateau, to as far as 40° S, and thus some fishes from St Paul and Amsterdam Islands have been included. This large expanse, stretching from tropical waters of the northwestern Indian Ocean to the warm temperate waters of False Bay, South Africa, includes a number of poorly known biogeographic areas. A map of the entire Indian Ocean is placed on the inside front cover of each printed volume, with some areas in greater detail on the inside back cover. The book does not include distribution maps for species, but gives localities from which species are known, with emphasis on WIO localities; our understanding of distributions of many species is often incomplete. Fishes are the most abundant and diverse group of vertebrates and have colonised every aquatic habitat on Earth: the oceans, lakes, rivers and caves, from polar seas at –2 °C to hot, freshwater springs at 44 °C, and from tropical reefs and mangrove forests to the deepest ocean depths. Fishes are also the most poorly known group of vertebrates. In the 2006 edition of Joseph Nelson’s Fishes of the World the estimate of the number of species of extant fishes worldwide stood at about 23 000. This number is growing annually, and was thought to be about 33 460 species at the end of 2016 (www.fishwisepro.com). Between the years 2000 and 2015 an average of 150 new species of marine fishes were described each year – of which 10% of the total (156 species) were from the WIO. The WIO is home to about 15% of all the marine fish species in the world’s oceans. Another measure of the diversity of fishes of this area is its relatively high level of endemicity, particularly around southern Africa and in the Red Sea. About 13% of southern African marine fishes are endemic, most of these in only five families: Clinidae with about 44 endemic species, Gobiidae with 28, Sparidae with 28, Pentanchidae with 6, and Batrachoididae with 7 endemic species. In the Red Sea at least 170 of the more than 1100 species are endemic. The WIO region is also home to a large human population, representing a wide range of ethnic and cultural backgrounds. The area includes the countries of South Africa, Mozambique, Tanzania, Kenya, Somalia, Eritrea, Sudan, Egypt, Israel, Jordan, Saudi Arabia, Yemen, Oman, United Arab Emirates, Qatar, Bahrain, Kuwait, Iraq, Iran, Pakistan, India and Sri Lanka, as well as the many island nations and territories. Many of the people living in coastal areas are dependent on fish catches and other marine resources for both sustenance and often a livelihood, as highly diversified artisanal fisheries make up the bulk of the fishing effort in the region. And, as elsewhere in the world, many of the fish resources have been compromised by commercial interests (including those of other countries), often leaving fish stocks in a poor state. This book has a number of purposes, all of which coalesce around providing users with a better understanding of the area’s fishes and their environment. Accordingly, it includes a number of background chapters covering subjects as diverse as the oceanography of the region, and the history and evolution of the bony fishes. In recent years genetic analysis has proved to be a powerful tool for taxonomists. In many instances molecular results have caused taxonomists to rethink both the definitions of certain taxa and the interrelationships of taxa. In some instances, what were long considered cohesive (monophyletic) taxa were found to include groups of fishes that are in fact not closely related (paraphyletic), while in other instances taxa thought to be distinct were found not to be, meriting their merging with other existing taxa. At times, long-accepted family groups have been divided into two or more distinct families, or separate families have been combined into a single one. Where possible such changes in our understanding of the relationships of fishes are reflected in these volumes. Where some contributors have taken a more conservative approach by awaiting more research and not adopting these changes, alternative taxonomies are noted (see also the introductory chapter on Naming organisms and determining their relationships). For each species in the book, the literature pertinent to that species in the WIO is given: the original species description reference, synonyms for the region and other important taxonomic and biological references. For many commercially important species or fishes of interest to anglers there is additional information on life history, size and capture, and for some but not all species, their IUCN conservation status if Near Threatened, Vulnerable, Endangered or Critically Endangered (in the first instance, valid at the time of writing. See www.iucnredlist.org for current information. Note: we have not included the IUCN conservation status where species are of Least Concern or Data Deficient). Most species are illustrated with photographs, drawings or paintings. Colour photographs and paintings are provided on plates for each volume. , 1st Edition
- Full Text:
- Date Issued: 2022
Cultural Seascapes in the ‘Sea of Calms’ and La Restinga Coast
- De la Cruz-Modino, Raquel, Piñeiro-Corbeira, Cristina, Aswani, Shankar, González-Cruz, Carla, Domínguez, David, Ordóñez García, Paula, Santana-Talavera, Agustín, Pascual-Fernández, José
- Authors: De la Cruz-Modino, Raquel , Piñeiro-Corbeira, Cristina , Aswani, Shankar , González-Cruz, Carla , Domínguez, David , Ordóñez García, Paula , Santana-Talavera, Agustín , Pascual-Fernández, José
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/391319 , vital:68641 , ISBN 978-3-031-07289-5 , https://doi.org/10.1007/978-3-031-07289-5
- Description: El Hierro has been characterized by the balance between human development and environmental sustainability. The island was historically far from the mass tourism developments dominant on the other Canary Islands. Tourism accommodations in El Hierro are few compared to more developed coastal areas in the Archipelago, and recreational activities are mainly linked to cultural and natural sites and resources. This chapter focuses on La Restinga fishing village and its coasts, where the ‘Sea of Calms’ and one multiple-use Marine Reserve (MR) are located, both of which became popular over the last decade. The tourist development experience has promoted a new way of looking at the sea and conceptualizing its habitats and populations. In 2014, after the submarine volcano eruption occurred in 2011, we estimated that at least 25,391 dives had been carried out in the diving spots established by the MR and other diving sites close to La Restinga. Despite the difficulties experienced after the volcano eruption, a unique imaginaire has been consolidated, thanks to the image of the island's exclusive nature and iconic elements. In addition, the rapid recovery of the destination is an excellent example of how the tourism system can adapt and incorporate unexpected events such as volcanic eruptions.
- Full Text:
- Date Issued: 2022
- Authors: De la Cruz-Modino, Raquel , Piñeiro-Corbeira, Cristina , Aswani, Shankar , González-Cruz, Carla , Domínguez, David , Ordóñez García, Paula , Santana-Talavera, Agustín , Pascual-Fernández, José
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/391319 , vital:68641 , ISBN 978-3-031-07289-5 , https://doi.org/10.1007/978-3-031-07289-5
- Description: El Hierro has been characterized by the balance between human development and environmental sustainability. The island was historically far from the mass tourism developments dominant on the other Canary Islands. Tourism accommodations in El Hierro are few compared to more developed coastal areas in the Archipelago, and recreational activities are mainly linked to cultural and natural sites and resources. This chapter focuses on La Restinga fishing village and its coasts, where the ‘Sea of Calms’ and one multiple-use Marine Reserve (MR) are located, both of which became popular over the last decade. The tourist development experience has promoted a new way of looking at the sea and conceptualizing its habitats and populations. In 2014, after the submarine volcano eruption occurred in 2011, we estimated that at least 25,391 dives had been carried out in the diving spots established by the MR and other diving sites close to La Restinga. Despite the difficulties experienced after the volcano eruption, a unique imaginaire has been consolidated, thanks to the image of the island's exclusive nature and iconic elements. In addition, the rapid recovery of the destination is an excellent example of how the tourism system can adapt and incorporate unexpected events such as volcanic eruptions.
- Full Text:
- Date Issued: 2022
Fishes of Southern African estuaries: from species to systems
- Authors: Whitfield, Alan K
- Date: 2022
- Subjects: Estuarine fishes -- South Africa , Estuarine fishes -- Africa, Southern , Fishes -- Africa, Southern -- Identification , Estuaries -- Africa, Southern
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/97933 , vital:31512
- Description: South Africa, despite its relatively small size, is often called “a world in one country”. This phrase arises mainly from the range of oceanographic and climatic features; geological and geomorphological attributes, the diversity of human cultures, languages, races and religions; the mix of developed and developing economies; the wide range in political opinion and parties; the vast array of mineral resources; and finally, what biologists find most interesting of all, the richness of the indigenous flora and fauna. Although southern African aquatic scientists cannot boast an equivalent of the Cape Floral Kingdom, the stretch of coast between northern Namibia and southern Mozambique has a particularly rich marine biota, accounting for almost 15% of all the coastal marine species known world-wide. The richness of the ichthyofauna is due to a number of factors, including the variety of habitats around the subcontinent, ranging from coral reefs, kelp beds, sheltered bays, sandy beaches, exposed rocky shores, coastal lakes to estuaries. In addition, southern Africa is the meeting place of three great oceans and is thus the recipient of species from each of these separate faunas. In comparison to land vertebrates, the world’s fish fauna is by no means well-known, either taxonomically or with regard to the biology of the component species. Apart from the very large number of fish species (estimated to be approximately 40 000), and the difficulties posed by the medium in which they live, there are other reasons for the above state of affairs. An obvious and universal reason is the shortage of funding available for taxonomic, biological and ecological studies, with increasing emphasis being placed on aquaculture, mariculture and fisheries related work. This situation is unlikely to improve and many research institutions around the world are operating on shrinking rather than expanding budgets. The onus of responsibility to disseminate information on the world’s fish faunas therefore rests squarely on the shoulders of those who are fortunate enough to be employed in the fascinating field of ichthyology. This book, which is a major revision and expansion of an earlier monograph (Whitfield 1998), is an attempt to synthesize the available information on fishes associated with southern African estuaries and to highlight the importance of conserving these systems for both fishes and people of the region. Limited reference is made to international estuarine fish research due to space constraints and readers are referred to global ichthyological reviews in this regard. The estuaries of southern Africa (defined as south of 26°S latitude for the purposes of this book) are highly diverse, both in terms of form and functioning. They range from the clear Kosi Estuary entering the coral rich subtropical Indian Ocean waters on the east coast, to the turbid Orange River flowing into the cool upwelled waters of the Atlantic Ocean on the west coast. The estuaries of the subcontinent are fed by catchments with a wide variety of climatic and geological characteristics. For example, the cool-temperate west coast is characterized by good winter rains and relatively dry summers, whereas on the subtropical east coast the opposite rainfall pattern prevails. While most south-western Cape estuaries are fed by rivers with low suspended sediment levels, those of KwaZulu-Natal normally carry high silt loads during the rainy season. Between Mossel Bay and St Francis Bay, rainfall patterns show no distinct seasonal peak and relatively acidic waters with low nutrient levels enter a variety of estuarine types along this section of the coast. The Eastern Cape is a region of transition between the subtropical and warm-temperate biogeographic provinces, and is prone to both droughts and floods occurring during any season of the year. The southern African estuarine environment is an unpredictable and often harsh habitat to occupy, yet each year millions of larval and juvenile fishes enter and thrive in these systems. The fish species that utilize estuaries as nursery areas exhibit great diversity in size, body form, salinity tolerance, diet, habitat preference and breeding behaviour. There is also a complete gradation in terms of the dependence that each species has on the estuarine environment. These and many other issues relating to the biology and ecology of estuary-associated fish species in southern Africa are explored in the chapters to follow. It is my sincere wish that our improved knowledge of these species and their environmental requirements will contribute to the wise management and conservation of these valuable ecosystems. , 2022 Edition
- Full Text:
- Date Issued: 2022
- Authors: Whitfield, Alan K
- Date: 2022
- Subjects: Estuarine fishes -- South Africa , Estuarine fishes -- Africa, Southern , Fishes -- Africa, Southern -- Identification , Estuaries -- Africa, Southern
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/97933 , vital:31512
- Description: South Africa, despite its relatively small size, is often called “a world in one country”. This phrase arises mainly from the range of oceanographic and climatic features; geological and geomorphological attributes, the diversity of human cultures, languages, races and religions; the mix of developed and developing economies; the wide range in political opinion and parties; the vast array of mineral resources; and finally, what biologists find most interesting of all, the richness of the indigenous flora and fauna. Although southern African aquatic scientists cannot boast an equivalent of the Cape Floral Kingdom, the stretch of coast between northern Namibia and southern Mozambique has a particularly rich marine biota, accounting for almost 15% of all the coastal marine species known world-wide. The richness of the ichthyofauna is due to a number of factors, including the variety of habitats around the subcontinent, ranging from coral reefs, kelp beds, sheltered bays, sandy beaches, exposed rocky shores, coastal lakes to estuaries. In addition, southern Africa is the meeting place of three great oceans and is thus the recipient of species from each of these separate faunas. In comparison to land vertebrates, the world’s fish fauna is by no means well-known, either taxonomically or with regard to the biology of the component species. Apart from the very large number of fish species (estimated to be approximately 40 000), and the difficulties posed by the medium in which they live, there are other reasons for the above state of affairs. An obvious and universal reason is the shortage of funding available for taxonomic, biological and ecological studies, with increasing emphasis being placed on aquaculture, mariculture and fisheries related work. This situation is unlikely to improve and many research institutions around the world are operating on shrinking rather than expanding budgets. The onus of responsibility to disseminate information on the world’s fish faunas therefore rests squarely on the shoulders of those who are fortunate enough to be employed in the fascinating field of ichthyology. This book, which is a major revision and expansion of an earlier monograph (Whitfield 1998), is an attempt to synthesize the available information on fishes associated with southern African estuaries and to highlight the importance of conserving these systems for both fishes and people of the region. Limited reference is made to international estuarine fish research due to space constraints and readers are referred to global ichthyological reviews in this regard. The estuaries of southern Africa (defined as south of 26°S latitude for the purposes of this book) are highly diverse, both in terms of form and functioning. They range from the clear Kosi Estuary entering the coral rich subtropical Indian Ocean waters on the east coast, to the turbid Orange River flowing into the cool upwelled waters of the Atlantic Ocean on the west coast. The estuaries of the subcontinent are fed by catchments with a wide variety of climatic and geological characteristics. For example, the cool-temperate west coast is characterized by good winter rains and relatively dry summers, whereas on the subtropical east coast the opposite rainfall pattern prevails. While most south-western Cape estuaries are fed by rivers with low suspended sediment levels, those of KwaZulu-Natal normally carry high silt loads during the rainy season. Between Mossel Bay and St Francis Bay, rainfall patterns show no distinct seasonal peak and relatively acidic waters with low nutrient levels enter a variety of estuarine types along this section of the coast. The Eastern Cape is a region of transition between the subtropical and warm-temperate biogeographic provinces, and is prone to both droughts and floods occurring during any season of the year. The southern African estuarine environment is an unpredictable and often harsh habitat to occupy, yet each year millions of larval and juvenile fishes enter and thrive in these systems. The fish species that utilize estuaries as nursery areas exhibit great diversity in size, body form, salinity tolerance, diet, habitat preference and breeding behaviour. There is also a complete gradation in terms of the dependence that each species has on the estuarine environment. These and many other issues relating to the biology and ecology of estuary-associated fish species in southern Africa are explored in the chapters to follow. It is my sincere wish that our improved knowledge of these species and their environmental requirements will contribute to the wise management and conservation of these valuable ecosystems. , 2022 Edition
- Full Text:
- Date Issued: 2022
Learning and teaching
- Date: 2020
- Subjects: Nelson Mandela University , Education, Higher -- Curricula , Education, Higher -- Study and teaching
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10948/44433 , vital:37379
- Description: Nelson Mandela University is recognised as a leader in embracing a humanising pedagogical philosophy or the ‘humanisation of education’. This is the touchstone of learning and teaching at our University for a number of reasons, of which I will name a few. It is about creating an environment that is conducive to bold thinking and questioning; dislodging outdated theories and narrow-minded preconceptions of teaching, learning and engagement in order to stimulate an alternative, emancipatory approach to higher education; and pioneering new programmatic interventions and recognitions of what teaching and learning in South Africa is about.
- Full Text:
- Date Issued: 2020
- Date: 2020
- Subjects: Nelson Mandela University , Education, Higher -- Curricula , Education, Higher -- Study and teaching
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10948/44433 , vital:37379
- Description: Nelson Mandela University is recognised as a leader in embracing a humanising pedagogical philosophy or the ‘humanisation of education’. This is the touchstone of learning and teaching at our University for a number of reasons, of which I will name a few. It is about creating an environment that is conducive to bold thinking and questioning; dislodging outdated theories and narrow-minded preconceptions of teaching, learning and engagement in order to stimulate an alternative, emancipatory approach to higher education; and pioneering new programmatic interventions and recognitions of what teaching and learning in South Africa is about.
- Full Text:
- Date Issued: 2020
The social dimensions of biological invasions in South Africa
- Shackleton, Ross T, Novoa, Ana, Shackleton, Charlie M, Kull, Christian A
- Authors: Shackleton, Ross T , Novoa, Ana , Shackleton, Charlie M , Kull, Christian A
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/176285 , vital:42681 , DOI 10.1007/978-3-030-32394-3
- Description: This chapter examines current knowledge relating to the human and social dimensions of biological invasions in South Africa. We do so by advancing 12 propositions and examining the evidence for or against each using South African literature. The propositions cover four broad issues: how people cause invasions; how they conceptualise them; effects of invasive species on people; and peoples’ responses to them.
- Full Text:
- Date Issued: 2020
- Authors: Shackleton, Ross T , Novoa, Ana , Shackleton, Charlie M , Kull, Christian A
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/176285 , vital:42681 , DOI 10.1007/978-3-030-32394-3
- Description: This chapter examines current knowledge relating to the human and social dimensions of biological invasions in South Africa. We do so by advancing 12 propositions and examining the evidence for or against each using South African literature. The propositions cover four broad issues: how people cause invasions; how they conceptualise them; effects of invasive species on people; and peoples’ responses to them.
- Full Text:
- Date Issued: 2020
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2014
- Subjects: Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64864 , vital:28621 , ISBN 9780620620123
- Description: [Editor's Letter]: This 14th edition of Study South Africa foregrounds the celebration of 20 years of a democratic South Africa. Patrick Fish was commissioned to write a series of articles reflecting the development of South African Higher Education since 1994 for this edition. Reading through this the reader will hopefully experience a sense of the transformation of the South African Higher Education system. Although we all agree in South Africa that we are not done yet, we also recognise that given the South African realities, the change from a race based and fragmented system of higher education to a single but diverse system is well under way. The South African Universities transformed from mostly mono cultural to multicultural institutions that largely reflects the composition of the South African population. The University campuses also demonstrate the institutional appetite to be international. Not only do they jointly house more than 50,000 international students but are also involved in numerous ways in bringing the benefits of being globally connected to the local communities. We are one of the few higher education systems that largely fund our international activities from institutional budgets. This is one of the main reasons that South African Universities practice a style of internationalisation that is relevant to our institutional needs, as well as the local and national needs. Through our internationalisation endeavours we have connected with the rest of Africa in a very special way. Not only do we educate large numbers of students from other African countries but through the South African Higher Education alumni that now live all over the African continent we have built permanent connections that will enhance and develop long standing relationships. IEASA celebrates with all South Africans 20 years of democracy and realise that it is indeed a privilege to be practitioners in transformed ‘knowledge cities’. We are, however, saddened by the incidents of intolerance and destruction in other parts of the world that make the work of higher education institutions impossible, and can only in solidarity with those scholars at risk celebrate with deep appreciation the efforts and determination of those South Africans that made it possible for us to be Universities in a free and democratic society. , 14th Edition
- Full Text:
- Date Issued: 2014
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2014
- Subjects: Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64864 , vital:28621 , ISBN 9780620620123
- Description: [Editor's Letter]: This 14th edition of Study South Africa foregrounds the celebration of 20 years of a democratic South Africa. Patrick Fish was commissioned to write a series of articles reflecting the development of South African Higher Education since 1994 for this edition. Reading through this the reader will hopefully experience a sense of the transformation of the South African Higher Education system. Although we all agree in South Africa that we are not done yet, we also recognise that given the South African realities, the change from a race based and fragmented system of higher education to a single but diverse system is well under way. The South African Universities transformed from mostly mono cultural to multicultural institutions that largely reflects the composition of the South African population. The University campuses also demonstrate the institutional appetite to be international. Not only do they jointly house more than 50,000 international students but are also involved in numerous ways in bringing the benefits of being globally connected to the local communities. We are one of the few higher education systems that largely fund our international activities from institutional budgets. This is one of the main reasons that South African Universities practice a style of internationalisation that is relevant to our institutional needs, as well as the local and national needs. Through our internationalisation endeavours we have connected with the rest of Africa in a very special way. Not only do we educate large numbers of students from other African countries but through the South African Higher Education alumni that now live all over the African continent we have built permanent connections that will enhance and develop long standing relationships. IEASA celebrates with all South Africans 20 years of democracy and realise that it is indeed a privilege to be practitioners in transformed ‘knowledge cities’. We are, however, saddened by the incidents of intolerance and destruction in other parts of the world that make the work of higher education institutions impossible, and can only in solidarity with those scholars at risk celebrate with deep appreciation the efforts and determination of those South Africans that made it possible for us to be Universities in a free and democratic society. , 14th Edition
- Full Text:
- Date Issued: 2014
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2012
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64928 , vital:28637 , ISBN 9780620542661
- Description: [Extract from article by Ms Merle Hodges]: A recent article points to the feeling of alienation that students feel when studying away from home. It seeks to address the problem by establishing a range of fora where foreign students can feel more ‘at home’. It encourages host students to be more willing to accommodate these ‘outsiders’ in order to boost the reputation of the institution. Most of these initiatives are slightly patronising, but obviously well-meant. The overriding sense behind the article is that international students, within higher education institutions, are a benevolent burden. International students should be looked after, because universities are generally maternal (they are someone’s alma mater after all), places of kindness (they literally give away knowledge) and generally care for others (community outreach is fundamental to most universities). More importantly, international students – in places like the USA and UK – generate additional funding in an environment where government and federal funding is drying up. But what if four out of every ten students in the world who graduated were from China and India? In the next eight years? That genial inconvenience now becomes an imperative. These are the predictions by such august organisations as The British Council and the education branch of the OECD. It is also anticipated that these countries will not be in a position to educate this number of students internally. Which, in turn, suggests that there will be mass outflows at the undergraduate level and, by sheer dint of numbers, also means that internationalisation is heading towards a compounding acceleration in numbers. Where then does internationalisation stand? It will no longer be an altruistic add-on, but core business to the lifeblood of the universities across the globe. As far back as 1994, Jane Knight understood internationalisation as a phenomenon that would have a profound impact on the functions and structures of the university. “Internationalization,” she points out, “is the process of integrating an international, intercultural, global outlook into the major functions of a university – teaching, SRC, and service functions.” Over the past year arguments have been made that suggest that global shifts in student demographics are not the ‘province’ of South African higher education and that our obligation is to focus internally, on poverty alleviation and job creation. This argument misses the point. The free flow of academics and students – especially the large number of postgraduate students from other countries already at our institutions – are working with our academics on solving exactly these kinds of problems. IEASA is no longer only about the 60 000 students who migrate to our shores annually. It’s about what they learn and the diverse experiences that they will go through; experiences that will change them for life and will inevitably bring them to a different understanding of the world that we, collectively, are presently fashioning. , 12th Edition
- Full Text:
- Date Issued: 2012
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2012
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64928 , vital:28637 , ISBN 9780620542661
- Description: [Extract from article by Ms Merle Hodges]: A recent article points to the feeling of alienation that students feel when studying away from home. It seeks to address the problem by establishing a range of fora where foreign students can feel more ‘at home’. It encourages host students to be more willing to accommodate these ‘outsiders’ in order to boost the reputation of the institution. Most of these initiatives are slightly patronising, but obviously well-meant. The overriding sense behind the article is that international students, within higher education institutions, are a benevolent burden. International students should be looked after, because universities are generally maternal (they are someone’s alma mater after all), places of kindness (they literally give away knowledge) and generally care for others (community outreach is fundamental to most universities). More importantly, international students – in places like the USA and UK – generate additional funding in an environment where government and federal funding is drying up. But what if four out of every ten students in the world who graduated were from China and India? In the next eight years? That genial inconvenience now becomes an imperative. These are the predictions by such august organisations as The British Council and the education branch of the OECD. It is also anticipated that these countries will not be in a position to educate this number of students internally. Which, in turn, suggests that there will be mass outflows at the undergraduate level and, by sheer dint of numbers, also means that internationalisation is heading towards a compounding acceleration in numbers. Where then does internationalisation stand? It will no longer be an altruistic add-on, but core business to the lifeblood of the universities across the globe. As far back as 1994, Jane Knight understood internationalisation as a phenomenon that would have a profound impact on the functions and structures of the university. “Internationalization,” she points out, “is the process of integrating an international, intercultural, global outlook into the major functions of a university – teaching, SRC, and service functions.” Over the past year arguments have been made that suggest that global shifts in student demographics are not the ‘province’ of South African higher education and that our obligation is to focus internally, on poverty alleviation and job creation. This argument misses the point. The free flow of academics and students – especially the large number of postgraduate students from other countries already at our institutions – are working with our academics on solving exactly these kinds of problems. IEASA is no longer only about the 60 000 students who migrate to our shores annually. It’s about what they learn and the diverse experiences that they will go through; experiences that will change them for life and will inevitably bring them to a different understanding of the world that we, collectively, are presently fashioning. , 12th Edition
- Full Text:
- Date Issued: 2012
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2011
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64952 , vital:28639 , ISBN 9780620512244
- Description: [Extract from article by Ms Merle Hodges]: Over the past year there have been numerous conferences dealing with one general topic. How is it possible for higher education, globally, to produce the same quality in its graduates, research and community outreach when the financial resources entering into the system are radically declining? The conclusion is overwhelmingly despondent. ‘Universities have to do more with less, academics and academic research will increasingly be pressurised by lower salaries internally and career temptations from the corporate world – the impact of which is the greater commodification of universities, and the inevitable decline in academic freedom.’ This global negativity is predicated on inter–related factors. The first, the long tail of the economic recession, is continuing to bite all sectors and higher education is no exception. Secondly, higher education is a little like marketing – when the pressure is on government, sectors like higher education are de–prioritised. In light of this, the position of internationalisation in higher education might seem to fade into the background. Interestingly, the inverse is true. While the zeitgeist of higher education generally appears dismal, the prospects of internationalisation appear rosy in comparison. I believe this is true because of two overlapping issues. Firstly, students are not going to give up on university because of a lingering economic downturn. What they are doing, however, is deciding to travel and study at destinations that would have been perceived as implausible a few years ago. Venezuela, Chile, South Korea and South Africa are all drawing US students more than ever before. This is partly because, I sense, the quality of qualifications is achieving parity across the globe; and also, because students who are prepared to travel realise that cultural specificity – the ability to learn new and unique aspects of a different culture while gaining the same core ingredients of a degree – sets it apart from the degree gained locally. A one semester course in Russian anthropology might appear entirely redundant when applying for a job. However, the very interconnectedness of global business means not only that the course is never a waste of time, but that it might mean the difference between landing a contract and failing to do so. The international student has the benefit of developing in ways that traditional (home-grown) higher education may not yet fully understand. Secondly, development in South Africa at least, has an additional meaning. Our universities are not only focused on developing graduates for multicultural or global competitiveness. Over the past five or so years our universities have been focused on development of the country itself. As an emerging power, the impetus has been on creating universities that address the fundamental needs of the people. Poverty, HIV, sustainability and innovative solutions to global problems are the very sap of South African universities in the 21st Century. How to create a sustainable environment, how to preserve marine and wildlife, how to create jobs, reduce poverty, and maximise innovation – these are the concerns that are preoccupying the minds of the country’s best academics. , 11th Edition
- Full Text:
- Date Issued: 2011
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2011
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64952 , vital:28639 , ISBN 9780620512244
- Description: [Extract from article by Ms Merle Hodges]: Over the past year there have been numerous conferences dealing with one general topic. How is it possible for higher education, globally, to produce the same quality in its graduates, research and community outreach when the financial resources entering into the system are radically declining? The conclusion is overwhelmingly despondent. ‘Universities have to do more with less, academics and academic research will increasingly be pressurised by lower salaries internally and career temptations from the corporate world – the impact of which is the greater commodification of universities, and the inevitable decline in academic freedom.’ This global negativity is predicated on inter–related factors. The first, the long tail of the economic recession, is continuing to bite all sectors and higher education is no exception. Secondly, higher education is a little like marketing – when the pressure is on government, sectors like higher education are de–prioritised. In light of this, the position of internationalisation in higher education might seem to fade into the background. Interestingly, the inverse is true. While the zeitgeist of higher education generally appears dismal, the prospects of internationalisation appear rosy in comparison. I believe this is true because of two overlapping issues. Firstly, students are not going to give up on university because of a lingering economic downturn. What they are doing, however, is deciding to travel and study at destinations that would have been perceived as implausible a few years ago. Venezuela, Chile, South Korea and South Africa are all drawing US students more than ever before. This is partly because, I sense, the quality of qualifications is achieving parity across the globe; and also, because students who are prepared to travel realise that cultural specificity – the ability to learn new and unique aspects of a different culture while gaining the same core ingredients of a degree – sets it apart from the degree gained locally. A one semester course in Russian anthropology might appear entirely redundant when applying for a job. However, the very interconnectedness of global business means not only that the course is never a waste of time, but that it might mean the difference between landing a contract and failing to do so. The international student has the benefit of developing in ways that traditional (home-grown) higher education may not yet fully understand. Secondly, development in South Africa at least, has an additional meaning. Our universities are not only focused on developing graduates for multicultural or global competitiveness. Over the past five or so years our universities have been focused on development of the country itself. As an emerging power, the impetus has been on creating universities that address the fundamental needs of the people. Poverty, HIV, sustainability and innovative solutions to global problems are the very sap of South African universities in the 21st Century. How to create a sustainable environment, how to preserve marine and wildlife, how to create jobs, reduce poverty, and maximise innovation – these are the concerns that are preoccupying the minds of the country’s best academics. , 11th Edition
- Full Text:
- Date Issued: 2011
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2010
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64963 , vital:28640 , ISBN 9780620482172
- Description: [Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: The 10th Edition focuses on the highly relevant issue of ‘Higher Education Internationalisation in the Development of Africa’. The internationalisation of higher education is of great importance for the continent, if Africa wants to be able to compete and participate in a global context. Currently, there are only three African institutions in the Top 500 of the Shanghai Academic Ranking of World Universities and all of these are in South Africa. Similarly, one South African institution appears in the Top 200 of the Times Higher Education World Ranking and no other African universities are represented. Despite being cautious about the methodology used to derive rankings, our aim in higher education should be to actively compete internationally and, more importantly, to serve the developmental challenges of Africa. It is imperative that Africa engages internationally and participates in the development of humanity’s knowledge. Research outputs and publications are particularly low on the continent, and African universities need to develop their research capabilities and direct resources to this important function. It is particularly important that research, which affects Africa and its development, is conducted on a large scale on the continent, supported by collaborative work and partnerships, rather than being carried out predominantly in other countries. The time has come for the tide to change and for our researchers and academics to focus on research opportunities presented on the continent. This is an important step for Africa to take if it is to deal effectively with the problems it faces and take its place in the international arena. One way to increase and develop knowledge outputs is through collaboration. An important opportunity for South African universities is the Erasmus Mundus Programme funded through the European Union (EU). This programme encourages collaboration between South African and European universities and provides resources for the exchange of staff and students within specific research programmes. It is also important for Africa to develop the research collaboration within the continent and with other developing and developed countries. In this regard, the Intra-ACP (Africa-Caribbean-Pacific) Scheme is of great importance. This initiative by the African Union (AU), working in collaboration with the EU, provides the opportunity for academic staff and student exchanges between universities in these regions. Intra-African exchanges are of particular importance in developing the continent’s capacity. Through such programmes African universities can work together to develop research and participate in the knowledge economy. We should also not ignore the challenges faced in improving the quality of teaching and learning in African universities, including many in South Africa. If sufficient attention and resources are not directed to improving these most basic activities of higher education, we will not only fail to meet the continent’s human resource development needs, but we will fail to establish the basis for future research advancement. Student mobility is very much a part of our fabric and provides the necessary intellectual stimulation, which is an essential part of student life. The number of African students from outside South Africa studying at South African institutions is growing annually, as is the number of non-African students. The networks established through such internationalisation are invaluable. There are also large numbers of our own students who, through universities’ reciprocal agreements, are studying abroad. The information provided in this publication provides a valuable opportunity to showcase our higher education sector and goes a long way to providing the necessary facts to encourage such student mobility. , 10th Edition
- Full Text:
- Date Issued: 2010
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2010
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64963 , vital:28640 , ISBN 9780620482172
- Description: [Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: The 10th Edition focuses on the highly relevant issue of ‘Higher Education Internationalisation in the Development of Africa’. The internationalisation of higher education is of great importance for the continent, if Africa wants to be able to compete and participate in a global context. Currently, there are only three African institutions in the Top 500 of the Shanghai Academic Ranking of World Universities and all of these are in South Africa. Similarly, one South African institution appears in the Top 200 of the Times Higher Education World Ranking and no other African universities are represented. Despite being cautious about the methodology used to derive rankings, our aim in higher education should be to actively compete internationally and, more importantly, to serve the developmental challenges of Africa. It is imperative that Africa engages internationally and participates in the development of humanity’s knowledge. Research outputs and publications are particularly low on the continent, and African universities need to develop their research capabilities and direct resources to this important function. It is particularly important that research, which affects Africa and its development, is conducted on a large scale on the continent, supported by collaborative work and partnerships, rather than being carried out predominantly in other countries. The time has come for the tide to change and for our researchers and academics to focus on research opportunities presented on the continent. This is an important step for Africa to take if it is to deal effectively with the problems it faces and take its place in the international arena. One way to increase and develop knowledge outputs is through collaboration. An important opportunity for South African universities is the Erasmus Mundus Programme funded through the European Union (EU). This programme encourages collaboration between South African and European universities and provides resources for the exchange of staff and students within specific research programmes. It is also important for Africa to develop the research collaboration within the continent and with other developing and developed countries. In this regard, the Intra-ACP (Africa-Caribbean-Pacific) Scheme is of great importance. This initiative by the African Union (AU), working in collaboration with the EU, provides the opportunity for academic staff and student exchanges between universities in these regions. Intra-African exchanges are of particular importance in developing the continent’s capacity. Through such programmes African universities can work together to develop research and participate in the knowledge economy. We should also not ignore the challenges faced in improving the quality of teaching and learning in African universities, including many in South Africa. If sufficient attention and resources are not directed to improving these most basic activities of higher education, we will not only fail to meet the continent’s human resource development needs, but we will fail to establish the basis for future research advancement. Student mobility is very much a part of our fabric and provides the necessary intellectual stimulation, which is an essential part of student life. The number of African students from outside South Africa studying at South African institutions is growing annually, as is the number of non-African students. The networks established through such internationalisation are invaluable. There are also large numbers of our own students who, through universities’ reciprocal agreements, are studying abroad. The information provided in this publication provides a valuable opportunity to showcase our higher education sector and goes a long way to providing the necessary facts to encourage such student mobility. , 10th Edition
- Full Text:
- Date Issued: 2010
The Fishes of Zimbabwe and their Biology
- Authors: Marshall, Brian
- Date: 2010
- Subjects: Estuarine fishes -- Zimbabwe , Estuarine fishes -- Africa, Southern , Fishes -- Africa, Southern -- Identification , Estuaries -- Africa, Southern
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/167948 , vital:41524
- Description: The first comprehensive book on the fishes of Zimbabwe appeared in 1961 and was written by Rex Jubb. He followed it with a major treatise on the fishes of southern Africa published in 1967. These books were published at a time when interest in fishes – partly stimulated by the creation of Lake Kariba –was growing, and they were welcomed by anglers and scientists alike. Zimbabwean ichthyology progressed rapidly during the years following their publication and knowledge about our fishes grew steadily. New insights and understanding of their systematics led to numerous taxonomic revisions, bringing with them inevitable changes to their scientific names. At the same time increased collecting meant that new species were being added to the Zimbabwean list. By the early 1970s Jubb’s books had become outdated and there was a clear need for a new volume on the fishes of this country. The National Museums and Monuments met this need by publishing Graham Bell-Cross’ The Fishes of Rhodesia in 1976. This book was available at a remarkably low price and such was its popularity that it was soon out of print. It rapidly became outdated as well and was revised by John Minshull as the Fishes of Zimbabwe, published in 1988. This version had a number of new features such as the inclusion of exotic species and species discovered in the country since 1976, as well as name changes brought about by new developments in taxonomy. It, too, was available at a very low price and has proved to be very popular; the demand was so great that it was reprinted without alteration in the 1990s. By this time, however, it had also become outdated and there was a need for yet another revision, or for a completely new type of book. I have chosen the latter option in preparing this book, since there seemed little point in attempting to revise the earlier ones within their original format. I felt that it would not be desirable to produce another field guide type of book that would have to compete with Paul Skelton’s superb volume, A Complete Guide to the Freshwater Fishes of Southern Africa, first published in 1993, with a second edition eight years later. Instead, I decided that I should try to summarise the existing data about fishes in Zimbabwe. My dealings with students and inexperienced fish biologists has made it clear that many of them do not know what work has been done, or not done, on Zimbabwe’s fishes and they are not familiar with the literature. Much of it is, in any case, to be found in obscure publications that are not readily available in Zimbabwean libraries, which have declined in recent years and no longer subscribe to major international journals or even to local ones. This makes it very difficult to keep up with information or to track it down. I am aware, of course, that such a book will never be complete and may already be outdated at the time of its publication, but I hope that it will supply the basic background information for anyone interested in Zimbabwean fishes and provide a platform from which further studies can be launched. Wherever possible, I have used only data from Zimbabwe, although there may be an extensive literature from other countries for widespread or economically important species, such as Clarias gariepinus or Oreochromis mossambicus. This was a conscious decision because I wanted to summarise what is known about the fish in this country, so that other workers can assess what still needs to be done. Nevertheless, I have used some data from outside Zimbabwe, especially for fish from the upper Zambezi because of its relevance to our situation. As far as possible I have tried to use only published works as references, with the exception of university theses and some institutional reports, since most unpublished work is generally difficult to locate and ephemeral. The scientific names of fishes often change as systematic knowledge advances and the reader will note that there have been many changes since Bell-Cross & Minshull (1988) was published. Common names are a problem because of local variations and anglers in particular have various names (or nicknames) for popular angling species; I have used the standard names with these other names included in brackets where necessary.
- Full Text:
- Date Issued: 2010
- Authors: Marshall, Brian
- Date: 2010
- Subjects: Estuarine fishes -- Zimbabwe , Estuarine fishes -- Africa, Southern , Fishes -- Africa, Southern -- Identification , Estuaries -- Africa, Southern
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/167948 , vital:41524
- Description: The first comprehensive book on the fishes of Zimbabwe appeared in 1961 and was written by Rex Jubb. He followed it with a major treatise on the fishes of southern Africa published in 1967. These books were published at a time when interest in fishes – partly stimulated by the creation of Lake Kariba –was growing, and they were welcomed by anglers and scientists alike. Zimbabwean ichthyology progressed rapidly during the years following their publication and knowledge about our fishes grew steadily. New insights and understanding of their systematics led to numerous taxonomic revisions, bringing with them inevitable changes to their scientific names. At the same time increased collecting meant that new species were being added to the Zimbabwean list. By the early 1970s Jubb’s books had become outdated and there was a clear need for a new volume on the fishes of this country. The National Museums and Monuments met this need by publishing Graham Bell-Cross’ The Fishes of Rhodesia in 1976. This book was available at a remarkably low price and such was its popularity that it was soon out of print. It rapidly became outdated as well and was revised by John Minshull as the Fishes of Zimbabwe, published in 1988. This version had a number of new features such as the inclusion of exotic species and species discovered in the country since 1976, as well as name changes brought about by new developments in taxonomy. It, too, was available at a very low price and has proved to be very popular; the demand was so great that it was reprinted without alteration in the 1990s. By this time, however, it had also become outdated and there was a need for yet another revision, or for a completely new type of book. I have chosen the latter option in preparing this book, since there seemed little point in attempting to revise the earlier ones within their original format. I felt that it would not be desirable to produce another field guide type of book that would have to compete with Paul Skelton’s superb volume, A Complete Guide to the Freshwater Fishes of Southern Africa, first published in 1993, with a second edition eight years later. Instead, I decided that I should try to summarise the existing data about fishes in Zimbabwe. My dealings with students and inexperienced fish biologists has made it clear that many of them do not know what work has been done, or not done, on Zimbabwe’s fishes and they are not familiar with the literature. Much of it is, in any case, to be found in obscure publications that are not readily available in Zimbabwean libraries, which have declined in recent years and no longer subscribe to major international journals or even to local ones. This makes it very difficult to keep up with information or to track it down. I am aware, of course, that such a book will never be complete and may already be outdated at the time of its publication, but I hope that it will supply the basic background information for anyone interested in Zimbabwean fishes and provide a platform from which further studies can be launched. Wherever possible, I have used only data from Zimbabwe, although there may be an extensive literature from other countries for widespread or economically important species, such as Clarias gariepinus or Oreochromis mossambicus. This was a conscious decision because I wanted to summarise what is known about the fish in this country, so that other workers can assess what still needs to be done. Nevertheless, I have used some data from outside Zimbabwe, especially for fish from the upper Zambezi because of its relevance to our situation. As far as possible I have tried to use only published works as references, with the exception of university theses and some institutional reports, since most unpublished work is generally difficult to locate and ephemeral. The scientific names of fishes often change as systematic knowledge advances and the reader will note that there have been many changes since Bell-Cross & Minshull (1988) was published. Common names are a problem because of local variations and anglers in particular have various names (or nicknames) for popular angling species; I have used the standard names with these other names included in brackets where necessary.
- Full Text:
- Date Issued: 2010
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2009
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64983 , vital:28642 , ISBN 9780620448161
- Description: [Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: It gives me pleasure to provide support to the International Education Association of South Africa’s (IEASA) 9th edition of the Study South Africa publication. The focus of this edition, which is Higher Education and Development in South Africa, is most appropriate today as South Africa continuously strives to ensure that higher education remains relevant and responsive to the developmental needs of the country. To this end, we always have to bear in mind that South Africa is a developing country, and as such still confronts challenges such as poverty and under-development. These challenges are characteristic of most developing countries, particularly in sub-Saharan Africa. Thus, our higher education sector, through its core functions of teaching, research, and community engagement, should seek to address these issues especially as they affect the poor and other vulnerable members of our society. Since we became a democratic state in 1994, South Africa has gone a long way to transform and restructure our higher education system to ensure amongst others equity with regard to the demographics of our staff and student population. The gender and racial profile of our students has improved significantly over the years to the extent that we now have black and female students constituting the majority at our institutions, especially at undergraduate level. It is also pleasing to note that our institutions enjoy good international standing. South African researchers and institutions continue to engage in research collaborations with their peers and counterparts around the world, and thus, are integral parts of research programmes and networks. With respect to student mobility, our higher education institutions continue to attract large numbers of international students, particularly from other parts of Africa. In 2007 the number of international students enrolled at our institutions was counted at 59 209, a significant increase from 44 439 in 2000. About 85% of these students originate from the African continent, more specifically the Southern African Development Community (SADC) region. Several factors account for the increase in the number of international students coming to South Africa. These include the country’s natural and ecological resources, rich and diverse cultural heritage, and the stable socio-political conditions. The consistent growth in the number of international students seeking to study in South Africa is a positive affirmation on the quality of the country’s institutions and the international reputation of their academics and qualifications. As a country, we see this growth as a positive development as it provides us with the opportunity not only to impart or relate our experiences, but also, to learn from others, and by so doing further enhance the international standing of our higher education system. , 9th Edition
- Full Text:
- Date Issued: 2009
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2009
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64983 , vital:28642 , ISBN 9780620448161
- Description: [Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: It gives me pleasure to provide support to the International Education Association of South Africa’s (IEASA) 9th edition of the Study South Africa publication. The focus of this edition, which is Higher Education and Development in South Africa, is most appropriate today as South Africa continuously strives to ensure that higher education remains relevant and responsive to the developmental needs of the country. To this end, we always have to bear in mind that South Africa is a developing country, and as such still confronts challenges such as poverty and under-development. These challenges are characteristic of most developing countries, particularly in sub-Saharan Africa. Thus, our higher education sector, through its core functions of teaching, research, and community engagement, should seek to address these issues especially as they affect the poor and other vulnerable members of our society. Since we became a democratic state in 1994, South Africa has gone a long way to transform and restructure our higher education system to ensure amongst others equity with regard to the demographics of our staff and student population. The gender and racial profile of our students has improved significantly over the years to the extent that we now have black and female students constituting the majority at our institutions, especially at undergraduate level. It is also pleasing to note that our institutions enjoy good international standing. South African researchers and institutions continue to engage in research collaborations with their peers and counterparts around the world, and thus, are integral parts of research programmes and networks. With respect to student mobility, our higher education institutions continue to attract large numbers of international students, particularly from other parts of Africa. In 2007 the number of international students enrolled at our institutions was counted at 59 209, a significant increase from 44 439 in 2000. About 85% of these students originate from the African continent, more specifically the Southern African Development Community (SADC) region. Several factors account for the increase in the number of international students coming to South Africa. These include the country’s natural and ecological resources, rich and diverse cultural heritage, and the stable socio-political conditions. The consistent growth in the number of international students seeking to study in South Africa is a positive affirmation on the quality of the country’s institutions and the international reputation of their academics and qualifications. As a country, we see this growth as a positive development as it provides us with the opportunity not only to impart or relate our experiences, but also, to learn from others, and by so doing further enhance the international standing of our higher education system. , 9th Edition
- Full Text:
- Date Issued: 2009
Study South Africa
- International Education Association of South Africa (IEASA), Higher Education South Africa (Organization), Kishun, Roshen
- Authors: International Education Association of South Africa (IEASA) , Higher Education South Africa (Organization) , Kishun, Roshen
- Date: 2008
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65010 , vital:28653 , ISBN 9780620415521
- Description: [Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education. , 8th Edition
- Full Text:
- Date Issued: 2008
- Authors: International Education Association of South Africa (IEASA) , Higher Education South Africa (Organization) , Kishun, Roshen
- Date: 2008
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65010 , vital:28653 , ISBN 9780620415521
- Description: [Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education. , 8th Edition
- Full Text:
- Date Issued: 2008
Study South Africa
- International Education Association of South Africa (IEASA), Higher Education South Africa (Organization), Kishun, Roshen
- Authors: International Education Association of South Africa (IEASA) , Higher Education South Africa (Organization) , Kishun, Roshen
- Date: 2007
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65090 , vital:28685 , ISBN 9780620391634
- Description: [Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It gives me great pleasure to endorse the 7th edition of Study South Africa. The International Education Association of South Africa (IEASA) has once again produced a publication that provides valuable insights and information about South African public universities and their place in the global higher education arena I welcome this publication and congratulate IEASA for its hard work in promoting our higher education institutions internationally. Study South Africa gives a comprehensive picture of higher education in our country. At a glance, the enquirer is able to see all that South African higher education has to offer diversity in terms of institutions, the wide range of affordable courses on offer, the international acceptability of South African qualifications as well as the rich multi-cultural experiences of our campuses. In short, the Guide provides a summary of everything that will assist the potential student to actualise his or her full potential. South African higher education is founded on broad social values such as respect for human life and dignity, commitment to equality and human rights, respect for diversity and nonsexism. Our education system seeks to construct citizens who are conscious of these values and therefore aware of their responsibilities in life and in the lives of others. These values are reflected in the diverse offerings by institutions covered in the Guide. In addition, we have specific mechanisms in place to facilitate internationalisation, and our immigration policies have been relaxed to make it easier for international students, academics and other higher education staff to enter the country and stay for the duration of their planned activity. We also subsidise students from the continent in terms of our policy on the state subsidisation of foreign students at higher education institutions. South Africa shares the global concern about the digital and information divide. We are of the view that access to information is empowering and would therefore like to see as many citizens of our country and the continent connected with the rest of the world, both digitally and in terms of knowledge. By staying in touch with the rest of the world through information sharing and exchange programmes, we minimise this information gap. It is for this reason, therefore, that the work of IEASA in the form of this publication is applauded, because it seeks to promote such exchanges and information sharing. There is no question that through internationalisation we can impact on our political, economic, cultural and social transformation. We can also address our skills shortage, build research capacity, enrich curricula and enhance the student experience. Collectively higher education institutions in South Africa offer an impressive array of information and communication technologies, well stocked and interconnected libraries and some scholars who are among the best in the world, making the country a destination of choice for both Africans and students from abroad. We aspire to make all our international partners, students and staff feel at home and content with what our institutions offer them, pleasant living and study or work environments. We want them to be proud of their association with South African higher education and be ambassadors for the system once they leave South Africa. , 7th Edition
- Full Text:
- Date Issued: 2007
- Authors: International Education Association of South Africa (IEASA) , Higher Education South Africa (Organization) , Kishun, Roshen
- Date: 2007
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65090 , vital:28685 , ISBN 9780620391634
- Description: [Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It gives me great pleasure to endorse the 7th edition of Study South Africa. The International Education Association of South Africa (IEASA) has once again produced a publication that provides valuable insights and information about South African public universities and their place in the global higher education arena I welcome this publication and congratulate IEASA for its hard work in promoting our higher education institutions internationally. Study South Africa gives a comprehensive picture of higher education in our country. At a glance, the enquirer is able to see all that South African higher education has to offer diversity in terms of institutions, the wide range of affordable courses on offer, the international acceptability of South African qualifications as well as the rich multi-cultural experiences of our campuses. In short, the Guide provides a summary of everything that will assist the potential student to actualise his or her full potential. South African higher education is founded on broad social values such as respect for human life and dignity, commitment to equality and human rights, respect for diversity and nonsexism. Our education system seeks to construct citizens who are conscious of these values and therefore aware of their responsibilities in life and in the lives of others. These values are reflected in the diverse offerings by institutions covered in the Guide. In addition, we have specific mechanisms in place to facilitate internationalisation, and our immigration policies have been relaxed to make it easier for international students, academics and other higher education staff to enter the country and stay for the duration of their planned activity. We also subsidise students from the continent in terms of our policy on the state subsidisation of foreign students at higher education institutions. South Africa shares the global concern about the digital and information divide. We are of the view that access to information is empowering and would therefore like to see as many citizens of our country and the continent connected with the rest of the world, both digitally and in terms of knowledge. By staying in touch with the rest of the world through information sharing and exchange programmes, we minimise this information gap. It is for this reason, therefore, that the work of IEASA in the form of this publication is applauded, because it seeks to promote such exchanges and information sharing. There is no question that through internationalisation we can impact on our political, economic, cultural and social transformation. We can also address our skills shortage, build research capacity, enrich curricula and enhance the student experience. Collectively higher education institutions in South Africa offer an impressive array of information and communication technologies, well stocked and interconnected libraries and some scholars who are among the best in the world, making the country a destination of choice for both Africans and students from abroad. We aspire to make all our international partners, students and staff feel at home and content with what our institutions offer them, pleasant living and study or work environments. We want them to be proud of their association with South African higher education and be ambassadors for the system once they leave South Africa. , 7th Edition
- Full Text:
- Date Issued: 2007
WET-Roadmap:
- Dada, Rehana, Kotze, Donovan C, Ellery, William F N, Uys, Mary, Breen, Charles, Dini, John, Mitchell, Steve
- Authors: Dada, Rehana , Kotze, Donovan C , Ellery, William F N , Uys, Mary , Breen, Charles , Dini, John , Mitchell, Steve
- Date: 2007
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/176596 , vital:40093 , ISBN 978-1-77005-632-9 , http://www.wrc.org.za/wp-content/uploads/mdocs/TT 321-07.pdf
- Description: The WET-Management Series is a set of integrated tools that can be used to guide well-informed and effective wetland management and rehabilitation. Wetland loss in South Africa has been significant and the need for wetland rehabilitation as part of good wetland stewardship and management is compelling. National policy and legislation provide clear direction and support for rehabilitation, but the very complex links between people and wetlands mean that actions aimed at sustainably rehabilitating and conserving wetlands will depend on the dedication and commitment of all stakeholders, especially landowners and wetland users.
- Full Text:
- Date Issued: 2007
- Authors: Dada, Rehana , Kotze, Donovan C , Ellery, William F N , Uys, Mary , Breen, Charles , Dini, John , Mitchell, Steve
- Date: 2007
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/176596 , vital:40093 , ISBN 978-1-77005-632-9 , http://www.wrc.org.za/wp-content/uploads/mdocs/TT 321-07.pdf
- Description: The WET-Management Series is a set of integrated tools that can be used to guide well-informed and effective wetland management and rehabilitation. Wetland loss in South Africa has been significant and the need for wetland rehabilitation as part of good wetland stewardship and management is compelling. National policy and legislation provide clear direction and support for rehabilitation, but the very complex links between people and wetlands mean that actions aimed at sustainably rehabilitating and conserving wetlands will depend on the dedication and commitment of all stakeholders, especially landowners and wetland users.
- Full Text:
- Date Issued: 2007
Atlas of Southern African freshwater fishes
- Scott, L E P, Skelton, P H, Booth, A J, Verheust, L, Dooley, J, Harris, R
- Authors: Scott, L E P , Skelton, P H , Booth, A J , Verheust, L , Dooley, J , Harris, R
- Date: 2006
- Subjects: Freshwater fishes -- South Africa , Freshwater fishes -- Africa, Southern , Freshwater fishes -- Africa, Southern -- Identification
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/199097 , vital:46068
- Description: Worldwide concern over the loss of biological diversity during the past decade has provided the impetus for the development of biodiversity databases and biological atlas projects in order to make information accessible. This Geographic Information Systems-based Atlas of Southern African Freshwater Fishes is the first of its kind for fishes in Africa and, as such, can be seen as contributing towards this global trend of consolidation and refining of biodiversity information. The technological advances made in computing systems over the past decade have facilitated the extraction and utilisation of much of the untapped information in museum collections. The size of most natural history collections had tended to prohibit any comprehensive applied use of the specimens on a large scale, but the computerisation of these collections has proved to be an invaluable tool to systematists, taxonomists and ecologists, by allowing faster and more efficient access to specimen record data of interest. With the automation of many biological databases, public attention has been brought to their potential contribution to biodiversity studies and conservation efforts around the world. The application of Geographic Information Systems (GIS) in the field of southern African ichthyology and freshwater fisheries management has been limited, until now, by the lack of good-quality, comprehensive data sets, adequate budgets and GIS skills. Sophisticated investigations of fish distributions for conservation and management purposes need a powerful computing platform. This is realised in the Atlas of Southern African Freshwater Fishes, which has been tested and used for biogeographic analysis in the southern African region. The atlas was established using specimen records from nineteen museum collections, and currently contains 35145 geo-referenced specimen records, collected between 1885 and 2000 in eleven countries of southern Africa, which represent 254 fish species from 37 families. The Atlas of Southern African Freshwater Fishes was developed with the objective of being a dynamic, powerful information system. It has been constructed to allow the import of additional information at any stage, and it is designed to be as accessible and as user-friendly as current technology allows. This Atlas is the product of the successful integration of fish distributional information with other spatial data layers to provide a new tool for the study of freshwater fish in southern Africa.
- Full Text:
- Date Issued: 2006
- Authors: Scott, L E P , Skelton, P H , Booth, A J , Verheust, L , Dooley, J , Harris, R
- Date: 2006
- Subjects: Freshwater fishes -- South Africa , Freshwater fishes -- Africa, Southern , Freshwater fishes -- Africa, Southern -- Identification
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/199097 , vital:46068
- Description: Worldwide concern over the loss of biological diversity during the past decade has provided the impetus for the development of biodiversity databases and biological atlas projects in order to make information accessible. This Geographic Information Systems-based Atlas of Southern African Freshwater Fishes is the first of its kind for fishes in Africa and, as such, can be seen as contributing towards this global trend of consolidation and refining of biodiversity information. The technological advances made in computing systems over the past decade have facilitated the extraction and utilisation of much of the untapped information in museum collections. The size of most natural history collections had tended to prohibit any comprehensive applied use of the specimens on a large scale, but the computerisation of these collections has proved to be an invaluable tool to systematists, taxonomists and ecologists, by allowing faster and more efficient access to specimen record data of interest. With the automation of many biological databases, public attention has been brought to their potential contribution to biodiversity studies and conservation efforts around the world. The application of Geographic Information Systems (GIS) in the field of southern African ichthyology and freshwater fisheries management has been limited, until now, by the lack of good-quality, comprehensive data sets, adequate budgets and GIS skills. Sophisticated investigations of fish distributions for conservation and management purposes need a powerful computing platform. This is realised in the Atlas of Southern African Freshwater Fishes, which has been tested and used for biogeographic analysis in the southern African region. The atlas was established using specimen records from nineteen museum collections, and currently contains 35145 geo-referenced specimen records, collected between 1885 and 2000 in eleven countries of southern Africa, which represent 254 fish species from 37 families. The Atlas of Southern African Freshwater Fishes was developed with the objective of being a dynamic, powerful information system. It has been constructed to allow the import of additional information at any stage, and it is designed to be as accessible and as user-friendly as current technology allows. This Atlas is the product of the successful integration of fish distributional information with other spatial data layers to provide a new tool for the study of freshwater fish in southern Africa.
- Full Text:
- Date Issued: 2006
Study South Africa
- International Education Association of South Africa (IEASA), Kishun, Roshen
- Authors: International Education Association of South Africa (IEASA) , Kishun, Roshen
- Date: 2005
- Subjects: Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65344 , vital:28751 , ISBN 0123218931
- Description: [Message from the President of IEASA, Dr Roshen Kishun]: We salute the thousands of South Africans From diverse racial backgrounds who 50 years ago put forward their vision, encapsulated in the Freedom Charter, to keep doors of education open. As we celebrate the 50th anniversary of this historic event we are aware of the Foundations laid then to allow us to reconnect to the world. In choosing “lessons in diversity' as the theme For the Sth edition of Study South Africa we support the need For South African higher education to keep its doors open in meeting the development challenges of Africa. The year 2005 has been described as critical For Africa because of a number of Factors that have come together. These include the New Partnership For Africa’s Development which spells out action plans to tackle some of the more intractable problems that Africa Faces, the Formation of the African Union with clear guidelines For governance and peace, and the Pan-African Parliament which promotes the concept of working together to solve the continent's problems. The launch of the Southern African Regional Universities Association in early 2005 by 45 of the region’s vice-chancellors recognised that the excellence and sustainability of university education, research and development will be a leading contributor to Future growth and poverty alleviation. Despite the tides of limited resources, external demands and internal policy challenges, the vice-chancellors were unequivocally committed to advancing the development agenda of higher education on the African continent. Critically, in recent years there has been acknowledgement of the ability of higher education to bring about economic and democratic reforms, as evidenced by the commitment and concerted efforts made by Foundations and funding agencies to support the improvement of higher education institutions in Africa. Most important from our perspective is the support for the ’’renewal’’ of higher education institutions as they are considered to be key vehicles For development on the continent. The Commission For Africa report, published in March 2005, endorses the Association of African Universities, Association of Commonwealth Universities and Higher Education South Africa’s joint 10-year partnership programme, Renewing the African University, The partnership programme calls, among other things, For constructive engagement between states and higher education institutions, increasing North-South and South-South collaboration, internationalisation of the curriculum and partnerships between universities and the corporate sector. The Commission makes clear its conviction that higher education's contribution to building professional skills and knowledge is key to achieving Fundamental development changes. The need for centres of excellence in science, technology and engineering is highlighted as key to Future development and growth. Higher education institutions need to be the “breeding ground For the skilled individuals whom the continent needs". The report stresses the need For urgent attention to be given to the management of natural resources, of Forests and water, improving sanitation and strengthening health systems to deal with pandemics such as malaria, tuberculosis and HIV-Aids. Other important developments needed are building the human and institutional capacity for good governance and strengthening leadership in public life, civil society and business. In Focusing on the theme “lessons in diversity’ the Guide captures the richness of the various “diversities ' in the South African higher education landscape. It describes the radical transformation of higher education in South Africa over more than a decade. It identifies South Africa's research system as being “by Far the biggest in Africa” and demonstrates the important role South African higher education can play in meeting the challenges of Africa. I hope that the information provided will allow those interested in South African education to make informed choices. , 5th Edition
- Full Text:
- Date Issued: 2005
- Authors: International Education Association of South Africa (IEASA) , Kishun, Roshen
- Date: 2005
- Subjects: Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65344 , vital:28751 , ISBN 0123218931
- Description: [Message from the President of IEASA, Dr Roshen Kishun]: We salute the thousands of South Africans From diverse racial backgrounds who 50 years ago put forward their vision, encapsulated in the Freedom Charter, to keep doors of education open. As we celebrate the 50th anniversary of this historic event we are aware of the Foundations laid then to allow us to reconnect to the world. In choosing “lessons in diversity' as the theme For the Sth edition of Study South Africa we support the need For South African higher education to keep its doors open in meeting the development challenges of Africa. The year 2005 has been described as critical For Africa because of a number of Factors that have come together. These include the New Partnership For Africa’s Development which spells out action plans to tackle some of the more intractable problems that Africa Faces, the Formation of the African Union with clear guidelines For governance and peace, and the Pan-African Parliament which promotes the concept of working together to solve the continent's problems. The launch of the Southern African Regional Universities Association in early 2005 by 45 of the region’s vice-chancellors recognised that the excellence and sustainability of university education, research and development will be a leading contributor to Future growth and poverty alleviation. Despite the tides of limited resources, external demands and internal policy challenges, the vice-chancellors were unequivocally committed to advancing the development agenda of higher education on the African continent. Critically, in recent years there has been acknowledgement of the ability of higher education to bring about economic and democratic reforms, as evidenced by the commitment and concerted efforts made by Foundations and funding agencies to support the improvement of higher education institutions in Africa. Most important from our perspective is the support for the ’’renewal’’ of higher education institutions as they are considered to be key vehicles For development on the continent. The Commission For Africa report, published in March 2005, endorses the Association of African Universities, Association of Commonwealth Universities and Higher Education South Africa’s joint 10-year partnership programme, Renewing the African University, The partnership programme calls, among other things, For constructive engagement between states and higher education institutions, increasing North-South and South-South collaboration, internationalisation of the curriculum and partnerships between universities and the corporate sector. The Commission makes clear its conviction that higher education's contribution to building professional skills and knowledge is key to achieving Fundamental development changes. The need for centres of excellence in science, technology and engineering is highlighted as key to Future development and growth. Higher education institutions need to be the “breeding ground For the skilled individuals whom the continent needs". The report stresses the need For urgent attention to be given to the management of natural resources, of Forests and water, improving sanitation and strengthening health systems to deal with pandemics such as malaria, tuberculosis and HIV-Aids. Other important developments needed are building the human and institutional capacity for good governance and strengthening leadership in public life, civil society and business. In Focusing on the theme “lessons in diversity’ the Guide captures the richness of the various “diversities ' in the South African higher education landscape. It describes the radical transformation of higher education in South Africa over more than a decade. It identifies South Africa's research system as being “by Far the biggest in Africa” and demonstrates the important role South African higher education can play in meeting the challenges of Africa. I hope that the information provided will allow those interested in South African education to make informed choices. , 5th Edition
- Full Text:
- Date Issued: 2005
Revision of the Indo-Pacific dottyback fish subfamily Pseudochrominae (Perciformes:Pseudochromidae)
- Authors: Gill, Anthony C
- Date: 2004
- Subjects: Fishes -- Indo-Pacific Region -- Classification , Pseudochromidae
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/137669 , vital:37548
- Description: The 100 nominal species in the pseudochromid subfamily Pseudochrominae are referred to 70 valid species, and an additional ten species are described as new. These species are assigned to ten genera: Assiculoides Gill & Hutchins, 1997, Assiculus Richardson, 1846, Cypho Myers, 1940, Labracinns Schlegel, 1858, Ogilbyina Fowler, 1931, Pseudochromis Riippell, 1835, and four new genera, Manonichthvs, Oxvcercichthys, Pholidochromis and Pictichromis. In previous recent studies only two genera, Labracinns and Pseudochromis , had been generally recognised; species assigned to the remaining genera had been previously placed in Pseudochromis. Species included in the subfamily are: Assiculoides desmonotus Gill & Hutchins, 1997 (Western Australia); Assiculus punctatus Richardson, 1846 (northwestern Australia); Cypho purpurascens (De Vis, 1884) (southwest Pacific); C. zaps sp. nov. (Indonesia to Ryukyu Ids); Labracinns atrofasciatus (Herre, 1933) (Culion, Philippines); L. cyclophthalmus (Muller & Troschel, 1849) (Japan to northwestern Australia, Papua New Guinea); L. lineatus (Castelnau, 1875) (Western Australia); Manonichthvs a/leni sp. nov. (Sabah, Borneo); M. paranox (Lubbock & Goldman, 1976) (Solomon Ids, Papua New Guinea, Great Barrier Reef); M. polynemus (Fowler, 1931) (northeastern Indonesia, Belau); M. splendens (Fowler, 1931) (southeastern Indonesia); M. winterbottomi sp nov. (Cebu, Philippines); Ogilbyina novaehollandiae (Steindachner, 1880) (southern Great Barrier Reef and Queensland); O. queenslandiae (Saville-Kent, 1893) (Queensland, Great Barrier Reef); O. salvati (Plessis & Fourmanoir, 1966) (New Caledonia); Oxvcercichthys veliferus (Lubbock, 1980) (Great Barrier Reef, western Coral Sea); Pholidochromis marginata (Lubbock, 1980) (northeastern Indonesia to Bougainville); Pictichromis aurifrons (Lubbock, 1980) (New Guinea); P. coralensis sp. nov. (Great Barrier Reef to New Caledonia); P. diadema (Lubbock & Randall, 1978) (Malaysia to Philippines and northern Borneo); P. ephippiata (Gill, Pyle & Earle, 1996) (northern Sulawesi, southeastern Papua New Guinea); P. paccagnellae (Axelrod, 1973) (Indonesia, Timor Sea to Solomon Ids); P. porphyrea (Lubbock & Goldman, 1974) (Ryukyu Ids and northeastern Indonesia to Marshall Ids and Tonga); Pseudochromis aldabraensis Bauchot-Boutin, 1958 (Aldabra, northwestern Indian Ocean); P. alticaudex sp. nov. (northeastern Indonesia to Solomon Ids); P. andamanensis Lubbock, 1980 (Andaman Sea to Timor Sea, Australia); P. aureolineatus sp. nov. (Comoro Ids); P. aurulentus Gill & Randall, 1998 (Komodo Id, Indonesia); P. bitaeniatus (Fowler, 1931) (Philippines to Timor Sea, Australia, Solomon Ids); P. caudalis Boulenger, 1898 (Arabian Sea to Sri Lanka); P. coccinicauda (Tickell, 1888) (Laccadive Ids to central Indonesia); P. colei Herre, 1933 (Culion, Philippines); P. cometes Gill & Randall, 1998 (Komodo Id, Indonesia); P. cyanotaenia Bleeker, 1857 (Japan to Australia and Vanuatu); P dilectus Lubbock, 1976 (Sri Lanka); P. dixurus Lubbock, 1975 (Red Sea); P. dutoiti Smith, 1955 (east coast of Africa); P. elongatus Lubbock, 1980 (eastern Indonesia); P. flammicauda Lubbock & Goldman, 1976 (Great Barrier Reef); P. flavivertex Riippell, 1835 (Red Sea); P. flavopunctatus Gill & Randall, 1998 (Komodo Id, Indonesia); P. fowleri Herre, 1934 (Philippines and Sabah, Borneo); P. fridmani Klausewitz, 1968 (Red Sea); P. fuscus Muller & Troschel, 1849 (Sri Lanka to Vanuatu); P. howsoni Allen, 1995 (northwestern Australia); P. jamesi Schultz, 1943 (southwest Pacific); P kolythrus Gill & Winterbottom, 1993 (New Caledonia); P. kristinae sp. nov. (east coast of Africa to Madagascar); P. leucorhynchus Lubbock, 1977 (Kenya to Oman); P. linda Randall & Stanaland, 1989 (Gulf of Aden to Pakistan); P. litus Gill & Randall, 1998 (southeastern Indonesia); P. luteus Aoyagi, 1943 (Ryukyu Ids to Philippines); P. madagascariensis sp. nov. (northeastern Madagascar); P. magnificus Lubbock, 1977 (Cargados Carajos Shoals); P. marshallensis Schultz, 1953 (Western Australia to Marshall Ids); P. melanurus sp. nov. (Fiji and Tonga); P. melas Lubbock, 1977 (east coast of Africa); P. mooii sp. nov. (Komodo Id, Indonesia); P. moorei Fowler, 1931 (Philippines); P. natalensis Regan, 1916 (east coast of Africa); P. nigrovittatus Boulenger, 1897 (Red Sea, Gulf of Aden, Socotra to Persian Gulf); P- olivaceus Riippell, 1835 (Red Sea); P. omanensis Gill & Mee, 1993 (Oman); P. persicus Murray, 1887 (Persian Gulf to Pakistan); P. perspicillatus Gunther, 1862 (Philippines and Indonesia); P. pesi Lubbock, 1975 (Red Sea); P. pictus Gill & Randall, 1998 (Alor Id, Indonesia); P. punctatus Kotthaus, 1970 (Somalia and southern Oman); P. pylei Randall & McCosker, 1989 (southeastern Indonesia and Belau); P quinquedentatus McCulloch, 1926 (northern Australia); P. ransonneti Steindachner, 1870 (Gulf of Thailand to Seribu Ids, Indonesia); P. reticulatus Gill & Woodland, 1992 (northwestern Australia); P. sankeyi Lubbock, 1975 (southern Red Sea, Gulf of Aden); P. springeri Lubbock, 1975 (Red Sea); P. steenei Gill & Randall, 1992 (southern Indonesia); P. striatus Gill, Shao & Chen, 1995 (Philippines, Taiwan, Ryukyu Ids); P. tapeinosoma Bleeker, 1853 (Andaman Sea to Solomon Ids); P. tauberae Lubbock, 1977 (east coast of Africa to Madagascar); P. viridis Gill & Allen, 1996 (Christmas Id, Indian Ocean); and P. wilsoni Whitley, 1929 (northern Australia). A key to genera and keys to species within genera are provided. Synonymy lists, suggested vernacular names, morphological descriptions, habitat notes, and distribution maps are given for each species. Photographs showing live and/or freshly dead colourations (including sexual and other intraspecific variation) are provided for all but a few species.
- Full Text:
- Date Issued: 2004
- Authors: Gill, Anthony C
- Date: 2004
- Subjects: Fishes -- Indo-Pacific Region -- Classification , Pseudochromidae
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/137669 , vital:37548
- Description: The 100 nominal species in the pseudochromid subfamily Pseudochrominae are referred to 70 valid species, and an additional ten species are described as new. These species are assigned to ten genera: Assiculoides Gill & Hutchins, 1997, Assiculus Richardson, 1846, Cypho Myers, 1940, Labracinns Schlegel, 1858, Ogilbyina Fowler, 1931, Pseudochromis Riippell, 1835, and four new genera, Manonichthvs, Oxvcercichthys, Pholidochromis and Pictichromis. In previous recent studies only two genera, Labracinns and Pseudochromis , had been generally recognised; species assigned to the remaining genera had been previously placed in Pseudochromis. Species included in the subfamily are: Assiculoides desmonotus Gill & Hutchins, 1997 (Western Australia); Assiculus punctatus Richardson, 1846 (northwestern Australia); Cypho purpurascens (De Vis, 1884) (southwest Pacific); C. zaps sp. nov. (Indonesia to Ryukyu Ids); Labracinns atrofasciatus (Herre, 1933) (Culion, Philippines); L. cyclophthalmus (Muller & Troschel, 1849) (Japan to northwestern Australia, Papua New Guinea); L. lineatus (Castelnau, 1875) (Western Australia); Manonichthvs a/leni sp. nov. (Sabah, Borneo); M. paranox (Lubbock & Goldman, 1976) (Solomon Ids, Papua New Guinea, Great Barrier Reef); M. polynemus (Fowler, 1931) (northeastern Indonesia, Belau); M. splendens (Fowler, 1931) (southeastern Indonesia); M. winterbottomi sp nov. (Cebu, Philippines); Ogilbyina novaehollandiae (Steindachner, 1880) (southern Great Barrier Reef and Queensland); O. queenslandiae (Saville-Kent, 1893) (Queensland, Great Barrier Reef); O. salvati (Plessis & Fourmanoir, 1966) (New Caledonia); Oxvcercichthys veliferus (Lubbock, 1980) (Great Barrier Reef, western Coral Sea); Pholidochromis marginata (Lubbock, 1980) (northeastern Indonesia to Bougainville); Pictichromis aurifrons (Lubbock, 1980) (New Guinea); P. coralensis sp. nov. (Great Barrier Reef to New Caledonia); P. diadema (Lubbock & Randall, 1978) (Malaysia to Philippines and northern Borneo); P. ephippiata (Gill, Pyle & Earle, 1996) (northern Sulawesi, southeastern Papua New Guinea); P. paccagnellae (Axelrod, 1973) (Indonesia, Timor Sea to Solomon Ids); P. porphyrea (Lubbock & Goldman, 1974) (Ryukyu Ids and northeastern Indonesia to Marshall Ids and Tonga); Pseudochromis aldabraensis Bauchot-Boutin, 1958 (Aldabra, northwestern Indian Ocean); P. alticaudex sp. nov. (northeastern Indonesia to Solomon Ids); P. andamanensis Lubbock, 1980 (Andaman Sea to Timor Sea, Australia); P. aureolineatus sp. nov. (Comoro Ids); P. aurulentus Gill & Randall, 1998 (Komodo Id, Indonesia); P. bitaeniatus (Fowler, 1931) (Philippines to Timor Sea, Australia, Solomon Ids); P. caudalis Boulenger, 1898 (Arabian Sea to Sri Lanka); P. coccinicauda (Tickell, 1888) (Laccadive Ids to central Indonesia); P. colei Herre, 1933 (Culion, Philippines); P. cometes Gill & Randall, 1998 (Komodo Id, Indonesia); P. cyanotaenia Bleeker, 1857 (Japan to Australia and Vanuatu); P dilectus Lubbock, 1976 (Sri Lanka); P. dixurus Lubbock, 1975 (Red Sea); P. dutoiti Smith, 1955 (east coast of Africa); P. elongatus Lubbock, 1980 (eastern Indonesia); P. flammicauda Lubbock & Goldman, 1976 (Great Barrier Reef); P. flavivertex Riippell, 1835 (Red Sea); P. flavopunctatus Gill & Randall, 1998 (Komodo Id, Indonesia); P. fowleri Herre, 1934 (Philippines and Sabah, Borneo); P. fridmani Klausewitz, 1968 (Red Sea); P. fuscus Muller & Troschel, 1849 (Sri Lanka to Vanuatu); P. howsoni Allen, 1995 (northwestern Australia); P. jamesi Schultz, 1943 (southwest Pacific); P kolythrus Gill & Winterbottom, 1993 (New Caledonia); P. kristinae sp. nov. (east coast of Africa to Madagascar); P. leucorhynchus Lubbock, 1977 (Kenya to Oman); P. linda Randall & Stanaland, 1989 (Gulf of Aden to Pakistan); P. litus Gill & Randall, 1998 (southeastern Indonesia); P. luteus Aoyagi, 1943 (Ryukyu Ids to Philippines); P. madagascariensis sp. nov. (northeastern Madagascar); P. magnificus Lubbock, 1977 (Cargados Carajos Shoals); P. marshallensis Schultz, 1953 (Western Australia to Marshall Ids); P. melanurus sp. nov. (Fiji and Tonga); P. melas Lubbock, 1977 (east coast of Africa); P. mooii sp. nov. (Komodo Id, Indonesia); P. moorei Fowler, 1931 (Philippines); P. natalensis Regan, 1916 (east coast of Africa); P. nigrovittatus Boulenger, 1897 (Red Sea, Gulf of Aden, Socotra to Persian Gulf); P- olivaceus Riippell, 1835 (Red Sea); P. omanensis Gill & Mee, 1993 (Oman); P. persicus Murray, 1887 (Persian Gulf to Pakistan); P. perspicillatus Gunther, 1862 (Philippines and Indonesia); P. pesi Lubbock, 1975 (Red Sea); P. pictus Gill & Randall, 1998 (Alor Id, Indonesia); P. punctatus Kotthaus, 1970 (Somalia and southern Oman); P. pylei Randall & McCosker, 1989 (southeastern Indonesia and Belau); P quinquedentatus McCulloch, 1926 (northern Australia); P. ransonneti Steindachner, 1870 (Gulf of Thailand to Seribu Ids, Indonesia); P. reticulatus Gill & Woodland, 1992 (northwestern Australia); P. sankeyi Lubbock, 1975 (southern Red Sea, Gulf of Aden); P. springeri Lubbock, 1975 (Red Sea); P. steenei Gill & Randall, 1992 (southern Indonesia); P. striatus Gill, Shao & Chen, 1995 (Philippines, Taiwan, Ryukyu Ids); P. tapeinosoma Bleeker, 1853 (Andaman Sea to Solomon Ids); P. tauberae Lubbock, 1977 (east coast of Africa to Madagascar); P. viridis Gill & Allen, 1996 (Christmas Id, Indian Ocean); and P. wilsoni Whitley, 1929 (northern Australia). A key to genera and keys to species within genera are provided. Synonymy lists, suggested vernacular names, morphological descriptions, habitat notes, and distribution maps are given for each species. Photographs showing live and/or freshly dead colourations (including sexual and other intraspecific variation) are provided for all but a few species.
- Full Text:
- Date Issued: 2004