Oceanographic observation of New York Bight from ERTS-1

The author has identified the following significant events. The Earth Resources Technology Satellite made a transit over New York Bight on 16 August, 1972. Imagery from this transit shows several oceanographic features that demonstrate the usefulness of remote sensing for large area, synoptic observation of changes in water quality in the coastal zone. Both the extent and turbulent character of the Hudson River plume are discernible in the image. Residue from a dump of waste acid is visible over a five mile area in the apex of the Bight. Little dispersion of this residue has occurred which suggests that this feature will be a persistent signature in images from future satellite transits

The construction of violent femininities at a university campus in KwaZulu-Natal: students’ understandings of and exposure to gender violence.

Doctoral Degree. University of KwaZulu-Natal, Durban.This study explored university students’ understandings [and perceptions] of as well as exposure to female gender violence at a university in KwaZulu-Natal. Using qualitative research, the study is located within the interpretivist paradigm. The rationale for this study is based on the under researched phenomenon of university female students’ violence in all its forms. The study used purposive sampling and engaged in individual semi-structured open-ended interviews to generate data, with fifty-one purposively selected participants. Inductive and thematic analysis was used. The study used an eclectic theoretical approach which includes Judith Halberstam’s Theory of Female Masculinity, Raewyn Connell’s Theory of Gender Power and Michel Foucault’s Post Structural Theory so as to provide a comprehensive and nuanced insight into this complex phenomenon. The main findings showed that students understood gender violence with both males and female students as perpetrators, but with females disproportionately the victims. The students’ perceptions of female students’ use of gender violence and the forms it took according to the data were variegated in that their perceptions were both similar and differed in many instances. The forms of violence they mentioned ranged from physical, sexual, verbal, emotional as well as the use of social media platforms to derogate and humiliate individuals. The findings also reveal that female students were perpetrators of violence against other males and females, Intimate Partner Violence (IPV) and homophobic violence. Their engagement in violence challenged the stereotypical feminine status of docility. The findings further reveal that female students engage in gender violence for a multiplicity of reasons that may or may not be provoked. The study also found that alcohol and drug use was rife on campus and this exacerbated female gender violence. Evidently, the females being referred to and the males who witnessed or experienced female perpetrated violence showed the subversion of power from male domination and female passivity. These findings provide evidence that female student violence at university is prevalent and this has implications for future research in this field as well as implications for policy and practices at Higher Education Institutions. These finding have implications for a more holistic and inclusive approach in terms of tackling gender violence at Higher Education Institutions (HEI)

Male and female students’ understandings and experiences of gender-based violence on a university campus residence in KwaZulu-Natal.

Masters Degree. University of KwaZulu-Natal, Durban.ENGLISH ABSTRACT Using qualitative research, this study explored the understandings, exposure to and experiences of gender-based violence of males and femalesat a University of KwaZulu-Natal campus residence. The study is located within the interpretivist paradigm,as it set out to obtain deeper insight and understandings into the pervasivenessof gender-based violence at the campus. The data collection method utilised in the study was semi-structured interviews with 15 male and 15 female participants. Findings were developed through the use of thematic analysis, within an eclectic theoretical framework. The findings are first that gender-based violence is highly prevalent at the university campus residences. Gender-based violence manifests in various ways; these include physical, sexual, emotional, financial and structural abuse. The findings reveal that patriarchy promotes gender oppression in all avenues of society, resulting in male university students using it to justify their use of violence against females and non-conforming genders. The socialisation process of males and females results in unequal power relations in ways that simultaneously rendered males powerful and females powerless. The study found that alcohol and drug parties on campus exacerbated gender-based violence. The study also found that first year students were more vulnerable to transactional sex and rape at campus residences and homophobic violence is rife on campus residences. Lastly, the findings illustrate that the cultural acceptance of gender-based violence serves not only to normalise it but that it also perpetuates this social ill at university campus residences. Based on the findings, the study offers some suggestions and recommendations that all the relevant stakeholders could consider and implement in an effort to reduce gender-based violence at the university residences. These include education, curriculum changes, policy implementation, security upgrades and structured reporting mechanisms. ZULU ABSTRACT Kusetshenziswe indlela yocwaningo lapho kubhekwa khona izimpendulo emibuzweni efana nokuthi kungani nokuthi kwenzeka kanjani ukuthi abantu baziphathe ngendlela abaziphatha ngayo. Lesifundo sibheka kabanzi indlela yokucabanga kwabesilisa nabesifazane, kuphenywa kabanzi izimo ezithinta udlame lwangezobulili ngaphakathi ezindaweni zokuhlala KwiNyuvesi yaKwaZulu Natali. Isifundo singesivulekile njengoba inhloso kungukuthola kabanzi nokuqonda ngokujulile imbangela yokwanda okungaka kodlame lwangokobulili kulesi sikhungo. Ukuqoqwa kolwazi kulesi sifundo kusetshenziswe le evulelekile. Le engalandeli uhla lwemibuzo nezimpendulo. Kuba ingxoxo evulelekile lapho lowo obuzwayo ethola ithuba lokukhuluma akhuleleke ngesihloko. Kuxoxiswane nabesilisa abayishumi nesihlanu ngokunjalo nabesifazane abayishumi nesihlanu (15) ababambe iqhaza kulo lolu cwaningo. Ulwazi olutholakele lucutshungulwe kusetshenziswa indlela yokubheka okufanayo okuqhamukile ocwaningweni naleyo evulelekile engagxilile ohlakeni olulodwa. Imiphumela ebalulekile iveze ukuthi ukuhlukumeza ngokobulili ngaphakathi esikhungweni semfundo ephakeme kudla lubi. Udlame lwangokobulili luvela ngezindlela ezahlukene, ngingabala ukushaya, ngokocansi, ngokomoya, ngokwezezimali nalapho abantu besuke bengeke bakwazi ukuzivikela ngenxa yemithetho ebekiwe. Imiphumela yocwaningo iphinde yaveza ukuthi imithetho ebekwe uhulumeni ukuthi indoda ayiphikiswa kwekushoyo ingenye yezinto ezicindezelayo ngokobulili kuyo yonke imiphakathu, okuholele ekutheni abafundi besilisa emanyuvesi bakusebenzise lokhu ukuzivikela ekuhlukumezeni abesifazane nalabo bolulili obungaqondile kobubodwa. Indlela yokuxhumana phakathi kwabesilisa nabesifazane iholele esimeni sokungalingani ngokwamandla ekuzwaneni ngendlela yokuthi njalo abesilisa yibo abathathwa njengabanamandla kuthi abesifazane bona bangabi yilutho emiphakathini. Ucwaningo luveze ukuthi imicimbi lapho kudliwa utshwala nezidakamizwa ngaphakathi esikhungweni yiko okubhebhethekisa loludlame. Ucwaningo luphinde lwaveza ukuthi abafundi bonyaka wokuqala yibo abahlaseleka kakhulu kwizimo lapho kulalwa nabo ngoba bethenjiswe okuthile bazithole sebedlwenguleka ngaphakathi ezindaweni zokuhlala esikhungweni nezima lapho becwaswa ngokwesimo sobulili babo. Okokugcina, imiphumela yocwaningo iveza kabanzi ukuthi isiko aligcini nje ngokubeka isimo sokuhlukumeza ngokobulili kube into ejwayelekile noma engeyona inkinga kodwa kunaloko iyakuqhubela phambili ngaphakathi ezindaweni zokuhlala kuzo izikhungo. Ngokwalemiphumela etholakele, ucwaningo luveze izincomo ezithile neziphakamiso ukuthi zonke izinhlaka azibambe iqhaza emizamweni yokunciphisa udlame lwangokobulili ngaphakathi ezindaweni zokuhlala esikhungweni semfundo ephakeme. Lokhu kubala umnyango wezemfundo, ukushintshwa kwendlela yokufunda nokufundisa, ukubekwa kwemithetho, ukuthuthukiswa kwezokuphepha nezindlela zokubika loludlame

Repeated training of homing pigeons reveals age dependent idiosyncrasy and visual landmark use.

Recent research into the navigational strategies of homing pigeons (Columba livia) inthe familiar area has highlighted the phenomenon of route fidelity – birds formingidiosyncratic flight paths to which they are loyal over multiple releases from the samesite, and even returning to this path when released from a near-by unfamiliar location.Such results highlight the potential importance of visual landmark cues in the homingprocess. However, not all birds have been shown to produce idiosyncratic routes orshow this route-joining behaviour. Here we use birds with and without flight experienceto study the formation of idiosyncratic routes when released repeatedly from a singlelocation, followed by two off-route releases with differing topography to see how flightexperience and local landmark features can influence navigational strategy in thefamiliar area. We found that, over the course of 20 sequential releases, birds withgreater flight experience tended to form idiosyncratic routes whereas less experiencedbirds did not show this tendency. When released from near-by sites (from which thebirds had not previously been released), a range of navigational strategies were seen,including flying parallel to the learned route (suggestive of a learned compassdirection), a direct flight path towards home (again indicative of compass use), re-joining the learned route, and following the coastline. These latter strategies aresuggestive of landmark usage. Analysis using time lag embedding was also used toassess the off-route releases, and the short-term correlation dimension valuesproduced (ranging from 1.5-2.5) were also indicative of strategies using one or twofactors (landmarks, compass, or a combination of these two). Individual birds oftenshowed different strategies at different sites, suggesting that the use of differentnavigational cues is highly flexible and situationally dependent

Training student doctors to become educators

Introduction: Doctors are expected to teach from a very early stage in their foundation training, often without prior formal instruction in clinical teaching skills. We provided a course with an aim of providing newly qualified doctors with the skills to teach students and peers. Methods: We developed two, half day courses which ran over subsequent years, addressing feedback from the first course to allow improvement. Sessions included Teaching Theory, Teaching Your Peers and Teaching for Your Learning and Portfolio, with small group discussions also incorporated into the second course. Results: Results from the second course showed 100% of delegates rated each individual session either ‘Good’ or ‘Very Good’. 70% felt that this day should be compulsory for all new doctors. Delegates were contacted six months into their foundation posts for further, reflective feedback. Of 14 responses, 100% felt this course should be delivered again and all respondents felt more confident in teaching compared to their peers. Conclusions: We propose that formal education in Clinical teaching should be provided to students at undergraduate level. We suggest this could be made a compulsory part of the curriculum or during hospital inductions or at least offered as student selected components