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Port Elizabeth, South Africa

Nelson Mandela Metropolitan University is a South African tertiary education institution with its main administration in the coastal city of Port Elizabeth. NMMU was founded through a merger of three institutions in January 2005, but its history dates back to 1882, with the foundation of the Port Elizabeth Art School. The University draws international students from all over the world. There are over 3000 international students, including students from the United States, France, China, Germany, Belgium, Denmark, Finland, Netherlands, Norway, Sweden, United Kingdom and many African countries.NMMU is a comprehensive university offering professional and vocational training. The University has six campuses – five in Port Elizabeth and one in George. The main campus is the South Campus. Students at NMMU can study towards diplomas and degrees up to and including doctoral level qualifications. A number of courses include workplace experience as part of the curriculum. English is the university's medium of instruction. Wikipedia.


Cilliers C.B.,Nelson Mandela Metropolitan University
Computers and Education | Year: 2012

Employers of computing graduates have high expectations of graduates in terms of soft skills, the most desirable of these being communication skills. Not only must the graduates exhibit writing skills, but they are expected to be highly proficient therein. The consequence of this expectation is not only performance pressure exerted on the graduate, but also the laying down of a challenge at the door of computing instructors to encourage and instil successfully the art of writing in the graduate. Varied and numerous initiatives have been launched in the computing discipline to address this particular challenge over the past few decades. Despite documented success on the many experiences of incorporating writing into the computing discipline, the fact is that the challenge is as relevant today as it was in the 1980s. There is sufficient evidence to suggest that agreement is yet to be reached on exactly how to integrate successfully writing skills into traditional computing curricula, thereby familiarising computing students with an essential activity of their chosen profession. Furthermore, the reporting of successful experiences tends to focus on the application of a variety of teaching strategies, is predominantly based on the experiences of instructors and is dominated by a lack of quantifiable results. This apparent lack of sufficient empirical evidence prompted a rigorous investigation into the perceived benefits of the integration of writing skills activities into a traditional intermediary level programming course. The main aim of the study is to measure the perceived benefit of each of a number of academic writing interventions, facilitated to skill students appropriately in the art of writing for the computing discipline. Each intervention is designed to support particular principles of academic writing. The ultimate outcome of the study is a survey which allows student participants to measure the perceived benefit-impact of each intervention. The qualitative and quantitative findings of this study suggest that students perceive most of the commonly used academic writing activities as beneficial in the construction of a report. What is apparent, however, is that those activities that are most frequently used by instructors are not necessarily perceived by students as being the most useful activities. © 2012 Elsevier Ltd. All rights reserved. Source


Webb P.,Nelson Mandela Metropolitan University
Science | Year: 2010

This article explores current language-based research aimed at promoting scientific literacy and examines issues of language use in schools, particularly where science teaching and learning take place in teachers' and learners' second language. Literature supporting the premise that promoting reading, writing, and talking while "doing science" plays a vital role in effective teaching and learning of the subject is highlighted. A wide range of studies suggest that, whether in homogenous or language-diverse settings, science educators can make a significant contribution to both understanding science and promoting literacy. Source


Wiles C.,Chemtrix BV Chemelot | Watts P.,Nelson Mandela Metropolitan University
Green Chemistry | Year: 2014

Reviewing the open literature, the authors give their perspective on if continuous process technology has a role to play in sustainable production within the chemical industry. © 2014 The Royal Society of Chemistry. Source


Environmental flow requirements of estuaries have been ignored in the past, mostly because of the lack of long-term monitoring data or understanding of the responses to changes in freshwater inflow. In some cases, it was incorrectly assumed that the minimum flows determined for rivers would protect downstream processes and in others the omission of environmental water requirement studies for estuaries was as a result of the sectoral management of water resources or lack of applicable legislation. Three main countries have developed methods for estuaries, i.e. Australia, South Africa and the USA, from practical applications and a learning-by-doing approach. Recent methods take a holistic and adaptive standpoint and are presented as frameworks that include a number of steps and have elements of risk assessment and adaptive management. Most approaches are data rich and emphasize long-term monitoring. This review showed that, although methods are available, implementation is slow and will require strong governance structures, stakeholder participation, monitoring and feedback in an adaptive management cycle. Editor Z.W. Kundzewicz; Guest editor M. AcremanCitation Adams, J.B., 2014. A review of methods and frameworks used to determine the environmental water requirements of estuaries. Hydrological Sciences Journal, 59 (3-4), 451-465. © 2014 © 2014 IAHS Press. Source


Wasserman R.J.,Nelson Mandela Metropolitan University
Estuarine, Coastal and Shelf Science | Year: 2012

The diet and population structure of larval and early juvenile Glossogobius callidus and Redigobius dewaali (Gobiidae) were examined from the headwater region of the permanently open Great Fish Estuary along the south-east coast of southern Africa. Stomach contents of five selected size classes were sorted and identified to the lowest possible taxonomic level for each goby species. Using % Index of Relative Importance values, ontogenic shifts and dietary breadth were determined for each species as was dietary overlap between species. Numerically, both gobiid species showed similar temporal and spatial trends. Seasonal differences in catches were evident, although no numerical differences across sampled sites were found. A large degree of dietary overlap was found between the two species. The zooplanktonic diet showed a greater degree of ontogenic shift in R. dewaali than G. callidus, although similar trends were found for both. In both goby species, Calanoid sp. (Copepoda) generally decreased in importance across size classes, being the most important in the smallest size class whilst Corophium sp. (Amphipoda) increased in importance across size classes, being the least important at the smallest size classes. For both G. callidus and R. dewaali, Insecta contributed significantly to at least one of the five size classes. The larger size classes showed the least dietary overlap and the highest niche breadth. In addition, as is the case in many gobiids worldwide, the larger size classes of both sampled gobiid species consumed a broader prey size range. In conclusion, dietary overlap was largely similar between the young gobiids, suggesting that either food resources are not limiting, or niche separation is attributed to differences in foraging strategies. Ontogenic dietary shifts were however present for both gobiids with regard to prey items and prey size, suggesting a greater degree of foraging niche separation in adults of the species. © 2012 Elsevier Ltd. Source

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