monitoring

Specimens.

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1

Use appropriate method/s to collect a range of environmental data and/or specimens.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Fauna- dead or alive. Dead insects can be pinned down to preserve them for a longer time. embrio's or certain animals can be jarred in formalin.

         Flora- can be pressed between cardbordboxes and newspaper, covered with a stabel wooden casing    pressed together.

ASSESSMENT CRITERION 2

When collecting a specimen you should note and record the location and co-ordinates of the specific area aswell as marking it of on a simple map of the enviorment. record the weather conditions as well as temperature of your surroundings and any variables than might be important. The date and time, season etc should all be brought into consideration. keep the data with the specimen after selection the most important details.

ASSESSMENT CRITERION 3

A range of environmental data should be kept and uploaded in the area in which the specimen was found. An annual update should be done on the data, example weather, season, habitat condition. Record on the different species found in different areas and which parallels occur. The recorded data should include the exact location, on a slope or on a mountain or on pastures etc.

ASSESSMENT CRITERION RANGE

Including but not limited to soil, invertebrates, vertebrates, vegetation, rainfall, temperature etc.

SPECIFIC OUTCOME 2

Locate and record the area for collection.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Applicable navigation techniques are used to reach the collection site as specified for data or specimen collection: when a spesific specimen is found, it is extreemly important to mark the exact site on a local simple map and retrieve the GPs co-ordinates so that it can be attatched to the specimen and others can find that exact location again for whatever reason.

ASSESSMENT CRITERION RANGE

Use of navigational equipment and maps.

ASSESSMENT CRITERION 2

A record is made of the localities where the specimens will be collected: The area in which the object was found should be dually noted example, country, province, town, grid reffrence and co-ordinates, landmarks.

SPECIFIC OUTCOME 3

ASSESSMENT CRITERION 1

Required specimens are collected; data obtained and/or prepared using prescribed methods and procedures: During field work, the collector will use his note-book for “on the spot” observations. On returning home, he should—even at some inconvenience—sort over and roughly classify the specimens, discarding unwanted material at once. Sketches and colour records must now be completed while the animals are still alive. The field sheets should then be filled in, before exact details are forgotten. The amount to be recorded will vary greatly from group to group, according to the amount known, or to the collector's interest in the material. The sheets provide for ample detail, but it is tedious to repeat exhaustive information on each sheet. If too much detail is aimed at, the collector, after a day in the field, will probably not write up his sheets at all. Each bottle or tube of specimens should be identified by a reference number corresponding to the serial sheet number. Specimens are thus numbered simply in order of collecting and writing up. An abbreviation for the name of the class can be usefully added to the sheet below the serial number, e.g. (CTEN — GASTR — CRUST —). The sheets may then be filed in serial order, and, if necessary, as the collection grows, cross-indexed in taxonomic and ecological categories. Details of locality, type of environment, ecological association should be specified, with date and collector's name. Space is left for details of novelty or special interest, but with well-investigated species, this will not necessarily be filled. Reference should be given to any life drawing, colour record, slide or other preparation made from living material. After identification the specific name can be added in the space provided, together with a note referring to taxonomic or general literature

ASSESSMENT CRITERION 2

Records and relevant data are kept of the precise location where the specimens were collected: After a precise record has been made the data should be kept with the correct specimen for further referral or research.

ASSESSMENT CRITERION 3

Required environmental data is recorded using appropriate methods and equipment: The bulk of the information about a specimen should be entered on the record sheet. It is not usually convenient to label material exhaustively in situations. Labels attached to the container should include the habitat, locality and date, and the collector's initial, with perhaps a condensation of any other information to which it is desired to refer without turning up the field sheet. Most important, there should be a reference number to the written field record

ASSESSMENT CRITERION RANGE

Tree diameter, prevailing weather condition, and photographs taken.

ASSESSMENT CRITERION 4

A review is given of what constitutes ethical collecting practices: Collect, obtain data and/or prepare the required specimens according to prescribed procedures: After the specimen was found it is important to preserve the specimen properly so that it does not damage or break and loos complete value. Specimens from any field collection should be deposited in a reference collection in an institutional for the long-term maintenance and access for the future. The animals should therefore be preserved in the best possible condition and where possible, ensure that the natural colour is retained, their external appendages (e.g. fins) are erected and stomach contents intact. Care should be taken to ensure that specimens are undamaged. Features important in the taxonomic study of fish, for example, are easily damaged with contact even after preservation. Live crabs before preservation should be kept individually as some species will damage each other and other animals, especially fish even when they are being directly preserved. Specimens collected during an expedition are to be killed immediately on site. Photography, if required should be conducted on the spot. Do not crowd living animals in small containers - this will result in damage to their surfaces or appendages. Do not keep animals for preservation "later" as it may die and pollute a container, killing others, even leading to a distortion of morphological features and other damage. This reduces their value as scientific specimens which is the objective of collection in the first place. A well-preserved specimen will generate more accurate information and is ultimately more humane.

ASSESSMENT CRITERION 5

Live specimens are released in area of origin where transportation and additional data collection is not required: when releasing an animal speciman it is important to release it back to the same habitat where it was captured, as not to confuse sosial structures or territory. animals are accustomed to theis surroundings and habitat, special climates and seasons.

SPECIFIC OUTCOME 4

Package specimens safely for transportation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Living specimens obtained for data collection purposes are transported correctly and humanely: when transportinf live animals one should consider a cage, box etc for travelling in to be comfertable and clearly marked to be fragile and  which side upwards. that infact the animal is LIVE and adresses aswell as return adresses should be clearly visible. Air transport is the preferred method of transporting any live specimens as it is also the quickest and the specimen wount strain.

ASSESSMENT CRITERION 2

Dead specimens are suitably preserved (without damage): Preserving dead spesimens will include jarred (air tight), pressed and pinned etc. it should be dried out for atleast 3 week and can then be observed, studies etc.

ASSESSMENT CRITERION 3

Specimens are suitably packaged according to organisational procedures: All collecting is to be conducted in a responsible manner, with full consideration of the three „R‟s principle (replacement, reduction and refinement) in accordance with the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes. The Three Rs Principle states that: · animals which might suffer are used only when necessary (Replacement), · no more and no fewer animals are used than are required to achieve the objectives of the work (Reduction), and · any pain, suffering or other harm, which may be caused to animals, is minimised (Refinement).

ASSESSMENT CRITERION 4

Steps are taken to ensure that all relevant information accompanies the specimens. Usually the specimen has to have a tag with all relevant information, where it was found, time and date it was found, sex, age and colour of the speciment. So you can go back and look at the information at any given time.

ASSESSMENT CRITERION 5

The specimens are delivered to the prescribed place and handed over to a designated personnel.

When transporting specimens the most important thing is that the package it is transported in has a tracking number, so that you could trace it if necessary. On the package it is important to have the address where it is from and where it is delivered to, a cell phone number of the person who's package it is. Always make sure that someone is ready to collect the package.

Maintanance

Basic field infrastructure maintenance in a conservation area

SAQA US ID: 252450

Q- Specific outcomes 1:

Are there any faulty or problematic field infrastructure?

A- Yes, there is a faulty Hide by the maroela entertainment area where the Hide is in a really bad condition and needs urgent attention and some re-varnishing!

AC1: An explanation is given of the role regular maintenance plays in preserving the life of field infrastructure.

Ø  The pro’s of maintenance

AC2: An outline is provided of the implication of not carrying out maintenance timeously

Ø  The cons of maintenance.

AC3: Field infrastructure requiring maintenance is identified in the area of operation.

Ø  ID infrastructure: Windmills, road paths, fences, dam, pumps.

AC4: A self-assessment is made of whether the required repair or maintenance work is within or above the learner’s designated scope of accountability.

Ø  Self assessment(Know what’s your scope)

AC5: An assessment is made of the current condition of field infrastructural elements within a conservation area.

Ø  Current condition of content.

Specific outcomes 2:(Report)

AC1: A written report on required maintenance work for field infrastructure is prepared for management as it relates to identified maintenance requirements.

Ø  Report-Verbal, Written, or both.

AC2: Management is alerted regarding work falling outside of the learners designated scope authority.

Ø  Do work that is in your scope.

Specific outcomes 3:(Maintain/Repair)

Carry out basic repair work to infrastructure.

AC1: Authorisation is obtained to carry out basic repair work within designated scope authority.

Ø  Authorisation- Get Authorisation from your senior.

AC2: The required tools, physical resources and labour are obtained in order to complete the work successfully.

Ø  Tools- Sign in, Book out, picking slip.

AC3: Tools and materials are used, maintained and stored correctly.

Ø  Tools- Stored safely.

AC4: Work is completed to the required standard.

Ø  Do work properly

Specific outcomes 4:( Identify problems & Suggestions)

AC1: An assessment is made of the repair work to field infrastructure in (SO3) as it relates to the effectiveness and efficiency of physical and human utilisation.

Ø  Show work is done properly.

AC2:A report is prepared outlining suggestions for improvement in future maintenance of field infrastructure.

Ø  Make suggestions so that it wont happen again and discus with your fellow workers and seniors

Maps of Sondea

Animal distribution.

Disturbance and erosion.

Roads, trails and tracks.

Treated areas.

Ignite, control and extinguish fires in a conservation area.

I.D 252461

S.O 1: Assist in preparing to burn.
 
A.C 1: Are the necessary equipment obtained and and checked for serviceability, to ensure that legal requirements are adhere to?           

Yes the necessary equipment are obtained and checked for serviceability, for example: the fire beaters are in good working condition (not broken), the igniters are safely stored and regularly checked, water carriers must be filled at all times as well as the knapsack sprays, the first aid kit is maintained and stocked regularly, bakkie sakkie has to be ready at all times, make sure that there is equipment or enough man power to lift water tank onto the bakkie, communication tools are always available and in good working condition.

A.C 2: Are measures for contingencies carried out as determined by accepted operating procedure?  

Changes in weather; Has a big influence on fire, if there is to much wind the fire would be out of control, if it's cold, rainy and no wind the fire would be easier to control/kill.   
Fire-breaks; has to be a minimum of  7 meters, it is where you bulldoze or cut the grass very short so that there's more sand than grass, an open stroke, so it can stop the fire if it comes to the fire-break. 
Mosaic burning; is when you burn different areas with different veld types, it is not the best method to use, because it's hard to control and runaway fires are more likely to happen.  
Block burning; is when you divide an area in specific square blocks and burn the veld block by block, it's much easier to control and the best method to use.    
Night fire fighting; is much easier for the fire fighters because they can see the fire or coals easier and the temperature is cooler.   
When not to do a backburn; is when your fire fighters life is at risk and if there is to much wind, you could cause more damage, the fire will spread.
When to do a backburn; is when your fire is to big, so you kill a fire with another. And when the weather is in correct condition, you have to walk at the back of your backburn fire and extinguish the fire as it goes along to prevent the backburn getting out of control.  

 A.C 3: Tracer belts are implemented in preparing fire-breaks.   

Tracer belts is an escape route that you make with herbicides (spray on plants to kill them to make a path), or mechanical (slash or bulldoze a path) for the fire fighters to escape if they have to. There has to be 3 different tracer belts for the fire fighters to escape to.    

S.O 2: Ignite fires as prescribed.

A.C 1: Legislative requirements.  

3 different types of legislation:   National.
                                               Provincial.
                                               Local and regional. 

A.C 2: Safe conditions.   

If the flames of the fire is higher than 3.5 meter you are not allowed to let fire fighters fight the fire. Make sure all the equipment is always ready and in safe working condition. Communication tools in working condition, stay in contact with with your fire fighters.  

A.C 3: A correct understanding of assigned team responsibilities (suppressors, fire boss, igniters). 

Suppressors; is the fire fighters themselves, with all the correct clothing and equipment.
Fire boss; he is not actively fighting the fire himself, he sits in a control room and tells the fighters where to go and where not to go, he runs the whole operation, food, water etc.
Igniters; is people who lights the back fires or who lights fires to kill the primary fire. They communicate well with everyone to let them know where they lit the fire.

   

Site guide.

Week 2:   

My second week at site guide was unforgettable, we had so much fun! We went to the 'koppies', the view was very beautiful! And the highlight of that day was that we saw a gemsbok, it is the first time since we've been here at sondela that we've seen a gemsbok. Later in the week we had a lecture on trees, all different types of tree, we went out to bush and Salaminah showed us all the trees. We went to sondela's graveyard, was scary but very interesting! End of the week we handled amphibians and we had to do a slide show about amphibians, 5 toads and 5 frogs. Enjoyed the week very much!      

Site guide.

Week 1:  

First week of site guide we learned a lot! The first day we went out to put up sign boards for the fun run, so while we were doing that, Salamina taught us a few things about trees, what kind of tree, leafs, thorns, spines etc. She also taught us a few things about droppings, the size, the shape, the colour etc. Later in the week we had a lecture about birds, their habitat, what they eat, the sounds they make etc. I enjoyed my first week very much, I learned a lot. I did my first game drive, it went well! I was nervous at first but later on I got more relaxed.