Nature Conservation: Resource Guardianship Level 2:
Practical:
- Did fire checks every day.
Checked and measured boreholes.
Equipment used to measure the depth of the bore holes
Example of a bore hole
- Checked fences and fixed broken wires.
Received files and induction to new course.
Worked in the vegetable garden: taking out weeds in between vegetable plants, replant vegetables in the ground. Planted cabbages, lettuce, spinach and beans.
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| Raking in vegetable garden. |
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| Weeds |
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| Cabbage |
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| Beans |
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| Spinach |
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| Lettuce in normal bag that we took out of this bag and replanted in garden
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Learned how they make worm water here at Sondela that is used as a fertilizer for plants and seeds.
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| Obsticle used to make worm water. |
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- Put out lick block in the veld for the animals. And learned the importance of removing lick blocks that contain Irium when they get wet, because then the lick blocks becomes poisoness for Zebras and non-ruminants.
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| Lick blocks Sondela use for game |
Clean out old "dip-bakke" and replace it with new Amipor.
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| "Dip-bakke" used to put in new Amior in underneath the rollers, so the game come to eat the licks in the middel and so this rollers roll the dip on to the game wile eating. |
Theory:
Did unpackings of all the unit standards.
Got class about :
Ignite, control and extinguish fires in a conservation area unit:
* How to use fire beaters, igniters, water carriers, knapsack sprays, first-aid lit, bakkie sakkie and communication tools.
*Measures for contingencies are carried out as determined by avvepted operating procedures.
*Tracer belts are implimented in preparing firebreaks.
Learning Outcome 2- Ignite fires as prescribed:
*Legistrative requirements.
*Safe conditions.
*A corrent understanding of assigned team responsibilities (suppressors, fire boss, igniters).
*Local optimal conditions and requirements.
*Fire-break: Block burn or Patch burn.
*Combative measures for wild fires, weather, gradient, number of staff.
Learning Outcome 3- Extinguish Fires:
*The conditions under which it would appropriate to :
-Extinguish a fire.
-Not to extinguish a fire.
*Effective use is made to fire-suppresion equipment and retardants.
*Effective use is made of fire-suppresion techniques like back burning.
Learning Outcome 4 - Perform post-burn actions:
*Fire risk is reduced or removed by relevant actions.
*A condition is made to a post-mortem (evaluation) after the fire.
*Prescribed follow-up plan is implemented by careful monitoring of the post-burn phase.
Also learned in this module:
-The role of fire.
-Fire management.
-Provincial Nature Reserves and Mountain Catchment Areas.
-Burning practices: Compartment burning, Fire belts, Tracer belts, Back-burns.
-The different fire burning strategies.
-Fire frequency.
-Fire intensity.
-Fire season.
-Why Fynbos should burn.
-Adaptation to fire.
-Nefegative effects of fire.
-Impact of fire on grassland and Savannah.
-And the different types of fires.
Orientate, navigate and use and create maps in conservation areas:
*Routes and locations are described using clear and simple language.
*Clearly discernible reference points are used to communicate direction.
*The terminology used to communicate direction is appropriate for the situation.
*Appropriate routes are selected and described as it applies to the situation for which directions are provided.
Appropriate routes are selected and described as it applies to the situation for which directions are provided.*Identify alternative routes between two points on a map.
Learning Outcome 2- Find, orientate and navigate along a route to a specified destinantion:
*Use a range of features and navigational tools to find, orientate and navigate along a route.
*Read, interpret and use maps.
*Select a appropriate map.
*Identify real locations,distances, areas and relative positions through the use of map reading and interpretation of information.
*Identify map errors and shortcomings.
*Interpreted and explain contour lines.
Learning Outcome 3- Draw and create simple maps:
*Simple maps are drawn to ensure that the relative positions of places and objects match the real situation for record purposes.
*Choose a appropriate and suitable scale.
*Symbols, conforming to conventional uses, or defined through a key or legend is used in the drawing and creating of simple maps.
*The drawing or creating of maps is concluded in a clear and neat manner to ensure that it contains all critical information as required by the situation.
Learning Outcome 4- Plot information on a map using symbols:
*Use a range of symbols and keys to mark specific areas in the operational environment.
Also learned in this module:
-How to communicate directions.
-Orientation of maps.
-Types of maps.
-How to create maps.
-How to plot information on maps.
-Different parts of maps: Scale, North indicator, Keys, Grid ney, Contour lines.-Magenetic North and True North.
-Measuring of directions on a map.
-How to use a map.
-How to find the position of your next diestination on a map.
-How to determine the distance between 2 points.
-How to transfer your position to a grid reference.
-How to walk on a bearing.
Week 2: ( 1 October -5 October)
Practical:
*Did fire checks every day.*Worked at entertainment to help entertain the children.
*Went to the field to put up numbers for the gates.
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| Wire used to tighten the gate numers to the gates. |
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| Putting the number on the gate. |
*Went to the vegetable garden to give new planted vegetables worm water to help them grow.
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| Watering the garden |
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| Example of worm water(tea) |
*Went to pick up papers on the Service gate road.
Theory:
Got class about :
Contribute to the health, safety and security of the workplace:Learning Outcome1 - Identify potential hazards in the workplace:
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| Example of safety hazards |
*Identify the kinds of work that require protective clothing and use it according to legal requirements.
*Follow health and safety instructions must be followed when lifting and handling materials.
*The importance that each employee is vigilant and report hazards and violations of health, safety and adhere to security procedures.
Learning Outcome 2 - Contribute to participative arrangements for the management of occupational health and safety:
*The difference between the different fire extinguishers in the building is identified and the use for each is must be identified correctly.
*The use of fire extinguishers is demonstrated correctly.
*The identification of fires and other emergencies are known and the correct procedures must ber followed correctly in an emergency.
*Identifie dangerous occurences and must be reported according to the companies procedures.
*Injuries must be reported promptly to the relevant authority.
*The reasons why it is important that every employee maintain the safety and security of a selected work environment.
Learning Outcome 3- Know how to contribute to the maintanance of security in the workplace:
*Identify risks are identified and actions must be taken to deal with it within limits of own authority.
*Potential risks outside own authority are identified and reported using the right procedures.
*Suspicious behaviour is noted and action is taken within own level of authority.
Learning Outcome 4- Explain emergency procedures in the workplace:
*The location of the planned assembly points and the shortest routes to such poit are known and the building is evacuated along the correct route.
*The emergency signages in the building is interpreted correctly.
*Emergency procedures are explained in a familiar context.
*Actions to assist as injured or sick person in an emergency are demonstrated in a limited range of familiar contexts.
*Precautions for dealing with HIV/AIDS in a workplace emergency are known and descrived in terms of the Universal Precautions.
Also learned in this module:
*How to identify and list occupational hazards in the workplace.
*The basics of fire safety.
*Occupational Health and Safety Act.
*Obligations of the employer to the employee.
*Obligations of the employee.
*The classes of fires.
Demonstrate ability to participate effectively in a team or group:
Learning Outcome 1 - Investigate the advantages and disadvantages of working in a team or group:
*Situations when working in a team would be more beneficial than working as an individual.
*Potential risks associated with working in a team or group.
Learning Outcome 2- Identify the characteristics of an effective team or group:
*Reasons why a specific group or team is effective.
*Behaviours and attitudes that reflect posotive relationships in groups.
*The potential impact of own strengths and weaknesses on a particular group or team and how it could effect relationships and achievements in group goals.
Learning Outcome 3- Identify the roles and responsobilities of individuals in a team or group:
*The different roles for the effective functioning of a selected group are described for a specific situation.
*The responsibilitiesof each member of a team or group are identified.
*The learner's own role in a specific group is explained in terms of contributing, responsibility and accountability.
Learning Outcome 4 - Explore techniques to manage group dynamics:
*Techniques for managing conflict.
*Problem solving precesses are discussed as means of finding creative solutions.
*The importance of effective communication in a team or group.
*Effective communication includes, but is not limited to active listening, assertiveness, non-verbal communication and clear self expression.
Also learned in this module:
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| Working together a sa team to make welcoming a success |
*Common goal.
*Role specialization.
*Communication in team.
*Trust.
*Re-confirmation.
*Personal Satisfaction.
Week 3: ( 9 October-14 October )
Practical:
-Did fire checks every day.
-Worked at the Caravan-park clearing the buch area removing trees. cutting off brancehes , taking the branches away to make place for 40 new stands before Desember.
-Did welcoming at reception.
-Worked at farmyard area help to entertain the children during the weekend and helped with pony rides for the kids./
-Worked at the Wildlife centre because there was noy enuf students there on Sunday.
Theory:
Got class about :
Carry out the harvesting of fauna:Learning Outcome 1 - Carry out maintenance checks on equipment used for culling or harvesting:
*Select suitable equipment for culling or harvesting.
*Equipment is checked for evidence of wear and tear.
*Needed maintenance work is carried out to ensure trouble free service.
Learning Outcome 2- Carry out appropriate harvesting procedures:
*Identify appropriate harvesting methods.
*Apply appropriate harvesting procedures.
*Products are prosessed in line with local veterinary, legal and quality assurance oe culling activities.
*Monitor harvesting activities.
Learning Outcome 3- Collect and record basic biological data of the specimens captured:
*Data is colected to ensure accurate record keeping.
*The required biological data of the specimens captures. such as size. weight and gender is recorded.
*Data specific to the area of removal is recorded.
Learning Outcome 4 - Report on the harvest:
*Draft a report on the harvest with organizational requirements.
*Reference is made to adherence to bag limits.
*Reference is made to adherence to permit conditions.
Also learned in this module:
*Chemical Immobilizing.
*Mechanical Mass-capture.
*Handling of captured animals.
*Care of animals in captivity.
*Typical Capture Bomas.
*Skinning Methods.
*Treatment techniques.
*Treatment of horns and skulls.
*Basic animal health.
*Establishing conditions.
*Legal requirements in the removal of species.
Game capturing:
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| Hide-outs in which we stood to hide away from the game and in where the sails were cept. |
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| Cutting branches used to cover hide-outs. |
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| This is how it looked like when the sails are closed when the game are inside the boma. |
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| Loading truck in which the captured game was transported to new area. |
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| Chopper that was used to chase the game into the boma area to capture the game. |
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| As seen on the photo here I was busy heating up the pipes over the fire to make the pipes more movable. This pipers are used to put over the horns of the captured animals to prevent them from hurting one another due to stress in the loading truck when transported. |
Building a Rhino Boma:
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| 1. First we had to carry all the poles to the area where the Boma must be build. |
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| 2. Then we alligned the poles according to the old sheep boma to see how many poles were going to need for the boma. |
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| 3. This is the machine we used to bore holes in the ground |
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| 4. After boring the holes we put the pole in the hole. |
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| 5. Before closing the hole where the pole is planted in we had to make sure that the spacing between the poles are the same as well as the hight of the poles to ensure that the Rhino won't escape inbetween the poles and to ensure that the boma is build neat. |
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| 6.After making sure that the pole is the right with apart and the right hight we closed the hole wit sand. |
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| 7. This is the hallway that we build from the old boma to the new Rhino boma so that the Rhino can be transported safely from the old boma to the new boma. |
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| 8. As seen on the photo we put conveyer beld in between the poles in the hall way from the old boma to the new boma. This will prevent the Rhino from escaping and getting hurt during the movement from the old boma to the new boma. |
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| 9. Then we put rocks in front of the new planted poles inside the Bome because Rhinos dont like stepping ons stones, thus by packing stones infront of the poles will prevent the Rhino from trying to run over the poles and try to escape. |
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| 10. As seen on the photo here I was busy tightening the new planted poles to the original sheep boma poles with wire to make the structure stronger. |
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| Identifying plants found in field |
Learning Outcome 1- Use appropriate method/s to collect a range of envoronmental data and/or specimens:
*A list of the prescribed methods is provided that is appropriate to the area of operation.
*Selection of appropriate data collection methods.
*Collect a range of environmental data or specimens.
Learning Outcome 2- Locate and record the area for collection:
*Applicable navigation techniques are used.
*A record is made of the localities where the specimens will be collected.
Learning Outcome 3 - Collect, obtain data and/or prepare the required specimens according to prescribed procedures:
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| Snake skin found in the field when collecting field specimens |
*Records are relevant data are kept of the precise location where the specimens were collected.
*Requirend environmental data is recorded.
*A review is given of what constitutes ethical collecting practices.
*Live specimens are released in area od origin.
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| Preserved Kite Snake |
Learning Outcome 4 - Package specimens safely for transportation:
*Living specimens obtained for data collection purposes are transported correctly and humanely.
*Dead specimens are suitably preserved.
*Specimens are suitably preserved.*Steps are taken to ensure that all relevant information accompanies the specimens.
* The specimens are delivered to the prescribed place and handed over to designated personnel.
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| Preserved Njala baby |
Also learned in this module:
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| Plant press |
* Grasses and Reeds.
*Herbaceous plants.
*Trees and Shrubs.
*Parasitic Plants.
*Bulbs, Rhizomes, Tubers.
*Succulents.
*Mesembs.
*Information to be recorded: location, licality, habitat, plant description.
*Plant press.
*Collecting reptiles.
*Small mammal surveys.
*Line method.
*Grid method with Sherman traps.
*Grid method with snap traps or combination of snap/ Sherman traps.
*Shooting method.
*Mist netting.
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| Red velvet mites in field |
*Hand method.
*Mole traps.
*Removal of specimens.
*Measuring specimens.
*Collection of reptiles and collection procedures.
*Killing.
*Measurements.
*Preserving.
Week 4:
Theory:
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| Harvesting Botterblom |
· Did assessments on: Orientate, navigate, use create maps in conservation areas. Carry out harvesting of fauna and collect field specimens and environmental data.
· Class on:
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| Harvesting equipment |
Learning outcome 1 – Identify the species or specimen(s) to be harvested.
Ø Found the correct harvesting side within a reasonable amount of time.
Ø Identify the relevant species or specimens to be harvested.
Ø Determine the precise location of the relevant species or specimens.
Ø Identify relevant species correctly by sight.
Ø Identify species in the language of harvesting.
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| Harvesdting trees and plants in the caravan park to make space for new stands. |
Ø Select appropriate harvesting techniques to ensure compliance with organizational procedures.
Ø Conduct the harvesting of flora according to organizational and legislative procedures.
Ø Harvest the correct species in the correct locality by means of the correct method.
Ø Carry out harvesting according to occupational health and safety procedures.
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| Protective clothing whrn harvesting. |
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| Harvesting Botterblom in field. |
Ø Take steps to ensure that the agreed-to rules of harvest are effectively communicated and upheld.
Ø Make provision for the adequate care of temporary harvesters.
Ø Take steps to ensure that harvesters remain in the general area of harvest.
Ø Supervise the harvesting process in such a manner that sound human relations are maintained at all times.
Learning outcome 4 – Record, report and reflect on the harvest:
Ø The harvest must be measured n a practical, efficient and timeous manner.
Ø The harvest must be accurately weighed according to the standard weighing system prescribed for each species by the employer/landowner.
Ø The harvest must be recorded in the format required by the operational procedures.
Ø A harvest report must be prepared containing all the information required to maintain the harvest management system.
Ø Identify the lessons learnt and built into plants for future harvesting.
I’ve also learned the following in this module:
· Guidelines for flower picking.
· Baseline data.
· Standing stock of permissible species.
· The impact on target species.
· Picker competence.
· Impact it have on the ecosystem.
· Fire management strategy.
· Alien plant control.
· Restoration.
· Land management.
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| Harvesting equipment |
· Equipment required.
· Collection of samples.
· Pressing of samples.
· Sending samples away.
· Storing of field herbarium cards.
· Permit to pick flora.
Combat problem plants:
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| Sickle bush : problem plant cause bush encroachment. |
· Define the concept problem plants as it applies to nature conservation.
· Identify and list problem plants in the area of operation.
· Explain the harmful impact that these plants have on the environment.
Learning outcome 2- Apply the appropriate control method(s) accurately and safely:
· Apply a suitable method of control taking relevant factors into consideration.
· A justification is given for the method of control that was selected and applied.
· Explain the advantages and disadvantages of the methods used.
· Apply the appropriate control methods safely.
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| Inkberry: contains poisonous latex. |
· Demonstrate the competence in handling and maintain equipment.
· Select the appropriate tools for the task on hand.
· Selected tools are operated safely and efficiently according to operational and manufacturer’s requirements.
· Equipment must be maintained in good working order.
Learning outcome 4- Keep records of treated areas by means of a recognized method:
· Identify areas where problem plants have been or treated and indicate this areas on suitable maps for record keeping purposes.
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| Problem plant: caster oil. |
· The area of operation must be located by means of appropriate markings on a map in order to keep record of treated areas.
Learning outcome 5 – Carry out appropriate follow up procedures:
· Use a map or other reference to locate previously treated areas to enable follow up procedures.
· The impact/success of previous interventions is monitored to identify the need for follow up procedures.
· The necessity for further intervention is assessed through evaluation of the impact of previous interventions.
· An accurate record must be kept of findings.
· Follow up treatment must be implemented where necessary.
I’ve also learned the following in this module:
Ø What an invader plant is.
Ø Where the invader plants come from and why are they here.
Ø Why invader plants are a threat to our plants.
Ø Why invader plants are so successful.
Ø Why indigenous plants are so important to us.
Ø How you can help in the control of invader plants.
Ø Methods of control:
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| Example where fire burned through the field as example of Biological control. |
o Fire.
o Introduction of natural enemies/seed predators e.g. insects, bacteria and fungi.
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| Mechanical contol: Ring barking. |
o Ring-barking.
o Repeated felling and defoliation.
3.Chemical control.
Ø
Some of the different invader plants of our nature area:
Some of the different invader plants of our nature area:
o Rooikrantz (Acasia cyclops)
o Long Leaf Wattle (Acasia longifolia)
o Port Jackson (Acasia saligna)
o Black Wattle (Acasia nearnsii)
o Black Wood (Acasia melanoxylon)
o Lantana (Lantana camara)
o Sesbania (Sesbania punicea)
o Pine (Pinus pinaster)
o All Prickly Pears (Opuntia spp.)
Practical:
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| Sand used to fill up holes in road. |
· Filled up holes in road.
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| Compressing sand in holes. |
· Worked at Main gate area helping to prepare area for bicycle race:
àMade new pathways.
àCutting branches of trees level.
àTaking the branches away.
àRake the area to remove loose twigs and thorns in field.
· Went to the field to collect field specimens in the burned areas.
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| Collected Velvet Sand Mites in burned areas. |
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| Collect Baboon Spider in field. |
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| Collecting and Identifying plant species in burned areas. |
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| Collected sake skin in burned area. |
· Monitored the 16 burned area sides.
· Saw how the field are recovering after the fire.
· Monitoring what type of new plants, seedlings and trees are growing in the burned areas after the fire.
· Put out salt licks and blocks for the game in the field and at some of the Makhato houses.
· Cleaned the “dip-bakke” and put in new Amnipor and lick blocks in the dip-bakke for the game.
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| Amipor iput underneath this rollers of the dip-bakke. |
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| Lick blocks in dip-bakke |
· Moved the “dip-bakke” to new areas to prevent erosion.
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| As seen on this photo soil erosion (trampling) occurs where dipbakke are put, so we move the dipbakke to new areas to prevent further erosion. |
· Went to Tambuki camping side and the ‘Koppie’ and learned more about this historical sides.
· Caught Terrapins in the freshwater puddles after the rain to see how Terrapins look like and then released the Terrapins again.
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| Terrapin in freshwater puddles. |
Week 5:
Theory:
· Started to blog about this RG course.
Practical:
· Did fire checks every day.
· Worked at main gate dam to clean it by removing all the water and scrubbing the waterfalls rocks as well as the walls of the dam.
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| Main gate dam. |
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| Cleaning Main gate dam. |
· Cleaned area next to main gate where the bicycle race was going to take place: removed all twigs lying around as well as thorns and raked the area.
· Put up barriers at main gate area where the parking side for the guest will be for the bicycle race.
· Went to the field to fix broken fences that have snapped.
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| Fix fence that snapped using a wire puller. |
· Did welcoming for guests who checked in on Friday.
· Worked at the farmyard area to entertain children over the weekend.
· Also helped with the pony rides at the farmyard area.
· Had to go and help to put up the big tent at main gate that broke down due to rain and wind.
Week 6:
Theory:
NONE
Practical:
· Did fire checks every day.
· Went to the field to fix broken wires on fence.
· Also fixed fence that leaned backwards, by putting in new w-standards to tighten falling fence to new w-standards.
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| Putting in a new w-standard to tighten the falling fence to the new w-standardin order to prevent the fence from falling more. |
· Learned what type of wires you use for what purposes.
· Went to the Wildlife centre to build a new BOMA for the little Rhino’s:
o Carried the big poles to the area where the boma must be.
o Planted the poles for the boma.
o Put up conveyer belt at the hallway area to prevent Rhinos from escaping there.
o Tightened new planted poles of the BOMA with wire to the outside structure of the old sheep BOMA.
Learned the following when building the BOMA:
o Learned how to build a BOMA.
o What animals can be put into this BOMA.
o The equipment that you need to build a BOMA.
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| Working together as a team. |
o How to think logical to make work easier to do.
o The importance of neatness when building a BOMA.
o And the Importance of always working together as a team.
o As well as the importance to always follow the instructions that is given to us.
Week 7 :
Theory:
Class on:
Combat Soil Erosion:
Learning outcome 1 - Evaluate the effectiveness of the interventions and improve on them:
Ø List of the techniques that are currently available.
Ø Write a detailed explanatory note on each of these techniques.
Ø Summary about the techniques that worked the best under particular conditions.
Ø Lessons learned must be noted to apply for future practice.
Ø Identify aspects for improvement.
Ø Assistance in the rehabilitation of selected areas by planting grass and other forms of vegetation.
Learning outcome 2 – Implement systems of remedation and report on them :
Ø Plan, organize and implement remediation.
Ø Report outlining the problem and the proposed solution.
Ø Suggestions on possible remedial interventions actions.
Learning outcome 3 – Control erosion through taking appropriate remedial action in long and short term:
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| Example of Sheet erosion. |
Ø Interventions are implemented that are aimed at controlling the causes of erosion in the particular area.
Ø A selection is made of techniques appropriate to the problem.
Ø Justify the techniques that were employed in terms of ecological principles.
Learning outcome 4 – Detect and explain the causes of erosion:
Ø A determination is made of the causes of soil erosion in terms of the likely factors.
Ø The precise nature of the damage done is specified with a view to stopping or limiting soil erosion.
Learning outcome 5 – Detect soil erosion sides:
Ø Accurate observations are carried out for the purpose of detecting the signs of soil erosion.
I’ve also learned the following in this module:
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| Sheet erosion on old boyshouse road. Controlled the erosion by closing the road and by putting brances over new grass seedlings to prevent animals to eat the grass in this area. |
v Erosion control.
v Geological erosion.
v Soil erosion.
v Types of soil erosion:
· Wind erosion.
· Water erosion.
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| Tramping accurs in areas where dipbakke and game licks are put. To prevent further erosion dipbakke and salt licks are moved to new areas. |
· Overgrazing.
· Trampling.
· Bad Agricultural Practices.
· Veld Fires.
· Bad road design.
v The importance of ground cover.
v Combating soil erosion (Protect the ground cover):
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| Gabion Basket that is used to controll run-off. |
· Control run-off.
· Wire baskets- Gabions.
· Cover barren soil.
· Protect slopes.
· Protect foot and vehicle paths.
· Healthy burn and agriculture practices.
v Veld reclamation.
v What plant succession is.
Erect, monitor and maintain wildlife fences:
Learning outcome 1 – Prepare an area for fencing:
Ø Place boundary beacons in order to identify and mark the area to be fenced.
Ø The area must be physically cleared or debushed in preparation for fencing.
Ø The area must be levelled to facilitate the erection of a fence.
Ø The prescribed specifications to be adhered to when preparing the area for fencing must be outlined.
Learning outcome 2 – Erect and dismantle a fence:
Ø The prescribed fence must be erected to a specified standard.
Ø The fence must be erected on a prescribed line.
Ø Electrification must be added to a fence according to indicated specifications.
Ø A sacrificial or folding fence must be constructed at a river crossing.
Ø A fence must be dismantled as directed by supervisor in line with organizational standards.
Learning outcome 3 – Monitor the fence for effectiveness:
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| Doing Fence Patrols on the farm. |
Ø Regular patrols must be conducted.
Ø A report must be prepared to communicate findings on the effectiveness of the fence.
Ø An assessment must be made of what is required to repair weakness in the fence.
Ø A description must be given of the problems that neighboring communities experience as a result of animals breaching the fence.
Learning outcome 4 – Maintain the fence:
Ø The fence must be repaired to ensure that it always meets the prescribed standards.
Ø River crossings must also be repaired to the prescribed standards.
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| Fixing falling fence. |
Ø Identify weaknesses in the fence and correct it by using appropriate techniques, tools and equipment.
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| Before (fence busy falling backwards) |
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| After (new w-standard supporting fence). |
I’ve also learned the following in this module:
v Fencing and fence erecting techniques.
v Wire fencing for nature reserves.
v Requirements for a good fence.
v Different fence heights, required by the type of game that occurs in the area.
v Different poles:
ü Straining posts: wooden poles, railway tracks and pipes.
ü Line posts.
ü Droppers.
v Advantages and disadvantages of wood and metal poles.
v Different types of wire:
ü Smooth steel wire.
ü Campeon barb wire (steel wire with barbs).
ü Veldspan (type of mesh with horizontal steel wire and softer vertical wires).
ü Mesh (Diamond Mesh, Jackal or Pig Mesh, Welded Mesh).
v Electric fences.
v How to check electric fences.
v Gates.
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| Wire puller used to fix broken wires on fence. |
v Equipment used for fencing and patrolling.
v Specifications for calculating fencing equipment requirements.
Perform conservation guardianship:
Learning outcome 1- Conduct patrols in order to collect and interpret information associated with Conservation Guardianship:
Ø Establish observation and listening posts according to patrolling and Conservation Guardianship requirements.
Ø Routine patrols must be executed using appropriate formations to detect any illegal activity.
Ø Information must be gathered with regard to movement (illegal/legal) inside a conservation area.
Ø Routine patrols are executed to locate, follow and identify high profile/ threatened species within the operational area.
Ø Illegal activities must be detected through the identification and finding evidence as it applies to conservation guardianship.
Learning outcome 2 – React appropriately within the law and according to established procedures, in order to counter any illegal activities:
Ø Suspects and witnesses are approached in a manner that ensures that safety of persons and the maintenance of full control of the situation.
Ø A suspect must be disarmed and his/her weapons must be made safe.
Ø Lawful arrests must be carried out using minimum force.
Ø Suspects are questioned using techniques that optimize useful information gathering.
Learning outcome 3 – Collect evidence in order to be able to prosecute a suspect and present evidence in court of law:
Ø Secure the scene of the crime according to standard operational procedures and requirements.
Ø Utilize the appropriate collection techniques.
Ø Explain the extent of the offence of individual rights.
Ø Assist in preparation of a docket according to operational and legal requirements.
Ø Present evidence in court in a credible and consistent way.
Learning outcome 4 – Apply appropriate communication techniques during the operation:
Ø Utilize a variety of techniques to ensure the maintaining of communication as it applies to patrolling.
Ø Use appropriate report formats to present information to supervisors and other audiences.
Ø Conduct a verbal debrief with patrol members and other audiences as it applies to patrol and conservation guardianship operations.
I’ve also learned the following in this module:
v How patrols work.
v Legal procedures.
v How to collect and present evidence.
ü Using a radio.
ü The communication process.
ü Using a radio in the field.
ü The PHONRTIC ALPHABET.
ü Networks and call signs.
v Parts of a radio:
 |
| Using radio's to communicate. |
ü Power source.
ü Transmitter.
ü Receiver.
ü Antenna.
ü Microphone.
ü Speaker.
v Patrol tasks.
v Types of reconnaissance patrols.
v Patrol equipment.
v Patrol rehearsal.
v Execution of the patrol.
v Patrol safety, health and hygiene.
v Patrol reports and debriefing.
v Anti-poaching Patrols- minor tactics.
v The arrest procedures.
v Necessary steps at the charge office of the SAPD.
v Other points of importance during arrest.
v The court procedures.
Identify and monitor local wildlife:
Learning outcome 1 – Explain the purpose and state the principles of wildlife monitoring:
Ø Explanation about the purpose of wildlife identification and monitoring activities is given.
Ø List and explain appropriate methods of wildlife monitoring in the area of operation.
Learning outcome 2 – Identify local plants and animal species including their sign, spoor and habitat:
Ø Key local species in the operational area are identified by their common names.
 |
| Identifying Kudu spoor in field. |
Ø Recognize spoor of key species to ensure accurate monitoring.
Ø Use simple keys to identify species.
Ø Habitats used by wildlife are identified and explained.
Learning outcome 3 – Count the local plants and animals:
Ø Make an accurate count of key plants and animals as it relates to the area of operation.
Ø Explanations is given of the data gathering methods used for the counting of local plants and animals.
Ø Draft an accurate report and present on the result obtained.
Learning outcome 4 – Determine the locality of animals, plants/ abiotic elements:
Ø Use a map to locate and record the location of animals and plants as per identified needs and organizational requirements.
Ø Prepare a report to describe relevant abiotic factors.
 |
| This is a tracker build in to a coller and put arount horns of game in order to track game and know where they are. |
Ø Measure or record relevant information about local species to promote effective wildlife monitoring.
Ø A report that summarizes the data collected is prepared and presented according to organizational requirements.
I’ve also learned the following in this module:
· Reasons for and techniques of monitoring:
ü Quality and integrity of data, objective(s) of the methods used.
· Identify relevant species correctly:
 |
| Identifying that this is a Kudu Bull because it have horns. |
ü Concept of Family, Genus and Species – elementary taxonomy.
ü Local agreed upon name of key species.
ü Spoor of key species.
ü Use of simple keys to identify species.
 |
| Identifying that this is a Kudu ewe because it don't have horns. |
ü Identifying local fauna and floral key species by form, sight, sight, sign and call.
ü Understand habitat types of key species.
ü Sexing and ageing local species.
ü Determining local animal condition.
ü Characteristics of relevant species.
ü Animal behaviour patterns.
ü Monitoring objectives and methods.
· Implement correct census techniques:
ü The purpose and principles of monitoring.
 |
| Doing game counts with vechile method. |
ü Aerial census as general techniques; repeatability and parameters for counts.
ü Ground counts, aerial counts, strip counts, vehicle counts.
ü Count frequency, totals.
ü Binocular / telescope usage.
· Plot localities of species:
ü 6-figure grid reference; GPS.
ü Locality identification methods.
ü Map reading.
· Record findings of census, e.g. :
ü Understand data integrity.
ü Legibility of data.
ü Reporting and recording systems required.
ü Purpose of reporting.
ü Data integrity and quality.
ü Legibility of data.
ü Reporting and recording systems required.
ü Purpose of reporting.
· SA biomes and the role of fire in high rainfall biomes.
· The ecological role of locusts in arid biomes.
· Sampling and census techniques for plant life.
· Identify plants in the field using the ID key in guide books.
Did assessment about :
· Carry out the harvesting of flora.
· Combat problem plants.
· Combat soil erosion.
· Perform conservation ethics.
· Erect, monitor and maintain wildlife fences.
· Identify and monitor local wildlife.
Practical:
· Did fire checks every day.
o Take grass out of dam.
o Take most of the mud out of the dam as well as the water.
o Rescued little tadpoles pit of the dam because we tooked out all the water and then we released them at the girls house dam.
· Did welcoming for guest checking in on Friday.
 |
| Saving Tadpoles. |
· Worked at farmyard area to entertain children and also helped with the pony rides at the farmyard.
· Picked up papers.
Week 8 :
Theory:
Class on:
Demonstrate knowledge of nature conservation in terms of its role and function in society:
Ø Explain the concept of nature conservation.
Ø Outline the principles of nature conservation to define the role and purpose of Nature Conservation.
Ø A comparison is drawn between sustainable and unsustainable use of natural resources.
Learning outcome 2 – Outline the history of nature conservation:
Ø An outline is given of key developments in the history of nature conservation as it applies to changing emphasis within this operational environment.
Learning outcome 3 – Demonstrate the relevance of nature conservation principles to society:
Ø The value of nature conservation.
Ø The relevance of nature conservation as it applies to the legacy of nature conservation for future generations.
Ø The importance of nature conservation.
Ø The contribution of nature conservation to a nation’s health.
Learning outcome 4 – Explain the inter-relatedness within ecosystems:
Ø The meaning of eco-system inter-relatedness is clarified through the use of key conservation terms.
Ø The importance of conserving the integrity of the habitat as it applies to the promoting of the survival of species.
Ø An outline is provided of the work of local, national and international conservation agencies: NGO’S, IUCN, RAFFIC, WWF-SA.
Ø What the expression “red-data” is.
Ø A tabulation of CITES categories.
Ø The degrees of scarcity/abundance of species.
I’ve also learned the following in this module:
Definition of Conservation, options from preservation to utilization:
· Concept of sustainability.
History:
· Protectionism to Sustainable Use.
· Participatory management as a modern approach.
Relevance of conservation in modern society, e.g. carbon trading:
· Value of conservation areas (VIDEO - Touchstones).
· Types of conservation, e.g. species, landscapes and systems.
· Catchment systems – importance.
· Indigenous knowledge systems (tracking, use of plants).
Ecology:
· Trophic pyramid – mineral cycles and emergency flow.
· Abiotic factors – their role in ecosystems.
· Biotic components.
· Relationships in the ecosystem.
· Territorial behaviour.
· Natural selection.
The roles of CITES, TRAFFIC, IUCN, WWF and WESSA.
The red Data Categories.
Learning outcome 1 – Demonstrate respect for others, their possessions and the environment.
Learning outcome 2 – Articulate different cultural interest and values with regard to the environment.
Learning outcome 3 – Explain which interaction will achieve a successful environment.
I’ve also learned the following in this module:
· The ethical norm based on ancient texts.
· The concept of balance in nature:
§ Illustrate with fig tree and wasp.
§ Caracal.
§ Honey badger.
· The different approaches to nature , which will be successful, based on ethical norm.
§ Application of ethical norm, e.g. living with caracal.
· The different human cultures conform to diversity in nature:
§ All have equal right to existence and right to be respected.
· The different ways in which different cultures cultures perceive and respond to nature:
 |
| Aestetick falue of nature. |
§ Application in Environmental Education.
§ The principles of Leave No Trace.
§ The role of Environmental Control Officers.
· Respect for others, their possessions and the environment taking into account cultural protocols.
· Respect other people’s possessions by applying own individual norms and abiding by laws and regulations.
· Wise/ responsible use of natural resources.
· Sympathetic and empathetic interaction with people of different cultural backgrounds.
Different ethical perspectives:
· Understand empathy, critical thinking skills, tactful assertions and handling conflict.
· Working towards a win-win situation.
· Understanding different value systems.
· Interaction between man and his environment by acting responsible:
 |
| Picking uo segarett buds. |
o Littering.
o Fires.
o Water.
o Fauna
o Flora.
o Fauna
o Flora.
 |
| Picking up papers. |
· The impact of natural cycles and the transfer of energy.
Control non-dangerous damage causing animals:
 |
| Non-dangerous damage causing animal: Ticks. |
· Identify non-dangerous damage causing animals .
· Use tracking skills to identify non-dangerous damage causing animals.
· Identify the behaviour of non-dangerous causing animals.
· The regulations arising out of legislation applicable to game removal.
Learning Outcome 2 – Assist in control measures for non-dangerous damage causing animals within area of operation:
 |
| Control method for flies as non-dangerouse damage causing animals. |
· Control measures must be maintained to provide assistance in the capturing of non-dangerous damage causing animals.
· Poisons, sprays and/or biological agents must be applied.
· Breeding sites are limited to control certain species.
Learning Outcome 3 – Carry out skinning, disposal, preservation and other procedures to remove carcasses of animals:
· Assistance is provided in the carrying out of skinning, disposal and other procedures related to the disposal of carcasses.
· The preservation of carcasses as per operational requirements.
 |
| Warthog as non-dangerouse damage causing animal. |
· Communicate with the local community in addressing problem animal incidents.
· Gather information from local communities as it relates to problem animals.
· Addressing problems with non-dangerous damage causing animals through the dissemination of information.
· Educate the local communities about damage causing animals.
I’ve also learned the following in this module:
· ID of animals in questions.
· Control measures of non-dangerous causing animals.
· Specific permits.
· The hunting methods that you may not use.
· The rights of landowners.
· Hunting licences.
· Conservation problems in the game industry.
· Ways you as a responsible hunter can help to conserve nature.
· Important organization: CITES
 |
| Quagga- Extinct specie. |
a) Extinct.
b) Endangered.
c) Vulnerable.
d) Rare.
e) Out of Danger.
f) Intermediate.
Implement cultural heritage resources management in the field:
 |
| Monkey-orange as traditional food. |
Ø Understand the consept cultural heritage.
Ø Cultural Heritage Resource Management is related to the needs of South African society.
Ø The connection between cultural heritage management and nature conservation.
Ø The most important principles of cultural heritage resource management.
Learning Outcome 2 – Describe local cultural heritage practices, traditions and sites:
 |
| The Koppie on Sondela as cultural Heritage Site. |
Ø Identify sites within area of operation.
Ø Description of local practices and traditions relevant to the site.
Ø The importance of managing and preserving cultural sites and aetifacts.
Learning Outcome 3 – Monitor cultural heritage sites:
Ø Justification for preserving a cultural heritage site within area of responsibility.
 |
| Tool-Hammer found in cultural sites on Sondela. |
Ø Compiling an inventory of the important artifacts and/or cultural assets on the heritage site.
Ø Implementing a management plan for the cultural heritage site.
Ø Explanation is given of how visitor requirements are accommodated within the context of the law and site management plan.
 |
| Shards found on Sondela in cultural sites. |
Ø Distinction between sustainable and non-sustainable utilization of cultural resources.
Ø Key aspects of legislation relevant to the management of a cultural heritage site.
Ø An outline is provided of penalties incurred for damage/ mismanagement of a site.
I’ve also learned the following in this module:
· SAHARA as agency.
· The principles of Cultural Heritage Resource Management.
 |
| Bones found at sites on Sondela. |
· Procedures to follow when finding a site.
· The recognition of local sites, traditions and uses.
· How to develop policy for the use of the site.
· The recognition of local sites, traditions and uses.
· The monitoring of sites.
· Legal implications : maintenance and change.
· Relevant legislation and implications.
· Private collections.
· Keeping of records and permit systems.
Week 9:
Ø Finished my POE.
Ø Finished all my Photo Evidence for all the modules.
Ø Made sure that all my workbooks are done.
Ø Wrote all my tests.
Ø Finished my last 3 assessments.
Practical:
Ø Did fire checks every day.
Ø Sprayed poison for weeds and bulrush at the bicycle trails and at main gate hide’s dam.
Ø Learned that bulrush kills fish in the water because it takes out all the oxygen out of the water.
Ø Went to the field to identify and monitor local wildlife and to do game counting.
Ø Went to the field to pick up papers in the field.
Ø Constructed old giraffe Boma to a Buffalo Boma.
Ø Worked in vegetable garden, slashing weeds and grass.
Ø Assist in darting one of the Sables:
1. Took off the collar ,with the tracking device on, from the Sables horns.
2. Learned that you use THIANIL OR M99(ETORPHINE) to make the animal sleep.
3. Use TREXONIL and HYDROCHLORIDE to wake the animal up again.
4. Learned that vets use KETAMINE and AZAPERONE for cat, dog and buck species for muscle relaxation.
5. The Sable had an apse in one of his legs so I’ve learned how to drain an apses by using a needle to drain the apses and then push the apses out and clean and sterilize the bone.
6. Learned that when injecting a animal to sleep, you must inject the animal into a muscle (that’s why you first pull the injection backward to ensure that the needle is not into a vain), to prevent the medication from going to fast to the heart of the animal.
7. Learned that when you inject a animal to wake the animal up, you put the needle into a vain of the animal so that the medicine can go fast to the heart.
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| Working together as a group. |
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