Research Writing
Paulus1953
EAP511SS12021_AN.pdf
TUTORIAL LETTER SEMESTER 1/2021
ENGLISH FOR ACADEMIC PURPOSES EAP511S
1
Dear Student
Welcome to English for Academic Purposes – EAP511S. It is of utmost importance that you, as a
student, familiarise yourself with the content of this letter to understand how the course is structured
and what will be expected of you during the course of this semester.
The course assignments are to be submitted via the eLearning mode, a mode that enables you as a
student to fully engage with the content and has limitless access to instructors and relevant course
material. All assignments will be conducted via the eLearning platform known as Moodle.
Due Dates of Assignments are provided on Moodle as well as in the Distance Education Manual
available on COLL’s website. Test Dates are provided on the Test Information Sheet also available on
COLL website, under COLL MANUALS.
Please note:
Campus activities that involve physical contact, whether in a meeting, laboratory, assessment,
tutorial/lecture will be held under strict COVID-19 National Health and Safety Protocols. Students
not adhering to such National Regulations, i.e. wearing masks correctly to cover both the mouth
and nose, social distancing of at least 1.5m, hand sanitising and refraining from campus activities
when experiencing COVID-19 symptoms, will not be allowed into a venue.
Good luck with this course and with your studies.
TUTORIAL LETTER SEMESTER 1/2021
ENGLISH FOR ACADEMIC PURPOSES EAP511S
2
Course Name: ENGLISH FOR ACADEMIC PURPOSES Course Code: EAP511S
Department: Department of Technical Vocational Education and Training (DTVET)
Course Duration: ONE SEMESTER NQF Level and Credit: NQF Level 5, 14 CREDITS Pre-requisite: English in Practice (EPR511S) Prescribed Textbook(s): COLL Supplementary Material This First Tutorial Letter was compiled by: Mr A Ndlovu
Your marker-tutors for English for Academic Purposes (EAP511S)
Mr A Ndlovu Tel.: 264 61 207 2104 E-mail: [email protected]
Ms Y Lyamine Tel.: 264 61 207 2047 E-mail: [email protected]
Ms E Gawas (Ucham) Tel.: +264 61 207 2213 E-mail: [email protected]
Dr K Iipinge Tel.: 081 28744 98 E-mail: [email protected] /[email protected] / [email protected]
TUTORIAL LETTER SEMESTER 1/2021
ENGLISH FOR ACADEMIC PURPOSES EAP511S
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COLL ADMINISTRATIVE SUPPORT SERVICES
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TurnItIn - Student
Guide.pdf
TUTORIAL LETTER SEMESTER 1/2021
ENGLISH FOR ACADEMIC PURPOSES EAP511S
4
STATEMENT ABOUT ACADEMIC HONESTY AND INTEGRITY
All staff and students of Namibia University of Science and Technology (NUST), upon signing their employment contracts and registration forms, commit themselves to abide by the policies and rules of the institution. The core activity of NUST is learning and in this respect academic honesty and integrity is very important to ensure that learning is valid, reliable and credible.
NUST therefore does not condone any form of academic dishonesty, including plagiarism and cheating on tests and assessments, amongst other such practices. NUST requires students to always do their own assignments and to produce their own academic work, unless given a group assignment.
Academic Dishonesty includes, but is not limited to:
• Using the ideas, words, works or inventions of someone else as if it is your own work.
• Using the direct words of someone else without quotation marks, even if it is referenced.
• Copying from writings (books, articles, webpages, other students’ assignments, etc.), published or unpublished, without referencing.
• Syndication of a piece of work, all or part of an assignment, by a group of students, unless the assignment was a legitimate group assignment.
• The borrowing and use of another person’s assignment, with or without their knowledge or permission.
• Infringing copyright, including documents copied or cut and pasted from the internet.
• Asking someone else to prepare an assignment for you or to write or sit an assessment for you, whether this is against payment or not.
• Re-submitting work done already for another course or programme as new work, so-called self-plagiarism.
• Bringing notes into an examination or test venue, regardless of whether the notes were used to copy or not.
• Receiving any outside assistance in any form or shape during an examination or test.
All forms of academic dishonesty are viewed as misconduct under NUST Student Rules and Regulations. Students who make themselves guilty of academic dishonesty will be brought before a Disciplinary Committee and may be suspended from studying for a certain time or may be expelled. All students who are found guilty of academic dishonesty shall have an appropriate endorsement on their academic record, which will never be erased.
I, ……………………………………………………………………………………………………………(full name and surname), hereby acknowledge that I have read and understood the Statement about Academic Honesty and Integrity and that I will abide by the rules and regulations as outlined within the statement.
Signature of the student:…………………………………………… Date: ……………………………………………
TUTORIAL LETTER SEMESTER 1/2021
ENGLISH FOR ACADEMIC PURPOSES EAP511S
5
INSTRUCTIONS/REQUIREMENTS FOR ASSIGNMENTS
ASSESSMENT CRITERIA
• You will be doing two (2) assignments, each weighting 25 % towards your CA mark. Due dates
are on the COLL website.
• You will be writing one (1) Comprehensive Test that is replacing the final examination,
weighting 50 % towards your final mark. These tests dates are:
Test Face-to-Face/Online Date & Venue
Test 1 (Comprehensive Test)
This test is compulsory for all
students
Face-to-Face Comprehensive Test Wednesday, 12 May 2021 @ 14:00 Face-to-Face Venue to be confirmed
Test 2 (Make up Test)
This test is meant for all
students that missed Test 1
Online Saturday, 15 May 2021 @
10:00
Face-to-Face
Test 3 (Supplementary Test)
This test is meant for all
students whose final mark is
lower than 50 % and those
who missed both tests
Face-to-Face Supplementary Test Saturday, 05 June 2021 @ 10:00 Face-to-Face Venue to be confirmed
Your final mark: 100 % CA
• A final mark of at least 50 % has to be obtained to pass the course
TUTORIAL LETTER SEMESTER 1/2021
ENGLISH FOR ACADEMIC PURPOSES EAP511S
6
Student Notice:
• Please ensure that COLL has your correct cell phone number, in order to avoid delays in receiving critical information that is communicated via sms. Please ensure that you log onto Moodle regularly!!
• For information pertaining to your Student Support Officer, kindly consult the DE Pocket Guide on the COLL website (COLL Announcements – COLL Manuals).
• Assignment submission dates can be found in the Distance Education Information Manual with Assignment due dates, which is available on the COLL Website (COLL Announcements – COLL Manuals)
ASSIGNMENT 01 My due date for this assignment is: …………………………………………………………………………………
This assignment covers the following units/modules/topics:
• Academic Reading
• Language Usage Review
• Text Organisation
Submission of Assignments
The course assignments are to be submitted via the eLearning mode, a mode that enables you as a
student to fully engage with the content and has limitless access to instructors and relevant course
material. All assessments will be conducted via the eLearning platform known as Moodle.
Further note that students are allowed to submit late assignments, based on valid documentary
evidence as per rule DE12 (b) of the COLL Yearbook 2021, provided late assignments are submitted
within 7 days (including public holidays and weekends) after the due date of the assignment.
TUTORIAL LETTER SEMESTER 1/2021
ENGLISH FOR ACADEMIC PURPOSES EAP511S
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ASSIGNMENT 01 50 MARKS
Question 1: Academic Reading [25 Marks]
This part of the assignment assesses your understanding of texts and your knowledge and application
of academic reading skills and strategies. Read the Academic Reading unit before attempting the
questions. The reading text has been adapted for assessment purposes.
___________________________________________________________________________
Youth unemployment in South Africa: challenges, concepts and opportunities
Cecil Mlatsheni and Murray Leibbrandt
Introduction
A Development of youth depends very much on employment. Employment is a key factor in the
transition from youth to adulthood and from dependence to independence. Unsuccessful or
prolonged transitions from school to work impose high psychological and social costs far in excess of
the loss of income associated with the unemployment. Even economists have come to recognise the
huge long-term effects of youth unemployment, which is now often referred to as ‘scarring’ (Scarpetta
et al. 2010). The development literature discusses the plight of marginalised individuals under the
theoretical construct of social exclusion as it provides a framework that is very useful in spelling out
both the causes and consequences of such scarring. The term ‘social exclusion’ is attributable to
Lenoir (1974). More recently, Jordan (1996) and Sen (2000) amongst others have argued for its
usefulness in augmenting material deprivation and other obvious markers of poverty and
underdevelopment with less obvious impacts on the development of individuals. The quotation with
which we began this article makes it clear that Sen sees long-term unemployment as one of the most
obvious and important forms of social exclusion.
Promoting entrepreneurship: the difficulties of inclusion in the South African context
B Promotion of entrepreneurship and especially small, medium and micro enterprises (SMMEs)
is one of the most common recommendations coming from policy circles in the face of high levels of
unemployment. Indeed, the International Labour Organisation estimates that 93 per cent of new jobs
in Africa and virtually all new jobs for youth on the continent are generated in the informal sector.
Furthermore, results from the Global Entrepreneurship Monitor (Von Broembsen et al. 2006) research
project indicate that the highest prevalence of entrepreneurial activity is to be found among 25- to
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34- year-old men (20 per 100), followed by 35 to 44-year-old men (15 per 100) and then 18 to 24-year-
old men (13 per 100). There is therefore a significant representation of youth in global estimates of
entrepreneurial activity. The situation in South Africa is somewhat different. Youth entrepreneurial
activity is relatively low at 6 per cent for youth between 15 and 30 years of age. Evidence from South
African surveys indicates that most young people are motivated to start their own businesses because
of the limited opportunities in the labour market but that sustainability is a major constraining factor.
Such sustainability is governed by a person’s intrinsic entrepreneurial ability (which can be cultivated),
availability of investment capital, risk absorption capacity, financial management skills, enterprise
development, and — very importantly — market accessibility. South Africa’s education system and
the hostile and highly concentrated market structure leave participants short of skills in a skewed
market and this impacts negatively on the success of SMME ventures. SMMEs are not the biggest
generators of employment currently; however, with low rates of both necessity entrepreneurship
(2.05 per cent) and opportunity entrepreneurship (2.95 per cent), there is an immense potential for
employment creation in this area (Von Broembsen et al. 2006). The Global Entrepreneurship Monitor
(2008) reports that a small percentage of start-up entrepreneurs can expect to create 20 jobs in their
first five years of business. The reason for this is that entrepreneurship in South Africa tends to be
skewed towards low-impact, or low-expectation entrepreneurship. This is because it is driven by
necessity or the absence of other viable sources of income rather than being driven by vision. Not
many conventional new smaller firms last up to five years, and fewer still develop into high growth
firms. In view of this there have been ongoing initiatives to promote the development and
sustainability of SMMEs in South Africa.
A brief note on education
C The 2006 Global Entrepreneurship Monitor reports that in South Africa adults who hold
tertiary level qualifications have the potential to create employment that is 2.5 times greater than
those who only completed secondary education, and 11 times greater than those who have not
completed secondary education. These findings highlight the importance of education in improving
youth labour market prospects in South Africa. Unfortunately, many of the effects of the past
exclusion within education are still evident as the education ministry battles to equalise quality of
education and to raise the grades attained by those learners who pass. While enrolment in school,
universities and Further Education and Training colleges (FETs) in some areas is pleasing, a number of
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factors about the education system are disconcerting. Besides the poor performance of primary school
pupils in test scores, the declining numbers of grade 12 (end of secondary schooling) candidates who
pass with exemption is also troubling. In 2002, 69 per cent of learners passed grade 12, while only 25
per cent obtained a matric (grade 12) endorsement. It is not clear that performance has improved
much since then. The 2006 grade 12 national pass rate, 66.6 per cent, was lower than that of 2002,
and the absolute numbers of students passing maths and science were on the decline.
D Another troubling statistic is that, of the 1,666,980 pupils who started grade 1 in 1994, only 5
per cent were eligible to attend university at the beginning of 2007. Two-thirds of those who were in
grade 1 in 1994 had not reached grade 12 by 2006. Most black pupils who pass mathematics and
science well enough to enter university courses in the natural sciences, engineering, medicine and
commerce still come from formerly white schools (van der Berg 2005). Furthermore, a significant
proportion of the students that are accepted into tertiary institutions fail to cope with the level of
mathematics and science offered at university. A further concern is that more teachers exit the
profession than those who enter each year. In addition, extra resources channelled into education
post-1994 have not translated into better performance (van der Berg 2005). The national school’s
curriculum is still not a resolved matter either, although relentless efforts to arrive at the best outcome
are to be commended. To the extent that these factors hamper quality of education, they serve as
obstacles to the employment of youth on the receiving end.
E Given the above, a number of weaknesses are clearly identifiable in the links between the
education system and education policy on the one hand and the South African strategy to promote
employment entrepreneurship on the other. A recent OECD study (Scarpetta et al. 2010) has flagged
the fundamental importance of keeping youth in touch with the labour market. This leads the authors
to advocate active policies to encourage firms to take on interns and to train on the job, rather than
to educate and train first and then look to integrate into the labour market later. All of this is equally
true in South Africa, and greater effort is needed in gearing school curricula towards enterprise and
basic monetary numeracy so as to widen the career aspirations of young people. Links need to be
created between educational institutions and industry — as envisaged, but so far not extensively
attained, by the learnership programme — so that learners can explore the opportunities for self-
employment through practical and direct involvement in local business. But these systems are not in
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place right now and, given the current state of South Africa’s human capital development system,
there are dangers in promoting youth entrepreneurship as the sole policy goal or even the main
approach. We have shown that entrepreneurship is determined by opportunity and by willingness to
become an entrepreneur and that many of South Africa’s youth come into the labour market without
the necessary background and skills to capitalise on opportunities. One cannot underestimate how
this undermines the social inclusiveness of all aspects of policy towards entrepreneurship.
Source: Journal of International Relations and Development (2011) 14, 118–126.
doi:10.1057/jird.2010.24
Questions
1. Identify a word in section A which is now used to describe the long-term effects of youth
unemployment. (1)
2. Which scholar is commonly associated with the concept of social exclusion? (1)
3. Indicate whether the statements below are True or false. (10)
a) Unemployment is a form of social exclusion.
b) Social exclusion is a theoretical viewpoint.
c) Economists coined the word ‘scarring.’
d) The International Labour Organisation is involved in job creation in Africa.
e) Most entrepreneurial activity comes from Africa.
f) Necessity entrepreneurship and opportunity entrepreneurship is one thing.
g) SMMEs play a critical role in Africa since all new jobs for youths are found in this sector.
h) South African youth often start their own business because of unemployment.
i) The fact that many South African youths often start their own business without skills often
leads to the downfall of the business.
j) SMMEs do not create much employment opportunities in South Africa.
4. Name 4 factors that govern the sustainability of a business. (4)
5. Why is there a huge potential for employment creation in the SMME sector? (2)
6. Which term in section A is opposite in meaning to “social exclusion.” (1)
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7. Which word in paragraph C means the same as disturbing/troubling? (1)
8. To what does the pronoun ‘this’ refer (para E line 4; para E line 6)? (2)
9. Complete the table below by finding 3 cohesive devices from paragraph D that
match each of the functions. (3)
Function Cohesive device
addition
addition
qualifying
Question 2: Language Usage Review [10 Marks]
This part of the assignment assesses your understanding of morphemes and word formation
processes. Read the Language Usage Review unit before attempting the questions. The questions in
this section are based on the highlighted words in the paragraph below.
___________________________________________________________________________
Another troubling statistic is that, of the 1,666,980 pupils who started grade 1 in 1994, only 5 per cent
were eligible to attend university at the beginning of 2007. Two-thirds of those who were in grade 1
in 1994 had not reached grade 12 by 2006. Most black pupils who pass mathematics and science well
enough to enter university courses in the natural sciences, engineering, medicine and commerce still
come from formerly white schools (van der Berg 2005). Furthermore, a significant proportion of the
students that are accepted into tertiary institutions fail to cope with the level of mathematics and
science offered at university. A further concern is that more teachers exit the profession than those
who enter each year. In addition, extra resources channelled into education post-1994 have not
translated into better performance (van der Berg 2005). The national schools curriculum is still not a
resolved matter either, although relentless efforts to arrive at the best outcome are to be
commended. To the extent that these factors hamper quality of education, they serve as obstacles to
the employment of youth on the receiving end.
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1. Identify the free morpheme and the bound morpheme in the word below. (1)
pupils
2. Rearrange the list of words below into simple, compound and complex words. (3)
furthermore, pupils, serve, channelled, another, relentless
3. Rearrange the list below into derived words (words containing derivational
morphemes) and inflected words (those with inflectional morphemes). (2)
employment, performance, receiving, schools
4. What is the function of the underlined morphemes in the words below. (2)
receiving, schools
5. Explain the word formation process of the derived words below. (2)
employment, performance
Question 3: Text Organisation [15 Marks]
This part of the assignment assesses your knowledge of how to organise information in the body
paragraphs of academic articles, including the appropriate use of cohesive devices. Read the Text
Organisation unit before attempting the questions.
_________________________________________________________________________________
Read the paragraph below and answer the following questions.
If you ever get a really good idea, one that could change the world, you should get a patent to protect
it. The United States Patent and Trademark Office (USPTO) issues two types of patents: design patents
and utility patents. These patents have similar purposes but function in different ways. Design patents
cover appearances. Let’s say that you developed a new and original design for an iPhone case. To
protect your work, you would want to get a design patent, which would help you win lawsuits against
people who sell iPhone cases that look like yours. However, if you created a whole new product, like
an iPhone case that recharges your phone using solar energy, then you would want to file for a utility
patent. Utility patents are harder to get, but they allow you to sue those that copy the function of your
product, giving you even greater protection.
1. Name the text structure used in the paragraph. (1)
2. Re-write the topic sentence of the paragraph. (1)
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3. Identify the cohesive devices used in the text. (4)
4. Organise the cohesive devices into two groups according to their function (1)
5. Name the model (alternating/block) of text organisation used. (1)
6. Provide an appropriate closing sentence for the paragraph. (2)
7. Now, write your own paragraph on the causes of youth unemployment in Namibia.
Your paragraph must consist of the following: (5)
1. Topic sentence 1
2. Three supporting sentences 3
3. Two cohesive devices (underline them). 1
TOTAL MARKS FOR ASSIGNMENT 01: 50
END OF ASSIGNMENT 01
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ASSIGNMENT 02
My due date for this assignment is: …………………………………………………………………………………
Submission of Assignments
The course assignments are to be submitted via the eLearning mode, a mode that enables you as a
student to fully engage with the content and has limitless access to instructors and relevant course
material. All assignments will be conducted via the eLearning platform known as Moodle.
Further note that students are allowed to submit late assignments, based on valid documentary
evidence as per rule DE12 (b) of the COLL Yearbook 2021, provided late assignments are submitted
within 7 days (including public holidays and weekends) after the due date of the assignment.
TUTORIAL LETTER SEMESTER 1/2021
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ASSIGNMENT 02 50 MARKS
Question 1: Research Writing [20 Marks]
This part of the assignment assesses your understanding of aspects related to research writing. Read
the Research Writing unit before attempting the questions.
___________________________________________________________________________
Bacteriological Analysis of Household Water from Hand-Dug Wells in Cuvelai-Etosha Basin of
Namibia
B. McBenedict, H. Wanke, B. M. Hang’ombe, P. M. Chimwamurombe
1 Introduction
A Namibia is a desert country with high temperature that leads to increased evaporation of
rainwater. The country experiences short rain seasons and long dry seasons which cause water
scarcity especially in rural areas that lack developed water pipelines and rely on rainwater
harvesting or groundwater sources such as boreholes, open deep wells and shallow wells (Msangi,
2013). The Cuvelai Etosha Basin is shared between Angola and Namibia. In Angola, the basin covers
36% with Cunene province having a larger portion of the northern Cuvelai while Cuando Cubango
and Huila provinces share a minor piece (DRFN & HIWAC, 2013). As for Namibia, Oshikoto, Omusati,
Ohangwena and Oshana regions contribute 64%, while Kunene and Otjozondjupa regions have an
intersection with minor areas in the southern part of the Basin (DRFN & HIWAC, 2013).
B Rural communities in Namibia utilize hand-dug wells as a source of water for household
purposes. Hence, the Cuvelai system serves as a water resource for the communities in Oshikoto,
Omusati, Ohangwena and Oshana regions (Christelis & Struckmeier, 2011). In some areas,
community boreholes have been set up, but are often not used as they are far from homesteads or
have water quality problems such as high total dissolved solids (TDS) or fluoride concentration
(Wanke et al., 2014). While water-related diseases continue to be one of the major health concerns
globally, statistics in Namibia show high prevalence of diarrhoea as a result of consuming
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contaminated water (UNICEF Namibia, 2014) especially in infants, the old aged and people with
compromised immunity since they are more vulnerable to infection. Although wells often have
visible debris floating in them, they are nevertheless utilized for drinking water without treatment.
Contamination is enhanced by lack of sanitation or wastewater treatment systems in the rural
areas. This lack of a developed water supply system in some parts of the region increases the risk
of water borne infection in these areas because people utilize water from hand-dug wells for
household use regardless of its quality and safety (Wanke et al., 2014).
C Hand-dug well water may harbour microorganisms such as viruses, bacteria, fungi and
protozoa which may be pathogenic and induce diseases leading to death in severe cases (Samuel,
2013). Most hand-dug wells in the Cuvelai Etosha Basin of Namibia are not covered and lack a
protection zone which allows animals to access the water troughs which are often placed besides
the well (Christelis & Struckmeier, 2011). These hand-dug wells tap water from shallow perched
aquifers and are not protected from surface contamination nor is the water quality monitored. This
is not desirable given the outbreaks of cholera (UNICEF Namibia, 2014; Smith, Keddy & De Wee
2008), polio (Schoub, 2006), and diarrhoea (Sibeen, 2007) experienced in Namibia. Safe water
supply is crucial to societal development and growth, and therefore forms part of the United
Nations Millennium Development Goals (Agatemor & Agatemor, 2010). The objective of this study
was to investigate the bacteriological (Culturable) water quality of hand-dug wells.
Materials and Methods
2. Isolation of Bacteria
D Water samples were collected from a total of 25 wells in the Cuvelai-Etosha basin of Namibia.
Sampling was conducted during two sampling campaign trips in March and May in order to account
for the period before the rainy season and after the rain season. The water samples were filtered
with membranes of pore size of 0.1 - 10 µm in order to concentrate the bacteria. The bacteria were
then cultivated on a general-purpose medium (Nutrient agar) at an incubation of 37◦C for 24 hours.
After bacterial growth, single colonies were isolated and grown as pure cultures. Gram stain was
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performed on the pure cultures to distinguish gram negative and gram positive (results not shown).
Bacteria isolation was performed at the University of Namibia (UNAM).
3 Results and Discussion
E A BLAST search of the bacterial sequences revealed the identity (Figure 3) of the bacteria as
Bacil lus aerophilus, Bacil lus amyloliquefaciens, Bacil lus aquimaris, Bacil lus aryabhat- tai, Bacil lus
cereus, Bacil lus licheniformis, Bacil lus pumilus, Bacil lus safensis, Bacil lus samanii, Bacil lus sp.
M37, Bacil lus sp. M26, Bacil lus stratophericus, Bacil lus subtilis, Pseudomonas mendocina,
Staphylococcus haemolyticus and Streptomyces celuloflavus. Bacil- lus species were the most
common inhabitants of the hand-dug wells.
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Table 1: The bacteria isolates and their corresponding identity retrieved from NCBI
Bacterial isolate‡ Place of isolation NCBI Identity % Identity Accession #
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
UNAM*
UNAM UNAM
UNAM UNAM
UNAM UNAM
UNAM UNAM
UNAM UNAM
UNAM UNAM
UNAM UNAM
UNAM UNAM
UNAM UNAM
UNAM UNAM
UNAM UNAM
UNAM UNAM
Bacil lus aerophilus
Bacil lus amyloliquefaciens
Bacil lus aquimaris Bacil lus
aryabhattai Bacil lus cereus
Bacil lus cereus
Bacil lus licheniformis Bacil lus
licheniformis Bacil lus pumilus
Bacil lus safensis Bacil lus
samanii Bacil lus samanii Bacil
lus M 26
Bacil lus M37
Bacil lus M 26
Bacil lus M37
Bacil lus M 37
Bacil lus M 26
Bacil lus stratophericus
Bacil lus subtilis Bacil lus
subtilis Pseudomonas
mendocina Staphylococcus
haemolyticus Bacil lus M37
Streptomyces cel luloflavus
99
98
99
98
99
98
98
98
97
98
99
98
99
98
99
99
98
98
98
98
99
98
99
98
99
JX049585.1
KP334099.1
KJ009414
KM051114
KP729612.1
HQ683909.1
LC006127.1
LC006127.1
EU863189
KP717556
EU240367
EU240367
EU240373.1
GQ495062.1
GQ495051
GQ495062
GQ495062.1
GQ495051.1
KM277362
KF758384
KF758384
DQ345122.1
KT003269.1
GQ495062.1
KP235209.1
*UNAM- University of Namibia
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The Bacil lus genus is a diverse group of Gram- positive bacteria that are rod-shaped and have the ability
to form endospores that are resilient to harsh environmental conditions (Clause & Berkeley, 1986).
Most Bacil lus species are harmless with the exception of a few being pathogenic to humans and animals.
Bacil lus cereus is among the pathogenic species, it is known for causing food poisoning that is
comparable to Staphylococcal species food poisoning. Bacil lus cereus is capable of forming heat-stable
toxin in food that is associated with spore germination which induces vomiting after ingestion while
other strains produce a heat-labile enterotoxin after ingestion that causes diarrhoea (Ashbolt, Grabow
& Snozzi, 2001). The presence of Bacil lus species in the present study also corroborates with the World
Health Organization (2004) suggesting that Bacil lus spp. can be found in diverse natural environments
such as soil and water. The existence of Bacil lus cereus in drinking water supplies has not been reported.
Furthermore, World Health Organization (2004) reported that drinking water has not been identified
as a source of infection of pathogenic Bacil lus spp. However, Bacil lus cereus was detected in the present
study. This is in agreement with the ability of bacillus species to form spores. Hand-dug wells can
be found with a diverse form of bacteria due to their vulnerability to contamination from human and
animal activities occurring around the top of the well. Contamination of hand-dug wells can also be
influenced by structures in the vicinity of the well such as pit latrines, farm animal wastes and septic systems
(FMDW, 1997). Furthermore, households in the vicinity of contamination are vulnerable because they
share the same aquifer (Centre for Disease Control and prevention (CDCP, 2010). The bacterial
contamination in the present study can also be attributed to the structure of the wells. Not all hand-dug
wells surveyed had a cover to prevent contamination.
G The presence of Staphylococcus haemolyticus in the hand-dug wells also suggested the possible
contamination of the water with selenium (Riadi & Barford, 1994). This study revealed the presence
of bacterial contamination in the hand-dug wells of the Cuvelai-Etosha basin and supports the
conclusions that; the water from the hand-dug wells is not safe for drinking unless it is subjected to
appropriate disinfection methods. These wells are also vulnerable to the spread of bacterial
contamination because they use the same aquifers.
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4 Conclusion
H This study revealed the presence of bacterial contamination in the hand-dug wells of the
Cuvelai-Etosha basin and supports the conclusions that; the water from the hand-dug wells is not
safe for drinking unless it is subjected to appropriate disinfection methods. These wells are also
vulnerable to the spread of bacterial contamination because they use the same aquifers. In addition,
these wells indicated possible contamination with Selenium which when consumed in high amounts
can induce a disease called Selenosis. The presence of the health risk bacteria indicated that the
water was not fit for drinking in light of WHO and Namibian guideline values for drinking water.
However, this water can be consumed with prior treatment.
I The findings of this study lead to the recommendations that; the entry/access of animals in
the vicinity of hand-dug wells should be restricted in order to prevent the defecating of animals near
the wells. This can be implemented by constructing fences around the wells. Furthermore, wells
should be lined with concrete from the top to the bottom. The construction of the wells at higher
ground levels can also prevent the entry of contaminants through surface run off especially in the
rain season. The wells should be covered and the concrete protection of the well should also be
properly constructed. In addition, the wells should be assessed for the water quality periodically by
the Ministry of Health and the well owners should be trained on the maintenance of the well. It is
further recommended that; the water must be boiled before drinking it in order to kill bacteria. The
boiled water must be covered and protected against recontamination. It is also encouraged that
bleach should be added to the water to kill bacteria. Iodine can also be added due to its ability to kill
bacteria. However, Iodine may cause allergies in some instances. In addition, the addition of water
purification tablets also eliminates the bacteria. In cases of financial challenges, solar disinfection
can be performed which involves Filling plastic bottles with water and placing them in the hot sun
for two hours. Combining these methods is more effective especially in the elimination of resistant
bacteria such as cholera bacterium. Since the most common water source for the community in the
Cuvelai-Etosha basin is hand-dug wells, the construction of more boreholes by the government with
an inclusive borehole sinking and water quality education program would reduce chances of
bacterial infections.
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References
[1] Agatemor, C. and Agatemor, U. M. (2010). Physico-chemical characteristics of well waters in four
urban centers in Southern Nigeria. Environmentalist, 30, 333–339.
[2] Ashbolt N.J., Grabow W.O.K. and Snozzi M. (2001). Indicators of microbial water quality. In:
Fewtrell L, Bartram J, eds. Water quality: Guidelines, standards and health – Assessment of risk and
risk management for water-related infectious disease. WHO Water Series. London, IWA Publishing,
pp. 289–315.
[3] Center for Disease Control and Prevention (CDCP) (2010). Microorganisms, Bacteria and
Viruses.1600 Clifton Rd. Atlanta, GA30333, USA.
[4] Claus, D. and Berkeley, R.C.W. (1986). Genus Bacillus Cohn 1872, pp. 1105-1139. In: P.H.A.
Sneath et al. (eds.), Bergey’s Manual of Systematic Bacteriology, Vol. 2. Williams and Wilkins
Co.,Baltimore, MD.
[5] DRFN and HIWAC. 2013. Training module on water resources management for Basin support
officers, Basin management committees and Basin forum members.
[6] FMDW. (1997). Facts Microorganisms in Drinking Water. Division of Environmental and
Occupational Health Services, Trenton, NJ08625-0369. New Jersey.
[7] Isaacs, D. (2008, March 11). Cholera outbreak in the North. The Namibian Newspaper
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[8] Msangi, J.P. (ed., 2013). Combating Water Scarcity in Southern Africa: Case Studies from
Namibia. Springer.
[9] Schoub, B. (2006) The outbreak of poliomyelitis in Namibia, Southern African Journal of
Epidemiology and Infection, 21:1, 221-260
[10] Riadi, L., and Barford, J. P. (1994). Bioremediation of process waters contaminated with selenium.
In INSTITUTION OF CHEMICAL ENGINEERS SYMPOSIUM SERIES (Vol. 137, pp. 209-209). HEMSPHERE
PUBLISHING CORPORATION.
[11] Samuel, A. (2013). Assessing the water quality of river Asuotia and six hand-dug wells at Wamfie
in the Dormaa east district of Brong ahafo region, Ghana (Master’s thesis, Kwame Nkrumah
University of Science and Technology, Ghana)
[12] Schwartz, J. (1993, September 30). Obesity affects economic, social status. The WashingtonPost,
pp. A1, A4.
[13] Sibeen, P. (2007, April 18). Namibia: Diarrhoea Outbreak Claims Four Lives. New Era post, pp.3
Source: journals.unam.edu.na/index.php/ISTJN/article/view/1213
Questions
1. Which word/words in the title capture the type of action being done? (2)
2. “The scope of a research might be carried by words and phrases that state limitations
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in terms of location and/or time.” Which words in the title state the location
limitations of this research. (2)
3. What was the purpose of the study? (2)
4. Identify the action verb used in the objective of the research and explain what it
means. (2)
5. Re-write the sampling procedure below in one sentence of not more than 30
words. (5)
“Water samples were collected from a total of 25 wells in the Cuvelai-Etosha
basin of Namibia. Sampling was conducted during two sampling campaign trips
in March and May in order to account for the period before the rainy season and
after the rain season.” (44 words)
6. Was this a qualitative or quantitative study? Support yourself with evidence from the
article. (4)
7. Was this an empirical or non-empirical study? Support yourself with evidence from the
article. (3)
Question 2: Report Writing [20 Marks]
This part of the assignment assesses your report writing skills, with particular focus on the structure
of the report and the elements of specific parts of the report. Read the Report Writing unit before
attempting the report question. Remember, when writing in an academic context, it is important to
align your work to academic writing conventions (formality, objectivity, clarity, tentativeness and
acknowledgement). It is also important for you to follow each stage of the writing process to ensure
that your report is well written and error free (edited and proofread). Thus, in addition to reading the
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Report Writing unit, you should review the Academic Writing unit. You may also review the unit on
Text Structure.
___________________________________________________________________________
Write a recommendation report in which you discuss the rise in gender-based violence during the
covid-19 lock-down period in Namibia. Include at least 3 sources and the report must be signed and
dated. Furthermore, your report must not exceed 3 pages in length and it should be written in the
following format:
1. Introduction
2. Discussion
2.1 First main point
2.2 Second main point
2.3 Third main point
3. Conclusion
4. Recommendations
5. References
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Use the following rubric to ensure that you have done everything that is required from you by this
assignment. Note that the rubric will also be used to allocate marks.
Components needed Marks allocated
Have I done it? (Tick it as you go)
Title Should begin with ‘Report on…
Introduction 3 marks
1. Detailed background information 1
2. Purpose statement 1
3. Report overview/organisation of report 1
Discussion
9 marks
1. Three distinct body paragraphs, each discussing one of the 3 main points; incompetent teachers, negative attitude of learners, weak curriculum.
3
2. Supporting details that are supported with facts and examples
3
3. Concluding/transition sentence 3
Conclusion
3 marks
1. Restatement of purpose 1
2. Summary of the discussion 1
3. Your own Judgement of issues/opinion 1
Recommendations 3 marks
1. Introduction statement for the recommendation section is provided
2. 3 recommendations that are attainable and clear written in bullet form
3. Person /entity responsible for the implementation of the recommendation is stated
Reference list (minimum of three sources) 1 mark
1. Sources in the reference list appear in the in-text citations and are referenced correctly (sources not in the text will not count).
2. Sources are indented and written in alphabetic order
Others 1 mark
1. Language is correct with few or no spelling and grammatical errors
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2. Signature appears on the left under recommendations
3. Date appears on the right and is written out in the correct format e.g. 27 January 2021
4. Information in the body section of the report is organised under headings and/or subheadings numbered in a coherent manner (decimal numbering)
Question 1: APA Referencing [10 Marks]
This part of the assignment assesses your understanding of aspects related APA referencing. You are
advised to have Unit 2 of the Study Guide open in-front of you when you attempt the following
question.
Question
Format the 9th and 13th references at the end of the article provided in Question 1 in APA style.
TOTAL MARKS FOR ASSIGNMENT 02: 50
END OF TUTORIAL LETTER
