Browsing by Subject "assessments"

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    The 2007 age-structured production model assessments and projections for the South Coast rock lobster resource-routine update using Pope's approximation model fitting to catch-at-age data including scenarios for time-varying selectivity
    (2007) Johnston, Susan J; Butterworth, Doug S
    The assessment conducted in 2006 (WG/06/06/WCRL3) has been routinely extended (except that the Baranov equation has been replaced by Pope’s approximation), taking account of a further year’s catch, CPUE and catch-at-age data. The observed CPUE shows a slight decrease for 2005 (2005/06 season). The sustainable yield estimates are generally very similar to those for the 2006 assessment, although estimates of current biomass levels relative to K increase. The Reference Case (RC) scenario suggests that a TAC of a little less than 330 MT or less would be appropriate to prevent biomass decline in the future. The other four scenarios reported suggest higher values than this, ranging from 350 MT to 405 MT. Spawning biomass trends over the last 10 years are downward for all the models considered.
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    Consortium for Health Policy & Systems Analysis in Africa
    (2014-09-15) Gilson, Lucy
    All CHEPSAA’s African members have produced reports that provide an overview of the HPSR+A capacity needs and assets in their organizations and its wider context. They each include recommendations about how to develop capacity. The assessment reports are from Ghana, South Africa, Tanzania, Kenya and Nigeria, and there are also comparative assessments with guidance on how to approach the needs assessment. CHEPSAA (the Consortium for Health Policy & Systems Analysis in Africa) works to develop the emerging field of health policy and systems research and analysis (HPSR+A) in Africa through harnessing synergies among a consortium of African and European universities.
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    Summary of the most recent South African hake assessments
    (2006) Rademeyer, Rebecca A; Butterworth, Doug S
    In the most recent assessments (Rademeyer and Butterworth, 2006) of the South African hake resource, Merluccius paradoxus and M. capensis are treated as two separate stocks, but are assessed simultaneously within a single assessment framework and for the south and west coasts combined. This simultaneous assessment is necessary because much of the data is available in species-aggregated form only. Thus the model is one of two species and two spatial strata (see Fig. 1) with differences in the distributions by age within each stratum handled by allowing for stratum-specific commercial (in principle, though not in this particular implementation) and survey selectivities, rather than explicitly modelling movement. This follows the recommendation from the January 2004 BENEFIT/NRF/BCLME workshop (BENEFIT, 2004), though the further recommendation of that workshop to extend to four spatial strata (two by depth as well as two longshore) has yet to be implemented. The only data available which are explicitly disaggregated by species are those from research surveys that have taken place from 1986 to the present. However the framework does admit implicit disaggregation of data from the commercial fishery as summarised below.
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    TEDI 2 Week 3 - Assessment Adaptations for the Deaf Child
    (2019-06-01) McKinney, Emma
    In this video, Emma McKinney, uses a real life scenario to bring to the fore, the challenges that deaf learners are likely to face with assessments. She explains the raison d’etre of assessments and underscores the fact that learners with congenital and acquired hearing loss will have different learning needs, hence different adaptation needs for assessments. She discusses a plethora of considerations that should inform teachers’ choices of adaptations and accommodations for each deaf child. She further shares common practices teachers can adopt to provide deaf learners with fair and valid assessment opportunities. This video lecture 7/9 of week 3 of the course: Educating Deaf Children: Becoming an Empowered Teacher.
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    TEDI 3 Week 3 - Approaches to Making Learning and Teaching Material Accessible: Part 2
    (2019-06-01) Viljoen, Hestelle
    In this video, Hestelle Viljoen discusses approaches to making visual teaching and learning materials more accessible for learners with visual impairments. She discusses how to remove unnecessary images and replacing them with equivalent text resources; how to reduce visual information for adaptation for conversion into braille equivalents (such as removing colours, removing unnecessary boundary lines; and replacing inherently visual materials with alternatives that cater to users with low- or no-vision. She closes with discussing how to make alternative kinds of assessments that can be completed effectively for learners with visual impairments.