Academic literature on the topic 'Reading – Swaziland'

During mid-1985 a combined team of expatriate consultants and Swaziland experts examined in some detail the water-development options in the Komati river basin.1 This short article presents the abbreviated macro-economic ‘home’ that we constructed, because our policy and investment recommendations had to be consistent with the Government's overall development objectives. The incentive to publish our findings was prompted by the dearth of relevant data in the existing literature, and there may be others in a position similar to that in which we found ourselves – namely, that virtually nothing was readily available. Our 1986 draft was updated in 1988 to take advantage of the latest statistics.

Context Rodent pests can have severe impacts on crop production in sub-Saharan Africa. In particular, the multimammate mouse Mastomys natalensis severely damages agricultural crops in southern and eastern Africa, leading to significant losses. Both its population ecology and breeding biology have been studied in agricultural and natural habitats. Population numbers erupt depending on the timing and amount of rainfall and may reach plague proportions, especially in agricultural settings, where it may become a serious pest. However, the ecology of this species, in particular its interactions with other species within the context of human settlement, is poorly understood. It may occasionally enter houses, but the degree to which it does so and the factors influencing this movement are not known. Aims We investigated the relationship between Rattus spp. and M. natalensis entering buildings in an agro-ecological setting. We predicted that M. natalensis would enter houses more readily when food availability was lowest in the surrounding fields, and when the larger Rattus spp. were absent. Methods We followed 40 individuals of M. natalensis in Swaziland and Namibia by radio-telemetry. Mice were captured in maize fields within 50 m of a homestead and fitted with radio-transmitters at three different times corresponding to different stages of crop development: pre-harvest, post-harvest and pre-planting. To corroborate the findings of the telemetry study, a non-toxic marker, rhodamine B, was mixed with standard bait and left at bait stations inside houses in 10 homesteads in Swaziland and Tanzania. Key results Mice remained in the fields during the entire period of study in Swaziland, but entered buildings in Namibia during the post-harvest stage, which may represent a period of food shortage for these mice in the field. Rodents captured after baiting with rhodamine B demonstrated that Rattus spp. predominated within the houses. A small number of rhodamine B-marked M. natalensis were captured outside the houses, the proportion declining with distance away from the houses. Conclusions These results suggest that in a typical rural African setting dominated by subsistence agriculture, Rattus spp. (when present) competitively exclude the smaller M. natalensis from entering houses. Implications Interactions between rodent pest species may be important in determining which rodent species enter houses in rural African landscapes. Consideration of such interactions may play an important role when developing pest management strategies.

A recent multilocus molecular phylogeny of the large dragon lizards of the genus Smaug Stanley et al. (2011) recovered a south-eastern clade of two relatively lightly-armoured, geographically-proximate species (Smaug warreni (Boulenger, 1908) and S. barbertonensis (Van Dam, 1921)). Unexpectedly, S. barbertonensis was found to be paraphyletic, with individuals sampled from northern Eswatini (formerly Swaziland) being more closely related to S. warreni than to S. barbertonensis from the type locality of Barberton in Mpumalanga Province, South Africa. Examination of voucher specimens used for the molecular analysis, as well as most other available museum material of the three lineages, indicated that the ‘Eswatini’ lineage—including populations in a small area on the northern Eswatini–Mpumalanga border, and northern KwaZulu–Natal Province in South Africa—was readily distinguishable from S. barbertonensis sensu stricto (and S. warreni) by its unique dorsal, lateral and ventral colour patterns. In order to further assess the taxonomic status of the three populations, a detailed morphological analysis was conducted. Multivariate analyses of scale counts and body dimensions indicated that the ‘Eswatini’ lineage and S. warreni were most similar. In particular, S. barbertonensis differed from the other two lineages by its generally lower numbers of transverse rows of dorsal scales, and a relatively wider head. High resolution Computed Tomography also revealed differences in cranial osteology between specimens from the three lineages. The ‘Eswatini’ lineage is described here as a new species, Smaug swazicus sp. nov., representing the ninth known species of dragon lizard. The new species appears to be near-endemic to Eswatini, with about 90% of its range located there. Our study indicates that S. barbertonensis sensu stricto is therefore a South African endemic restricted to an altitudinal band of about 300 m in the Barberton–Nelspruit–Khandizwe area of eastern Mpumalanga Province, while S. warreni is endemic to the narrow Lebombo Mountain range of South Africa, Eswatini and Mozambique. We present a detailed distribution map for the three species, and a revised diagnostic key to the genus Smaug.

In this research study, relationships between attitudes to reading, reading ability, vocabulary and academic performance were investigated. The data were gathered and triangulated from an attitude questionnaire, an author and magazine recognition test, as well as from reading comprehension and academic test performance of 84 first- and third-year students studying for a Primary Teacher’s Diploma at a College in Manzini, Swaziland. The results suggest that whilst there is no relationship between reading attitudes and reading ability, there is some relationship between reading ability and academic performance. The statistical analyses further indicate a relationship between reading and vocabulary ability of the participants. The findings have grave implications regarding attitudes to reading, reading ability and academic performance for a professional cadre that is expected to be influential in the academic lives of impressionable primary school children in an English as Second Language (ESL) context.

Background: Measurement of blood pressure (BP) is done poorly because of both human and machine errors.Aim: To assess the difference between BP recorded in a pragmatic way and that recorded using standard guidelines; to assess differences between wrist- and mercury sphygmomanometerbased readings; and to assess the impact on clinical decision-making.Setting: Royal Swaziland Sugar Corporation Mhlume hospital, Swaziland.Method: After obtaining consent, BP was measured in a pragmatic way by a nurse practitioner who made treatment decisions. Thereafter, patients had their BP re-assessed using standard guidelines by mercury (gold standard) and wrist sphygmomanometer.Results: The prevalence of hypertension was 25%. The mean systolic BP was 143 mmHg (pragmatic) and 133 mmHg (standard) using a mercury sphygmomanometer; and 140 mmHg for standard BP assessed using wrist device. The mean diastolic BP was 90 mmHg, 87 mmHg and 91 mmHg for pragmatic, standard mercury and wrist, respectively. Bland Altman analyses showed that pragmatic and standard BP measurements were different and could not be interchanged clinically.Treatment decisions between those based on pragmatic BP and standard BP agreed in 83.3% of cases, whilst 16.7% of participants had their treatment outcomes misclassified. A total of 19.5% of patients were started erroneously on anti-hypertensive therapy based on pragmatic BP.Conclusion: Clinicians need to revert to basic good clinical practice and measure BP more accurately in order to avoid unnecessary additional costs and morbidity associated within correct treatment resulting from disease misclassification. Contrary to existing research,wrist devices need to be used with caution.

Attitudes to extensive reading have been shown to be crucial in the additional language (AL) learning classroom. Research seems to confirm that the affective domain – attitudes, motivations, interests and personal evaluations – is essential in a study of behaviour and practice in the AL classroom. The current study aims to find out what the reading attitudes and practices of students at a teacher training college are and explore whether there are significant relationships between the students’ reading attitudes and their reading ability, vocabulary skills and academic performance. It is in light of the above-mentioned quest that we seek to understand what reading attitudes are and what they entail. The ‘attitude’ construct is defined by Guthrie and Greaney (1991: 87) who state that people’s attitudes to reading are resultant from “perceptions” acquired from past reading experiences regarding how pleasurable and valuable reading is. It appears that positive reading outcomes assist in the development of a positive attitude, whereas negative outcomes of reading tend to discourage further ventures into reading, resulting in the development of a negative attitude (McKenna, Kear & Ellsworth, 1995: 941).
Educational Studies
M. A. (Applied Linguistics)

It is well documented that reading plays a crucial role in success at school and beyond. Studies indicate that reading not only contributes to academic performance, but also enriches vocabulary. Positive reading attitudes and the will to read are factors that determine whether or not students read at school. However, not much reading research has been conducted in Swaziland. Using Form 5 learners from four public schools, this study explores the relationships between reading ability, vocabulary, reading attitudes, habits and access and academic performance among Form 5 Swazi learners. To complement the quantitative study, classroom observations were conducted to contextualise the quantitative results. The combined findings indicate that reading correlates robustly with vocabulary development and also with academic performance. The findings suggest that the ability to read and understand text plays a dynamic role in academic success. For students to be well informed and have a rich vocabulary, schools should make reading a priority. Key words: Reading comprehension, vocabulary knowledge
Linguistics and Modern Languages
M.A. (Applied Linguistics)