Cumulative Effects Assessment (CEA) is a more holistic assessment method that has emerged in the wake of experts recognising that the Environmental Impact Assessment (EIA) has a tendency to be a site –project specific process, which frequently lacks the capacity to assess multiple development actions within a region (Canter, 1997). Although CEA is part of environmental policy for many countries, including South Africa, research has revealed that CEA is often poorly applied and in many cases ignored (DEA, 2004;Canter and Ross, 2008).One possible solution to enhancing CEA, within the study area, is for the Department of Agriculture and Environmental Affairs KwaZulu Natal (DAEA), the agency ultimately responsible for assessing the effects of development, to adopt a participatory approach with the Department of Water Affairs (DWA). This study explores the potential for KwaZulu Natal DAEA, and the associated members responsible for assessing the effects of development, to enhance CEA by engaging with the multi stakeholder Integrated Water Resource Management (IWRM) processes, in the institutional engagement space provided by the Catchment Management Agency (CMA). The rational for the DAEA adopting such an approach to enhancing CEA, in addition to the linkages between land and water, the linkages between DAEA and DWA's responsibilities and the opportunity for engagement, is that the theses forums encompass all the major stakeholder groupings within the region. This in conjunction with the DAEA's participatory policy would provide the ideal opportunity for DAEA members, involved in CEA, to reap the benefits of participation in enhancing CEA. The aim of this research is to investigate the potential to enhance CEA through participation between the DAEA, the DWA and the multi-stakeholder IWRM processes in the CMA engagement space. In particular the research has the objectives of firstly gaining an understanding of the barriers to such an opportunity and secondly exploring what stakeholders perceived as potential initiatives that could be established to overcome the barriers. The methods of investigation were primarily semi structured interviews. These interviews were conducted with seven staff members from the local chapter of the DEA, The Department of Agriculture and Environmental Affairs KwaZulu Natal (DAEA). Due to the limited number of DAEA members within Pietermaritzburg region staff from Ezemvelo KZN Wildlife, who deal with CEA under the auspices of the DAEA were also included. Further data sources included an extensive review of the relevant literature. Based on an analysis of the information gathered in the above mentioned manner, it was concluded that the current application of CEA is poor within the study area and participation between the DAEA and the DWA, although promoted in accordance with policy, was subject to barriers, many of them physiological, which severely hinder the process. It was also concluded that barriers to participation were preventing DAEA employees from recognising the full potential of the opportunity to engage with the established IWRM process in the CMA engagement space as a means to enhance CEA. Despite the many apparent barriers the majority of stakeholders did recognise the linkages between land and water, the linkages between the DAEA and the DWA and the value of what effective participation could mean for enhancing CEA. DAEA and Ezemvelo KZN Wildlife employees did however not seem to acknowledge the true potential to enhance CEA by participating with the DWA as they were not taking advantage of the opportunity. Stakeholders did however suggested, that a dramatic change in attitude and mind set towards the way participation was approached was needed from all sectors and that the DAEA needs to acknowledge and take advantage of such opportunity to enhance CEA. / Thesis (M.Env.Dev.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

The pass rate of first-year university mathematics students at the University of KwaZulu-Natal (Pietermaritzburg Campus) has been low for many years. One cause may be weak algebra skills. At the time of this study, revision of high school algebra was not part of the major first year mathematics course. This study set out to investigate if it would be worthwhile to spend tutorial time on basic algebra when there is already an overcrowded calculus syllabus, or if students refresh their algebra skills sufficiently as they study first year mathematics. Since it was expected that remediation of algebra skills would be found to be worthwhile, two other questions were also investigated: Which remediation strategy is best? Which errors are the hardest to remediate? Five tutorial groups for Math 130 were randomly assigned one of four remediation strategies, or no remediation. Three variations of using cognitive conflict to change students’ misconceptions were used, as well as the strategy of practice. Pre- and post-tests in the form of multiple choice questionnaires with spaces for free responses were analysed. Comparisons between the remediated and non-remediated groups were made based on pre- and post-test results and Math 130 results. The most persistent errors were determined using an 8-category error classification developed for this purpose. The best improvement from pre- to post-test was 12.1% for the group remediated with cognitive conflict over 5 weeks with explanations from the tutor. Drill and practice gave the next-best improvement of 8.1%, followed by self-guided cognitive conflict over 5 weeks (7.8% improvement). A once-off intervention using cognitive conflict gave a 5.9% improvement. The group with no remediation improved by 2.3%. The results showed that the use of tutorintensive interventions more than doubled the improvement between pre-and post-tests but even after remediation, the highest group average was 80%, an unsatisfactory level for basic skills. The three most persistent errors were those involving technical or careless errors, errors from over-generalising and errors from applying a distorted algorithm, definition or theorem. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.