Thursday, July 5, 2012
Sunday, January 15, 2012
Non-dangerous damage causing animals....
PURPOSE OF THE UNIT STANDARD
Specific Outcomes and Assessment Criteria:
| This unit standard is intended for individuals dealing with the control of non-dangerous damage causing animals both in conservation and surrounding community areas. Individuals credited with this unit standard will be able to identify non-dangerous damage causing animals, assist in community interactions where the impact of damage causing is concerned and control non-dangerous damage causing animals and deal with carcasses of such animals within the framework of conservation and veterinary restrictions. Persons credited with this unit standard will be able to: |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| It is assumed that the learner is competent in Communication and Mathematical Literacy at NQF Level 1. It is furthermore assumed that learners embarking on this unit standard are competent in: |
Specific Outcomes and Assessment Criteria:
| SPECIFIC OUTCOME 1 |
| Identify and locate non-dangerous damage causing animals. |
| ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| Non-dangerous damage causing animals are identified and listed. |
- Monkey, Crickets etc.
| ASSESSMENT CRITERION 2 |
| Tracking skills are used to identify non-dangerous damage causing animals. |
- By using your senses: Listen, Observe area, Smell.
| ASSESSMENT CRITERION 3 |
| The behavior of non-dangerous damage causing animals are identified and described. |
- Record the preferred animals behavior and identify the uniqueness of it.
| ASSESSMENT CRITERION 4 |
| An overview is given of regulations arising out of legislation applicable to game removal operations as it applies to non-dangerous damage causing animals. |
| SPECIFIC OUTCOME 2 |
| Assist in control measures for non-dangerous damage causing animals within the area of operation. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| Trapping and baiting techniques used during control operations relating to non-dangerous damage causing animals are applied as per organizational requirements. |
- Example: People use mosquito nets over their beds to keep them away. (Away of not killing them).
- Example: Doom are used to kill the mosquito' s
| ASSESSMENT CRITERION 2 |
| Control measures are maintained to provide assistance in the capturing of non-dangerous damage causing animals. |
- Cross reference to my previous answer.
| ASSESSMENT CRITERION 3 |
| Poisons, sprays and/or biological agents are applied in accordance with applicable legislation and manufacturer's instructions. |
- Doom, or electrical shockers are kept outside misleading insects to it with a light, and as soon as they come in contact with it, they are killed.
| ASSESSMENT CRITERION 4 |
| Breeding sites are limited to control certain species. |
| SPECIFIC OUTCOME 3 |
| Carry out skinning, disposal, preservation and other procedures to remove carcasses of animals. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| Assistance is provided in the carrying out of skinning, disposal and other procedures as it relates to the disposal of carcasses. |
- Example: By making use of the natural/biological way of removal, it can be left alone for the nature to sort it out in its own unique way.
| ASSESSMENT CRITERION 2 |
| Assistance is given in the preservation of carcasses as per operational requirements. |
| SPECIFIC OUTCOME 4 |
| Assist in community interactions. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| Assistance is rendered in communicating with the local community in addressing problem animal incidents. |
- Game capping giraffes is one example.
| ASSESSMENT CRITERION 2 |
| Information is gathered from local communities as it relates to problem animals. |
- When fences are damaged by the giraffes, guests/staff on sondela can report it.
| ASSESSMENT CRITERION 3 |
| Assistance is rendered in addressing problems with non-dangerous damage causing animals through the dissemination of information. |
- Cross reference to my previous answer
| ASSESSMENT CRITERION 4 |
| Educate the community on these damage causing animals. |
Saturday, January 7, 2012
Contribute to the heath, safety and security of the workplace.... =)
When identifying HAZARDS in the workplace...
A hazard is anything with the potential to cause harm. The risk is the likelihood that someone could be harmed by that hazard together with an indication of how serious the harm could be. The law doesn't require you to eliminate all risk, but you are required to protect people as far as is 'reasonably practicable'.The first stage of a risk assessment is to look for hazards. A hazard can be something easily seen, such as a trailing cable, a worn carpet or exposed wiring. Or it can be something less obvious - a slippery surface, for example.
It can be something general, such as poor lighting. Or it can be something specific to your business, such as the particular hazardous substances you use.
A hazard can be something directly affecting your employees, such as exposure to bacteria - or something affecting the environment in general, such as your waste materials.
You should distinguish between:
- workplace hazards, such as a workshop's layout
- activity hazards, such as using grinding machinery in your workshop
- environmental hazards, such as the dust created when using grinding machinery
- walk around your business
- talk to employees who may be more aware of your business' hazards than you
- look at safety data sheets and manufacturers' instructions to identify potential problem areas
- examine accident and health records to identify existing problem areas.
Tips and Advice ~ on Workplace Safety and Security
Workplace safety and security is an essential consideration for business owners who face threats of criminal activity in their stores. Surveillance equipment and alarms may often be implemented as means to deter would be crooks. Determine the risk posed by the client base of your operation and the location in which your venue resides to determine the measures which should be taken to avoid incidents of theft and violence.There are several resources through which business owners may find reference materials which may assist them in navigating security issues. Consulting services often provide the most comprehensive information available. Agents will draw upon real world experience to foresee the threats posed to a venue and implement techniques to avoid such occurrences.
At Sondela I've learned how to handle situations like this, id rather say the basics of it. ts very important to understand the seriousness of it.
- Know the kinds of protective clothing to wear.
- Follow the Health and safety instructions and procedures.
- Know how to limit damage to persons or property in the event of an accident or emergency.
- Know how to use the different extinguishers and make sure their serviced regularly.
- Know how to contribute t the maintenance of security in the workplace.
Wednesday, January 4, 2012
Demonstrate ability to participate effectively in a team or group:
Specific Outcome 1:
Investigate the advantages and disadvantages of working in a team/group:
AC1: Reasons why people work together in teams/groups are explained with reference to different types of activity.
- Working in groups ensure that work gets done more effectively, others opinions are more important than we think. It also ensures that you work in a much timeous way.
AC2: Situations in own environment where working in a team or a group would be more beneficial than working as an individual are investigated based on personal observation.
- As mentioned above, group/team work is much more efficient. It's a much clever way to get work/daily tasks done in a faster way.
AC3: Potential risks associated with working in a team or a group are identified in terms of negative consequences for the individual and the group:
- Every team/group members got his/her own ideas about a specific subject, and when some of the members do not agree on something it usually causes conflict. Another reason could be when a group/or n team has very strong personalities that clashes.
Specific Outcome 2:
Identify the characters of an effective team/group.
AC1: The characteristics of an effective team/group are explained.
- Patience
- Sometimes being demanding,depends on the situation.
- Commitment
- Leadership
- No racism
AC2: Reasons that a specific group/team is effective in working together are explained with particular references to the purpose of the group and relationships within the group or team.
- When persons are familiar with each other there's much more understanding of how the other person operates. A big number of people would rather work with someone they understand and whom they are familiar with, than to work with a complete stranger.
AC3: Behaviors and attitudes that reflect positive relationships are identified with examples:
- When there's respect, acceptance, great leadership, and much understanding, there's a positive reflection in group/team work.
Specific Outcome 3:
Identify the roles and responsibilities of individuals in a team/group:
AC1: The different roles required for the effective functioning of a selected group are described for a specific situation.
- It's important to keep in mind that your croup should be correctly "Shaped".
- Never have more than one leader in a group for it will cause conflict, both has very strong personalities and will dominate constantly, even without realizing it.
- You need a leader, followers, team workers, planters (who plants the ideas,same as a thinker), someone who looks into detail and is open minded about ideas, and implementers. There are many more but these one's are most important.
AC2: The responsibilities of each member of a team/group are identified in relation to the purpose and goals of the group.
- The tasks should be divided correctly, in order for the group/team to operate as it should. Each member should focus on his "scope" of work. Ex: The leader should divide the task into small bits for everyone to work on it.
Specific Outcome 4:
Explore techniques to manage group dynamics.
AC1: Techniques for managing conflict constructively are investigated for a specific group situation:
- Cross reference my answer to SO3, AC1.
AC2: Problem solving processes are discussed to find creative solutions:
- You need your thinker to think about this one. He needs to weigh up the one solution to the other to be able to decide.
AC3: The importance of effective communication as a technique is explained and an indication is given of the consequences of poor communication for group dynamics
Investigate the advantages and disadvantages of working in a team/group:
AC1: Reasons why people work together in teams/groups are explained with reference to different types of activity.
- Working in groups ensure that work gets done more effectively, others opinions are more important than we think. It also ensures that you work in a much timeous way.
AC2: Situations in own environment where working in a team or a group would be more beneficial than working as an individual are investigated based on personal observation.
- As mentioned above, group/team work is much more efficient. It's a much clever way to get work/daily tasks done in a faster way.
AC3: Potential risks associated with working in a team or a group are identified in terms of negative consequences for the individual and the group:
- Every team/group members got his/her own ideas about a specific subject, and when some of the members do not agree on something it usually causes conflict. Another reason could be when a group/or n team has very strong personalities that clashes.
Specific Outcome 2:
Identify the characters of an effective team/group.
AC1: The characteristics of an effective team/group are explained.
- Patience
- Sometimes being demanding,depends on the situation.
- Commitment
- Leadership
- No racism
AC2: Reasons that a specific group/team is effective in working together are explained with particular references to the purpose of the group and relationships within the group or team.
- When persons are familiar with each other there's much more understanding of how the other person operates. A big number of people would rather work with someone they understand and whom they are familiar with, than to work with a complete stranger.
AC3: Behaviors and attitudes that reflect positive relationships are identified with examples:
- When there's respect, acceptance, great leadership, and much understanding, there's a positive reflection in group/team work.
Specific Outcome 3:
Identify the roles and responsibilities of individuals in a team/group:
AC1: The different roles required for the effective functioning of a selected group are described for a specific situation.
- It's important to keep in mind that your croup should be correctly "Shaped".
- Never have more than one leader in a group for it will cause conflict, both has very strong personalities and will dominate constantly, even without realizing it.
- You need a leader, followers, team workers, planters (who plants the ideas,same as a thinker), someone who looks into detail and is open minded about ideas, and implementers. There are many more but these one's are most important.
AC2: The responsibilities of each member of a team/group are identified in relation to the purpose and goals of the group.
- The tasks should be divided correctly, in order for the group/team to operate as it should. Each member should focus on his "scope" of work. Ex: The leader should divide the task into small bits for everyone to work on it.
Specific Outcome 4:
Explore techniques to manage group dynamics.
AC1: Techniques for managing conflict constructively are investigated for a specific group situation:
- Cross reference my answer to SO3, AC1.
AC2: Problem solving processes are discussed to find creative solutions:
- You need your thinker to think about this one. He needs to weigh up the one solution to the other to be able to decide.
AC3: The importance of effective communication as a technique is explained and an indication is given of the consequences of poor communication for group dynamics
Tuesday, January 3, 2012
Demostrate knowledge of nature conservation in terms of it's role and function in society:
Specific Outcome1:
Explain the concept and principals of nature conservation in broad terms
- Nature conservation is an environmental organization that works to preserve the plants, animals and natural communities that represent the diversity of life and earth by protecting the lands and waters they need to survive.
- Protect nature and preserve life.
- Nature ~ Earth's natural world.
- Conservation ~ To maintain, protect, conserve and to keep alive.
- Nature conservation is essential for human survival.
- Biodiversity means "Life".
~ A variety of life on earth.
~ Living organisms.
Specific Outcome 2:
Outline the history of Nature Conservation.
- Paul Kruger ~ Establishment of Kruger National Park, (Established in the early 1926).
- Paul Kruger was the president of Transvaal, (1884-1902).
- Game Reserves ~ (First one's), 1884 Pangola and Sabi Game Reserves.
- At Sondela ~ History would be the "Koppies,Tambuki,Piccinini's and the Loerie".
Species of diversity:Problems with multi-species conservation.
- South Africa urgently requires a national strategic plan for the conservation of the country's biodiversity. The formulation of such a plan would be relatively easy if centers (hotspots) of richness and rarity were congruent, both within and among many different taxa if these hotspots captured a large proportion of the total species, and if hotspots fell within existing reserves.
Farmers perspective on animal welfare:
- Animals welfare is an extremely important aspect of any family system which needs to relate to why the animal is kept in the first place.
- In a normal farming system the animal is there to provide economic return to the business through the outlet or another.
Specific Outcome 3:
Demonstrate the relevance of nature conservation principals to society:
- Economical values: This is one of many ways to measure value, although there are other important ways as well, this can help to assist with economical choices and decisions.
- This is based on what people want.
- Aesthetics ~is a branch of philosophy dealing with the nature of beauty, art, taste, with the creation and appreciation of beauty.
- Ecological value: The magnitude of a given ecological function, typically expressed as worth to society or to a species survival.
Specific Outcome 4:
Explain the inter-relatedness within ecosystems:
- Food chains ~ It shows how each living thing gets its food.
- Some animals eats plants and some eats animals.
- Food chains starts at plants and ends with an animal.
~Plants:Produce
~Herbivores:Animals that eats plants
~Carnivores:Animal eat animal
~Omnivores:Eat animals and plants.
- Food chains has a maximum of 4-5 links.
Specific outcome 5:
Identify scarce plants and animals and give an example of agencies:
- IUCN ~ International, Union for the Conservation of Nature.
- NGO's ~ Non Government Organisation.
- TRAFFIC ~ Trade Records Analysis of Flora and Fauna in Conservation.
- WWF ~ World Wildlife Fund.
- CITES ~ Convention on International Trade in Endangered Species.
CITES Categories:
1. Contains species threatened with extinction (Rhino's)
2. Contains species that, although not threatened with extinction now, might become so useless trade in them is strictly regulated.
3. Contains species that are protected in at least one country that has asked other CITES parties for help in containing trade.
Red data list ~ Endangered, Extinct, Critically endangered, Threatened and least concerned)
Example: The Kwagga is extinct.
Explain the concept and principals of nature conservation in broad terms
- Nature conservation is an environmental organization that works to preserve the plants, animals and natural communities that represent the diversity of life and earth by protecting the lands and waters they need to survive.
- Protect nature and preserve life.
- Nature ~ Earth's natural world.
- Conservation ~ To maintain, protect, conserve and to keep alive.
- Nature conservation is essential for human survival.
- Biodiversity means "Life".
~ A variety of life on earth.
~ Living organisms.
Specific Outcome 2:
Outline the history of Nature Conservation.
- Paul Kruger ~ Establishment of Kruger National Park, (Established in the early 1926).
- Paul Kruger was the president of Transvaal, (1884-1902).
- Game Reserves ~ (First one's), 1884 Pangola and Sabi Game Reserves.
- At Sondela ~ History would be the "Koppies,Tambuki,Piccinini's and the Loerie".
Species of diversity:Problems with multi-species conservation.
- South Africa urgently requires a national strategic plan for the conservation of the country's biodiversity. The formulation of such a plan would be relatively easy if centers (hotspots) of richness and rarity were congruent, both within and among many different taxa if these hotspots captured a large proportion of the total species, and if hotspots fell within existing reserves.
Farmers perspective on animal welfare:
- Animals welfare is an extremely important aspect of any family system which needs to relate to why the animal is kept in the first place.
- In a normal farming system the animal is there to provide economic return to the business through the outlet or another.
Specific Outcome 3:
Demonstrate the relevance of nature conservation principals to society:
- Economical values: This is one of many ways to measure value, although there are other important ways as well, this can help to assist with economical choices and decisions.
- This is based on what people want.
- Aesthetics ~is a branch of philosophy dealing with the nature of beauty, art, taste, with the creation and appreciation of beauty.
- Ecological value: The magnitude of a given ecological function, typically expressed as worth to society or to a species survival.
Specific Outcome 4:
Explain the inter-relatedness within ecosystems:
- Food chains ~ It shows how each living thing gets its food.
- Some animals eats plants and some eats animals.
- Food chains starts at plants and ends with an animal.
~Plants:Produce
~Herbivores:Animals that eats plants
~Carnivores:Animal eat animal
~Omnivores:Eat animals and plants.
- Food chains has a maximum of 4-5 links.
Specific outcome 5:
Identify scarce plants and animals and give an example of agencies:
- IUCN ~ International, Union for the Conservation of Nature.
- NGO's ~ Non Government Organisation.
- TRAFFIC ~ Trade Records Analysis of Flora and Fauna in Conservation.
- WWF ~ World Wildlife Fund.
- CITES ~ Convention on International Trade in Endangered Species.
CITES Categories:
1. Contains species threatened with extinction (Rhino's)
2. Contains species that, although not threatened with extinction now, might become so useless trade in them is strictly regulated.
3. Contains species that are protected in at least one country that has asked other CITES parties for help in containing trade.
Red data list ~ Endangered, Extinct, Critically endangered, Threatened and least concerned)
Example: The Kwagga is extinct.
Monday, January 2, 2012
Combat Problem Plants...
Specific Outcome1:
Identify all key target problem plant species in a conservation area.
AC1: The concept "Problem Plants" is defined as it applies to nature conservation.
- Plants can cause problems in natural areas by:
- Aggressive - Out competes other indigenous plants; Their space, water, nutrients.
AC2: Problem plants in the area of operation is identified and listed.
- Gifblaar (Indigenous), Queen of the night (Exotic), Milkweed (Indigenous), Black Wattle: Australian Acacia (Exotic).
AC3: The harmful impact that these plants have on this environment is explained.
- Cross reference to SO1,AC1 eg. Gifblaar - poisonous.
Specific Outcome 2:
Apply the appropriate control methods accurately and safely.
AC1: A suitable method of control is applied while taking relevant factors into consideration.
- First you have to identify them, then choose the appropriate control method suitable to the problem plant.
-Mechanical, Chemical, Biological, integrated.
AC2: A justification is given for the method of control that was selected and applied.
- Safety equipment is needed, Human Resources, and skill of workers.
- eg. Cutting of plants - Physical.
AC3: The advantages and disadvantages of the methods used is explained.
- Efficient and easy
- Human and Animal poisoning.
AC4: Appropriate control methods are applied safely.
- OHS - Rubber gloves, Gas masks, for chemical control.
Specific Outcome 3:
Operate and maintain equipment used in the control of problem plants.
AC1: A demonstration is given of competence in handling and maintaining equipment.
- cross reference to my practical assessment with the assessor.
-(Work with axes, pangas, chainsaws and backpack sprays.)
AC2: Appropriate tools are selected for the task on hand.
- Chemical: Backpack sprays
- Mechanical: Panga, Axe, Slasher and rake.
AC3: Selected tools are operated safely and efficiently according to operational and manufacturers requirements.
- Observation: Axe, Slash, Backpack sprays
AC4: Equipment is maintained in good working order.
- Backpack spray; Check water, see if pump action works, No leaks, check if nozzles is in a good working order.
Specific Outcome 4:
Keep record of treated areas by means of recognized method.
AC1: Areas where problem plants have been identified and/or treated is indicated on suitable maps for record keeping purposes.
- Indicate on map - Where problem plants are
- Priorities
- Use GPS coordinates.
AC2: The plants treated and their precise location is recorded on a area map.
- Apply control methods - note all necessary information on the map.
AC3: The area of operation is located by means of appropriate markings on a map in order to keep record of treated areas.
- Follow up and indicate on your map.
Specific Outcome 5:
Carry out appropriate follow up procedures.
AC1: A map or other references is used to locate previously treated areas to enable follow up procedures.
- Cross reference to SO4, AC3 answer.
AC2: The impact/success of previous interventions is monitored to identify the need to follow up procedures.
- Effectiveness is needed to be more effective in the future.(Costs and labor)
AC3: The necessity for future interventions is assessed through evaluation of the impact of previous interventions.
- Cross reference to SO4.
AC4: An accurate record is kept of findings.
- Record on your map
- Record GPS coordinates etc.
AC5: Follow up treatment is implemented where necessary.
- Cross reference to SO4.
- Sticker, Spreader and a Buffer - Fulvic acid (30% > effect)
- Combine the chemicals.
Identify all key target problem plant species in a conservation area.
AC1: The concept "Problem Plants" is defined as it applies to nature conservation.
- Plants can cause problems in natural areas by:
- Aggressive - Out competes other indigenous plants; Their space, water, nutrients.
AC2: Problem plants in the area of operation is identified and listed.
- Gifblaar (Indigenous), Queen of the night (Exotic), Milkweed (Indigenous), Black Wattle: Australian Acacia (Exotic).
AC3: The harmful impact that these plants have on this environment is explained.
- Cross reference to SO1,AC1 eg. Gifblaar - poisonous.
Specific Outcome 2:
Apply the appropriate control methods accurately and safely.
AC1: A suitable method of control is applied while taking relevant factors into consideration.
- First you have to identify them, then choose the appropriate control method suitable to the problem plant.
-Mechanical, Chemical, Biological, integrated.
AC2: A justification is given for the method of control that was selected and applied.
- Safety equipment is needed, Human Resources, and skill of workers.
- eg. Cutting of plants - Physical.
AC3: The advantages and disadvantages of the methods used is explained.
- Efficient and easy
- Human and Animal poisoning.
AC4: Appropriate control methods are applied safely.
- OHS - Rubber gloves, Gas masks, for chemical control.
Specific Outcome 3:
Operate and maintain equipment used in the control of problem plants.
AC1: A demonstration is given of competence in handling and maintaining equipment.
- cross reference to my practical assessment with the assessor.
-(Work with axes, pangas, chainsaws and backpack sprays.)
AC2: Appropriate tools are selected for the task on hand.
- Chemical: Backpack sprays
- Mechanical: Panga, Axe, Slasher and rake.
AC3: Selected tools are operated safely and efficiently according to operational and manufacturers requirements.
- Observation: Axe, Slash, Backpack sprays
AC4: Equipment is maintained in good working order.
- Backpack spray; Check water, see if pump action works, No leaks, check if nozzles is in a good working order.
Specific Outcome 4:
Keep record of treated areas by means of recognized method.
AC1: Areas where problem plants have been identified and/or treated is indicated on suitable maps for record keeping purposes.
- Indicate on map - Where problem plants are
- Priorities
- Use GPS coordinates.
AC2: The plants treated and their precise location is recorded on a area map.
- Apply control methods - note all necessary information on the map.
AC3: The area of operation is located by means of appropriate markings on a map in order to keep record of treated areas.
- Follow up and indicate on your map.
Specific Outcome 5:
Carry out appropriate follow up procedures.
AC1: A map or other references is used to locate previously treated areas to enable follow up procedures.
- Cross reference to SO4, AC3 answer.
AC2: The impact/success of previous interventions is monitored to identify the need to follow up procedures.
- Effectiveness is needed to be more effective in the future.(Costs and labor)
AC3: The necessity for future interventions is assessed through evaluation of the impact of previous interventions.
- Cross reference to SO4.
AC4: An accurate record is kept of findings.
- Record on your map
- Record GPS coordinates etc.
AC5: Follow up treatment is implemented where necessary.
- Cross reference to SO4.
- Sticker, Spreader and a Buffer - Fulvic acid (30% > effect)
- Combine the chemicals.
Carry out the harvesting of flora...
Specific Outcome 1:
Identify the species or specimens to be harvested.
AC1: The correct harvest site is found within a reasonable amount of time.
- Grass: Firebreaks,safety
Thatch (Tambuki)
Feed - Bloubuffel
AC2: The relevant species/ specimens to be harvested is identified.
- Sickle bush, Silver Cluster Leaf(Harvested regularly), Violet Tree(Protected species)
AC3: The precise location of the relevant Species/specimens is determined.
-Certain species occur in certain areas. Eg. Sand & Terminalia.
AC4: Relevant species are correctly identified by sight.
-Silver Cluster Leaf, Sickle bush, Violet tree.
AC5: Species is identified in the language of harvesters.
- Sickle bush chainsaw - Axe
- Cross cut
Specific Outcome 2:
Carry out harvesting process.
AC1: Appropriate harvesting techniques are selected to ensure compliance with organisational procedures and the requirements of relevant legislation.
-Securidaga Penduculata - Protected and need to be harvested.
AC2: The harvesting of flora is conducted according to organisational and legislative procedures.
- Sickle bush - Jagkamp - Fire, Tourist road - better view.
AC3: Correct species are harvested in the correct locality by means of the correct method.
- Gloves, Goggles, Safety boots, Chainsaw pants etc.
AC4: Harvesting is carried out according to occupational health and safety procedures.
- Harvesters needs to be trained, service equipment and wear safety equipment at all times.
Specific Outcome 3:
Supervise the harvesting process where conducted by authorized temporary harvesters.
AC1: Steps are taken to ensure that the agreed - to "Rules of Harvest" are effectively communicated and upheld.
-Constant supervision; Shelter, safety equipment, Transport, food etc.
AC2: Provisions are made for the adequate care of temporary harvesters.
- Safety - Poaching, cut other wood. etc.
AC3: Steps are taken to ensure that harvesters remain in the general area of harvest.
- Stay within scope of work and within boundaries.
AC4: The harvesting process is supervised in such a manner that sound human relations are maintained at all times.
- Be professional, don't get personal, don't give personal work (out of scope), No swearing, No violence.
Specific Outcome 4:
Record, report and reflect on the harvest.
AC1: The harvest is measured in a practical, efficient and timeous manner.
- eg; Latties Small bag, amount of 500, in 1 week/per day.
AC2: The harvest is accurately weighed according to the standard weighing system prescribed for each species by the employer/land owner.
- It's important not to have H2O content when selling same product weight.
AC3: The harvest is recorded in the format required by operational procedures (That is, accurately recorded using the system prescribed by the employer/land owner)
- To keep track of harvest and to adapt.
AC4: A harvest report is prepared containing all the information required to maintain a harvest management system.
- The material could be used for decorations rather than structural etc.
AC5: Lessons learned are identified and built into plan for future harvesting.
- Cross reference to practical assessments.
Identify the species or specimens to be harvested.
AC1: The correct harvest site is found within a reasonable amount of time.
- Grass: Firebreaks,safety
Thatch (Tambuki)
Feed - Bloubuffel
AC2: The relevant species/ specimens to be harvested is identified.
- Sickle bush, Silver Cluster Leaf(Harvested regularly), Violet Tree(Protected species)
AC3: The precise location of the relevant Species/specimens is determined.
-Certain species occur in certain areas. Eg. Sand & Terminalia.
AC4: Relevant species are correctly identified by sight.
-Silver Cluster Leaf, Sickle bush, Violet tree.
AC5: Species is identified in the language of harvesters.
- Sickle bush chainsaw - Axe
- Cross cut
Specific Outcome 2:
Carry out harvesting process.
AC1: Appropriate harvesting techniques are selected to ensure compliance with organisational procedures and the requirements of relevant legislation.
-Securidaga Penduculata - Protected and need to be harvested.
AC2: The harvesting of flora is conducted according to organisational and legislative procedures.
- Sickle bush - Jagkamp - Fire, Tourist road - better view.
AC3: Correct species are harvested in the correct locality by means of the correct method.
- Gloves, Goggles, Safety boots, Chainsaw pants etc.
AC4: Harvesting is carried out according to occupational health and safety procedures.
- Harvesters needs to be trained, service equipment and wear safety equipment at all times.
Specific Outcome 3:
Supervise the harvesting process where conducted by authorized temporary harvesters.
AC1: Steps are taken to ensure that the agreed - to "Rules of Harvest" are effectively communicated and upheld.
-Constant supervision; Shelter, safety equipment, Transport, food etc.
AC2: Provisions are made for the adequate care of temporary harvesters.
- Safety - Poaching, cut other wood. etc.
AC3: Steps are taken to ensure that harvesters remain in the general area of harvest.
- Stay within scope of work and within boundaries.
AC4: The harvesting process is supervised in such a manner that sound human relations are maintained at all times.
- Be professional, don't get personal, don't give personal work (out of scope), No swearing, No violence.
Specific Outcome 4:
Record, report and reflect on the harvest.
AC1: The harvest is measured in a practical, efficient and timeous manner.
- eg; Latties Small bag, amount of 500, in 1 week/per day.
AC2: The harvest is accurately weighed according to the standard weighing system prescribed for each species by the employer/land owner.
- It's important not to have H2O content when selling same product weight.
AC3: The harvest is recorded in the format required by operational procedures (That is, accurately recorded using the system prescribed by the employer/land owner)
- To keep track of harvest and to adapt.
AC4: A harvest report is prepared containing all the information required to maintain a harvest management system.
- The material could be used for decorations rather than structural etc.
AC5: Lessons learned are identified and built into plan for future harvesting.
- Cross reference to practical assessments.
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