A comparison of the legal environmental sustainability requirements of those engaging in the mining cycle, with actual practice in the Carolina X11B quaternary catchment, Mpumalanga, South Africa
- Authors: Thomson, Gareth Peter
- Date: 2018
- Subjects: Mineral industries Environmental aspects South Africa Mpumalanga , Acid mine drainage , Mineral industries Safety measures , Watersheds South Africa , South Africa. National Environmental Management Act, 1998 , Water-supply Law and legislation South Africa
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/63481 , vital:28417
- Description: Mining is one of the most contentious water users. The mining sector has assumed that promises of economic growth and job creation will enable environmental concerns to be bypassed with as little interference as possible. More recently, the reality of legacy issues related to the inappropriate sign-off of mining sites has become increasingly clear, with acid mine drainage (AMD) being a prime example. There are also increasing concerns regarding uncontrolled prospecting. Climate change is one of the major issues faced in the 21st century, with predictions of heightened water stress for the Southern African region. This, coupled with increased population growth is putting a massive strain on the water resources currently available, making it vital to better protect and ensure the longevity of our water resources. The Carolina Crisis of 2012 highlighted the importance of protecting our water resources, and how easily they can be contaminated to a point where water is not usable. The Carolina crisis provided researchers with a suitable study site to better understand the role mining operations have in a catchment that has experienced a major pollution incident, and what changes have occurred since. In order to understand coal mining practice in relation to regulatory provisions, this project critically explored the processes involved within the mining sector, from ‘cradle-to-grave’, which is known as the coal mining life cycle. In addition, the composite suite of requirements of all the legislative provisions involved in the industry were investigated and the relationship between coal mining practice and environmental protection was explored. These elements were researched in the Upper Komati River Catchment specifically for catchment X11B, using Cultural Historical Activity Theory (CHAT), which gives a holistic understanding of mining as a human activity system. CHAT also sheds light on the issues, gaps and overlaps currently being experienced in the coal mining sector. The Thesis refers to case studies of where mining issues have caused environmental degradation. A complete mining lifecycle in terms of regulatory provisions was compiled, and major issues were uncovered with current legislation in the mining sector that can contribute to the degradation of water resources in South Africa. An integrated water resource quality management plan is needed in order to streamline conservation mandates, identify and reduce duplication of effort and specify roles and responsibilities of authorities involved with decision making process. A Decision Support System (DSS) has been proposed, which would involve adaptive, participatory and inclusive management.
- Full Text:
- Date Issued: 2018
- Authors: Thomson, Gareth Peter
- Date: 2018
- Subjects: Mineral industries Environmental aspects South Africa Mpumalanga , Acid mine drainage , Mineral industries Safety measures , Watersheds South Africa , South Africa. National Environmental Management Act, 1998 , Water-supply Law and legislation South Africa
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/63481 , vital:28417
- Description: Mining is one of the most contentious water users. The mining sector has assumed that promises of economic growth and job creation will enable environmental concerns to be bypassed with as little interference as possible. More recently, the reality of legacy issues related to the inappropriate sign-off of mining sites has become increasingly clear, with acid mine drainage (AMD) being a prime example. There are also increasing concerns regarding uncontrolled prospecting. Climate change is one of the major issues faced in the 21st century, with predictions of heightened water stress for the Southern African region. This, coupled with increased population growth is putting a massive strain on the water resources currently available, making it vital to better protect and ensure the longevity of our water resources. The Carolina Crisis of 2012 highlighted the importance of protecting our water resources, and how easily they can be contaminated to a point where water is not usable. The Carolina crisis provided researchers with a suitable study site to better understand the role mining operations have in a catchment that has experienced a major pollution incident, and what changes have occurred since. In order to understand coal mining practice in relation to regulatory provisions, this project critically explored the processes involved within the mining sector, from ‘cradle-to-grave’, which is known as the coal mining life cycle. In addition, the composite suite of requirements of all the legislative provisions involved in the industry were investigated and the relationship between coal mining practice and environmental protection was explored. These elements were researched in the Upper Komati River Catchment specifically for catchment X11B, using Cultural Historical Activity Theory (CHAT), which gives a holistic understanding of mining as a human activity system. CHAT also sheds light on the issues, gaps and overlaps currently being experienced in the coal mining sector. The Thesis refers to case studies of where mining issues have caused environmental degradation. A complete mining lifecycle in terms of regulatory provisions was compiled, and major issues were uncovered with current legislation in the mining sector that can contribute to the degradation of water resources in South Africa. An integrated water resource quality management plan is needed in order to streamline conservation mandates, identify and reduce duplication of effort and specify roles and responsibilities of authorities involved with decision making process. A Decision Support System (DSS) has been proposed, which would involve adaptive, participatory and inclusive management.
- Full Text:
- Date Issued: 2018
Interrogating teacher leadership development through a formative intervention: a case study in a rural Secondary School in northern Namibia
- Authors: Iyambo, David Kandiwapa
- Date: 2018
- Subjects: Educational leadership -- Namibia , School management and organization -- Namibia , Teachers -- Training of -- Namibia , Cultural Historical Activity Theory
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61547 , vital:28035
- Description: The Namibian education system has undergone major policy shifts from a ‘top-down’ hierarchical leadership practice to a more shared and democratic form of leadership in schools. These policies compel principals and school management team members to involve level-one teachers in decision-making and other leadership roles within their schools and beyond. However, to this end, the goals envisaged by policies for teachers to participate in, and contribute to the overall school leadership activities and decision-making have not been fully realised. This was due to the inherent hierarchy of the ‘top-down’ system and autocratic leadership style which remains powerful within the current school practice. Against this backdrop, this study interrogated how teacher leadership can be developed in a rural Secondary School in northern Namibia. The underlying cultural-historical conditions that promoted or constrained teacher leadership development were surfaced. Opportunities for changes in leadership practices through a formative intervention were developed. Cultural Historical Activity Theory (CHAT) was utilised as a theoretical and analytical framework in this study together with Grant’s Model of Teacher Leadership (2006; 2008; 2010). Five level-one teachers, two school management members and a school board chairperson were selected as research participants by means of a purposive sampling method. Furthermore, the study used document analysis, semi-structured interviews, questionnaires and change laboratory workshops as main tools for data generation. The findings revealed that participants understood the concept of teacher leadership differently and that teachers in the case study school were leading in all four zones of teacher leadership model (Grant, 2006; 2008; 2012) although their roles differed. However, the study also found that teacher leadership development was mostly intensified by managerial structures. It appeared from the findings of this study that conditions such as the role of the school management team (SMT) members in promoting teacher leadership development, a supportive organisational culture, and provision of learning support amongst staff members through the attendance of workshops emerged as factors promoting the development of teachers as leaders. The study also revealed that there were many cultural and historical tensions that constrained the practice of teacher leadership development in school. Thus, the study argues that limited leadership training and an inherent ‘top-down’ hierarchical style of leadership was the main underlying systemic causes that constrained teachers to be developed as leaders. Through the change laboratory workshops, the findings suggested that there was a need for continuous professional development initiatives and leadership training, as alternative way for the realisation of teacher leadership development. Finally, a recommendation that leadership aspects should be constituted in pre-and in-service professional development training as an ongoing practice is made.
- Full Text:
- Date Issued: 2018
- Authors: Iyambo, David Kandiwapa
- Date: 2018
- Subjects: Educational leadership -- Namibia , School management and organization -- Namibia , Teachers -- Training of -- Namibia , Cultural Historical Activity Theory
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61547 , vital:28035
- Description: The Namibian education system has undergone major policy shifts from a ‘top-down’ hierarchical leadership practice to a more shared and democratic form of leadership in schools. These policies compel principals and school management team members to involve level-one teachers in decision-making and other leadership roles within their schools and beyond. However, to this end, the goals envisaged by policies for teachers to participate in, and contribute to the overall school leadership activities and decision-making have not been fully realised. This was due to the inherent hierarchy of the ‘top-down’ system and autocratic leadership style which remains powerful within the current school practice. Against this backdrop, this study interrogated how teacher leadership can be developed in a rural Secondary School in northern Namibia. The underlying cultural-historical conditions that promoted or constrained teacher leadership development were surfaced. Opportunities for changes in leadership practices through a formative intervention were developed. Cultural Historical Activity Theory (CHAT) was utilised as a theoretical and analytical framework in this study together with Grant’s Model of Teacher Leadership (2006; 2008; 2010). Five level-one teachers, two school management members and a school board chairperson were selected as research participants by means of a purposive sampling method. Furthermore, the study used document analysis, semi-structured interviews, questionnaires and change laboratory workshops as main tools for data generation. The findings revealed that participants understood the concept of teacher leadership differently and that teachers in the case study school were leading in all four zones of teacher leadership model (Grant, 2006; 2008; 2012) although their roles differed. However, the study also found that teacher leadership development was mostly intensified by managerial structures. It appeared from the findings of this study that conditions such as the role of the school management team (SMT) members in promoting teacher leadership development, a supportive organisational culture, and provision of learning support amongst staff members through the attendance of workshops emerged as factors promoting the development of teachers as leaders. The study also revealed that there were many cultural and historical tensions that constrained the practice of teacher leadership development in school. Thus, the study argues that limited leadership training and an inherent ‘top-down’ hierarchical style of leadership was the main underlying systemic causes that constrained teachers to be developed as leaders. Through the change laboratory workshops, the findings suggested that there was a need for continuous professional development initiatives and leadership training, as alternative way for the realisation of teacher leadership development. Finally, a recommendation that leadership aspects should be constituted in pre-and in-service professional development training as an ongoing practice is made.
- Full Text:
- Date Issued: 2018
The development and implementation of a psychoeducational programme: a case study on mental toughness in a novice triathlete
- Authors: Coertzen, Marlé
- Date: 2018
- Subjects: Sports -- Psychological aspects , Triathletes -- Mental health , Toughness (Personality trait) , Triathlon -- Psychological aspects , Achievement motivation , Mental discipline , Sport Mental Toughness Questionnaire (SMTQ)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63010 , vital:28354
- Description: As an academic and applied discipline, sport psychology is interested in identifying, understanding, measuring and developing the various mental constructs that interact with physical factors, aiming to produce optimum performance and enhance athletes’ experience of sport participation. The programmes developed within sport psychology are not only applicable to sport, but have applicability within other areas, such as the performing arts, business and professions that are considered high risk, such as the military. Using a mixed methods approach and a triangulation of qualitative and quantitative data collection and analysis techniques, the goal of this research was to document the process of developing and implementing a psychoeducational mental toughness programme and to evaluate the programme through exploring the participant’s subjective experience of such a programme. The aim of the research was to contribute to the existing literature on mental toughness programmes. This was attained through administering the Sport Mental Toughness Questionnaire (SMTQ) and a semi-structured interview, which informed the development and implementation of a psychoeducational mental toughness programme relative to the idiosyncrasies of the participant and grounded in strengths-based approaches to mental toughness development. Results were obtained based on post-implementation data collected through a second administration of the SMTQ and a semi-structured interview. The participant experienced the programme as positive and results were indicative of changes in his experiences of self-confidence and control, related to the global themes of mindset, flexibility and mindfulness.
- Full Text:
- Date Issued: 2018
- Authors: Coertzen, Marlé
- Date: 2018
- Subjects: Sports -- Psychological aspects , Triathletes -- Mental health , Toughness (Personality trait) , Triathlon -- Psychological aspects , Achievement motivation , Mental discipline , Sport Mental Toughness Questionnaire (SMTQ)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63010 , vital:28354
- Description: As an academic and applied discipline, sport psychology is interested in identifying, understanding, measuring and developing the various mental constructs that interact with physical factors, aiming to produce optimum performance and enhance athletes’ experience of sport participation. The programmes developed within sport psychology are not only applicable to sport, but have applicability within other areas, such as the performing arts, business and professions that are considered high risk, such as the military. Using a mixed methods approach and a triangulation of qualitative and quantitative data collection and analysis techniques, the goal of this research was to document the process of developing and implementing a psychoeducational mental toughness programme and to evaluate the programme through exploring the participant’s subjective experience of such a programme. The aim of the research was to contribute to the existing literature on mental toughness programmes. This was attained through administering the Sport Mental Toughness Questionnaire (SMTQ) and a semi-structured interview, which informed the development and implementation of a psychoeducational mental toughness programme relative to the idiosyncrasies of the participant and grounded in strengths-based approaches to mental toughness development. Results were obtained based on post-implementation data collected through a second administration of the SMTQ and a semi-structured interview. The participant experienced the programme as positive and results were indicative of changes in his experiences of self-confidence and control, related to the global themes of mindset, flexibility and mindfulness.
- Full Text:
- Date Issued: 2018
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