The main legislation governing environmental authorisation in South Africa is the National Environmental Management Act, 107 of 1998 (NEMA). This legislation is administered by the environmental affairs departments at national, provincial and local spheres of government. Besides NEMA, there are other pieces of legislation which govern environmental authorisation and, in some instances, are administered by other organs of state. They, like NEMA, require submission of reports to authorities for decision-making. This may result in cumbersome and duplication of processes; which in turn, may delay the initiation of development activities. NEMA provides for co-operative governance, coordination of activities and alignment of processes to counter the above problems. Section 24L states that activities regulated in another law may be regarded as sufficient for authorisation in terms of NEMA, and vice versa. Furthermore, section 24K provides for consultation and coordination of legislative requirements to avoid duplication. Flowing from these provisions is that competent authorities may exercise their powers by issuing separate or integrated authorisations. All these provisions aim to promote smooth and seamless interactions between all key role-players involved in authorisation processes. However, there are widespread concerns amongst key role-players and the public at large about the lack of application and/or implementation of the foregoing legislative provisions. This study investigates these concerns through a literature review, case study analysis and administration of a questionnaire. The results show that the fruits of these provisions (i.e. coordinated activities, aligned processes and/or integrated authorisations) in the province of KwaZulu-Natal have yet to be realised. This study recommends, therefore, that clear guidance be provided to provinces on how to implement the legislative provisions described above. / Thesis (M. Environmental Management)--North-West University, Potchefstroom Campus, 2013.

Environmental Impact Assessment (EIA) is recognised worldwide as a tool for identifying the potential adverse effects of a proposed development on the environment. Very little attention has been given to determining the actual environmental effects resulting from a development. The need for EIA follow–up (i.e. monitoring, auditing, evaluation, management and communication) was identified and would form the building blocks within the EIA process. Follow–up provides information about the consequences of an activity and presents opportunities to implement adequate mitigation measures. EIA follow–up is not developed to its full potential even though the need for it is acknowledged and supported in legislation, scientific journals and scientific books. EIA follow–up necessitates feedback in the EIA process to ensure lessons learnt and outcomes from past experiences can be applied in future actions. Follow–up is only a legal requirement if conditions are specified in the environmental authorisation (EA). Of particular concern to follow–up is the accuracy of prediction and secondly, the level of compliance to conditions set out in the authorization and management plans. This study will focus primarily on critically analysing predictions and compliance from the construction phase of a high profile mega shopping mall project, namely the Mooi River Mall (MRM), with an analysis to gauge the actual effect and contribution of the EIA process to decision making and implementation practices. Multiple data sources were used to determine the accuracy of predictions and legal compliance level of the Mooi River Mall. The Mooi River Mall's accuracy of predictions (66%) and legal compliance (83%) suggest that some of the impacts were unavoidable; that mitigation measures were either not implemented or identified or that EIA follow–up served its purpose in the form of implementing effective auditing programmes to monitor legal compliance. / Thesis (M.Sc (Environmental Science))--North-West University, Potchefstroom Campus, 2011.

Environmental Impact Assessment (EIA) is recognised worldwide as a tool for identifying the potential adverse effects of a proposed development on the environment. Very little attention has been given to determining the actual environmental effects resulting from a development. The need for EIA follow–up (i.e. monitoring, auditing, evaluation, management and communication) was identified and would form the building blocks within the EIA process. Follow–up provides information about the consequences of an activity and presents opportunities to implement adequate mitigation measures. EIA follow–up is not developed to its full potential even though the need for it is acknowledged and supported in legislation, scientific journals and scientific books. EIA follow–up necessitates feedback in the EIA process to ensure lessons learnt and outcomes from past experiences can be applied in future actions. Follow–up is only a legal requirement if conditions are specified in the environmental authorisation (EA). Of particular concern to follow–up is the accuracy of prediction and secondly, the level of compliance to conditions set out in the authorization and management plans. This study will focus primarily on critically analysing predictions and compliance from the construction phase of a high profile mega shopping mall project, namely the Mooi River Mall (MRM), with an analysis to gauge the actual effect and contribution of the EIA process to decision making and implementation practices. Multiple data sources were used to determine the accuracy of predictions and legal compliance level of the Mooi River Mall. The Mooi River Mall's accuracy of predictions (66%) and legal compliance (83%) suggest that some of the impacts were unavoidable; that mitigation measures were either not implemented or identified or that EIA follow–up served its purpose in the form of implementing effective auditing programmes to monitor legal compliance. / Thesis (M.Sc (Environmental Science))--North-West University, Potchefstroom Campus, 2011.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2017-05-11T18:40:05Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Paula Daniele Final.pdf: 3339086 bytes, checksum: 9326f524883e28113fb0a5af3ac830c5 (MD5) / Made available in DSpace on 2017-05-11T18:40:05Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Paula Daniele Final.pdf: 3339086 bytes, checksum: 9326f524883e28113fb0a5af3ac830c5 (MD5) Previous issue date: 2016-03-11 / A Caatinga é o único bioma exclusivamente brasileiro, ou seja, localiza-se totalmente no território brasileiro e não faz divisa com outros países, e ocupa aproximadamente 83% da área total do Estado de Pernambuco. Apesar de apresentar uma grande riqueza biológica, com diversas espécies endêmicas, fundamental para a sobrevivência de grande parte da sua população, consiste em um dos biomas mais degradados e também um dos menos protegidos do ponto de vista legal e estudados pela ciência. O desmatamento autorizado pelo Estado representa um dos fatores de degradação desse bioma. Desta forma, esta pesquisa buscou compreender como esse desmatamento vem ocorrendo nas Caatingas pernambucanas, suas principais causas e impactos socioambientais. Foram analisados os processos de autorização de supressão de vegetação nativa, deferidos pela CPRH, nos anos de 2013 a 2014. Após análise, verificou-se que a agricultura, uma das atividades responsáveis pela degradação histórica das Caatingas, continua desmatando esse bioma para ampliação de suas atividades, embora hoje de forma “legal”. Outro tipo de atividade que se destacou foi a produção de energia eólica, que apesar de ser considerada uma atividade limpa, renovável e de baixo potencial poluidor, vem demandando grandes áreas de supressão de vegetação nativa para a sua implantação. A área total de supressão autorizada nas Caatingas, durante 2013 a 2014, foi de 5.929,43 ha, entretanto, os impactos oriundos da supressão não se restringem apenas à flora suprimida, mas aos diversos componentes bióticos e abióticos associados à mesma. Foram identificados impactos socioambientais, como por exemplo, a fragmentação de habitat, perda de biodiversidade, através da autorização de supressão em áreas prioritárias para a conservação da biodiversidade e redução dos recursos naturais para a população. A forma como a compensação ambiental, decorrente da supressão de vegetação, vem sendo adotada pelo Estado também vem contribuindo para o desenvolvimento insustentável no bioma. Foi verificado a ausência de compensação pelo desmatamento autorizado de 1.022,03 ha e a cada hectare de supressão foi exigido a compensação de apenas 0,55 ha. Considerando ainda que para 4.403,94 ha de supressão foi aprovada a compensação florestal de 2.616,86 ha, através da preservação de áreas que já continham vegetação, a situação quanto à redução de áreas de vegetação nativa no bioma e consequentemente de seus recursos e serviços ambientais é ainda mais grave. / The Caatinga is the only exclusively Brazilian biome that is located entirely in Brazil and not borders with other countries, and occupies approximately 83% of the total area of the State of Pernambuco. Despite a great biological wealth, with many endemic species, fundamental to much of its population to survive, it is one of the most degraded biomes and also one of the least protected from a legal point of view and studied in science. Deforestation authorized by the State is one of this biome degradation factors. Thus, this study sought to understand how it is happening in Pernambuco Caatingas, its main causes and socio-environmental impacts. Authorization procedures were analyzed suppression of native vegetation, granted by CPRH during the years from 2013 to 2014. After analysis, it was found that agriculture, one of the activities responsible for the degradation of Caatingas story continues deforesting for expansion its activities, although today's "cool" way. Another type of activity that stood out is the wind energy, which despite being considered a clean, renewable and low polluting potential activity, is demanding large areas of suppression of native vegetation for its deployment in the biome. The total area of suppression authorized in Caatingas was 5929.43 ha, however, the impacts from suppression are not restricted to the flora deleted, but the various biotic and abiotic components associated with it. Several socio- environmental impacts have been identified, such as for example, the habitat fragmentation, biodiversity loss by removing authorization in priority areas for biodiversity conservation, and reduction of natural resources for the population. The way the environmental compensation resulting from the removal of vegetation, has been adopted by the State has also contributed to unsustainable development in the biome. It was noted that the absence of compensation authorized deforestation 1022.03 ha and each hectare of suppression was required the compensation of only 0.55 ha. Whereas further to 4403.94 ha of suppression was approved the compensation of 2616.86 ha forest, through conservation areas already containing vegetation, the situation regarding the reduction of native vegetation areas in the biome and consequently of its resources and services environment is even more serious.

Introduction: The effect of renal impairment (RI) on systemic exposure is assessed in phase I with RI studies and/or in phase III with population pharmacokinetic analysis. Regulatory review has indicated that the estimated effect of RI from the two methods may differ. Aim: To map the estimated effect of RI on systemic exposure based on phase I and III data, to investigate if the estimated effect based on the two data sources differ and to investigate causes to this potential discrepancy. Methods: Marketing authorisation applications (MAA) were scrutinised with focus on impact of RI on systemic exposure estimated based on phase I and III data. In addition, a simulation-estimation study was performed to explore causes to discrepancies. Phase I and III data were simulated and analysed with non-compartmental analysis (NCA) and population analysis. The phase III data were simulated under several alternative conditions thought to be potential sources for discrepancies,  such as uncertainty in creatinine clearance (CLCR) measurements and varying number of subjects. Results: Six examples were found in MAAs in which a discrepancy was observed, where phase III tended to estimate a lower effect of RI compared with phase I. In the simulation-estimation study, the NCA of phase I data over-predicted the effect of RI on systemic exposure, while the population analysis of phase III data estimated the effect of RI without bias. Uncertainty in CLCR measurement in the phase III data resulted in under-prediction of the effect of RI on systemic exposure. Conclusions: A discrepancy in the estimated effect of RI on systemic exposure between phase I and III was observed in existing MAAs. The NCA of phase I RI study and uncertain CLCR measurements were identified as possible reasons to the discrepancy.

Esta tese tem em vista compreender de que modo a reflexão sobre as vivências dos professores na escola e na sala de aula geram conhecimento da prática em benefício do maior comprometimento profissional e, por conseguinte, com efeitos sobre autorização que reconhecem ter. Por se tratar de um tema que implica em considerar os processos de reflexão sobre a prática vivenciada pelos professores, ele exige metodologias de pesquisa que levem à colaboração eles. Escolhemos como abordagem metodológica a pesquisa-ação existencial pelo seu caráter de estímulo à reflexão. Como toda pesquisa-ação, essa investigação também se desenvolveu em diferentes etapas. Na primeira etapa, delineamos de que modos os professores produziam conhecimentos a partir de suas vivências práticas. Para isso nos utilizamos observações seguidas por entrevistas, as quais denominamos de entrevistas de explicação, inspiradas nas entrevistas de explicitação, descritas por Pierre Vermersch. Nessa etapa, identificamos que os professores valem-se de dois tipos de reflexão quando analisam e explicam suas práticas: uma reflexão que justifica o que fazem a partir de um costume, por um lado; por outro lado, uma reflexão que explica o percurso que traçaram até elaborarem um modo original de ensinar. Percebemos também que todos os professores, após a entrevista, revelaram ter descoberto que faziam coisas que não sabiam que faziam. Percebemos também a importância que as interações sociais exercem na ação docente, tanto no que diz respeito às atitudes conservadoras, quanto no que diz respeito às inovações. Diante da constatação da presença dessas interações no trabalho dos professores e também da dificuldade de auto-observação, decidimos prosseguir a pesquisa utilizando uma abordagem que favorece a emergência da subjetividade, nas suas dimensões intra e inter subjetivas. Para isso, recorremos ao Ateliê Biográfico de Projeto, descrito por Christine Delory-Momberger. O resultado desse procedimento foi o maior comprometimento dos professores com a pesquisa em relação à primeira etapa e, também, a formulação de um projeto do grupo tendo em vista estabelecer uma forma sistematizada de reflexão sobre a experiência, de modo a se esclarecerem sobre os desafios da profissão docente na atualidade. Essa decisão, agora do grupo, e não da pesquisadora, gerou uma terceira e última etapa, na qual utilizamos a técnica de Grupo Operativo, criada por Enrique Pichon-Rivière. A originalidade desta pesquisa consistiu em realizar uma intervenção que levou ao envolvimento os parceiros na investigação sobre suas próprias experiências. Isso possibilitou que a análise de deslocasse de uma abordagem centrada no indivíduo para uma abordagem do sujeito enquanto ser social e do grupo como produtor de pensamento. Ao afirmar a coexistência das dimensões intrasubjetiva, intersubjetiva e até impessoal da reflexão, os dispositivos de pesquisa revelaram a busca daqueles professores por formas de agrupamento que lhes permita resistir aos descompassos da sociedade do conhecimento que transforma os indivíduos em objetos autômatos e consumidores de informação. / The purpose of this thesis is to understanding how reflection on teaching experiences generates practical knowledge that contributes to professional commitment, also affecting the authorization teachers acknowledge as theirs. As the subject involves reflection on teachers practices, it requires research methodology conductive to their cooperation. Thus, we have chosen to use existential action-research, an approach that encourages reflection. As in other action-research techniques, this was also developed in several steps. Initially, the manner in which teachers produce knowledge based on their practical experience was precisely outlined using observation followed by interviews, named explanatory interviews after those described by Pierre Vermersch. During this step we found that teachers use two types of reflection when analyzing and explaining their practices: they explain their actions by habit, or else they explain the path followed in order to developed an original way of teaching. After the interview teachers reported having found out that they did things they were previously unaware of. We also noted the importance of interaction in teaching, both regarding conservative attitudes and innovative ones. After having verified the presence of groups in teachers activities, and also the difficulty of self-observation, we decided to proceed using an approach capable of surfacing subjectivity, both internally and in interactions. The Autobiographic Workshop Project, as described by Christine Delory- Momberger, was used for this purpose, having yielded greater commitment of teachers with the first step of the research, and also a group project with the purpose of establishing an organized way of reflecting on their experience, and understanding their present professional challenges. This decision, of the group and no longer of the researcher, led to the third step, in which the Operative Group technique, created by Enrique Pichon-Rivière, was employed. The originality of this research lies in the fact that its intervention led to the progressive involvement of the research subjects in the investigation of their own experiences, which produced a shift from an analysis centered on the individual towards an analysis based on the individual as part of a group that produces knowledge. By stating the coexistence of intra-subjective, inter-subjective and even impersonal aspects of reflection, research techniques show that these teachers search for ways of forming groups that allow them to face the inconsistencies of the society of knowledge, which transforms individuals in automatons and consumers of knowledge.

The self-defending object (SDO) concept is an extension to the object-oriented programming paradigm, whereby those objects that encapsulate the protected resources of a security aware application (SAA), are made aware of, and responsible for, the defence of those resources. That defence takes two forms, the enforcement of mandatory access control on protected resources and the generation of the corresponding portion of the SAA's audit trail. The SDO concept acts as the philosophy that guides the application level mandatory access control within SAAs which ensures that the provided access control is both complete and non bypassable. Although SDOs accept responsibility for controlling access to the protected data and functionality that they encapsulate, an SDO delegates the responsibility for making authorisation decisions to an associated authorisation object. Thus, SDOs fulfill their access control obligations by initiating the authorisation check and then enforcing the decision made on their behalf. A simple, yet effective mechanism for enforcing that access control at the object level involves controlling the ability to invoke those SDO methods that access protected resources. In the absence of previous research on this approach to the enforcement of application level access control, the primary aim of this research was to demonstrate that the SDO concept is a viable paradigm for developing SAAs. That aim was achieved in two stages. The first stage targeted the provision of a 'proof of concept', that demonstrated that the SDO concept could be applied to the development of non-distributed SAAs. The second stage demonstrated its applicability to the development of distributed SAAs. In the second stage, two versions of a distributed prototype were developed, one based on a traditional (proprietary) distributed computing model, (Java RMI), and the second using the currently popular Web services model, to demonstrate the general applicability of the SDO concept. Having already demonstrated that the SDO concept could be applied to SAAs executing on a single machine, the major focus of that research was to devise a mechanism by which SDOs could be transferred between machines. The research then concentrated on determining what impacts the adoption of the SDO concept would have on SAA development. Experimentation carried out using the distributed prototypes demonstrated that (1) the adoption of the SDO does not restrict the use of inheritance hierarchies that include SDOs, (2) the restriction of the lifetime of SDOs can be supported, (3) usage rights enforcement can be employed, and (4) the use of cryptographic techniques to provide additional security guarantees is not affected. A key feature of the SDO concept, is that no major changes need to be made to current development tools or　methodologies, so its adoption is not hampered by significant financial or training impediments. This research demonstrated that the SDO concept is practical and constitutes a valuable extension to the object oriented paradigm that will help address the current lack of security in information systems. The SDO approach warrants additional research and adoption.

Esta tese tem em vista compreender de que modo a reflexão sobre as vivências dos professores na escola e na sala de aula geram conhecimento da prática em benefício do maior comprometimento profissional e, por conseguinte, com efeitos sobre autorização que reconhecem ter. Por se tratar de um tema que implica em considerar os processos de reflexão sobre a prática vivenciada pelos professores, ele exige metodologias de pesquisa que levem à colaboração eles. Escolhemos como abordagem metodológica a pesquisa-ação existencial pelo seu caráter de estímulo à reflexão. Como toda pesquisa-ação, essa investigação também se desenvolveu em diferentes etapas. Na primeira etapa, delineamos de que modos os professores produziam conhecimentos a partir de suas vivências práticas. Para isso nos utilizamos observações seguidas por entrevistas, as quais denominamos de entrevistas de explicação, inspiradas nas entrevistas de explicitação, descritas por Pierre Vermersch. Nessa etapa, identificamos que os professores valem-se de dois tipos de reflexão quando analisam e explicam suas práticas: uma reflexão que justifica o que fazem a partir de um costume, por um lado; por outro lado, uma reflexão que explica o percurso que traçaram até elaborarem um modo original de ensinar. Percebemos também que todos os professores, após a entrevista, revelaram ter descoberto que faziam coisas que não sabiam que faziam. Percebemos também a importância que as interações sociais exercem na ação docente, tanto no que diz respeito às atitudes conservadoras, quanto no que diz respeito às inovações. Diante da constatação da presença dessas interações no trabalho dos professores e também da dificuldade de auto-observação, decidimos prosseguir a pesquisa utilizando uma abordagem que favorece a emergência da subjetividade, nas suas dimensões intra e inter subjetivas. Para isso, recorremos ao Ateliê Biográfico de Projeto, descrito por Christine Delory-Momberger. O resultado desse procedimento foi o maior comprometimento dos professores com a pesquisa em relação à primeira etapa e, também, a formulação de um projeto do grupo tendo em vista estabelecer uma forma sistematizada de reflexão sobre a experiência, de modo a se esclarecerem sobre os desafios da profissão docente na atualidade. Essa decisão, agora do grupo, e não da pesquisadora, gerou uma terceira e última etapa, na qual utilizamos a técnica de Grupo Operativo, criada por Enrique Pichon-Rivière. A originalidade desta pesquisa consistiu em realizar uma intervenção que levou ao envolvimento os parceiros na investigação sobre suas próprias experiências. Isso possibilitou que a análise de deslocasse de uma abordagem centrada no indivíduo para uma abordagem do sujeito enquanto ser social e do grupo como produtor de pensamento. Ao afirmar a coexistência das dimensões intrasubjetiva, intersubjetiva e até impessoal da reflexão, os dispositivos de pesquisa revelaram a busca daqueles professores por formas de agrupamento que lhes permita resistir aos descompassos da sociedade do conhecimento que transforma os indivíduos em objetos autômatos e consumidores de informação. / The purpose of this thesis is to understanding how reflection on teaching experiences generates practical knowledge that contributes to professional commitment, also affecting the authorization teachers acknowledge as theirs. As the subject involves reflection on teachers practices, it requires research methodology conductive to their cooperation. Thus, we have chosen to use existential action-research, an approach that encourages reflection. As in other action-research techniques, this was also developed in several steps. Initially, the manner in which teachers produce knowledge based on their practical experience was precisely outlined using observation followed by interviews, named explanatory interviews after those described by Pierre Vermersch. During this step we found that teachers use two types of reflection when analyzing and explaining their practices: they explain their actions by habit, or else they explain the path followed in order to developed an original way of teaching. After the interview teachers reported having found out that they did things they were previously unaware of. We also noted the importance of interaction in teaching, both regarding conservative attitudes and innovative ones. After having verified the presence of groups in teachers activities, and also the difficulty of self-observation, we decided to proceed using an approach capable of surfacing subjectivity, both internally and in interactions. The Autobiographic Workshop Project, as described by Christine Delory- Momberger, was used for this purpose, having yielded greater commitment of teachers with the first step of the research, and also a group project with the purpose of establishing an organized way of reflecting on their experience, and understanding their present professional challenges. This decision, of the group and no longer of the researcher, led to the third step, in which the Operative Group technique, created by Enrique Pichon-Rivière, was employed. The originality of this research lies in the fact that its intervention led to the progressive involvement of the research subjects in the investigation of their own experiences, which produced a shift from an analysis centered on the individual towards an analysis based on the individual as part of a group that produces knowledge. By stating the coexistence of intra-subjective, inter-subjective and even impersonal aspects of reflection, research techniques show that these teachers search for ways of forming groups that allow them to face the inconsistencies of the society of knowledge, which transforms individuals in automatons and consumers of knowledge.

This document describes methods of user authentication and authorisation via a trusted server. There is analysis of the system Kerberos, which is used as an inspiration for desing of a new authentication scheme. There are analysed programming layers and interfaces for specific applications ensuring user authentication and authorisation. The document contains a design and detailed description of a new authentication scheme. This scheme is implemented into the communication between email client and imap server.

This dissertation critically reviews the quality of South African environmental authorisations through the application of a methodology adopted from the Lee and Colley (1999) environmental impact assessment (EIA) report review package. The literature review shows that to date limited research has been conducted on the quality of environmental authorisations nationally. Anecdotal evidence suggests that environmental authorisations are of weak quality; hence the development of guidelines on the compilation of environmental authorisations by the Department of Environmental Affairs (DEA). In this dissertation, the quality of the environmental authorisations is critically reviewed against the requirements of the National Environmental Management Act (Act No. 107 of 1998) and departmental guidelines. The research concludes that only 64% of reviewed authorisations are deemed satisfactory, while 36% were unsatisfactory. When the basic assessment report (BAR) and scoping and environmental impact assessment (S&EIA) process authorisations are compared it is concluded that the there is a minimal difference in quality. The BAR achieved a 69% satisfactory rating while the S&EIA process achieved a 61% satisfactory rating. The dissertation concludes by making recommendations to improve the quality of authorisations. / M (Environmental Management), North-West University, Potchefstroom Campus, 2015