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Evaluating the spatial and environmental benefits of green space : an international and local comparison on rural areas / Luan CilliersCilliers, Luan January 2015 (has links)
In South Africa, urbanized environments are often studied individually, not taking the
surrounding natural environment into account (McConnachie and Shackleton, 2012: 2). Current
approaches focussing on the integration of Urban Planning and Urban Ecology seek to address
these issues of integrated planning. Urban Ecology practice aims to describe the study of (1)
humans in human settlements, of (2) nature in human settlements, and of (3) the joined
relationships between humans and nature. Urban Ecology thus forms a major part of Urban and
Spatial Planning, with regard to the objectives of sustainable planning and development, green
infrastructure planning, and resilience.
The role and impact of green spaces to support sustainable human settlements are no new
phenomenon (Byrne & Sipe, 2010: 7). This is related to the different benefits which nature
provides, referred to in this research as ecosystem services (or environmental benefits) of green
spaces. Green spaces, in this sense, are fundamental areas in human settlements, in need of
intentional and structured planning approaches to enhance sustainability and said
environmental benefits. It is important to realise that the environment in urbanized areas is
dependent on the local communities (in terms of conservation and appropriate planning
approaches), but that local communities (society) are also dependent on the environment (in
terms of certain benefits which are provided by the said green spaces and environment).
Rural settlements in South Africa experience various problems and challenges in terms of
planning for the environment through green spaces (as well as sustainability), mainly as a result
of the fragmentation of these rural areas, the existence of lost spaces, urbanisation, urban
sprawl and poverty (Trancik, 1986; Barnett, 1995; IIED, 2000; DEAT, 2006; McMahan et al,
2002). This research attempted to address the challenges of integrated planning and green
space provision in a local rural context, by means of: (1) A literature study encompassing
research on Urban Ecology; Urban Planning; environmental dimension of planning; provision of
ecosystem services; green infrastructure planning; resilience, and relevant policies and
legislation; (2) An empirical investigation and comparative evaluation of international case
studies, along with a local case study; and (3) drawing conclusions and recommendations for
the local case study, based on the international approaches and identified best-practices.
This research evaluated the spatial and environmental benefits of green space and enhanced
the importance of planning for such benefits in rural South African areas. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2015
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Evaluating the spatial and environmental benefits of green space : an international and local comparison on rural areas / Luan CilliersCilliers, Luan January 2015 (has links)
In South Africa, urbanized environments are often studied individually, not taking the
surrounding natural environment into account (McConnachie and Shackleton, 2012: 2). Current
approaches focussing on the integration of Urban Planning and Urban Ecology seek to address
these issues of integrated planning. Urban Ecology practice aims to describe the study of (1)
humans in human settlements, of (2) nature in human settlements, and of (3) the joined
relationships between humans and nature. Urban Ecology thus forms a major part of Urban and
Spatial Planning, with regard to the objectives of sustainable planning and development, green
infrastructure planning, and resilience.
The role and impact of green spaces to support sustainable human settlements are no new
phenomenon (Byrne & Sipe, 2010: 7). This is related to the different benefits which nature
provides, referred to in this research as ecosystem services (or environmental benefits) of green
spaces. Green spaces, in this sense, are fundamental areas in human settlements, in need of
intentional and structured planning approaches to enhance sustainability and said
environmental benefits. It is important to realise that the environment in urbanized areas is
dependent on the local communities (in terms of conservation and appropriate planning
approaches), but that local communities (society) are also dependent on the environment (in
terms of certain benefits which are provided by the said green spaces and environment).
Rural settlements in South Africa experience various problems and challenges in terms of
planning for the environment through green spaces (as well as sustainability), mainly as a result
of the fragmentation of these rural areas, the existence of lost spaces, urbanisation, urban
sprawl and poverty (Trancik, 1986; Barnett, 1995; IIED, 2000; DEAT, 2006; McMahan et al,
2002). This research attempted to address the challenges of integrated planning and green
space provision in a local rural context, by means of: (1) A literature study encompassing
research on Urban Ecology; Urban Planning; environmental dimension of planning; provision of
ecosystem services; green infrastructure planning; resilience, and relevant policies and
legislation; (2) An empirical investigation and comparative evaluation of international case
studies, along with a local case study; and (3) drawing conclusions and recommendations for
the local case study, based on the international approaches and identified best-practices.
This research evaluated the spatial and environmental benefits of green space and enhanced
the importance of planning for such benefits in rural South African areas. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2015
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Utilizing GIS for effective datamodel design at the NWU Potchefstroom Campus / David Andreas MareeMaree, David Andreas January 2011 (has links)
Record keeping and management of electrical utilities inside buildings is an important aspect
to ensure effective electrical distribution. The ability to find the location of each electrical
feature inside a building and extract information about it helps to solve network problems
faster. The use of a spatial database structure facilitates the maintenance and general
operations of an electrical network across different buildings.
The aim of this study is to design and develop a 3D data model to provide a management
system for electrical utilities inside buildings. The geodatabase provides integrated
information between different electrical components forming the network inside the specified
buildings in the study area.
A prototype called the PUK geodatabase was designed and developed for the NWU
Potchefstroom Campus as a 3D data model. The data model consists of raster and vector data
used in network datasets, relationship classes and topology rules. The aim of this project was
accomplished through the 3D analysis capabilities of the model. The research determined
that the prototype called the PUK geodatabase can be utilized as a 3D management system
for electrical utilities across the different floor levels of a building. / Thesis (M.Sc. (Geography and Environmental Studies))--North-West University, Potchefstroom Campus, 2012
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Utilizing GIS for effective datamodel design at the NWU Potchefstroom Campus / David Andreas MareeMaree, David Andreas January 2011 (has links)
Record keeping and management of electrical utilities inside buildings is an important aspect
to ensure effective electrical distribution. The ability to find the location of each electrical
feature inside a building and extract information about it helps to solve network problems
faster. The use of a spatial database structure facilitates the maintenance and general
operations of an electrical network across different buildings.
The aim of this study is to design and develop a 3D data model to provide a management
system for electrical utilities inside buildings. The geodatabase provides integrated
information between different electrical components forming the network inside the specified
buildings in the study area.
A prototype called the PUK geodatabase was designed and developed for the NWU
Potchefstroom Campus as a 3D data model. The data model consists of raster and vector data
used in network datasets, relationship classes and topology rules. The aim of this project was
accomplished through the 3D analysis capabilities of the model. The research determined
that the prototype called the PUK geodatabase can be utilized as a 3D management system
for electrical utilities across the different floor levels of a building. / Thesis (M.Sc. (Geography and Environmental Studies))--North-West University, Potchefstroom Campus, 2012
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Die kind se grondwetlike reg tot basiese onderwys en die verpligting van die staat tot voorsiening van infrastruktuur / Christine RouxRoux, Christine January 2013 (has links)
Section 29 of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. This provision must be interpreted in order to determine whether it refers to a period of education, or a certain standard or quality of education that also includes infrastructure.
In this dissertation, the scope of the right to basic education and the state’s obligation with regard to infrastructure, are discussed. The dissertation will point out that the right to basic education should also consider the best interests of the child-standard as well as the right to equality. The Constitution provides that everyone has the right to basic education, which implies that there should be no discrimination against any child. In order to determine the scope of section 29 and the duty of the state accordingly, the provisions of international instruments must also be consider. The Convention on the Rights of the Child, the African Children Charter and specifically the International Covenant on Economic, Social and Cultural Rights refer to the obligations of the state in respect to the provision of basic education and infrastructure.
The Schools Act provides for the Minister of Basic Education to prescribe minimum norms and standards relating to school infrastructure. The importance of minimum norms and standards for quality education has been investigated with specific reference to libraries, learning material and water and sanitation facilities. Lastly, the lack of an internal limitation clause and the effect of section 36, the general limitation clause, were considered to evaluate the state’s obligation to provide quality education. / LLM (Comparative Child Law), North-West University, Potchefstroom Campus, 2014
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Die kind se grondwetlike reg tot basiese onderwys en die verpligting van die staat tot voorsiening van infrastruktuur / Christine RouxRoux, Christine January 2013 (has links)
Section 29 of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. This provision must be interpreted in order to determine whether it refers to a period of education, or a certain standard or quality of education that also includes infrastructure.
In this dissertation, the scope of the right to basic education and the state’s obligation with regard to infrastructure, are discussed. The dissertation will point out that the right to basic education should also consider the best interests of the child-standard as well as the right to equality. The Constitution provides that everyone has the right to basic education, which implies that there should be no discrimination against any child. In order to determine the scope of section 29 and the duty of the state accordingly, the provisions of international instruments must also be consider. The Convention on the Rights of the Child, the African Children Charter and specifically the International Covenant on Economic, Social and Cultural Rights refer to the obligations of the state in respect to the provision of basic education and infrastructure.
The Schools Act provides for the Minister of Basic Education to prescribe minimum norms and standards relating to school infrastructure. The importance of minimum norms and standards for quality education has been investigated with specific reference to libraries, learning material and water and sanitation facilities. Lastly, the lack of an internal limitation clause and the effect of section 36, the general limitation clause, were considered to evaluate the state’s obligation to provide quality education. / LLM (Comparative Child Law), North-West University, Potchefstroom Campus, 2014
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E-learning technologies for open distance learning knowledge acquisition in managerial accountingKashora, Trust 07 1900 (has links)
This research seeks to establish how e-learning may contribute towards knowledge
construction for Management Accounting students at the University of South Africa.
More specifically, the research is designed to investigate how educational
technologies like e-learning may benefit and improve the teaching and learning of
Management Accounting at Unisa. Educators need to understand how students learn
so that they can establish suitable learning strategies. Studies have shown that
generally, e-learning applications are little used, sometimes because of inappropriate
content and technologies. Other prohibitive factors are costs, poor or inadequate
technology infrastructure and a shortage of human resources. On the strength of a
comprehensive literature survey, a framework to address and manage challenging
aspects of teaching and e-learning were developed. Problem areas and critical
success factors were considered.
The said framework ought to assist with organising complex issues and reveal parts
that need further work. The utility of the framework was evaluated through a staged
process. First, it was tested and evaluated through the model of a lecture. Secondly,
both qualitative and quantitative surveys among university lectures and students were
conducted to further confirm the applicability of the framework. Though the outcome
of the validations were satisfactory, more research needs to be carried out over a
longer period of time in order to determine the scalability of the framework and to
remove any inconsistencies. Aspects of the framework could be used to incorporate ICTs, e.g. the use of spreadsheets and the Learning Village into communities of
practice. / Hierdie navorsing poog om vas te stel hoe e-leer kan bydra tot kenniskonstruksie vir
Bestuursrekeningkunde-studente aan die Universiteit van Suid-Afrika. Die navorsing
is meer spesifiek ontwerp om vas te stel hoe opvoedkundetegnologieë soos e-leer die
onderrig en leer van Bestuursrekeningkunde by Unisa kan bevorder en verbeter.
Opvoeders moet verstaan hoe studente leer sodat hulle geskikte leerstrategieë kan
ontwikkel. Studies toon dat e-leertoepassings normaalweg min gebruik word, soms
omdat die inhoud en tegnologieë nie toepaslik is nie. Ander faktore wat dit belemmer,
sluit in onkoste, swak of onvoldoende tegnologie-infrastruktuur en ’n tekort aan
mensehulpbronne. ’n Raamwerk om die uitdagings van onderrig en e-leer te bestuur,
is op grond van ’n omvattende literatuurstudie ontwikkel. Probleemareas en kritiese
suksesfaktore is in gedagte gehou.
Die genoemde raamwerk behoort van nut te wees vir die organisering van
ingewikkelde kwessies en toon watter dele verdere werk vereis. Die bruikbaarheid van
die raamwerk is deur middel van ’n stapsgewyse proses geëvalueer. Eerstens is dit
getoets en geëvalueer op grond van ’n lesingsmodel. Tweedens is kwalitatiewe en
kwantitatiewe meningspeilings geloods; sowel universiteitsdosente as -studente is
versoek om die toepaslikheid van die raamwerk te bevestig. Alhoewel die uitkoms van
die validasies bevredigend was, moet verdere navorsing oor ’n langer tydperk gedoen
word om die skaleerbaarheid van die raamwerk te bepaal en enige teenstrydighede
uit die weg te ruim. Aspekte van die raamwerk kan gebruik word om IKT’s, bv die gebruik van sigblaaie en die Learning Village, by praktyksgemeenskappe te
inkorporeer. / Ucwaningo lufuna ukuthola ukuthi ngabe ukufunda nge-e-learning noma ngendlela yeelektroniki
kungafaka kanjani esivivaneni ekwakheni ulwazi kubafundi be-
Management Accounting eYunivesithi yeNingizimu Afrika noma i-University of South
Africa. Ngokuqonde ngqo, ucwaningo ludizayinwe ukuthi luphenyisise ngkouthi
amatheknoloji emfundo afana ne-e-learning angaba nenzuzo kanjani kanye
nokuthuthukisa ukufunda nokufundisa kwi-Management Accounting eUnisa.
Abafundisi kudingeke baqondisise ukuthi izitshudeni zifunda kanjani ukuze bakwazi
ukuthola amasu afanele okufunda. Izinhlaka eziningi zocwaningo ezenziwe zibonise
ukuthi ngokunabile, ama-application amaningi e-e-learning asetshenziswa kancane,
kodwa ngesinye isikhathi lokhu kubangelwa wukuthi kusuke kunengqikithi
engahambisani kahle ngokufanele kanye namatheknoloji angafanele. Ezinye izinto
eziyizihibe, zindleko, ingqalasizinda ye-theknoloji yezinga eliphansi noma engenele
kahle kanye nokusweleka kwabantu abawusizo. Ngokulandela imibhalo efundwe
ngokujulile, kwenziwe uhlaka lokubhekana nokuphatha izinselele maqondana
nokufunda nokufundisa kwase kwenziwa nge-e-learning. Kubonelelwe nemikhakhe
enezinkinga kanye nokubhekana nezindawo ezinomphumela obambekayo
nobalulekile.
Uhlaka okukhulunywa ngalo kumele lusize ekuhleleni izinto eziyisixakaxaka kanye
nokuveza izingxenye ezisadinga ukuthi kubhekwane nazo ukuzixazulula.
Ukusetshenziswa kohlaka kuye kwahlolwa ngezinqubo ezinezigaba. Esokuqala isigaba, siye sathestwa kanye nokuhlolwa ngokusebenzisa imodela yesifundo.
Esesibili isigaba, besingesokwenza ama-qualitative nama-quantitative survey
kubafundisi baseyunivesithi kanye nabafundi, ukuqinisekisa ukusebenza kahle
kohlaka. Ngisho noma ukubheka imiphumela yokuqinisekisa uhlolo ibiyenelisa,
kusadingeka ukuthi kwenziwe olunye ucwaningo, esikhathini eside ukuze
ukusetshenziswa kohlaka kuye ngokungezeleka ukubandakanya iningi (scalability),
kanye nokuqeda izinto ezenza ukuthi kube nokwehluka-hluka nokungahambelani
kahle ekusetshenzisweni (inconsistencies). Izingxenye zohlaka zingasetshenziswa
ukwengamela ama-ICTs, isib. ukusetshenziswa kwama-spreadsheets kanye ne-
Learning Village kulawo maqembu asebenzisa uhlaka. / Management Accounting / Ph. D. (Accounting Science)
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Managing mobile learning in a higher education environment / Olivier V.Olivier, Vanessa January 2011 (has links)
The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning)
in order to achieve the primary objective of the study which is to develop a general
framework to implement and manage mobile technologies in a higher education
environment.
The focus of the literature study was to research the state of mobile technologies and their
relevance to teaching and learning. The literature study investigate the implications of mobile
technologies for students, lecturers and thus for the institution and provided an overview of
frameworks found in literature with the emphasis on the management of m–learning within
the higher education institution.
M–learning is part of a new mobile conception of society, with the mobility of the
technologies impacting on the mobility of the students, the lecturers and ultimately on the
mobility of higher education. Literature suggests that, while m–learning is proving to be
innovative, the factors that most strongly impact on the ultimate success or failure of mlearning
will depend on human factors, the balancing of technological ideals and
pedagogical imperatives, and the successful management of the interface between human
educational systems and technology systems. The proposed general framework focuses
on addressing key issues related to m–learning from the perspective of the student, the
lecturer and thus the institution. In order to remain competitive higher education needs to be
diligent in maintaining the complex technology infrastructure that supports a thriving
mobile culture that will meet and exceed the expectations of both lecturers and students.
The empirical research conducted had as objectives to investigate the mobile technology
assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile
technology that they own and to investigate the respondent's attitude towards mobile
technologies. A survey was designed and distributed to a sampling of the academic staff
and students of the North–West University (NWU) in South Africa, specifically the
Potchefstroom Campus.
There is ample proof from the empirical study that there is a gap with regard to the level of
accessibility, usage, and attitude with regards to the different interest groups in the higher
education environment. Higher education institutions should invest in investigating these
gaps further and in leveraging off the benefits of the effective management of these
technologies to improve teaching and learning.
The final chapter concludes with a summary of the secondary objectives researched in the
literature (Chapter two) and empirical research (Chapter three) chapters in order to support
recommendations towards the primary objective of this study. The rapid pace of adoption
and advancement of mobile technologies creates opportunities for new and innovative
services provided through such mobile devices. Higher education finds itself in the early
innings of the mobile Internet pulling both lecturers and students towards the same place:
smaller, faster, cheaper devices working together in a web of connectivity.
Recommendations were made in this final chapter on how higher education institutions can
leverage the benefits of the effective management of mobile technologies to improve
teaching and learning. M–learning has the potential to increase the capacity of higher
education through improving efficiency and productivity of teaching and learning. Mlearning
could address challenges related to quality of teaching such as continuous
professional training, lifelong upgrading, connecting with academics worldwide and
communicating effectively with students. Higher education is discovering the potential of mlearning
to promote student engagement and improving the quality of learning.
Management of higher education institutions and systems, management of policymaking
including storage and analysis of data, construction and assessment of policy scenarios, and
tracer studies or academic tracking systems can be improved through the use of m–learning.
Mobile technologies will continue to increasingly become an integral part of students' and
lecturers' private and day to day lives and m–learning will be integral in educational content
delivery. Additional research is required to study the effective and optimal implementation of
m–learning. A better understanding of the benefits and leverage thereof is required and
additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
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Managing mobile learning in a higher education environment / Olivier V.Olivier, Vanessa January 2011 (has links)
The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning)
in order to achieve the primary objective of the study which is to develop a general
framework to implement and manage mobile technologies in a higher education
environment.
The focus of the literature study was to research the state of mobile technologies and their
relevance to teaching and learning. The literature study investigate the implications of mobile
technologies for students, lecturers and thus for the institution and provided an overview of
frameworks found in literature with the emphasis on the management of m–learning within
the higher education institution.
M–learning is part of a new mobile conception of society, with the mobility of the
technologies impacting on the mobility of the students, the lecturers and ultimately on the
mobility of higher education. Literature suggests that, while m–learning is proving to be
innovative, the factors that most strongly impact on the ultimate success or failure of mlearning
will depend on human factors, the balancing of technological ideals and
pedagogical imperatives, and the successful management of the interface between human
educational systems and technology systems. The proposed general framework focuses
on addressing key issues related to m–learning from the perspective of the student, the
lecturer and thus the institution. In order to remain competitive higher education needs to be
diligent in maintaining the complex technology infrastructure that supports a thriving
mobile culture that will meet and exceed the expectations of both lecturers and students.
The empirical research conducted had as objectives to investigate the mobile technology
assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile
technology that they own and to investigate the respondent's attitude towards mobile
technologies. A survey was designed and distributed to a sampling of the academic staff
and students of the North–West University (NWU) in South Africa, specifically the
Potchefstroom Campus.
There is ample proof from the empirical study that there is a gap with regard to the level of
accessibility, usage, and attitude with regards to the different interest groups in the higher
education environment. Higher education institutions should invest in investigating these
gaps further and in leveraging off the benefits of the effective management of these
technologies to improve teaching and learning.
The final chapter concludes with a summary of the secondary objectives researched in the
literature (Chapter two) and empirical research (Chapter three) chapters in order to support
recommendations towards the primary objective of this study. The rapid pace of adoption
and advancement of mobile technologies creates opportunities for new and innovative
services provided through such mobile devices. Higher education finds itself in the early
innings of the mobile Internet pulling both lecturers and students towards the same place:
smaller, faster, cheaper devices working together in a web of connectivity.
Recommendations were made in this final chapter on how higher education institutions can
leverage the benefits of the effective management of mobile technologies to improve
teaching and learning. M–learning has the potential to increase the capacity of higher
education through improving efficiency and productivity of teaching and learning. Mlearning
could address challenges related to quality of teaching such as continuous
professional training, lifelong upgrading, connecting with academics worldwide and
communicating effectively with students. Higher education is discovering the potential of mlearning
to promote student engagement and improving the quality of learning.
Management of higher education institutions and systems, management of policymaking
including storage and analysis of data, construction and assessment of policy scenarios, and
tracer studies or academic tracking systems can be improved through the use of m–learning.
Mobile technologies will continue to increasingly become an integral part of students' and
lecturers' private and day to day lives and m–learning will be integral in educational content
delivery. Additional research is required to study the effective and optimal implementation of
m–learning. A better understanding of the benefits and leverage thereof is required and
additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
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