In the rapid technological urbanisation of the built fabric of the city during the 21st century it has changed the way we engage spaces within the city. It has had both a positive and negative effect on existing social structures. The more digitally reliant society becomes the more essential the role of architecture and infrastructure networks become. The city is plugged in. The young tech savvy generations have become consumed by technology in the era of mobile phones, tablets and personal computers while the older generations can feel overwhelmed or even rejected by the new technologically orientated processes and functions of the city. The city has become a network of information exchange; environments of high technical performance and reliance. This has created labour and work environments that require a more skilled work force with digital comprehension and technical proficiency. It calls for an education system that includes advance digital literacy as part of basic education requirements to make students well equipped in a technological utopian state of living (Teletopia). In the context of Johannesburg, South Africa, with our diverse cultures and beliefs we struggle with both past and new social inequalities. In the telecommunication global village technology has no bias for race, age or culture if you are not technically proficient you are rejected and left behind. The permanence of architecture gives it strength and integrity. The solidity of concrete, brick, steel and building materials that are assembled aid to the capacity to withstand loads and stresses. A built form that responds to contextual issues and the resolution of construction details that collectively makes for good design. The integration of technology within architecture calls designers to question its value it will add to the spaces created to the initial capital costs. Would a more technological orientated education system be able to address the issues of schooling in South Africa today? Will technical solutions reach students who can’t afford the high cost of education, the shortage of quality teachers or the struggle to get text books to schools and liberate the school of the timetable and the availability of teachers? The role of technology in both schools and architecture will be determined by the demands of society. The internet is an agent like fire and water only given direction and purpose by those who use it. The true influence will how it will encourage spaces in schools to become more fluid and adaptable which will encourage accidental learning and peer-to-peer learning environments. The role of schools is vital to the social development of the younger generation. They are more than just academic institutions but become community catalysts for the areas they serve. The more technical savvy generation growing up today have become a lot more self-absorbed with Facebook and other social media making the youth more concerned about the way other people perceive them. This makes the role of schools even more important to not only prepare students with the relevant technical skills required to engage the digital “Teletopian” city they live in but to develop the social skills that allows them to engage the physical environments of the city too. Society has drawn to technological advancements like a moth to a light bulb but no matter how technologically orientated we become we will always be tangible beings who need physical interaction with the spaces we appropriate from our homes, offices and schools.

A research report submitted to the School of the Arts, Faculty of the Humanities University of the Witwatersrand, Johannesburg in fulfilment of the requirements for the degree Masters of Arts August 2015 / South African heritage sites are places that have the potential to support curriculum learning outcomes, and visits to heritage sites are sometimes included in the school timetable. Learning in museums is difficult to quantify, but it has been suggested that “something generally [does] happen” during visits to cultural sites (Hooper-Greenhill 2007:47). The focus of this research report is Constitution Hill, which is a prominent feature in the heritage landscape of Johannesburg that focuses on the atrocities, and the injustices of the past, while strengthening understanding of democracy and human rights. This research report evaluates the experiences of learners from the Further Education and Training (FET) Phase visiting Constitution Hill and participating in the Saturday Workshops run by Constitution Hill Education Project and attempts to identify what is the ‘something’ that ‘generally happens’. The data was obtained through semi-structured, open-ended interviews with learners, educators and programme co-ordinators. The data was analysed using the Generic Learning Outcomes Model, an evaluation tool developed in the United Kingdom. The research report proposes, despite the best efforts of schools and educators, many learners, regardless of socio economic background, struggle with making connections between South African history and their own daily realities and that this may influence the value they place on their democratic rights. However, the dynamic interaction with Constitution Hill, provided by the Constitution Hill Education Project, resulted in shifts in attitudes and perspectives suggesting that the ‘something’ that happens is positive and potentially far reaching. This research report also reflects on the interpretive strategies that characterise the engagement at Constitution Hill.

This study was undertaken in the Johannesburg South district (D11). Primary school language teachers in this district (D11) were invited to participate in this study by means of a questionnaire. This study investigated which kind of teaching methods teachers are currently using to develop and enhance critical thinking skills of ESL learners in language classrooms. Teachers' knowledge of Blooms' Taxonomy of cognitive objectives and how to use this taxonomy to develop ESL learners' critical thinking skills were also scrutinized. Since many ESL learners' language proficiency in English is also limited the responses of the teachers indicated that this could have a negative influence on their critical thinking development. This study accentuates the need for the use of a variety of teaching methods to enhance ESL learners' critical thinking skills in language in the Johannesburg South District (D11). / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

Thesis (MTech. degree in Architecture)--Tshwane University of Technology, 2011.

With documented declines in the biophysical state of the planet, there is an increasing need to develop good environmental management tools to measure sustainability. Some of the traditional environmental management tools that are currently in use, such as Environmental Impact Assessments (EIAs) and Strategic Environmental Assessments (SEAs) do not adequately quantify sustainability for large events such as conferences, rock concerts and sporting events. In this research, Ecological Footprint Analysis (EFA) is considered as a tool for assessing the sustainability of a large event, viz. the World Summit on Sustainable Development (WSSD). The WSSD, a follow-up to the 1992 United Nations' Conference on Environment and Development (UNCED), was held from 26 August to 4 September 2002 in Johannesburg, South Africa. It is the largest event of its kind in the world, with 80 635 registered' (mostly international) delegates attending. EFA can be considered as a tool to measure sustainability that converts consumption and waste production into units of equivalent land area. Based on the reality of biophysical limits to growth, and presenting. data in an aggregated, quantifiable, yet easily comprehensible form, EFA is also a . useful tool for environmental policy and management. EFA has typically been applied at national and regional levels,as well. as in the assessment of technology. The application of the ecological footprint (EF) concept to a conference is the first of its kind undertaken. The case study shows conferences to be net importers of consumption items and thus dependent on a vast external environment. The EFA highlights those areas of consumption which constitute the largest part of the footprint and thus provides an opportunity for targeting those areas for proactive management. EFA for a conference clearly identifies that a reduced ecological footprint would mean a movement towards strong sustainability. Due to the vast resources consumed during a conference over a short period of time, initial observations and results show that conferences are ecologically unsustainable. In estimating the EF of the WSSD, data were obtained on the following items: carbon emissions from electricity usage for the WSSD by conference venues and accommodation; carbon emissions from air and road transport used by delegates; total water consumed during the WSSD; catchment size required to cater for the volumes of water consumed; carbon emissions from the waste generated; and carbon emissions from volumes of paper used during the WSSD. Data were sourced from various reports and service providers in the Johannesburg area. The total partial EF of the WSSD was the sum of the sub-component footprints of electricity, transport, water, waste and paper. The EF of the WSSD was 2 522.08 ha, comprising an electricity EF of 93.03 ha, transport EF of 1002.86 ha, water EF of 1 406.l4ha, waste EF of 0.45 ha and a paper EF of 19.60 ha. The footprint is 1.72% of the area of Johannesburg and 0.15% of Gauteng, but less than 0.01% the area of South Africa. The per capita EF of the WSSD was 0.03 ha, compared with South Africa's per capita EF of 4.02ha. A number of recommendations are made for the reduction of the EF of large events such as the WSSD, and hence reducing their contribution to environmental degradation. Recommendations include the wider use and application of the EF concept, at the institutional and govemmental level. / Thesis (M.Sc.)-University of KwaZulu- Natal, Durban, 2004.

This study was undertaken in the Johannesburg South district (D11). Primary school language teachers in this district (D11) were invited to participate in this study by means of a questionnaire. This study investigated which kind of teaching methods teachers are currently using to develop and enhance critical thinking skills of ESL learners in language classrooms. Teachers' knowledge of Blooms' Taxonomy of cognitive objectives and how to use this taxonomy to develop ESL learners' critical thinking skills were also scrutinized. Since many ESL learners' language proficiency in English is also limited the responses of the teachers indicated that this could have a negative influence on their critical thinking development. This study accentuates the need for the use of a variety of teaching methods to enhance ESL learners' critical thinking skills in language in the Johannesburg South District (D11). / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This study was undertaken in the Johannesburg South district (D11). Primary school language teachers in this district (D11) were invited to participate in this study by means of a questionnaire. This study investigated which kind of teaching methods teachers are currently using to develop and enhance critical thinking skills of ESL learners in language classrooms. Teachers' knowledge of Blooms' Taxonomy of cognitive objectives and how to use this taxonomy to develop ESL learners' critical thinking skills were also scrutinized. Since many ESL learners' language proficiency in English is also limited the responses of the teachers indicated that this could have a negative influence on their critical thinking development. This study accentuates the need for the use of a variety of teaching methods to enhance ESL learners' critical thinking skills in language in the Johannesburg South District (D11). / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

Thesis (D.S.W.)--Columbia University, 1958. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 277-281).

The environmental impact of the Robinson Deep mine residue deposit in Johannesburg was assessed by evaluating the water chemistry and surface precipitates, thereby identifying the processes responsible for forming the contamination footprint. Precipitates were compared to a documented paragenetic sequence of mineral formation associated with sulphide rich mine waste. PHREEQC, a geochemical modelling tool, was utilized to predict the formation of precipitates from evaporation ponds. The chemistry of the leachate was analysed and compared to water quality standards in order to determine the possible environmental impact. The chemistry of the water emanating from the mine residue deposit reveals that an Fe-SO4 dominant chemistry persists, this is consistent with acid mine drainage environments. The most toxic cations and anions contained in the water are Fe, Al, Mn, Ca, As, Mg, Cu, Zn, Pb and SO . It is predicted that the impact of toxic metals identified in the water decreases further from the mine residue deposit due to dilution and co-precipitation with different mineral phases such as goethite. Precipitates identified include jarosite group minerals, goethite, melanterite, copiapite, Mg-copiapite, halotrichite, pickeringite, gypsum and alunogen. These secondary minerals may be used as indicator minerals of acid mine drainage. Assessment and prediction of the stage of contamination and possible environmental impact, may, therefore be pursued when comparing the indicator minerals to predicted paragenetic sequences. For example, the precipitation of melanterite is consistent with an early stage of acid mine drainage development. The presence of melanterite thus suggests that oxidation of sulphides is an ongoing process on the Robinson Deep mine residue deposit. Evaporation of water in the evaporation ponds aids in increasing the concentration, hence allowing the predominant precipitation of jarosite group minerals. Alternatively, rainfall dilutes the water allowing dissolution of minerals located on the banks of the evaporation ponds to predominate. This mechanism of precipitation and dissolution is seasonal; formation of precipitates predominates during the dry season, while dissolution is most prominent during the wet season. The development of hardpans indicates that the main mechanism of formation of the associated phases is through capillary action at the sediment surface. Leaching of Fe2+-rich water from the mine residue deposit containment area is indicated by the presence of copiapite, while jarosite and goethite formation tend to form part of a hardpan layer. Goethite is an indication of a late stage mineral predominant at lower sulphate and higher pH conditions. Results of predicted formation of precipitates by PHREEQC are not in very good agreement with actual field observations. This is mainly due to the lack of thermodynamic data for many of the sulphate minerals observed. Hence, precipitates associated with acid mine drainage may be utilized as indicator minerals. Consequently, there identification may facilitate in environmental monitoring and risk assessment. / Prof. J. M. Huizenga Prof. J. Gutzmer

Organizations are constantly faced with pressure to make changes. Forecast of changing customer expectation, information processing and communication, and competition force top management to evaluate their organization and consider major changes. Organizational change is a challenge that companies often take on but just as often fail in implementing. Emergency Management Services decided to take on such a challenge when the City of Johannesburg transformed. This was a challenge not only management faced, but all the employees of the Emergency Management Services. The transformation process for the City of Johannesburg began in 1997 and was driven by Political and Social Development. These developments have put emphasis and strain on the relationship between: Municipality, with the unwanted side effects on workers. Societies are getting increasingly intolerant towards poor levels of service delivery. The Emergency Management Services need for change was emphasized through management’s decision to improve on service delivery. The integration of all Johannesburg Metropolitan Local Councils EMS was a big step forward. The integration wasn’t just about growing the City size; JHB EMS also opened various doors for the City to become the World Class African City. When the organization decided to take on the challenge, management needed to review all aspects of the organization. These included culture, values and performance and reward system. The challenge facing the organization leaders today is to become “World Class” or perish. / Prof. S. Kruger