Relevant bibliographies by topics / Reefton School of Mines

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Academic literature on the topic 'Reefton School of Mines'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Reefton School of Mines"

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Hewlett, L., D. Craw, and A. Black. "Comparison of arsenic and trace metal contents of discharges from adjacent coal and gold mines, Reefton, New Zealand." Marine and Freshwater Research 56, no. 7 (2005): 983. http://dx.doi.org/10.1071/mf05018.

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Historic gold and coal mines in the same catchment near Reefton, New Zealand allow comparison of environmental effects of the different mines in the same climate and topography. Gold mine discharge waters (neutral pH) deposit hydrated iron oxide (HFO) abundantly at mine entrances, whereas coal mine discharge waters (low pH) precipitate HFO tens to hundreds of metres downstream as pH rises. Waters leaving historic mines have up to 59 mg L−1 dissolved arsenic, and HFO at gold mines has up to 20 wt% arsenic. Coal mine discharge waters have low dissolved arsenic (typically near 0.01 mg L−1) and HFO has <0.2 wt% arsenic. Minor dissolved Cu, Cr, Ni, and Zn are being leached from background host rocks by acid solutions during sulfide oxidation, and attenuated by HFO downstream of both gold and coal mines. A net flux of 30 mg s−1 arsenic is leaving the catchment, and nearly all of this arsenic flux is from the gold mining area, but >90% of that flux is from background sources. The present study demonstrates that elevated trace metal concentrations around mines in a wet climate are principally from non-anthropogenic sources and are readily attenuated by natural processes.
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Rattenbury, Mark S., and Michael Stewart. "Structural setting of the Globe‐Progress and Blackwater gold mines, Reefton goldfield, New Zealand." New Zealand Journal of Geology and Geophysics 43, no. 3 (September 2000): 435–45. http://dx.doi.org/10.1080/00288306.2000.9514900.

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Thiry, Christopher. "Map Room Colorado School of Mines." Cartographic Perspectives, no. 26 (March 1, 1997): 49–51. http://dx.doi.org/10.14714/cp26.724.

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Streveler, Ruth A., Barbara M. Moskal, Ronald L. Miller, and Michael J. Pavelich. "Center for Engineering Education: Colorado School of Mines." Journal of Engineering Education 90, no. 3 (July 2001): 383–87. http://dx.doi.org/10.1002/j.2168-9830.2001.tb00617.x.

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Jesson, Rebecca. "Accelerating writing achievement." Set: Research Information for Teachers, no. 2 (August 1, 2013): 63–66. http://dx.doi.org/10.18296/set.0341.

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Q: Our school is in the process of targeting writing achievement for students in Years 1 through to 8. Students in my Years 5 and 6 class who were below or well below the writing standard at the end of their previous year have been targeted as a focus group for improvement. These students need to have their achievement accelerated. What strategies do I need to put in place to ensure that this acceleration can happen? Can this accelerated improvement be sustained over a long period?—Lanie Moore, Years 5/6 homeroom teacher, Reefton Area School A: These questions are among those that teachers and schools grapple with every day. And because they are such important questions, they are difficult questions to answer in the space of a few pages. As you will appreciate, any response will depend on what the students’ individual and collective strengths and needs are. There are, however, a number of general principles that might guide your decision making for these students ...
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CLARY, RENEE M. "THE ROYAL SCHOOL OF MINES: HENRY DE LA BECHE’S CONVERGENCE OF PROFESSIONALIZATION AND PUBLIC ADVOCACY." Earth Sciences History 39, no. 2 (November 12, 2020): 291–304. http://dx.doi.org/10.17704/1944-6187-39.2.291.

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ABSTRACT Several European countries instituted mining schools in the late 1700s, including France, Germany, Hungary, and Russia. However, since England’s mining industry was privatized with little government involvement, Great Britain was decades behind with the creation of a school of mines. In 1835, Henry De la Beche (1796–1855) became the first director of the Ordnance Geological Survey, precursor to the British Geological Survey. De la Beche used this position to advance geology’s professionalization, which would include the establishment of an applied geology museum, mining records storehouse, and a school of mines. The Museum of Economic Geology, displaying the country’s mineral resources and geology, was De la Beche’s first success. Founded in 1835, it opened to the public in 1841. The Mining Records Office opened in 1840 as a repository for plans of working and abandoned mines. An early public advocate for workers’ safety, De la Beche lobbied for government inspections of collieries, immediate reporting of mining accidents, and proper plans of mines. The School of Mines was De la Beche’s third accomplishment in geology’s professionalization. As an outgrowth of the museum, it was formally opened in 1851 along with the larger Museum of Practical Geology, the Museum of Economic Geology’s successor. De la Beche’s intent for the School of Mines—instruction as a combination of science and practice—seems modern in its approach. In 1843, funding was allocated for lectures on the practical applications of geology, but these were not implemented until the School of Mines opened in 1851. In his effort to educate everyone—from miner to mine owner—De la Beche transcended social boundaries and supported open, public lectures. As a result, some considered him a class traitor. De la Beche used his position to advocate for advancement of the mining industry to include miner safety and public education. Therefore, while the Royal School of Mines emerged later than many of its European counterparts, it was part of a systematic professionalization of geology, coupled with education and a public advocacy for mining participants.
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Bartos, Paul. "Colorado School of Mines Geology Museum: On the Move." Rocks & Minerals 76, no. 6 (November 1, 2001): 406–16. http://dx.doi.org/10.1080/00357520109603249.

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Murray, Pamela. "Engineering Development: Colombia's National School of Mines, 1887-1930." Hispanic American Historical Review 74, no. 1 (February 1994): 63. http://dx.doi.org/10.2307/2517427.

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Bartos, Paul J. "Table Mountain Zeolites: The Colorado School of Mines Perspective." Rocks & Minerals 79, no. 4 (August 2004): 240–44. http://dx.doi.org/10.1080/00357529.2004.9925715.

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Murray, Pamela. "Engineering Development: Colombia’s National School of Mines, 1887-1930." Hispanic American Historical Review 74, no. 1 (February 1, 1994): 63–82. http://dx.doi.org/10.1215/00182168-74.1.063.

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Dissertations / Theses on the topic "Reefton School of Mines"

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Anderman, Evan R. Poeter Eileen P. "Field verification of stream-aquifer interactions Colorado School of Mines survey field, Golden, Colorado /." Fort Collins, Colo. : Colorado Water Resources Research Institute, Colorado State University, 1993. http://hdl.handle.net/10176/co:4527_ucsu61410169internet.pdf.

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Thesis (M. Eng.)--Colorado School of Mines, 1993.
Thesis advisor: Eileen Poeter, Dept. of Geology and Geological Engineering. Includes bibliographical references (leaves 93-97). Includes bibliographical references (p. 93-97). Also available in print version.
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Dixon, David Gunthorpe. "The results and consequences of technical education : an historical case study of metalliferous mining education prior to 1939 with special reference to the Cambourne School of Mines and the Royal School of Mines." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266610.

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Ferrier, J. D., and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "AN INVESTIGATION INTO THE DIFFUSION OF INNOVATION IN TECHNICAL AND FURTHER EDUCATION: IMPLEMENTING E-MAIL THROUGH ACTION RESEARCH." Deakin University. School of Education, 1998. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041208.155904.

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This research project examined the diffusion of change within one Victorian TAPE Institute by engaging action research to facilitate implementation of e-mail technology. The theoretical framework involving the concepts of technology innovation and action research was enhanced with the aid of Rogers's (1983) model of the diffusion of the innovation process. Political and cultural factors made up the initiation phase of innovation, enabling the research to concentrate on the implementation phase of e-mail Roger's (1983) model also provided adopter categories that related to the findings of a Computer Attitude Survey that was conducted at The School of Mines and Industries Ballarat (SMB), now the University of Ballarat—TAPE Division since amalgamation on 1st January 1998. Despite management rhetoric about the need to utilise e-mail, Institute teaching staff lacked individual computers in their work areas and most were waiting to become connected to the Internet as late as 1997. According to the action research reports, many staff were resistant to the new e-mail facilities despite having access to personal computers whose numbers doubled annually. The action research project became focussed when action researchers realised that e-mail workshop training was ineffective and that staff required improved access. Improvement to processes within education through collaborative action research had earlier been achieved (McTaggart 1994), and this project actively engaged practitioners to facilitate decentralised e-mail training in the workplace through the action research spiral of planning, acting, observing and reflecting, before replanning. The action researchers * task was to find ways to improve the diffusion of e-mail throughout the Institute and to develop theoretical constructs. My research task was to determine whether action research could successfully facilitate e-mail throughout the Institute. A rich literature existed about technology use in education, technology teaching, gender issues, less about computerphobia, and none about 'e-mailphobia \ It seemed appropriate to pursue the issue of e-mailphobia since it was marginalised, or ignored in the literature. The major political and cultural influences on the technologising of SMB and e-mail introduction were complex, making it impossible to ascertain the relative degrees of influence held by Federal and State Governments, SMB's leadership or the local community, Nonetheless, with the implementation of e-mail, traditional ways were challenged as SMB's culture changed. E-mail training was identified as a staff professional development activity that had been largely unsuccessful. Action research is critical collaborative inquiry by reflective practitioners who are accountable for making the results of their inquiry public and who are self-evaluating of their practice while engaging participative problem-solving and continuing professional development (Zuber-Skerritt 1992, 1993). Action research was the methodology employed in researching e-mail implementation into SMB because it involved collaborative inquiry with colleagues as reflective practitioners. Thoughtful questions could best be explored using deconstructivist philosophy, in asking about the noise of silence, which issues were not addressed, what were the contradictions and who was being marginalised with e-mail usage within SMB. Reviewing literature on action research was complicated by its broad definition and by the variability of research (King & Lonnquist 1992), and yet action research as a research methodology was well represented in educational research literature, and provided a systematic and recognisable way for practitioners to conduct their research. On the basis of this study, it could be stated that action research facilitated the diffusion of e-mail technology into one TAPE Institute, despite the process being disappointingly slow. While the process in establishing the action research group was problematic, action researchers showed that a window of opportunity existed for decentralised diffusion of e-mail training,in preference to bureaucratically motivated 'workshops. Eight major findings, grouped under two broad headings were identified: the process of diffusion (planning, nature of the process, culture, politics) and outcomes of diffusion (categorising, e-mailphobia, the survey device and technology in education). The findings indicated that staff had little experience with e-mail and appeared not to recognise its benefits. While 54.1% did not agree that electronic means could be the preferred way to receive Institute memost some 13.7% admitted to problems with using the voice answering service on telephones. Some 43.3% thought e-mail would not improve their connectedness (how they related) to the Institute. A small percentage of staff had trouble with telephone voice-mail and a number of these were anxious computer users. Individualised tuition and peer support proved helpful to individual staff whom action researchers believed to be 'at risk', as determined from the results of a Computer Attitude Survey. An instructional strategy that fostered the development of self-regulation and peer support was valuable, but there was no measure of the effects of this action research program, other than in qualitative terms. Nevertheless, action research gave space to reflect on the nature of the underlying processes in adopting e-mail. Challenges faced by TAPE action researchers are integrally affected by the values within TAPE, which change constantly and have recently been extensive enough to be considered as a 'new paradigm'. The influence of competition policy, the training reform agenda and technologisation of training have challenged traditional TAPE values. Action research reported that many staff had little immediate professional reason to use e-mail Theoretical answers were submerged beneath practical professional concerns, which related back to how much time teachers had and whether they could benefit from e-mail. A need for the development of principles for the sound educational uses of e-mail increases with the internationalisation of education and an increasing awareness of cultural differences. The implications for conducting action research in TAPE are addressed under the two broad issues of power and pedagogy. Issues of power included gaining access, management's inability to overcome staff resistance to technology, changing TAPE values and using technology for conducting action research. Pedagogical issues included the recognition of educational above technological issues and training staff in action research. Finally, seventeen steps are suggested to overcome power and pedagogical impediments to the conduct of action research within TAPE. This action research project has provided greater insight into the difficulties of successfully introducing one culture-specific technology into one TAPE Institute. TAPE Institutes need to encourage more action research into their operations, and it is only then that -we can expect to answer the unanswered questions raised in this research project.
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Sinkamba, Peter. "Technical and financial proposal for sustainability of the Copperbelt Environment Project in Zambia." Thesis, Link to the online version, 2007. https://etd.sun.ac.za/jspui/handle/10019/1208.

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Ewart, Timothy Ian. "Acid mine drainage in the Gauteng province of South Africa : a phenomenological study on the degree of alignment between stakeholders concerning a sustainable solution to acid mine drainage." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17978.

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Thesis (MPhil)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: Ecosystems, and the very services and resources that they provide, are fundamental to our existence. Regardless, mankind shows scant regard for the biotic and abiotic components of the environment that serve as both sources and sinks for anthropocentric demands, practices and behaviours. Of these vital resources, perhaps the one that is most under threat is water which while crucial for growth and development around the globe, is rapidly becoming a scarce commodity. In South Africa - already a water-scarce country - this situation is further compounded by mining practices that are not only unsustainable, but also largely unregulated from an environmental perspective. Mining activities have resulted in the mass exposure of iron pyrite and heavy metals, both underground and on the surface. Upon exposure to weathering, the iron pyrite gives rise to sulphuric acid, which, in turn results in the mobilisation and concentration of toxic metals. Although this is a geological phenomenon, the increasing concentrations of toxic metals as a result of mining have exposed the Gauteng province to enormous environmental, social and economic risks. Concerning the risks, the research highlighted the following: - Although comprehensive research has been found relating to the physical attributes of acid mine drainage (AMD), very little is known of the health aspects associated with AMD. Of immediate concern is, the subsequent environmental and health implications stemming from the association between living organisms and heavy metals. - In the absence of such information, the credibility of current solutions is thus questionable. Of the solutions that have been proposed, most have been reductionist in approach and have only focused on dealing with the surface decant of contaminated water from predominately non-functioning mines. The health risks associated with radioactive and highly toxic waste have been down played or simply ignored (Albrecht, 2011). - The absence of a comprehensive solution also raises questions as to the assessment and decision-making process utilised to date by the Department of Water Affairs (DWA). - Both government and the private sector have allowed the AMD threat to amplify over the years. Their inaction has been facilitated by the poor enforcement of legislation and, clever manoeuvring by mining companies, in what can only be described as a mutually beneficial relationship between government and the mining industry. In stark contrast to the inaction of government and the private sector, environmental activists have been very vocal in calling for a solution to a number of the risks associated with AMD. This, together with the recent decant of AMD in the Western Basin, has culminated in a public outcry and prompted calls for a solution to the AMD threat. Government's response to this was a narrow and incomprehensive solution, which only served to further frustrate the different stakeholder groups. Where stakeholders have different themes as to the implications and thus solutions to the AMD threat on the Witwatersrand (as driven by the profiles of the different stakeholder groups), an appropriate solution will only be realised by adopting the following recommendations: - Government must show the necessary political will, to fully engage the threat of AMD and address their poor track record as regulator - their credibility has been skewed through their vested interests in the mining industry. - Having taken ownership of the AMD threat on the Witwatersrand, government must move to avert any immediate risks to human well-being. - Under governments' leadership, the capacity of all stakeholders must be addressed to facilitate a participatory trans-disciplinary review of the assessment mechanisms and facts, in order to reach a mutually acceptable solution(s) to the social and environmental impacts associated with mining activities - a solution that will ensure future environmental integrity, social development and economic growth.
AFRIKAANSE OPSOMMING: Ekosisteme, en die dienste en hulpbronne wat dit voorsien, is grondliggend aan die mensdom se bestaan. Tog toon die mensdom weinig respek vir die biotiese en abiotiese komponente van die omgewing, hoewel ons met ons behoeftes, praktyke en gedrag daarop staatmaak én daaraan afbreuk doen. Van hierdie lewensnoodsaaklike hulpbronne is die mees bedreigde waarskynlik water, wat – hoewel dit vir groei en ontwikkeling wêreldwyd van deurslaggewende belang is – spoedig besig is om ʼn skaars kommoditeit te word. In Suid-Afrika, wat in elk geval ʼn waterarm land is, word hierdie toedrag van sake vererger deur mynboupraktyke wat nie net onvolhoubaar is nie maar ook ongereguleerd. Mynboubedrywighede het gelei tot die massablootstelling van ysterpiriet en swaarmetale, sowel ondergronds as op die oppervlak. Wanneer ysterpiriet chemies verweer, vorm dit swawelsuurwater, wat op sy beurt toksiese metale mobiliseer en konsentreer. Hoewel dít ʼn geologiese verskynsel is, het hierdie verhoogde konsentrasies as gevolg van mynbou die Gautengprovinsie aan enorme omgewings-, maatskaplike en ekonomiese risiko’s blootgestel. Wat die risiko’s betref, beklemtoon hierdie studie die volgende: - Hoewel omvattende navorsing oor die fisiese kenmerke van suur mynwater (“acid mine drainage” – AMD) onderneem is, is weinig bekend oor die gesondheidsaspekte wat daarmee gepaardgaan. Wat tot dusver van onmiddelliker belang was, was die omgewings- en gesondheidsimplikasies wat daaruit voortvloei wanneer lewende organismes aan swaarmetale blootgestel word. - In die afwesigheid van sodanige inligting is die geloofwaardigheid van huidige oplossings dus twyfelagtig. Die meeste van die oplossings wat voorgestel is, is reduksionisties van aard en beklemtoon slegs die hantering van besoedelde water wat op die oppervlak uit hoofsaaklik onaktiewe myne sypel. Die gesondheidsgevare wat met radio-aktiewe en hoogs toksiese afval gepaardgaan, word geheel en al onderspeel of bloot misgekyk (Albrecht, 2011). - Die gebrek aan ʼn omvattende oplossing laat ontstaan ook vrae oor die beoordelings- en besluitnemingsprosesse wat die Departement van Waterwese oor die jare sowel as meer onlangs gevolg het. - Sowel die regering as die privaat sektor het toegekyk hoe die bedreiging deur suur mynwater oor die jare vererger. Dié gebrek aan optrede is aangehelp deur swak wetstoepassing sowel as slimmer bewimpeling deur mynboumaatskappye in wat eenvoudig as ʼn wedersyds voordelige verhouding tussen die regering en die mynboubedryf beskryf kan word. In skrille kontras met die regering en privaat sektor se traagheid het omgewingsaktiviste nog nooit geskroom om hul stem te verhef en op oplossings vir baie van hierdie risiko’s aan te dring nie. Dít, tesame met die onlangse uitvloei van suur mynwater in die Westelike Kom, het op openbare protes uitgeloop en aanleiding gegee tot oproepe om ʼn oplossing vir die bedreiging van suur mynwater. Die regering se antwoord hierop was ʼn eng, beperkte oplossing wat die verskillende belangegroepe slegs verder frustreer het. Aangesien belangegroepe (in ooreenstemming met hul uiteenlopende profiele) verskillende aspekte van die implikasies van – en dus ook die oplossings vir – die bedreiging van suur mynwater aan die Witwatersrand beklemtoon, sal ʼn toepaslike oplossing gevind word slegs deur die volgende aanbevelings te aanvaar: - Die regering moet die nodige politieke wil toon om die bedreiging van suur mynwater ten volle die hoof te bied, en moet daadwerklik verbeter op sy swak prestasiegeskiedenis as reguleerder, waarin hy heelwat geloofwaardigheid ingeboet het vanweë regeringsbelang by die mynboubedryf. - Nadat die regering sy verantwoordelikheid rakende die bedreiging van suur mynwater aan die Witwatersrand aanvaar het, moet hy dringend optree om enige onmiddellike gevare vir menslike welstand te voorkom. - Onder leiding van die regering moet die vermoëns van alle belanghebbendes betrek word ten einde ʼn deelnemende, kruisdissiplinêre beoordeling van die meganismes en feite te onderneem, om sodoende (ʼn) wedersyds aanvaarbare oplossing(s) vir die maatskaplike en omgewingsimpak van mynboubedrywighede te bedink – ʼn oplossing wat die integriteit van die omgewing, maatskaplike ontwikkeling en ekonomiese groei sal verseker.
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Makuluma, Hlombe Azukile. "A case study from a gold mining company : a call for leadership towards more sustainable futures." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18013.

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Thesis (MPhil)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: Gold mining in South Africa is an industry that is more than a century old. The impact of gold mines on communities and the environment are enormous. This thesis is a case study based in one of the major gold producers in South Africa that has been in operation for more than 50 years and has more than 30 years of life still left. Exploring the impact mining has had on communities and the environment, this thesis is a call for leadership action towards sustainable futures. This call is made through a suggested sustainable development leadership framework. Georgius Agricola gave a warning regarding the devastating environmental impacts of mining as early as 1556, however mining still has the same negative impacts to the environment and people. The argument in this thesis is that, it is only through genuine leadership that the impacts of mining can be mitigated. However leadership is looked at not from the position of the leader or the leadership style but from the belief system of the leader when it comes to environmental management and community development. The motivation for the study was based in observing how leadership at our Gold mine rallied behind prevention of mine closure when the mine was faced with electricity crisis in 2008. The electricity crisis demonstrated that it is through genuine and committed leadership that all challenges can be overcome including sustainable development crisis. The call for leadership at our mine is to demonstrate the same leadership commitment in addressing environmental and community development challenges. The literature review begins by highlighting sustainable development global challenges and initiatives to address them. This is followed by impacts of gold mining on society and the environment around the various regions of the world. Leadership belief systems are then discussed, highlighting, how belief systems influence the way a leader responds to environmental issues. In developing the sustainable development leadership framework findings from observations, conversations, interviews and focus group discussion that were conducted throughout the mine are presented. The aim of the research was to determine the understanding of employees on the impact of our company on communities, environment and themselves and also the employees’ opinions of leadership. The findings were that the majority of employees believe that leadership is not genuine in addressing community, employee safety and health, and environmental issues at our company and through interviews with leadership, the findings are that, environment and community issues are done for compliance and reputation purposes with no genuine belief that they should be done. To address this understanding a call to leadership is made through a suggested sustainable development leadership framework that takes into consideration the findings from the case study. The thesis ends by proposing that this suggested framework should be tested further within our company.
AFRIKAANSE OPSOMMING: Goud mynbou in Suid-Afrika is 'n bedryf wat meer as 'n eeu oud is. Die impak van goudmyne op gemeenskappe en die omgewing is enorm. Hierdie proefskrif is 'n gevallestudie wat gebaseer is op een van die groot goudprodusente in Suid-Afrika wat al vir meer as 50 jaar reeds in werking is en wat 'n veredere lewensverwagting van meer as 30 jaar het. Hierdie tesis is 'n ondersoek na die impak wat mynbou op die omliggende gemeenskappe en omgewing het asook 'n beroep om leieskap optrede vir volhoubare ontwikkeling. Hierdie beroep vir volhoubare ontwikkeling word gemaak deur middel van 'n volhoubare ontwikkeling leierskap raamwerk. Georgius Agricola het alreeds in 1556 gewaarsku teen die impak wat mynbou op die omgewing en mense sou hê. Vandag het mynbou het egter nog steeds dieselfde negatiewe impak op die omgewing en die mense. Die argument in hierdie tesis is dat dit slegs deur ware leierskap is dat die impak van mynbou versag kan word. Leierskap word egter nie bekyk uit die posisie van die leier of die leierskap-styl nie, maar eerder uit die gewetens oortuiging oogpunt van die leier wanneer dit kom by omgewingsbestuur en ontwikkeling van die gemeenskap. Die motivering vir hierdie studie is gebaseer op die waarneming van hoe leierskap by ons goudmyn mynsluiting voorkom het gedurende die 2008 elektrisiteitskrisis. Die elektrisiteitskrisis het getoon dat uitdagings sowel as volhoubare ontwikkelings krisisse wel deur ware en toegewyde leierskap oorkom kan word. Die versoek is nou vir ons myn om dieselfde leierskap toewyding toe te pas waar omgewing en gemeenskap ontwikkelings uitdagings aangepak word. Die literatuur oorsig begin deur die globale uitdagings op volhoubare ontwikkeling onder die vergrootglas te plaas en wys hoe om die uitdagings te addresseer. Dan volg die impak wat die goudmynbedryf het op die omgewing en samelewing van verskeie streke in die wêreld. Leierskap geloof oortuiging word dan bespreek met die klem op hoe geloofsoortuiging 'n invloed het op die manier wat 'n leier reageer op omgewings kwessies. Die ontwikkeling van die volhoubare ontwikkelings raamwerk is gebasser op obserwasies, gesprekke, onderhoude en fokusgroepsbesprekings van regoor die myn. Die doel van die navorsing was om die begrip van die werknemers te bepaal aangaande die impak wat ons maatskappy het op die gemeenskap, omgewing en hulself en ook om die werknemers se opinies van leierskap te bepaal. Die bevindinge was dat die meerderheid van die werknemers van mening is dat leierskap by ons maatskappy nie opreg is wanneer dit kom by aanspreek van gemeenskap kwessies, werknemer veiligheid en gesondheid, en omgewingskwessies nie. Deur middel van onderhoude met die leiers van ons maatskappy is ook bevind dat die omgewing en die gemeenskaps kwessies slegs aandag geniet aangesien dit vir die nakoming van vereistes en reputasiedoeleindes verys word en nie as gevolg van 'n werklike oortuiging dat dit gedoen moet word nie. Om hierdie begrip aan te spreek word 'n beroep gemaak tot leierskap deur middel van hierdie voorgestelde volhoubare ontwikkeling leierskap raamwerk wat die bevindings van die gevallestudie in ag neem. Die tesis eindig deur voor te stel dat hierdie voorgestelde raamwerk verder getoets moet word in ons maatskappy.
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Watson, Ingrid. "De Beers, diamonds and Angola : developing an understanding of the role of sustainable development and corporate citizenship in De Beers' exploration strategy /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/330.

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Madzanire, Daniel. "An education strategy to reduce cultural conflict in schools administered by mines in Zimbabwe." Thesis, 2015. http://hdl.handle.net/10500/21603.

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Cultural conflict is endemic in diverse societies and schools. It manifests in both subtle and overt ways, permeating the whole school environment and posing tremendous challenges for society. The purpose of this study is to devise an education strategy to reduce cultural conflict in schools administered by mines in Zimbabwe, with a particular reference to language and teacher capacity to cope with diversity in mining-town schools. This study was guided by three theoretical frameworks: Bourdieu’s capital theory, Nussbaum’s cosmopolitan education theory and unhu/ubuntu moral theory. Nine models for the reduction of cultural conflict in diversity were reviewed in order to gain insight relating to cultural conflict in mining-town schools. The qualitative research design of the study was approached from a phenomenological perspective with regard to document analysis, face-to-face and focus group interviews as well as classroom observation. Three school administrators, three SDC members, two company managers, three Grade 2 teachers and 30 Grade 6 learners were purposively selected to participate in the study. It emerged from the study that conflict was attributable to teachers with no command of language(s) spoken by the school-going population and lacked training and apititude for the task of dealing with language and cultural diversity in the classroom. It was also found that cultural conflict as described above could be reduced by establishing well-resourced language learning centres that foster essentially civilised values like respect, tolerance and dialogue. Participants also saw an ethnic match between staff and learners as significant in averting cultural conflict. The study recommended that the government should provide services that address diverse learners’ unique needs.
Early Childhood Education
D. Ed. (Socio-Education)
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Aeuckens, Annely. "The people's university : a study of the relationship between the South Australian School of Mines and Industry/South Australian Institute of Technology and the University of Adelaide (with reference to the relationship between the School/Institute and the South Australian Department of Education) 1987-1977." 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arma255.pdf.

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Olufemi, A. C. "Investigates the levels of awareness, knowledge and attitude of South African secondary school learners and educators about environmental pollution in a coal mining area." 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001338.

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Books on the topic "Reefton School of Mines"

1

Bolitho, Elaine E. Reefton School of Mines 1886-1970: Stories of Jim Bolitho. Reefton, New Zealand: Friends of Waiuta, 1999.

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The golden reefs: An account of the great days of quartz-mining at Reefton, Waiuta & the Lyell. 2nd ed. Nelson, NZ: Nikau Press, 1992.

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Conference, Camborne School of Mines International. Hot dry rock: Camborne School of Mines International Conferences. London: Robertson Scientific in association with CSM Associates, 1990.

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Technology and the Mine Problem Symposium (5th 2002 Monterey, Calif.). Fifth International Symposium - Technology and the Mine Problem: April 22 - April 25, 2002, Naval Postgraduate School, Monterey, California. Monterey, Calif: Naval Postgraduate School, 2002.

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Forgiveness: A legacy of the West Nickel Mines Amish School. Scottdale, Pa: Herald Press, 2007.

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Lemos, Paulo. A história da Escola de Minas: The history of the School of Mines = L'histoire de l'École des mines. 2nd ed. Ouro Preto, MG: Legraphar, 2013.

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Technology and the Mine Problem Symposium (3rd 1998 Monterey, Calif.). Third International Symposium - Technology and the Mine Problem - to change the world: Monday, April 6 - Thursday, April 9, 1998, Naval Postgraduate School, Monterey, California. Monterey, Calif: Naval Postgraduate School, 1998.

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Technology and the Mine Problem Symposium (4th 2000 Monterey, Calif.). Fourth International Symposium - Technology and the Mine Problem: March 13-16, 2000, Naval Postgraduate School, Monterey, California. Monterey, Calif: Naval Postgraduate School, 2000.

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Murray, Pamela S. Dreams of development: Colombia's National School of Mines and its engineers, 1887-1970. Tuscaloosa: University of Alabama Press, 1997.

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Brown, Kenneth. Cornwall's centre of excellence: From one of the world's most eminent schools of mining comes leading edge technology and graduates for the mining industries of the world : Kenneth Brown meets Professor Richard Williams. London: Rio Tinto, 1997.

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Book chapters on the topic "Reefton School of Mines"

1

Pal, Sukomal, and Preeti Tamrakar. "Indian School of Mines at INEX 2011 Snippet Retrieval Task." In Focused Retrieval of Content and Structure, 325–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35734-3_32.

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Woodson, Sandy, and Qin Zhu. "The Ethics Across Campus Program at the Colorado School of Mines." In Ethics Across the Curriculum—Pedagogical Perspectives, 373–91. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2_23.

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"school of mines." In Dictionary Geotechnical Engineering/Wörterbuch GeoTechnik, 1173. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-41714-6_190858.

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Mertz, Elizabeth. "Canaries in the Mines of the U.S. Legal Academy." In Power, Legal Education, and Law School Cultures, 263–93. Routledge, 2019. http://dx.doi.org/10.4324/9780367199432-11.

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Collins, Richard B., Dale A. Oesterle, and Lawrence Friedman. "State Institutions." In The Colorado State Constitution, 205–8. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190907723.003.0008.

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This chapter explores Article VIII of the Colorado Constitution, on state institutions. Section 1 requires that the general assembly establish and support educational, reformatory, and penal institutions, and empowers it to establish other institutions for the “public good.” The general assembly has liberally used this power to create community colleges, universities, and state colleges. Sections 2 and 3 establish Denver as the state capital unless changed at a general election by a two-thirds vote of the people. Original Section 5 created, as institutions of the new state, the University at Boulder, the Agricultural College at Fort Collins, the School of Mines at Golden, and the school for the deaf at Colorado Springs, and gave them substantial autonomy. A 1970 amendment broadened coverage to all higher education institutions and gave the General Assembly control over them so long as its intent is clearly expressed.
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Sánchez, Domingo Alfonso Martín, and Ana García Laso. "Experiences in Social Innovation." In Social Entrepreneurship, 557–70. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8182-6.ch028.

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Convergence is an opportunity to determine the possibility to train students in social skills, assuming that our universities provide valuable training in specific technical and professional skills. This study presents the strategy followed in the Mines and Energy Engineering School of the Polytechnic University of Madrid (UPM from its name in Spanish) to enhance social learning through a program based on the assembly of training practices on Mentoring, Service Learning and social consciousness (Ethics and values in engineering). In this article we discuss about social motivation through social collaboration with qualified entities in the Spanish social landscape such as Tomillo Foundation, Congregation Mary Immaculate as well as looking to a future collaboration with the Ana Bella Foundation.
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Collins, Richard B., Dale A. Oesterle, and Lawrence Friedman. "The History of the Colorado Constitution." In The Colorado State Constitution, 2–28. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190907723.003.0031.

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This chapter traces the history of the Colorado Constitution. After some misfires for Colorado Territory, the constitution was drafted in the 1875–76 convention, approved by voters and federal authorities, and became effective when statehood was proclaimed by the President on August 1, 1876. Amendments made it one of America's longest state charters. Unique provisions define water rights, impose broad tax restrictions, forbid underground nuclear detonations, and commit redistricting of congressional and legislative seats to special commissions. Crucial tests of the constitutional system arose over public school and state government funding, municipal home rule, direct democracy, labor unrest in the mines, the Great Depression, redistricting, and coping with the 1992 tax restrictions.
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Palmer, Bruce R., Dana Abdeen, Walid Khalfaoui, Nasser Al Jassem, Brajendra Mishra, Eunkyung Lee, and David LeRoy Olson. "Successes in the Development of an Arabian Gulf Materials Program." In Materials Science and Engineering, 230–51. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1798-6.ch009.

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A materials research program was established to identify new corrosion resistant stainless steel alloys for the oil and gas industry. One important goal of this work was developing professionals to address the critical materials issues in the Arabian Gulf Region. This chapter reports the results of these efforts. Development of research professionals involved a multifaceted approach. One key element involved laboratory work to develop the critical research tools required in this area. The effort also included development of important course content for both undergraduate and graduate-level materials education. The research in this program stems from a collaboration between Texas A&M University at Qatar and the Colorado School of Mines. Collaboration provided many of the important tools required for this new Middle Eastern education initiative. The present chapter describes the challenges that were addressed in order to develop crucial new materials research and education capabilities in this major petroleum producing region.
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Palmer, Bruce R., Dana Abdeen, Walid Khalfaoui, Nasser Al Jassem, Brajendra Mishra, Eunkyung Lee, and David LeRoy Olson. "Successes in the Development of an Arabian Gulf Materials Program." In Handbook of Research on Recent Developments in Materials Science and Corrosion Engineering Education, 309–28. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8183-5.ch016.

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A materials research program was established to identify new corrosion resistant stainless steel alloys for the oil and gas industry. One important goal of this work was developing professionals to address the critical materials issues in the Arabian Gulf Region. This chapter reports the results of these efforts. Development of research professionals involved a multifaceted approach. One key element involved laboratory work to develop the critical research tools required in this area. The effort also included development of important course content for both undergraduate and graduate-level materials education. The research in this program stems from a collaboration between Texas A&M University at Qatar and the Colorado School of Mines. Collaboration provided many of the important tools required for this new Middle Eastern education initiative. The present chapter describes the challenges that were addressed in order to develop crucial new materials research and education capabilities in this major petroleum producing region.
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Peiss, Kathy. "Prologue." In Information Hunters, 1–5. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190944612.003.0001.

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This book grew out of a chance discovery of an online memorial to an uncle I never knew. Reuben Peiss had been a librarian at Harvard when World War II began, and like many in academia, he was recruited into the Office of Strategic Services, the nation’s first intelligence agency. As a field agent based in Lisbon and Bern, he developed a network of book dealers and private individuals to acquire timely publications for intelligence analysis. When the Allies pushed into Germany, he worked with documents-gathering teams to uncover records of war crimes, caches of Nazi propaganda, and book collections buried in caves and mines. After the war, he headed an overseas mission of the Library of Congress to acquire works published in wartime Germany and occupied countries for American research libraries. When he returned, he worked in the State Department and taught at the library school of the University of California, Berkeley. Plagued with chronic illness, he lived a short life, dying in 1952 at age forty....
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Conference papers on the topic "Reefton School of Mines"

1

Hudson, M., and S. J. Chandler. "Historical chalk mines below Pinner Wood School." In Chalk 2018 Engineering in Chalk. ICE Publishing, 2018. http://dx.doi.org/10.1680/eiccf.64072.573.

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Murphy, Robin R., William A. Hoff, John Blitch, Val Gough, Dale Hawkins, James C. Hoffman, Ramon Krosley, et al. "Colorado School of Mines behavioral approach to the 1995 UGR competition." In Photonics East '95, edited by William J. Wolfe and Chase H. Kenyon. SPIE, 1995. http://dx.doi.org/10.1117/12.228978.

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Villaescusa, Ernesto, Alan Thompson, and John Player. "A decade of ground support research at the WA School of Mines." In Seventh International Symposium on Ground Support in Mining and Underground Construction. Australian Centre for Geomechanics, Perth, 2013. http://dx.doi.org/10.36487/acg_rep/1304_15_villaescusa.

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Krahenbuhl, Richard, Brian Passerella, Hanna Flamme, Glenna Crookston, and Dana Sirota. "Developing a large underground geophysical education laboratory at Colorado School of Mines." In SEG Technical Program Expanded Abstracts 2018. Society of Exploration Geophysicists, 2018. http://dx.doi.org/10.1190/segam2018-2998344.1.

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D. Humphrey, John. "Multidisciplinary Petroleum Design at Colorado School of Mines: Applied Integrated Problem Solving." In GeoSkill 2010. Netherlands: EAGE Publications BV, 2010. http://dx.doi.org/10.3997/2214-4609.20144508.

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Stone, Chuck. "Renewable energy education at the Colorado School of Mines: A survey of development." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6143093.

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Stone, Chuck, and Scott Strong. "Implementing & evaluating Undergraduate Research in renewable energy at Colorado School of Mines." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462389.

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van Susante, Paul J., and Chris B. Dreyer. "Lunar and Planetary Excavation Prototype Development and Testing at the Colorado School of Mines." In 12th Biennial International Conference on Engineering, Construction, and Operations in Challenging Environments; and Fourth NASA/ARO/ASCE Workshop on Granular Materials in Lunar and Martian Exploration. Reston, VA: American Society of Civil Engineers, 2010. http://dx.doi.org/10.1061/41096(366)109.

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Song, Ben, and Junle Yu. "Research of School-Enterprise Research Evaluation Information Mining Technology Based on Analytical Hierarchy Process (AHP) and Genetic Algorithm (GA)." In 2012 4th International Conference on Multimedia Information Networking and Security (MINES). IEEE, 2012. http://dx.doi.org/10.1109/mines.2012.170.

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Singh, Dr Rajni. "TEACHING ORAL PRESENTATION SKILLS TO PETROLEUM ENGINEERING STUDENTS AT INDIAN SCHOOL OF MINES: A STUDY." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312129.

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Reports on the topic "Reefton School of Mines"

1

Cecil, F. E. Colorado School of Mines Fusion Gamma Ray Project. Office of Scientific and Technical Information (OSTI), January 1990. http://dx.doi.org/10.2172/7252606.

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Terry Parker, Robert Braun, Chris Dreyer, Anthony Dean, Mark Eberhart, Robert Kee, Jason Porter, Ivar Reimanis, and Nigel Sammes. Coal/Biomass Gasification at the Colorado School of Mines. Office of Scientific and Technical Information (OSTI), February 2011. http://dx.doi.org/10.2172/1051499.

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Cecil, F. E. Colorado School of Mines low energy nuclear physics project. Office of Scientific and Technical Information (OSTI), January 1991. http://dx.doi.org/10.2172/6246545.

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Cecil, F. E. Colorado School of Mines fusion gamma ray diagnostic project. Office of Scientific and Technical Information (OSTI), February 1992. http://dx.doi.org/10.2172/5857689.

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Cecil, F. E. Colorado School of Mines Low Energy Nuclear Physics Project technical progress report. Office of Scientific and Technical Information (OSTI), January 1990. http://dx.doi.org/10.2172/7241583.

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Cecil, F. E. Colorado School of Mines fusion gamma ray diagnostic project. Technical progress report. Office of Scientific and Technical Information (OSTI), February 1992. http://dx.doi.org/10.2172/10125340.

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Cecil, F. E. Colorado School of Mines low energy nuclear physics project. Final technical progress report. Office of Scientific and Technical Information (OSTI), November 1993. http://dx.doi.org/10.2172/10112200.

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Sullivan, Neal P. Final Progress Report, Renewable and Logistics Fuels for Fuel Cells at the Colorado School of Mines. Office of Scientific and Technical Information (OSTI), August 2012. http://dx.doi.org/10.2172/1166929.

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Poirier, M. R. Evaluation of Flocculation and Filtration Procedures Applied to WSRC Sludge: A Report from B. Yarar, Colorado School of Mines. Office of Scientific and Technical Information (OSTI), June 2001. http://dx.doi.org/10.2172/781731.

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