An investigation of the barriers and drivers to CDM renewable energy investment at the Metro, Kouga and Jeffreys Bay windfarms
- Authors: Staples, Daryl Nolan
- Date: 2016
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:871 , http://hdl.handle.net/10962/d1021316
- Description: This research is presented in three sections. Section 1 presents the research report in an academic journal article format. Section 2 provides a comprehensive literature review and Section 3 describes the research methodology and methods employed during the research. Climate change is the most urgent challenge facing planet earth today. The Intergovernmental Panel on Climate Change (IPCC) fifth assessment report (AR5) clearly states, “Human influence on the climate system is clear, and recent anthropogenic emissions of greenhouse gases are the highest in history. Recent climate changes have had widespread impacts on human and natural systems” (IPCC, 2014:2). The Renewable Energy Policy Network for the 21st Century (REN21) published the 10th annual edition of the Renewables 2015 Global Status Report, which illustrates the importance of a zero emissions energy sector (REN21, 2015). Despite the world’s average annual 1,5% increase in energy consumption in recent years, and average 3% growth in Gross Domestic Product, carbon dioxide (CO2) emissions in 2014 were unchanged from 2013 levels (REN21, 2015). The report findings state, “For the first time in four decades, the world economy grew without a parallel rise in CO2 emissions” (REN21, 2015:17). Renewable energy and improved energy efficiency is key to limiting global warming and avoiding dangerous impacts from climate change (REN21, 2015). With a view to the successful outcome of the 21st Conference of the Parties (COP21) in December 2015, renewable energy could contribute significantly in mitigating climate change and supporting the Sustainable Development Goals (SDGs), specifically SDG 7, on Sustainable Energy for All (SAIREC, 2015). South Africa has been rated the 15th most attractive destination for investment in the renewable energy sector and could become a renewable energy leader in the African continent, according to the Renewable Energy Country Attractiveness Index of EY (Ernest and Young) (EY, 2015). And more...
- Full Text:
- Authors: Staples, Daryl Nolan
- Date: 2016
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:871 , http://hdl.handle.net/10962/d1021316
- Description: This research is presented in three sections. Section 1 presents the research report in an academic journal article format. Section 2 provides a comprehensive literature review and Section 3 describes the research methodology and methods employed during the research. Climate change is the most urgent challenge facing planet earth today. The Intergovernmental Panel on Climate Change (IPCC) fifth assessment report (AR5) clearly states, “Human influence on the climate system is clear, and recent anthropogenic emissions of greenhouse gases are the highest in history. Recent climate changes have had widespread impacts on human and natural systems” (IPCC, 2014:2). The Renewable Energy Policy Network for the 21st Century (REN21) published the 10th annual edition of the Renewables 2015 Global Status Report, which illustrates the importance of a zero emissions energy sector (REN21, 2015). Despite the world’s average annual 1,5% increase in energy consumption in recent years, and average 3% growth in Gross Domestic Product, carbon dioxide (CO2) emissions in 2014 were unchanged from 2013 levels (REN21, 2015). The report findings state, “For the first time in four decades, the world economy grew without a parallel rise in CO2 emissions” (REN21, 2015:17). Renewable energy and improved energy efficiency is key to limiting global warming and avoiding dangerous impacts from climate change (REN21, 2015). With a view to the successful outcome of the 21st Conference of the Parties (COP21) in December 2015, renewable energy could contribute significantly in mitigating climate change and supporting the Sustainable Development Goals (SDGs), specifically SDG 7, on Sustainable Energy for All (SAIREC, 2015). South Africa has been rated the 15th most attractive destination for investment in the renewable energy sector and could become a renewable energy leader in the African continent, according to the Renewable Energy Country Attractiveness Index of EY (Ernest and Young) (EY, 2015). And more...
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Dialogues of sexualities: An action research project
- Authors: Graham, Nicola Susan Jearey
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3275 , http://hdl.handle.net/10962/d1021271
- Description: Risky and abusive sexual behaviours, stemming largely from inequitable gendered norms, are a pervasive feature of the South African socio-sexual landscape. Literature shows that sexuality education programmes can be effective in reducing risky sexual practices, but South African school sexuality education has been shown to be largely inadequate. The question arises as to how to engage with high school learners about sexualities in meaningful ways. In an attempt to answer this, I implemented a dialogical sexuality action research project at a lower middle class urban high school. Freirian principles of critical consciousness and dialogical pedagogy were utilized, and these were infused with feminist post-structural understandings of a discursively constituted subject. The initial consultative process started in 2012 with two projects at the school. Data from these projects, and a further consultation with the school principal, provided baseline information on the gendered norms and the sexuality education in the school. I then instituted a dialogical sexuality intervention with a group of Grade 10 learners, aiming to bring gendered and sexual norms to visibility, to trouble them (thereby promoting participants’ critical consciousness around gendered norms), and to provide recognition for participants in a variety of subject positions. Ten sessions were conducted, with the focus of each session being planned by the group. The action research project attempted to promote understandings of the processes required to facilitate such aims. The dialogical format of the group generated curiosity and engagement, and there were suggestions that some participants were taking up safe-sex messages in a reflexive manner. A partial normalisation of some ‘hidden’ aspects of sex, particularly around issues pertaining to female sexuality, was enabled, and critical consciousness around the gendered inequities in ‘cheating’ was promoted. However, abstinence was relatively silenced, and male same-sex remained heavily stigmatised. No substantial action component beyond the group meetings was generated. Participant feedback indicated that they placed great value on the dialogical processes in the group, and that they enjoyed being able to talk about sexual and other personal aspects of their lives. I theorise that the value of the group was in the recognition that participants received as they were positioned in a variety of subject positions. Whilst dialogue was shown to be extremely valuable, there were suggestions that other, non-dialogical modes of recognition were also needed by participants.
- Full Text:
- Authors: Graham, Nicola Susan Jearey
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3275 , http://hdl.handle.net/10962/d1021271
- Description: Risky and abusive sexual behaviours, stemming largely from inequitable gendered norms, are a pervasive feature of the South African socio-sexual landscape. Literature shows that sexuality education programmes can be effective in reducing risky sexual practices, but South African school sexuality education has been shown to be largely inadequate. The question arises as to how to engage with high school learners about sexualities in meaningful ways. In an attempt to answer this, I implemented a dialogical sexuality action research project at a lower middle class urban high school. Freirian principles of critical consciousness and dialogical pedagogy were utilized, and these were infused with feminist post-structural understandings of a discursively constituted subject. The initial consultative process started in 2012 with two projects at the school. Data from these projects, and a further consultation with the school principal, provided baseline information on the gendered norms and the sexuality education in the school. I then instituted a dialogical sexuality intervention with a group of Grade 10 learners, aiming to bring gendered and sexual norms to visibility, to trouble them (thereby promoting participants’ critical consciousness around gendered norms), and to provide recognition for participants in a variety of subject positions. Ten sessions were conducted, with the focus of each session being planned by the group. The action research project attempted to promote understandings of the processes required to facilitate such aims. The dialogical format of the group generated curiosity and engagement, and there were suggestions that some participants were taking up safe-sex messages in a reflexive manner. A partial normalisation of some ‘hidden’ aspects of sex, particularly around issues pertaining to female sexuality, was enabled, and critical consciousness around the gendered inequities in ‘cheating’ was promoted. However, abstinence was relatively silenced, and male same-sex remained heavily stigmatised. No substantial action component beyond the group meetings was generated. Participant feedback indicated that they placed great value on the dialogical processes in the group, and that they enjoyed being able to talk about sexual and other personal aspects of their lives. I theorise that the value of the group was in the recognition that participants received as they were positioned in a variety of subject positions. Whilst dialogue was shown to be extremely valuable, there were suggestions that other, non-dialogical modes of recognition were also needed by participants.
- Full Text:
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