Electronic Theses and Dissertations (Masters)

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Browsing Electronic Theses and Dissertations (Masters) by SDG "SDG-3: Good health and well-being"

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    An Assessment of Beauty Waste Management Practices: A Case Study of Rustenburg Beauty Salons
    (University of the Witwatersrand, Johannesburg, 2024) Knight, Jasper; Knight, Jasper
    The beauty salon industry is one of the fastest growing industries and is a significant waste generator in South Africa. Waste that results from beauty salons is a thorny environmental issue because it spans from different waste types and sources. Futhermore it requires waste treatment and different disposal methods. In view of this, this study seeks to assess waste management practices of beauty salons in Rustenburg, South Africa, in order to identify the types of waste salons generate and to identify recommendations that can assist beauty salons to be environmentally sustainable by improving their waste management practices. The aim of the research is to understand how beauty salon waste is discarded and to what degree beauty salon personnel understand the impacts of waste on the environment. The objectives of this research are to (1) determine the total amount of waste produced by selected beauty salons in Rustenburg, (2) identify the waste management practices undertaken by the beauty salons, (3) explore the challenges the beauty salons face in relation to waste management, and (4) identify recommendations of how beauty salons in South Africa can further improve their waste management practices. This study employed a mixed methods design through quantifying the amount of waste the selected beauty salons generate over a two month period, and by interviewing salon personell on their views on salon waste and waste management practices. Fifteen salons were surveyed. Results were analyzed using thematic analysis. The results show that the all the beauty salons combined produce a total annual estimated waste of 4732.2 kg. Through interviews, the study identified waste management practices of the beauty salons to be primarily premised on discarding waste in dustbins for municipal collection, burning waste, or dumping waste in unregulated dumping sites when waste service delivery poses challenges. These three practices are the most common modes of waste disposal in the Rustenburg beauty salons. Issues of waste management facing beauty salons includes lack of waste facilities and lack of knowledge about waste management. The major recommendation from beauty salons and civil (professional) organisations was for government to provide beauty salons with better infrastructure for waste sorting, recycling, pick-up and disposal. Promotion of good practice and awareness campaigns were cited as recommendations to improve waste management practices in beauty salons
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    Are our Head Teachers okay? Decision-making processes during COVID-19 across South African independent schools
    (University of the Witwatersrand, Johannesburg, 2023-10) Pahl, Julia; Evans, Mary
    The COVID-19 pandemic significantly affected the education sphere globally and in South Africa. The impact on pupils and teachers has been investigated. However, the impact on Head Teachers in schools, particularly independent schools in South Africa, has received less attention. Head Teachers within independent South African Schools are the decision makers, leaders, and influencers who were placed in a key role during the COVID-19 pandemic. These Head Teachers were asked to lead, make decisions, and positively influence and manage those under their care while the educational landscape shifted. This shifting educational landscape placed Head Teachers within independent schools under increased pressure and stress. This study aimed to understand the technological and financial access and contexts of Head Teachers at independent schools within South Africa and explore their decision-making processes and the impact of their decisions on their well-being. An online survey was sent to independent Head Teachers, and four in-depth, one-on-one interviews were conducted. Head Teachers showed that their financial and technological contexts did not constrain their pandemic responses as the nature of their independent school allowed them to have access to adequate technological resources and alternative financial support sources. Key findings of this research were that Head Teachers were commonly influenced both positively and negatively by the complex communication networks and channels created and used during the pandemic and the complex decision-making drivers they had to navigate while leading during the pandemic. The decision drivers of well-being and shared moral purpose were more dominantly considered than the decision driver of National Government Directives, as Head Teachers had to consider their complex and multi-dimensional environments when deciding which decision driver was to be prioritized. Head Teachers had to navigate two main tensions: would they prioritize outcomes such as assessment and reports during the pandemic or would they prioritize awareness and well-being of staff and learners, and would they make their decisions from a compliance standpoint where full compliance was key or from a standpoint where complying as much as possible or enough for deniability was chosen. These results also associated increased communication networks during the pandemic with increased stress and burn-out levels and therefore a decreased well-being of Head Teachers, and increased numbers of Head Teachers leaving the profession. However, a positive outcome of the pandemic was that schools, staff, learners, and parents were forced to increase their device and/or internet access and technological skills to maintain education during the lockdown and the changing educational environment. When these results were studied across the geographical landscape of independent South African schools it was clear that the findings on access, well-being and decision-making were linked to the context of the Head Teacher and their school and not to their geographic location. Yet using complex, multi-faceted communication networks and the resultant stress was a country-wide experience and that National Government Directives was the country-wide main decision-driver for independent South African Head Teachers. Overall, this study identified six key lessons for education within any future South African pandemics: the need for clear and concise instructions within legislation, standard operating procedures need to consider access and context, blended education should become a norm in schools, consistency within education should be maintained throughout, personal boundaries should be maintained throughout and networking between leaders should be increased.
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    Pandemics and Heritage: understanding the impact of the Covid-19 pandemic on Archaeotourism in South Africa
    (University of the Witwatersrand, Johannesburg, 2023) Eswaran, Nithya
    The project explores the impact of the Covid-19 pandemic on archaeotourism at three public visitation sites in South Africa. According to the 2021 UNESCO report on the impact of Covid- 19 on heritage tourism, visitors to Africa decreased by 71% in 2020. The drop significantly impacted the revenue of the continent (UNESCO 2021). This research focuses on assessing the effects of the COVID-19 pandemic locally by examining two UNESCO World Heritage sites: the Sterkfontein Caves in the Cradle of Humankind, Gauteng Province, and Main Caves in Giant’s Castle Game Reserve, KwaZulu-Natal Province. The third study site is the Origins Centre Museum at the University of Witwatersrand in Johannesburg. These sites are open to tourists for guided tours. Quantitative data from Kruger National Park is collated to analyse the pandemic's influence on public, nature-based sites for comparison to culture sites