HEAT MANAGEMENT IN THE PUMPING INFRASTRUCTURE AREA OF AN ESTERHAZY MINE

Heat management in mines is a growing issue as mines expand physically in size and depth and as the infrastructure grows that is required to maintain them. Heat management is a concern as it relates to the health and safety of the workers as set by the regulations of governing bodies as well as the heat sensitive equipment that may be found throughout the mine workings. In order to reduce the exposure of working in hot environments there are engineering and management systems that can monitor and control the environmental conditions within the mine. The successful implementation of these methods can manage the downtime caused by heat stress environments, which can increase overall production. This thesis introduces an approach to monitoring and data based heat management. A case study is presented with an in depth approach to data collection. Data was collected for a period of up to and over one year. Continuous monitoring was conducted by equipment that was developed both commercially and within the mine site. The monitoring instrumentation was used to assess the environmental conditions found within the study area. Analysis of the data allowed for an engineering assessment of viable options in order to control and manage the environment heat stress. An option is developed and presented which allows for the greatest impact on the heat stress conditions within the case study area and is economically viable for the mine site.

Exploring the Experience of Teachers Working with Exceptional Learners

Regular classroom teachers, who often report that they lack adequate training and resources, increasingly find themselves supporting students with special education needs (Connelly & Graham, 2009). Teachers working in challenging environments can thrive in their role and continue to experience professional growth and passion about their work with students with exceptionalities (Perry, Brenner, Collie, & Hofer, 2015). Thriving is one framework of psychological wellness that can provide insight into the experiences of teachers working with exceptional learners (Spreitzer & Porath, 2014). Chronic stress from occupational demands such as heavy workload and insufficient resources can negatively affect the wellbeing of teachers and lead to poor mental health (Desrumaux et al., 2015). Burnout and compassion fatigue are two constructs of poor mental health that can inform our understanding of teachers’ social and emotional experiences. The purpose of this study was to explore the social and emotional experiences of teachers working with exceptional learners in regular classrooms. The objective of this study was to describe the elements within teachers’ professional roles that they report contribute to their social and emotional experiences understood through the lenses of thriving, burnout, and compassion fatigue. Interviews were conducted with five teachers: one full-time in-service teacher and four teachers who are pursuing graduate studies in education. The theme of thriving emerged as a significant component of the interview with all five participants. All five participants described experiences of vitality and learning as essential to their workplace satisfaction and overall thriving. Although the data from this study did not suggest that participants were experiencing burnout or compassion fatigue, elements of the two constructs did emerge as relevant to the social-emotional experiences of the teachers.