This thesis is an architectural investigation of perception, depth and representation. It explores the changing historical relationship between "two-dimensional" representation and architecture in an effort to understand the effects of modern perspectival depth on the making of architecture. The non-perspectival, medieval representations studied in this paper, are not looked upon as primitive forerunners of renaissance perspective, but as being expressive of a completely different notion and location of depth. In an attempt to access this "other" depth, the move from nonperspectival to perspectival perception and representation is looked at in relation to the change in perceptual values, brought on by the move from the largely oral culture of the Middle Ages, to the increasing textual culture of Renaissance and Modern ages. Perhaps without the fixity, neutrality and disengagement inherent in both perspectival and textual perception, architectural depth might return to the active world of human experience.

Perspective-taking is the ability to see the world from another person’s viewpoint and is often measured using “false belief” (FB) tasks. Although most typically developing children pass FB tasks between 4 and 5 years of age, approximately 80% of children with an autism spectrum disorder (ASD) do not. Failure on FB tasks remains a persistent deficit among individuals with ASDs. However, relatively little evidence is available on teaching perspective-taking to children with ASDs. The purpose of this study was to evaluate whether teaching perspective-taking skill components would produce generalization to untrained task materials and to three perspective-taking tasks with children with autism. Perspective-taking was broken down into 6 behavioural components and each component was taught in a multiple-baseline design within each child. Procedures in the training program included prompt-fading, positive reinforcement, error correction, multiple exemplar training, forward chaining, and narrative response training. Participants consisted of 4 children with a diagnosis of an ASD. The results showed that the training program produced generalization to variations of the training materials for 14 of the 17 components. Generalization to the three perspective-taking tasks, however, was modest. This study contributes to the body of behavioural research on teaching perspective-taking skills to children with ASDs, and provides procedures for teaching component skills of perspective-taking.

Part One examines the general structure of Kant's System. Chapter I argues that his System cannot be fully understood without appreciating its radically theological orientation. Chapter II introduces the 'principle of perspective', and defines perspective as the 'context of or 'way of considering' a philosophical question and standpoint as the subject-matter which is under consideration. Chapter III suggests that a fixed, architectonic pattern gives Kant's System its 'Gopernican' character. Part Two investigates the epistemological underpinnings of Kant's System. Chapter IV defines his four main perspectives (the transcendental, empirical, logical, and practical) as dealing with the synthetic a priori, the synthetic a posteriori, the analytic a priori, and the analytic a posteriori, respectively. Chapter V applies this perspectival framework to Kant's six primary 'object-terms': 'thing in itself, 'transcendental object', and 'appearance' denote the object as viewed from the transcendental perspective; 'phenomenon', 'negative noumenon', and 'positive noumenon' denote the object as viewed from the empirical perspective. Chapter VT argues that faith in the thing in itself is the necessary starting point for Kant's System. Part Three uses the formal principles established in Parts One and Two to interpret the Critical System itself. Chapters VII-IX regard the three Critiques as systems based, respectively, on theoretical, practical, and empirical standpoints. Part Four discusses the theological implications of Kant's System. Chapter X portrays his theology as he himself regarded it: as a theism which urges a right respect for God by denying the possibility of human knowledge of His existence, yet allows for an adequately certain belief through moral and teleological arguments. Chapter XI interprets Kant's philosophy of religion as an experiment designed to prove that Christianity can serve as the universal religion of mankind. Chapter XII demonstrates Kant's deep concern for religious experience, and argues that the Critical System as a whole was intended to pave the way for a Critical mysticism.

Throughout the reading process, a narrative text produces various sensations of immediacy or distance. One important reason for this is that a narrative will in some places present situtations from a particular perspective, with which the reader is implicitly invited to identify, while in other places it will describe situations as independent of any perspective. If a perspective (that of the narrator, or that of a character in the text) is introduced, the narrative reflects an individual's (potentially fallible) perceptions, attitudes or beliefs; and this creates the impression of perspectival immediacy. If no perspective is introduced, on the other hand, the narrative pretends to relate "objective facts" within the fiction; and this creates the impression of perspectival distance. Thus the contrast between perepectivally situated and perepectivally non-situated sentences in a narrative produces perspectival refractions. The difference between both types of sentences, however, is often felt to be recalcitrant to a full linguistic analysis. For example, it is generally assumed that the perspectival status of a sentence is determined by the presence or absence of aubject-oriented elements in the sentence. But although such elements play an important role in focusing perspective, they need not occur in a sentence for the sentence to be perspectivally situated. In Chapter 1 of this dissertation, we draw attention to an observation which has received very little attention in the existing literature on perspective: per pectivally non-situated sentences typically move narrative time forward (in the sense that the order of the sentences on the page mimics temporal progression on the imaginary time line of the narrative), while perspectivally situated sentences do not convey forward movement in time. In other words, there appears to be a relationship between temporal ordering and perspective. Our aim is to specify the precise nature of this relationship. To do so, we first of all try to establish what determines the temporal relationship between consecutive sentences in narrative. We take as the starting point for our discussion some recent theories in the field of formal semantics which define this relationship in terms of the aspectual type a sentence belongs to. In Chapter 2, we explore to what extent these theories enable us to explain the apparent correlation between temporal ordering and perspective in narrative texts. In Chapters 3-5, we propose a detailed analysis of the relationship between the aspectual properties of sentences and their perspectival characteristics. Our central claim is that sentences exhibiting a state profile always introduce a perspective into a narrative. We try to make explicit why this is the case. In Chapter 6, the conclusions of this analysis are integrated into a more general theory of perspective in narrative fiction.

There is a common acceptance that online technologies have the capacity to transform the way we learn. It appears the call for alternative modes of learning and the effective integration of Information Communication Technologies (ICT) into the regular classroom is no longer peripheral. There is sound evidence that increasingly teachers and schools are embracing the technologies available to them. This study examines the merits, barriers and issues associated with the employment of online technologies in the teaching and learning of second and foreign languages. Data is sourced from the views and opinions of five participants from a ‘brick and mortar’ school, three participants from a virtual school and the perspectives from two outside experts. The findings reveal participants show an overall satisfaction with the usefulness of online technologies. Compatible with the literature, the study shows that there are systemic factors undermining the efforts of individuals to fully utilise the technologies available to them. The overarching epistemology of this research is congruent with an Ecological model. This approach allows for a multi-level perspective of the complexity and disambiguation ICT has thrust upon educators and learners. This paper concludes with a positive view of the usefulness of online technologies and reaffirms what many researchers are claiming; most schools are only at the beginning of their ICT journey.

Ned Ward’s monthly The London Spy (1698–1700) maps the life and character of London and exposes “the Vanities and Vices of the Town” (2). Written after the lapse of the Licensing Act in 1694, the work also exemplifies new freedoms of the press that flourished when pre-publication censorship was no longer enforced: The London Spy is unabashedly scandalous, and frequently critical of public institutions and the state. Ward profited from the public’s interest in his always irreverent, frequently indecorous and salacious tales. However, he aims to be critical and insightful as well as superficial and shallow in The London Spy; by capitalizing on the differences between his two characters, the Spy and his Friend, Ward vilifies “Vice and Villany,” with one hand while satisfying a voyeuristic appetite for the prurient and scatological with the other. This study examines how the two perspectives of The London Spy, the Spy and his Friend, work together within a highly fragmented and contradictory framework in order to show how Ward attempts to please both the unrefined reader looking for salacious material and, occasionally, the more discerning reader who understands the underlying problems and appreciates satire. Ward uses two differences between the Spy and his Friend to negotiate the balance between these two perspectives. First, The Spy is a naive and ignorant spectator and tourist, while the Friend is a cynical and experienced guide. The second difference is that the Spy is curious and at times compassionate where the Friend is diagnostic in his approach and unaffected on a personal level by the troubles of other people. The Spy and his Friend also distance themselves from the crowds and spectators they encounter, acting as observers or “spies.” The two perspectives of The London Spy are central to Ward’s negotiation between voyeuristic and knowing audiences.

Viewed from odd angles, the ordinary looks new and the commonplace becomes unusual. The purpose of my creative project, Re-envisionina the Ordinary: A Study of Vantage Points in Painting, was to use unusual vantage points and multiple viewpoints as compositional devices to show familiar household scenes and objects in a new way. Analysis of artworks and writings by realist painters such as Edgar Degas, Paul Cezanne and Pierre Bonnard helped me learn how each of these artists used unusual or multiple viewpoints While researching these artists, I began to understand why space is one of the fundamental issues of art. I found that, as an artist, I cannot use vantage points and viewpoints without considering the larger issue of space.Artists throughout time have wrestled with the question: how does one represent three-dimensional space on a two-dimensional surface? By presenting different treatments of space, I showed how various artists have answered the question. Leonardo da Vinci solved the problem using linear perspective. Edgar Degas and Pierre Bonnard answered the question usingoriental space and unusual or multiple viewpoints. Paul Cezanne's solution was a new system of unified space.Contemporary artists provide other answers to the question of space. Rene Magritte used the illusionary devices of linear perspective to paint his surreal world. Philip Pearlstein returned to Degas' and Cezannes' concept of space to emphasize both the three-dimensionality of the figures and the twodimensionality of the picture plane. David Hockney found his solution in the multiple viewpoints of cubism.My creative project is my answer to the question. I integrated unusual vantage points, and multiple viewpoints to create ten paintings with unified space. I used some conventions of linear perspective to show depth. For example, sizes and details in my paintings diminish with distance. I then contradicted the three-dimensionality by using some conventions of oriental space that flatten the picture plane: oblique perspective, overlapping and positioning an object next to the front surface. / Department of Art

During the past three decades the economic performances of South Africa organisations were poor. This poor performance forced a lot of South African organisations to look at the way they do business. A method to analyse the way business is conducted through an Organisation Diagnose. Organisation Diagnose is the process of using concepts and methods from the social and behavioural sciences to assess the current state of an entire organisation and to find ways to improve the organisations effectiveness. The aim of this research was to evaluate perceptions of employees of a distribution organisation through an Organisation Diagnose. A cross-sectional design was used as model for the research. Interviews and questionnaires were used as methods for data gathering. A representative sample (N=30) from different job levels and departments were interviewed. The main themes were identified and these themes were included in the questionnaire as dimensions. The Study population (N=88) was chosen from a depot of a distributing organisation. The empirical investigation was aimed at establishing the reliability and validity of the derived questionnaire and to determine the important dimensions to be focused on with regards to interventions. The results of the empirical study showed that employees of a depot of a distributing organisation tend to have positive perceptions about supervision, remuneration and change organisations. The research also showed that employees of a depot of a distributing organisation tend to have negative perceptions about interpersonal relationships and promotion. The research also indicated a large number of factors that was considered as neutral. This can be an indication that employees of a depot of a distribution organisation may have a lack of motivation. Finally suggestions for future research were made. / Thesis (M.Com. (Industrial Psychology))--Potchefstroom University for Christian Higher Education, 2003.

Perspective-taking is the ability to see the world from another person’s viewpoint and is often measured using “false belief” (FB) tasks. Although most typically developing children pass FB tasks between 4 and 5 years of age, approximately 80% of children with an autism spectrum disorder (ASD) do not. Failure on FB tasks remains a persistent deficit among individuals with ASDs. However, relatively little evidence is available on teaching perspective-taking to children with ASDs. The purpose of this study was to evaluate whether teaching perspective-taking skill components would produce generalization to untrained task materials and to three perspective-taking tasks with children with autism. Perspective-taking was broken down into 6 behavioural components and each component was taught in a multiple-baseline design within each child. Procedures in the training program included prompt-fading, positive reinforcement, error correction, multiple exemplar training, forward chaining, and narrative response training. Participants consisted of 4 children with a diagnosis of an ASD. The results showed that the training program produced generalization to variations of the training materials for 14 of the 17 components. Generalization to the three perspective-taking tasks, however, was modest. This study contributes to the body of behavioural research on teaching perspective-taking skills to children with ASDs, and provides procedures for teaching component skills of perspective-taking.

Bakgrund: Relationen mellan sjuksköterska och patient har genomgått stora förändringar. Från att patienten tidigare sågs som ett objekt utan egna resurser, till att idag ses ur ett holistiskt perspektiv, som en individ med styrkor, tillgångar och som är expert på sin egen person. Begreppet patientdelaktighet uppmärksammades år 1978 av World Health Organization i  Alma-Ata deklarationen och har sedan dess fått större utrymme i vården. Patienters lagliga rätt till delaktighet i sin vård är idag omfattande och det är vårdpersonalens skyldighet att informera och involvera sina patienter. Patienter idag ställer allt högre krav på sjukvården och det är en utmaning för sjuksköterskor att kunna förhålla sig till dessa. Syfte: Syftet var att belysa faktorer som påverkar patienters delaktighet i sin vård. Metod: En litteraturstudie baserad på elva vetenskapliga artiklar analyserade med induktiv ansats. Resultat: Författarna fann elva underteman som påverkade patienters upplevelse av delaktighet i sin vård. Dessa utmynnade i de tre temana kunskap, relation och tid vilka alla hade gemensamt att individanpassning var önskvärt. Slutsats och klinisk betydelse: Resultatet visar att en förutsättning för känslan av delaktighet är att en vårdrelation uppstår mellan sjuksköterska och patient. När sjuksköterskan bekräftar patienten, anpassar sig efter denne och följer upp sina vårdhandlingar finns förutsättningar för att delaktighet uppnås. / Background: The relationship between nurse and patient has undergone major changes. The patient was previously seen as an object without it’s own resources, to now be seen in a holistic perspective, as an individual with strengths, assets and one who is an expert in his/herown person. The concept of patient participation was highlighted in 1978 by the World Health Organization in the Alma-Ata Declaration and has since then gained extention in care. Patients' legal right to participate in their care is extensive and it is the nursing staff's obligation to inform and involve their patients. Patients of today demand more from health care and it is a challenge for the nurse to be able to relate to them. Aim: The aim was tohighlight factors that influence patients' participation in their care. Method: A literature review based on elevenscientific articles analyzed with an inductive approach. Result: The authors found elevensub-themes that influenced patients' experience of participation in their care. These led to the three themes knowledge, relationship and time which all had in common that personalization was desirable. Conclusion and implication: The results show that a prerequisite for the feeling of participation is that a care relationship arises between nurse and patient. When the nurse confirms the patient, adapts to the patientand follow upon her actions are prerequisites for participation is achieved.