This research has investigated the biodegradation of hydrocarbons particularly n-alkanes using open mixed culture which is relevant for both microbial enhanced oil recovery (MEOR) and the bioremediation of hydrocarbon contaminated soils. Biodegradation of n-C12, C14, C16, C18, C20 and some readily biodegradable substrates (glucose, acetic acid and ethanol) was studied using a respirometric method developed to assess the biodegradability of these compounds. Laboratory batch and semi-continuous experiments were performed in small-scale bioreactors at room temperature and 40oC under various conditions i.e. aerobic, anoxic with nitrate, sulfate reducing and completely anaerobic conditions using two different sources of open mixed microbial cultures obtained from an agricultural site and anaerobic digestion plant. Glucose, acetic acid, ethanol, C12, C14 and C16 were degraded microbially under aerobic batch conditions to nondetectable levels at room temperature and 40oC using the two sources of inoculum whereas C18 and C20 were degraded partially under room temperature and to nondetectable levels at 40oC with the two inocula sources. Under aerobic semi-continuous, glucose and the n-alkane substrate were biodegraded even at low hydraulic retention time (HRT). Under anaerobic conditions, the n-alkanes were utilized by the soil inoculum at room temperature and at 40oC with nitrate as the electron acceptor but no microbial activity was observed under sulfate reducing and completely anaerobic conditions. The open mixed cultures require an initial acclimation period before utilizing the substrates. The acclimation period was significantly shorter under aerobic conditions than anaerobic conditions for the n-alkanes. Acclimation periods of approximately 1-2 days under aerobic conditions was observed for the readily biodegradable substrates and 2 days for glucose under anoxic conditions. The acclimation periods for the nalkanes was between 3-5 days under aerobic conditions and approximately 2 weeks under anoxic conditions. The acclimation period was not affected by the substrate concentration and inoculum type however, for the n-alkanes, the acclimation period was reduced by 1-2days under aerobic conditions at 40oC. The biodegradation of the liquid hydrocarbons was more significant than the solids at room temperature but in general higher temperature increased the degree of biodegradation. The electron acceptor consumption data i.e. dissolved oxygen and nitrate consumption data obtained was mathematically modelled using Monod kinetics to obtain biokinetic parameters. Good fittings between the model solution and the experimental data was obtained. The biokinetic parameters obtained were within the range of values reported in literature. The use of respirometric data for the estimation of biodegradation kinetic parameters can be very reliable. The consistency of the data obtained show that the approach is very reproducible and quality information can be obtained. The results of this study showed that the open mixed microbial cultures from soil and AD inocula contained diverse microorganisms capable of utilizing both liquid and solid n-alkanes at room temperature and 40oC under aerobic and anoxic conditions.

<p>The cultural differences in the consumers' perspectives are an important factor that affects the image of brands around the world. A brand's image may be affected even though the company gives the same message across different cultures. In order to analyze these effects, the authors have conducted a qualitative study, chosen the chocolate brand Kinder and studying how Kinder's brand image perception varies in four different cultures by conducting 16 in-depth interviews. The data was afterwards categorized, analyzed and compared to each other in order to find differences and similarities of the brand image in the interviewee's perspectives. This work’s focus is on the problem how the cultural differences can affect the perspective of individuals brand image even though this one can try to have a global standardized image.</p>

The cultural differences in the consumers' perspectives are an important factor that affects the image of brands around the world. A brand's image may be affected even though the company gives the same message across different cultures. In order to analyze these effects, the authors have conducted a qualitative study, chosen the chocolate brand Kinder and studying how Kinder's brand image perception varies in four different cultures by conducting 16 in-depth interviews. The data was afterwards categorized, analyzed and compared to each other in order to find differences and similarities of the brand image in the interviewee's perspectives. This work’s focus is on the problem how the cultural differences can affect the perspective of individuals brand image even though this one can try to have a global standardized image.

This article presents the Lima occupation in the Chillon Valley, with special attention given to describing various sites that have disappeared over the years, destroyed by diverse causes. A settlement pattern for the Chillon Valley is proposedin this work, as well as the political and economic strategies that could have been in eect during the presence of the Lima culture in this zone. / Se presentan datos de la ocupación Lima en el valle del Chillón con especial interés en describir varios sitios que por diversas causas han sido destruidos. Se plantea el patrón de asentamiento así como la estrategia política y económica que pudo haber estado en vigencia durante la presencia de la Cultura Lima en este valle al norte del Rímac.

The image of a school is mechanism that defines a certain school amongst other schools in the vicinity, as well as the country. The image model developed in this study, can be used as a management tool through which the school can evaluate all the different facets contributing to the image of a school, and identify positive and negative factors requiring action plans for maintenance or development. Transvalia High School has been one of the top 100 schools in South-Africa since 2009. The evaluation done by Perry (2009) does, however, only focus on the academic side of the school and not on the other factors as defined by Howard (1998:15) that contributes to the image of a school. The question thus is how the image of Transvalia presents itself, and what could possibly be done to enhance it and strengthen its position between the top 100 schools in South-Africa. It was decided to research die possible factors as identified by the literature study, that supports the image of the school and the measure of their impact. Through prioritization of the factors, management actions were derived to enhance the image of the school. Research was done through a quantitative questionnaire with a sample size of 450 students, parents and teachers randomly selected from each class in the school. The design of the questionnaire stemmed from the literature study done. The results from the questionnaires were used to: • test the validity, reliability and comparative fit of the questionnaire; and • identify critical, development and maintenance areas of the image of the school. Only 345 valid questionnaires could be used in the study. Additional comments from the questionnaires were divided into positive and negative areas, with several main focus points. The qualitative data were then sorted into these focus areas and quantified. The results of the questionnaire as a measuring instrument showed beyond doubt, that the questionnaire was sufficiently valid and reliable to measure the image of a school. A structural equation model was developed through factor analysis and the statistical department of the North-West University to determine the exact influence of each of the pillars onto the image as well as onto each other. The following results were obtained: • Only 79% of the environment contributes to the image of the school where the environment consists of the parents, the Department of Education and the school governing body; • The school culture consists of the history of the school, the climate within the school, recognition, appearance, discipline, safety and religion. Only 82% of the school culture contributes to the image. • Approximately 85% of Product Catalogue supports the image. The Product Catalogue is supported by academics, sport, leadership and tertiary alignment. • Lastly, the image is supported by 84% of delivery mechanisms that consists of the principal, teachers, infrastructure and technology of the school. From the study and the conclusions drawn, the following recommendations were made: • Parent involvement in supporting their children with homework and with sport and fundraising activities, is insufficient and requires development; • The selection of teachers, especially in the lower grades, has to have stricter requirements in line with subject needs; • Safety at school and in particular evacuation plans, requires attention and drills; • Discipline application between the teacher core has to be standardized and focused on reducing smoking students, intensified; • The perception of an imbalance between sport and academics requires proper information distribution; • Formal leadership courses have to be introduced in to the product catalogue; • Performance appraisal for teachers through a Balanced Scorecard and individual development plans have to be introduced; and • A visible marketing plan utilising the various media available have to be developed. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2011.

The image of a school is mechanism that defines a certain school amongst other schools in the vicinity, as well as the country. The image model developed in this study, can be used as a management tool through which the school can evaluate all the different facets contributing to the image of a school, and identify positive and negative factors requiring action plans for maintenance or development. Transvalia High School has been one of the top 100 schools in South-Africa since 2009. The evaluation done by Perry (2009) does, however, only focus on the academic side of the school and not on the other factors as defined by Howard (1998:15) that contributes to the image of a school. The question thus is how the image of Transvalia presents itself, and what could possibly be done to enhance it and strengthen its position between the top 100 schools in South-Africa. It was decided to research die possible factors as identified by the literature study, that supports the image of the school and the measure of their impact. Through prioritization of the factors, management actions were derived to enhance the image of the school. Research was done through a quantitative questionnaire with a sample size of 450 students, parents and teachers randomly selected from each class in the school. The design of the questionnaire stemmed from the literature study done. The results from the questionnaires were used to: • test the validity, reliability and comparative fit of the questionnaire; and • identify critical, development and maintenance areas of the image of the school. Only 345 valid questionnaires could be used in the study. Additional comments from the questionnaires were divided into positive and negative areas, with several main focus points. The qualitative data were then sorted into these focus areas and quantified. The results of the questionnaire as a measuring instrument showed beyond doubt, that the questionnaire was sufficiently valid and reliable to measure the image of a school. A structural equation model was developed through factor analysis and the statistical department of the North-West University to determine the exact influence of each of the pillars onto the image as well as onto each other. The following results were obtained: • Only 79% of the environment contributes to the image of the school where the environment consists of the parents, the Department of Education and the school governing body; • The school culture consists of the history of the school, the climate within the school, recognition, appearance, discipline, safety and religion. Only 82% of the school culture contributes to the image. • Approximately 85% of Product Catalogue supports the image. The Product Catalogue is supported by academics, sport, leadership and tertiary alignment. • Lastly, the image is supported by 84% of delivery mechanisms that consists of the principal, teachers, infrastructure and technology of the school. From the study and the conclusions drawn, the following recommendations were made: • Parent involvement in supporting their children with homework and with sport and fundraising activities, is insufficient and requires development; • The selection of teachers, especially in the lower grades, has to have stricter requirements in line with subject needs; • Safety at school and in particular evacuation plans, requires attention and drills; • Discipline application between the teacher core has to be standardized and focused on reducing smoking students, intensified; • The perception of an imbalance between sport and academics requires proper information distribution; • Formal leadership courses have to be introduced in to the product catalogue; • Performance appraisal for teachers through a Balanced Scorecard and individual development plans have to be introduced; and • A visible marketing plan utilising the various media available have to be developed. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2011.

Cette étude porte sur la « culture geek » et son émergence en tant que sous-culture et identité culturelle revendiquée en France depuis le milieu des années 2000. En effet, ce mouvement d’abord américain a fait une entrée remarquée dans l’espace public qui incite à s’interroger sur sa réalité sociologique. Les geeks sont abordés ici comme fans de mondes imaginaires fantastiques (science-fiction, fantasy…), passionnés de nouvelles technologies et en tant que public premier et fondateur du processus de convergence culturelle théorisé par Henry Jenkins. La montée en visibilité du phénomène geek est ainsi liée dans cette étude à celle de pratiques médiatiques associées à ce processus (fanfictions, démocratisation des outils numériques, œuvres transmédiatiques et immersives, etc.). Dans ce cadre, le tournant réflexif (vers un sentiment d’appartenance à une identité collective) et la mode médiatique autour de la culture geek ces dernières années trouvent leurs racines dans les moments fondateurs de la convergence culturelle (depuis les pulps fictions et la naissance des comic books jusqu’à la sortie de Star Wars, du Seigneur des anneaux, des premiers jeux de rôles et jeux vidéo). Mais cela doit aussi à la radicalisation récente des croisements médiatiques, des pratiques participatives, de la mondialisation des partages liée aux technologies numériques et au passage des identités prescrites aux identités choisies dans les sociétés contemporaines marquées par l’individualisme. / This dissertation is about « geek culture » and the emergence of this subcultural identity in recent years in France. This movement, born in North America, has entered the public sphere in a spectacular way and it encourages us to study its sociological reality. Geeks are seen here as fans of imaginary worlds (science-fiction, fantasy…), new technologies lovers, and as first and original audience of the process of cultural convergence defined by Henry Jenkins. The increasing visibility of the geek phenomenon is connected to many practices associated with this process (fanfictions, wide use of digital technology, transmedia and immersive storytelling, etc.). From this point of view, the reflexive moment (the feeling of being part of a collective identity) and the geek trend are both rooted by the beginnings of cultural convergence (from the pulp fictions, and the birth of comic books, to the release of Star Wars, the Lord of the Rings and the first role-playing or video games). It also has to do with the recent growth of links between media, with the success of participatory culture, the possibility of worldwide share thanks to digital technologies and the shift from preassigned identities to chosen ones in our individualistic society.