Visual storytelling has come a long way since primitive man began creating colorful, narrative cave paintings. In this new age of technology, motion pictures have become a prevalent medium for visual storytelling throughout the developed world. Filmmakers have the added advantage of being able to create more and more fantastic settings and stories with the introduction of computer generation images (CGI). They also gain a fine degree of control over the visual elements of the final product. The ultimate goal, though, has always been the same: to create a visual story with a distinct mood that will captivate the viewing audience. In film, the first shot of a scene, known as the establishing shot, is used not only to set the time and place of the story, but also introduce the mood. This thesis involves the study of establishing shots from five contemporary films to determine how to manipulate specific visual elements that promote mood, specifically a dark and ominous mood. Through this study, an original computer generated establishing shot will be created that successfully communicates a similar dark mood. The visual analysis used to achieve this goal can be adapted to various other genres of film and can serve as a guide for future artists to create comparable work.

Visual storytelling has come a long way since primitive man began creating colorful, narrative cave paintings. In this new age of technology, motion pictures have become a prevalent medium for visual storytelling throughout the developed world. Filmmakers have the added advantage of being able to create more and more fantastic settings and stories with the introduction of computer generation images (CGI). They also gain a fine degree of control over the visual elements of the final product. The ultimate goal, though, has always been the same: to create a visual story with a distinct mood that will captivate the viewing audience. In film, the first shot of a scene, known as the establishing shot, is used not only to set the time and place of the story, but also introduce the mood. This thesis involves the study of establishing shots from five contemporary films to determine how to manipulate specific visual elements that promote mood, specifically a dark and ominous mood. Through this study, an original computer generated establishing shot will be created that successfully communicates a similar dark mood. The visual analysis used to achieve this goal can be adapted to various other genres of film and can serve as a guide for future artists to create comparable work.

The current studies evaluated variables affecting sharing exhibited by children with autism spectrum disorder. The first study evaluated the effects of manipulating item preference on the level of assistance needed to exhibit sharing behavior for four children with autism. Item preference affected two participants' percentage of independent sharing. Preference did not have as clear of an effect for another participant. However, sharing a more preferred item required more assistance (e.g., vocal prompts) to share. The fourth participant's percentage of independent sharing was not influenced by preference, and his independent sharing behavior was similar across item preference. The second study assessed the effectiveness of a token reinforcement procedure as an intervention for increasing independent sharing of high-preferred items for the two participants who did not independently share high-preferred items during study one. Independent sharing increased for both participants when the token procedure was in place and returned to baseline levels when it was removed.

The purpose of this study was to investigate the effectiveness of support provided by District-Based Support Teams (DBSTs) to learners experiencing barriers to learning in the Free State province. The study focused specifically on the implementation of the changed role of the DBSTs as proposed by the Education White Paper 6 in 2001. This was a two-phased study involving a literature study and empirical research. The first phase of this study focused on a literature study undertaken on topics such as the history of learner support in South Africa, the previous role of Education Support Services at school and school district level and different education documentation and policy documents relating to the topic. Furthermore the literature study explored the ecosystemic approach to learner support specifically focusing on Bronfenbrenner‘s ecological systems theory and Epstein‘s model of human development. The second phase of the study comprised empirical research. A quantitative approach was used to collect data with a little element of the qualitative approach just to verify some information. For the quantitative component of the research, a questionnaire consisting of both closed and open-ended questions was administered, while for the qualitative component, the researcher held some interviews with participants selected randomly at first, but with a snowball effect. The research was conducted in all the districts of the Free State Department of Education. The data collected revealed that the implementation of the proposed changes to learner support is in fact subdued due to various problems experienced by District Based Support Teams. These problems hamper the effective implementation of the changes set out in various education policy documents. The study contributes to the practice of learner support by proposing a model for the DBSTs to implement their changed roles. / PhD, Learner support, North-West University, Vaal Triangle Campus, 2012

The City of Johannesburg is facing the simultaneous challenges of an increased generation of solid waste in the City, unemployment and the running out of land to dispose the waste. Of the solid waste that is generated, 50% is recyclable while only 10% is recycled (SOER, 2003: 69). Solid waste recycling is mainly performed through private sector initiatives in the City of Johannesburg. Consequently, there is no proper coordination with government initiatives. In order for South Africa to increase and sustain economic growth that would decrease unemployment, there should be a culture of entrepreneurship (Mass, G & Herrington M, 2006:7). Solid waste buy-back centres assist in addressing the challenges of dealing with the increased generation of solid waste and the scarcity of land for disposal. These centres also reduce the challenges of unemployment through promoting entrepreneurs to operate solid waste recycling businesses. Developed economies have managed to increase the rate of solid waste recycling to 60%. The problems associated with solid waste have been reduced by promoting recycling through a combination of legislation and setting-up of agencies to deal with solid waste recycling. South Africa has legislation and stated programmes to deal with solid waste recycling. Nevertheless, there has been complexity with implementing recycling. This is the result of a lack of co-ordination between the role-players involved in the value chain of solid waste recycling. In order for the City of Johannesburg to increase the recycling of solid waste from 10% to optimal rates of between 50% and 60%, there should be co-ordination of programmes amongst all the role players. In addition, there should also be skills provision to existing and potential entrepreneurs operating the solid waste buy-back centres. All spheres of government should promote solid waste recycling business to potential entrepreneurs and the public in order to recycle 40% of the recyclable solid waste that is not being recycled. The establishment of a solid waste buy-back centre in the City of Johannesburg is economically viable with some buy-back centre realising a net-profit of least R5 000 and some more than R30 000 per month. In order for the solid waste buy-back centre to realise a net-profit of more than R30 000 per month, there must be more than 40 tons of recyclable solid waste received by the buy-back centre per month. This study has indicated that solid waste buy-back centres rely on the economies of scale. This means that the more recyclable solid waste is received and sold by the solid waste buy-back centres, the more profitable it becomes. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

The purpose of the present study was to construct and validate a brief screening instrument to support parent(s) and preschool/kindergarten teachers in monitoring and screening for cognitive impairment and/or delay in preschoolers. The target population of interest is all preschoolers <i>at-risk</i> for poor psychosocial and school outcomes due to chronic and acute dysfunction of the central nervous system (CNS). The accessible populations of interest to the present study are pediatric cancer survivors, preschoolers with alcohol related neurodevelopmental disorder (ARND), being preterm low birth weight, and/or diagnosed with various learning disabilities. The past practice of waiting until an <i>at-risk</i> child experienced poor school outcomes before being referred for cognitive assessment toward tailoring an intervention is no longer defensible. For the present study, a 61-item screening instrument (18 memory items, 19 verbal ability items, 15 attention items, and 9 demographic items) was pilot tested with parents, playschool teachers, and kindergarten teachers to rate preschoolers on overt behaviours associated with cognitive functioning. A criterion-referenced framework was used to establish a performance standard and set a cut score based on a sample of 151 normally functioning preschoolers aged 4:0- to 5:11-years. The various empirical and substantive analyses conducted resulted in a revised scale of 28 items (10 memory, 11 verbal ability, and 7 attention) titled, <i>Screening Test for the Early Prediction of School Success</i> (STEPSS). Given the need for a future study to validate the STEPSS with clinical groups of preschoolers, the screening instrument is intended to provide the empirical evidence needed to refer <i>at-risk</i> preschoolers for assessment with more comprehensive cognitive batteries. Constructing and validating the STEPSS is important for two reasons: 1) to fill a gap in the types of instruments available for monitoring and assessing cognitive functioning in <i>at-risk</i> preschool populations; and 2) to alleviate the current delay in targeting interventions for preschoolers because of the practice of depending upon the school system to monitor and identify poor cognitive functioning.

The purpose of the present study was to construct and validate a brief screening instrument to support parent(s) and preschool/kindergarten teachers in monitoring and screening for cognitive impairment and/or delay in preschoolers. The target population of interest is all preschoolers <i>at-risk</i> for poor psychosocial and school outcomes due to chronic and acute dysfunction of the central nervous system (CNS). The accessible populations of interest to the present study are pediatric cancer survivors, preschoolers with alcohol related neurodevelopmental disorder (ARND), being preterm low birth weight, and/or diagnosed with various learning disabilities. The past practice of waiting until an <i>at-risk</i> child experienced poor school outcomes before being referred for cognitive assessment toward tailoring an intervention is no longer defensible. For the present study, a 61-item screening instrument (18 memory items, 19 verbal ability items, 15 attention items, and 9 demographic items) was pilot tested with parents, playschool teachers, and kindergarten teachers to rate preschoolers on overt behaviours associated with cognitive functioning. A criterion-referenced framework was used to establish a performance standard and set a cut score based on a sample of 151 normally functioning preschoolers aged 4:0- to 5:11-years. The various empirical and substantive analyses conducted resulted in a revised scale of 28 items (10 memory, 11 verbal ability, and 7 attention) titled, <i>Screening Test for the Early Prediction of School Success</i> (STEPSS). Given the need for a future study to validate the STEPSS with clinical groups of preschoolers, the screening instrument is intended to provide the empirical evidence needed to refer <i>at-risk</i> preschoolers for assessment with more comprehensive cognitive batteries. Constructing and validating the STEPSS is important for two reasons: 1) to fill a gap in the types of instruments available for monitoring and assessing cognitive functioning in <i>at-risk</i> preschool populations; and 2) to alleviate the current delay in targeting interventions for preschoolers because of the practice of depending upon the school system to monitor and identify poor cognitive functioning.

The purpose of this study was to investigate the effectiveness of support provided by District-Based Support Teams (DBSTs) to learners experiencing barriers to learning in the Free State province. The study focused specifically on the implementation of the changed role of the DBSTs as proposed by the Education White Paper 6 in 2001. This was a two-phased study involving a literature study and empirical research. The first phase of this study focused on a literature study undertaken on topics such as the history of learner support in South Africa, the previous role of Education Support Services at school and school district level and different education documentation and policy documents relating to the topic. Furthermore the literature study explored the ecosystemic approach to learner support specifically focusing on Bronfenbrenner‘s ecological systems theory and Epstein‘s model of human development. The second phase of the study comprised empirical research. A quantitative approach was used to collect data with a little element of the qualitative approach just to verify some information. For the quantitative component of the research, a questionnaire consisting of both closed and open-ended questions was administered, while for the qualitative component, the researcher held some interviews with participants selected randomly at first, but with a snowball effect. The research was conducted in all the districts of the Free State Department of Education. The data collected revealed that the implementation of the proposed changes to learner support is in fact subdued due to various problems experienced by District Based Support Teams. These problems hamper the effective implementation of the changes set out in various education policy documents. The study contributes to the practice of learner support by proposing a model for the DBSTs to implement their changed roles. / PhD, Learner support, North-West University, Vaal Triangle Campus, 2012

The City of Johannesburg is facing the simultaneous challenges of an increased generation of solid waste in the City, unemployment and the running out of land to dispose the waste. Of the solid waste that is generated, 50% is recyclable while only 10% is recycled (SOER, 2003: 69). Solid waste recycling is mainly performed through private sector initiatives in the City of Johannesburg. Consequently, there is no proper coordination with government initiatives. In order for South Africa to increase and sustain economic growth that would decrease unemployment, there should be a culture of entrepreneurship (Mass, G & Herrington M, 2006:7). Solid waste buy-back centres assist in addressing the challenges of dealing with the increased generation of solid waste and the scarcity of land for disposal. These centres also reduce the challenges of unemployment through promoting entrepreneurs to operate solid waste recycling businesses. Developed economies have managed to increase the rate of solid waste recycling to 60%. The problems associated with solid waste have been reduced by promoting recycling through a combination of legislation and setting-up of agencies to deal with solid waste recycling. South Africa has legislation and stated programmes to deal with solid waste recycling. Nevertheless, there has been complexity with implementing recycling. This is the result of a lack of co-ordination between the role-players involved in the value chain of solid waste recycling. In order for the City of Johannesburg to increase the recycling of solid waste from 10% to optimal rates of between 50% and 60%, there should be co-ordination of programmes amongst all the role players. In addition, there should also be skills provision to existing and potential entrepreneurs operating the solid waste buy-back centres. All spheres of government should promote solid waste recycling business to potential entrepreneurs and the public in order to recycle 40% of the recyclable solid waste that is not being recycled. The establishment of a solid waste buy-back centre in the City of Johannesburg is economically viable with some buy-back centre realising a net-profit of least R5 000 and some more than R30 000 per month. In order for the solid waste buy-back centre to realise a net-profit of more than R30 000 per month, there must be more than 40 tons of recyclable solid waste received by the buy-back centre per month. This study has indicated that solid waste buy-back centres rely on the economies of scale. This means that the more recyclable solid waste is received and sold by the solid waste buy-back centres, the more profitable it becomes. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

People, processes and teams form the basis of organisational success. Therefore the understanding and prediction of people and their behaviour- both individual and in a team - is a critical management activity. Behaviour of people are influenced by internal factors such as personality, abilities and skills, perception, beliefs and motives as well as by external factors from the environment in which the individual operates. Understanding these forces and their influence on the individual is paramount if one is to understand how to canalise these behaviours to achieve any given organisational goal. Another concept important to understand, is that of organisational culture which is regarded as beliefs, values and learned ways of coping with experience. Organisational culture develops during the course of an organisation's history, and has become a more and more important concept in organisations, due to its strategic nature and impact on business. The culture of an organisation can be influenced and changed naturally over time, or by using deliberate, carefully designed cultural change interventions. The maturity of an organisation's HSEC systems and processes and related improvement in performance, is related to the prevailing HSEC culture evident in the organisation. It is evident that as an organisation moves from a reactive safety culture to an interdependent safety culture, so does the HSEC performance and lagging indicators of the organisation increase. Behaviour-based safety processes endeavour to influence the individual employee's behaviour in order to improve the safety performance of an organisation. The benefits of behaviour-based safety programs are numerous and lead to reduced injuries and improved levels of safe behaviour amongst employees. Metalloys has selected behaviour-based safety as one of the tools to entrench a culture of zero harm in the organisation and to establish an empowered and enabled workforce. The effectiveness of this approach was assessed during this study The empirical research conducted for this study revealed that both the average response rate per construct and the responses per question within the various constructs reflect a positive response to the elements tested. It is evident from the results that a large proportion of the employees are of the opinion that communication processes are effectively established, employees are involved on a personal level, that there is sufficient supervisor support and that leadership exhibits visible leadership in the organisation. These are all constructs testing the elements required to effectively establish the culture of the organisation. In addition, a large proportion of the employees felt that HSEC systems are well entrenched and that facilities and equipment are of such a standard, as to ensure the safety of employees and that these are maintained at high levels. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2010