Focused ion beam (FIB) technique uses a focused beam of ions to scan the surface of aspecimen, analogous to the way scanning electron microscope (SEM) utilizes electrons. Recent developments in the FIB technology have led to beam spot size below 10 nm,which makes FIB suitable for nanofabrication. This project investigated thenanofabrication aspect of the FIB technique, with device applications perspective inseveral directions. Project work included construction of an in-situ FIB electricalmeasurement system and development of its applications, direct measurements ofnanometer scale FIB cuts and fabrication and testing of lateral field emission devices. Research work was performed using a number of materials including Al, Cr, SiO2, Si3N4and their heterostructures. Measurements performed included in-situ resistometricmeasurements, which provided milled depth information by monitoring the resistancechange of a metal track while ion milling it. The reproducibly of this method wasconfirmed by repeating experiments and accuracy was proven by atomic force microscopy(AFM). The system accurately monitored the thickness of 50 nm wide and 400 nm thick(high aspect ratio) Nb tracks while ion milling them. Direct measurements of low aspectratio nanometer scale FIB cuts were performed using AFM on single crystal Si,polycrystalline Nb and an amorphous material. These experiments demonstrated theimportance of materials aspects for example the presence of grains for cuts at this scale. Anew lateral field emission device (in the plane of the chip) was fabricated, as FIB offersseveral advantages for these devices such as control over sharpness and decrease in anodeto-cathode spacing. FIB fabrication achieved field emission tip sharpness below 50 nm andanode-to-cathode spacing below 100 nm. For determining the field emission characteristicsof the devices, a low current (picoampere) measurement system was constructed anddevices operated in ultra high vacuum (10-9 mbar) in picoampere range. One devicefabricated using a FIB sharpening process had a turn on voltage of 57 V.

A plethora of research has linked negative affect with binge eating in people with binge eating disorder (BED). Cognitive behavioural therapy (CBT) and interpersonal therapy (IPT) have not traditionally addressed emotional regulation deficits. Failure to address emotional aspects of binge eating may explain why some individuals do not respond to CBT or IPT, and why many of those who do respond relapse shortly after finishing treatment. Dialectical behaviour therapy (DBT) specifically targets the inability to accurately recognise and regulate affect. Preliminary investigations have shown that DBT may be efficacious in treating BED. However, it can take up to 10 months, and a shorter intervention targeting affect regulation and recognition may produce similar effects. Four studies evaluating a ten session emotion-focussed group psychoeducational intervention for BED were conducted. In the first, 25 women diagnosed with subthreshold or full syndrome BED (using DSM-IV-TR criteria) were treated. The second study tested whether the specific components of the intervention, or the treatment as a whole, was required to produce positive outcomes in women. Study three, examined the efficacy of the treatment programme with three men diagnosed with subthreshold or full syndrome BED (also using DSM-IV-TR criteria). The fourth study compared the women's and men's response to treatment. Following the intervention with women, binge abstinence rates, comparable to those of CBT and IPT, and various other positive changes to eating and general pathology, were observed. These effects were well-maintained up to one-year later. Overall, it was concluded that the whole treatment programme was necessary to produce the optimum outcome for BED in women. A positive outcome was measured in the men, although the effects were not as dramatic as those found in the women. Suggestions for improvements, and suggestions for further research, are discussed. The results provide support for the Affect Regulation Model of BED in women and men.

While there was a wealth of research and documentation on meeting student learning needs in mainstream national schools, the world of international schooling appeared to have remained relatively untouched by the march towards inclusion. The motivation for this inquiry was to examine efforts to develop inclusive educational provision in the elementary department of an international school. This small-scale study gave the researcher access to an international elementary school that was considered successful in responding flexibly to the needs of all learners. As there had been little research in the area of inclusion and international schooling the theory for this study was generated from the data and from a comparison with the findings of research on inclusion in national education systems. The research aimed to identify the climate and conditions present in the primary school at the time of the research by considering how it had removed barriers to learning for three students in different levels of learning support. A qualitative approach sought to use the data to understand the context and an ‘emergent’ design combining grounded theory and a case study approach was used. A central principle of constructivist grounded theory is that of giving voice to research participants and this study incorporated the voices, views and experiences of the students alongside their parents, educators and the specialists who worked with them. Data was collected from interviews and multidisciplinary child study meetings. Interviews were carried out with the senior leadership team, the students, their parents and educators. Classroom observations were carried out to supplement interview data for the student in intensive levels of support and further data was collected from school documentation written for parents. The findings indicated that the school climate was characterised by a strong focus on learning, access and solution seeking and the conditions found to support this climate were space and resources. Space was considered in terms of the use of space and the time required to facilitate both collaboration within the wider school community and collaborative teaching practices. Resources considered at the level of school organisation included personnel, therapies, policies and procedures, and the school curriculum. The overall findings from this study indicate that inclusion in this context was a process bound up in a proactive, dynamic, continuous cycle where a focus on solution seeking, learning and access drove the cycle. Based on the findings from this small-scale study it is recommended that international schools locate inclusion in the arena of whole school development where learning, access and solution seeking drives the school development cycle. It is recognised that the emerging theory could not be divorced from the interpretations of the researcher and additional research by a diverse range of researchers, in diverse international school contexts is needed. To better inform international school leaders it is hoped that these results will become part of a larger body of research that better reflects the range of international school contexts.

A plethora of research has linked negative affect with binge eating in people with binge eating disorder (BED). Cognitive behavioural therapy (CBT) and interpersonal therapy (IPT) have not traditionally addressed emotional regulation deficits. Failure to address emotional aspects of binge eating may explain why some individuals do not respond to CBT or IPT, and why many of those who do respond relapse shortly after finishing treatment. Dialectical behaviour therapy (DBT) specifically targets the inability to accurately recognise and regulate affect. Preliminary investigations have shown that DBT may be efficacious in treating BED. However, it can take up to 10 months, and a shorter intervention targeting affect regulation and recognition may produce similar effects. Four studies evaluating a ten session emotion-focussed group psychoeducational intervention for BED were conducted. In the first, 25 women diagnosed with subthreshold or full syndrome BED (using DSM-IV-TR criteria) were treated. The second study tested whether the specific components of the intervention, or the treatment as a whole, was required to produce positive outcomes in women. Study three, examined the efficacy of the treatment programme with three men diagnosed with subthreshold or full syndrome BED (also using DSM-IV-TR criteria). The fourth study compared the women's and men's response to treatment. Following the intervention with women, binge abstinence rates, comparable to those of CBT and IPT, and various other positive changes to eating and general pathology, were observed. These effects were well-maintained up to one-year later. Overall, it was concluded that the whole treatment programme was necessary to produce the optimum outcome for BED in women. A positive outcome was measured in the men, although the effects were not as dramatic as those found in the women. Suggestions for improvements, and suggestions for further research, are discussed. The results provide support for the Affect Regulation Model of BED in women and men.

Published Article / A specific financial services organisation in South Africa realised that they had to join the innovation revolution in order to remain commercially competitive due to unexpected competitors entering the traditional financial services domain. The evaluation question asks whether employees in a financial services organisation can develop creative and innovative thinking and problem-solving skills through an intervention such as a workshop, and can a benefit for the business unit and organisation be identified. This qualitative study employed Utilisation Focused Evaluation (UFE) to address the evaluation question. Questionnaires, pen-and-paper tests and interviews were used to gather data. Descriptive statistics were applied to report the data. The most critical finding confirmed that individuals can acquire creative and innovative thinking and problem-solving skills. The acquisition of these skills though is not sufficient on its own to establish a culture supportive of creativity and innovation. The study culminated in the creation of The Triple I Creativity and Innovation Model. The Triple I Creativity and Innovation Model illustrates how a workshop with distinctive training design features can impact the individual, the business unit and the organisation in order to initiate, ideaneer and ignite creativity and innovation.

This research argues that the information security governance objectives should be grounded in the values of organizational members. Research literature in decision sciences suggest that individual values play an important role in developing decision objectives. Information security governance objectives, based on values of the stakeholders, are essential for a comprehensive security control program. The study uses Value Theory as a theoretical basis and value focused thinking as a methodology to develop 23 objectives for information security governance. A case study was conducted to reexamine and interpret the significance of the proposed objectives in an organizational context. The results suggest three emergent dimensions of information security governance for effective control structure in organizations: resource allocation, user involvement and process integrity. The synthesis of data suggests eight principles of information security governance which guides organizations in achieving a comprehensive security environment. We also present a means-end model of ISG which proposes the interrelationships of the developed objectives. Contributions are noted and future research directions suggested.

The purpose of this study was to investigate what the EGD teacher needed in order to facilitate the successful implementation of CAD as an education tool into the EGD classroom. The researcher aimed to understand how teachers perceive CAD with regard to its usefulness and ease of use in an EGD class. The primary research question was as follows: What is needed to facilitate the implementation of CAD into the EGD classroom? The secondary research questions were: ? What are the barriers that prevent teachers from implementing CAD in their EGD classes? ? What lessons can be learnt from those schools where CAD has already been implemented? In the literature, the researcher looked at EGD as a subject presented in high school as well as the early roots of CAD. The external factors influencing the implementation of ICT in the classroom and the importance of CAD as a teaching tool were explored throughout the study. The theoretical framework used to support this study was the Technology Acceptance Model (TAM). The research approach towards this study was qualitative by nature and followed a multiple-case study design (Yin, 2003). The participants of the study were identified through a convenient-purposive sampling method. The researcher analysed data through an interpretivist point of view. The data analysis was done through the use of thematic analysis methods. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

A key question in the investigation of awareness is whether it can occur without attention, or vice versa. Most evidence to date suggests that attention is necessary for awareness of visual stimuli, but that attention can sometimes be present without corresponding aware-ness. However, there has been some evidence that natural scenes in general, and in particular scenes including animals, may not require visual attention for a participant to become aware of their gist. One relatively recent paradigm for providing evidence for animal awareness without attention (Li, VanRullen, Koch, & Perona, 2002) requires participants to perform an attention demanding primary task while also determining whether a photograph displayed briefly in the periphery contains an animal as a secondary task. However, Cohen, Alvarez, and Nakayama (2011) questioned whether the primary task in these experiments used up all the available attentional capacity. Their experiments used a more demanding primary task to be sure attention really was not available for the image-recognition task, and the results indicated that attention was contributing to the animal detection task. However, in addition to changing the primary task, they displayed the stimuli for the two tasks superimposed on each other in the same area of the visual field. The experiment reported here is similar to the one by Cohen et al., but with the stimuli for the two tasks separated spatially. Animal recognition with separated stimuli was impaired by additionally performing the attention-demanding task, leaving no good evidence that it is possible to recognize natural scenes without attention, in turn removing this support for awareness without attention.

Thesis (MBA (Business Management))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: One of the first labour reforms introduced by the then newly elected democratic government of South Africa was the introduction of statutory workplace forums. This ground-breaking chapter in the 1995 Labour Relations Act outlined the first legally mandated form of workplace participation, beyond the sphere of the collective bargaining arena. To date, however, the provisions of the Act which govern workplace forums have been subjected to criticism by both labour and business alike, as well as from academics. The sad reality is that there has been a minimal uptake in the establishment of these forums in the 13 years since the provisions of the Act came into force. This research report has delved into the reasons for this resistance, from the side of both labour and business. The multitude of reasons that exist have been grouped under a series of headings that have then allowed the writer to focus on finding factors that would facilitate the establishment of statutory workplace forums. In considering the factors that would facilitate the enhanced uptake and establishment of workplace forums, the research has guided the writer towards the implementation process per se, in particular the attitudinal and mind-set factors that are required as pre-requisites before the more legislatively focussed aspects of the implementation cycle should be undertaken. While there are no doubt valid concerns with several of the clauses in the legislative provisions, in the opinion of the writer these are not the predominant reasons for the failure of the workplace forum vehicle. The adversarial mindset that still exists between business and labour, as well as the worldviews and consequences that stem from such a mindset, has been the largest obstacle in the establishment of workplace forums. Until both parties, and the broader South African society within which all businesses exist, are able to make the fundamental shift from “win or lose” to “mutual gains through co-operation” the workplace forum vehicle will not be implemented, and the drive to further workplace participation will not be successful. The writer has suggested various changes that should be made to the legislation, and processes that should be put in place to start to lay the foundations upon which the workplace forum model can later be built up on. AFRIKAANSE OPSOMMING: Statutêre werkplekforums was een van die eerste arbeidshervormings wat deur die destyds nuut verkose demokratiese regering van Suid-Afrika bekend gestel is. Hierdie baanbrekershoofstuk in die Wet op Arbeidsverhoudinge van 1995 het die eerste vorm van werkplekdeelname met ’n regsmandaat buite die sfeer van die kollektiewe bedingingsarena uiteengesit. Die bepalings van die Wet wat op werkplekforums gerig is, is egter tot dusver aan kritiek deur arbeid, die sakesektor en akademici blootgestel. Die hartseer werklikheid is dat daar in die 13 jaar sedert die bepalings van die Wet in werking getree het ’n minimale opname in die vestiging van hierdie forums was. Hierdie navorsingsverslag verken die redes vir hierdie weerstand uit die oogpunt van arbeid sowel as besigheid. Die talle redes wat bestaan is saamgegroepeer onder verskillende opskrifte wat die skrywer in staat gestel het om faktore te vind wat die vestiging van statutêre werkplekforums fasiliteer. Wanneer daar gekyk word na die faktore wat die sterker opname en vestiging van werkplekforums kan fasiliteer, lei die navorsing die skrywer na die implementeringsproses op sigself. By die implementeringsproses is dit veral faktore soos houding en ingesteldheid wat as voorvereistes nodig is voordat daar aandag geskenk kan word aan aspekte van die implementeringsiklus wat meer op wetgewing gerig is. Hoewel daar ongetwyfeld geldige kommer oor verskeie van die klousules in die wetgewende bepalings is, is dit volgens die skrywer se mening nie die vernaamste redes vir die mislukking van die werkplekforummedium nie. Die antagonistiese ingesteldheid wat steeds tussen besigheid en arbeid bestaan sowel as die wêreldbeskouings en gevolge wat uit sodanige ingesteldheid spruit, is die grootste struikelblok in die vestiging van werkplekforums. Die werkplekforummedium kan slegs geïmplementeer word en die veldtog om werkplekdeelname te versterk kan net slaag indien albei partye, en die groter Suid-Afrikaanse samelewing waarin alle besighede bedryf word, ’n wesenlike skuif kan maak van “wen of verloor” na “gesamentlike voordele deur samewerking”. Die skrywer stel voor dat wetgewing verander word en dat prosesse geïmplementeer word om te begin om die grondslag te lê vir die bou van die werkplekforummodel.

This research is underpinned by a conceptual framework which is based upon the theory that the principal should share leadership responsibilities with educators to inspire commitment in creating a quality learning environment. The research investigates the role of the principal in creating a quality learning environment to improve school performance and the achievement of its learners. The research considered complexities surrounding educational reforms which require a collaborative approach wherein the principal invites educators to participate in a discussion on how instructional activities should be conducted in a school. When principals who are instructional leaders accept their instructional role and exercise it in collaboration with educators, they practice an integrated form of leadership. This report is relevant in the South African context because the situation in South Africa is made critical by the introduction of a new curriculum framework which requires an approach which will emphasise the principal’s interactive role with educators in the central area of curriculum, instruction and assessment. Shared instructional leadership is an inclusive concept, compatible with competent and empowered educators. Educators assume leadership responsibility when they interact with other adults in the school community around school reform efforts, encourage others to improve their professional practice, or learn together with their school colleagues (Moller & Katzenmeyer, 1996). iii A qualitative methodology was used which involved a secondary school in Gauteng.This case study was undertaken to establish the principal’s and educators’ perception of the role of the principal as an instructional leader. Although limited in its scope, the research revealed valuable information which identified contextual factors such as socio-economic, organizational climate and educator commitment which concluded that these are factors which play a significant role in creating a quality learning environment. What is needed in South Africa for a quality education to take place is an inclusive approach to leadership to promote a school climate supportive of teaching and learning. Instructional leadershipis shared, therefore, in that specific leadership functions are carried out by designated staff members working in collaboration, under the guidance and direction of the principal.