The problem for consideration in this thesis is a comparison of comprehension in pre-directed informational reading and in non-directed informational reading at the primary level, based upon a survey of professional literature in the field.

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The aim of self-directed team learning initiatives is to provide a further level of defence against an eventuality by ensuring that air traffic controllers are aware of the sources of human fallibility, and by developing in the individual controllers and air traffic control teams the knowledge, skills and attitudes that will result in the successful management and containment of inadvertent error. To gain a deeper understanding of self-directed team learning, I investigated the role and contribution of self-directed team learning principles and strategies that were present in the South African Air Force air traffic control team-based work environment. This research study was directed by the following primary research questions: Does self-directed team learning impact on the air traffic control work environment, and what is the nature of self-directed team learning’s impact on the air traffic control work environment? Insights gained as a result of this study contributed to the body of research concerned with learning design, development, implementation and evaluation by self-directed teams as well as the air traffic control discipline. In this mixed-method study quantitative data collection was performed by means of a self-directed team learning questionnaire and a learning approach questionnaire, whereas qualitative data collection relied on individual interviews and focus group interviews. This study involved 25 South African Air Force air traffic controllers (from three operational air traffic control centres). The nature of self-directed team learning’s impact on the air traffic control work environment was illustrated by individual and collective (team) views and dynamics. The impact of air traffic control team performances was traced in terms of identified teamwork characteristics, activities, dynamics, performance measures and focus areas and reflective practices. Results of this study indicated that self-directed team learning offered opportunities to individuals and teams to influence air traffic control performances in an air traffic control work environment. A perceived positive relationship between self-directed team learning and air traffic control operational outputs could be traced. Lastly I concluded that self-directed learning by air traffic control teams had an impact on air traffic control operational outcomes, thus contributing towards a critical air traffic control goal – aviation safety. / Thesis (PhD (Currriculum Studies))--University of Pretoria, 2009. / Curriculum Studies / unrestricted

Kolb (1984) identifies learning as a process whereby knowledge is created through transformation of experience. Wenger (1998) would further suggest that education is a mutual development process between communities and its learners, well beyond mere socializing. The value of learning “in community”, then, affords educators an opportunity to create the just right conditions for themselves as both teacher and learner. The success of learning communities depends on reciprocal engagement of its members to share knowledge, experiences, and skills with colleagues (Kling & Courtright, 2003). This study examined the case for blogging as a means to facilitate a self-directed community of professional learners, educators who endeavour to further develop their knowledge, understanding, and expertise of teaching and learning via the cultivation of an authentic informal online learning community. Using social learning theory as the analytical framework, this study looked at ways participation in informal, self-directed online learning communities not only encourages, but discloses potential barriers in participants’ abilities to (1) develop their understanding of teaching and learning as a self-directed, informal online community of engaged professionals; (2) expand their understanding of blogging as a tool to engage and participate in informal, online self-directed professional learning; and (3) deepen their understanding of working within the context of community: self-directed professionals engaging informally online to support, enhance, and reflect critically as engaged learners, specifically through the blogging process. This study investigated various motivations and actions that might bring participants together as engaged, self-directed professional learners and better explain how and why these informal online communities might experience success. Ultimately, it was the researcher’s hope this study would identify specific elements within the participants’ learning, offering both insight and relevance for educators as an engaged, informal, self-directed online community of professional learners.

Doctor of Philosophy / Department of Foundations and Adult Education / Sarah Jane Fishback / There have been two classic models of the way self-directed learners organize their learning experiences – a planning model, discussed by researchers such as Tough (1971) and Knowles (1975), which considers self-directed learners to be actively and deliberately planning their learning projects, and an environmental model, proposed by Spear and Mocker (1984), which considers these learners to be strongly influenced by what they called the organizing circumstance. Later researchers have found support for both models. Both models posit that learning resources play an important role for self-directed learners, but there hasn’t been much research specifically looking at how learners make resource decisions. For this project, the researcher recruited 13 women from online sewing communities who had reported obtaining a particular hard-to-find sewing resource and interviewed them about their resource decisions and resource libraries. The project asked the questions of how self-directed learners are planning, the criteria they use to choose learning resources, how an environment of plentiful resources and the internet affect these choices, and how learners evaluate their resources. The researcher found that this particular group of learners are conscious only of doing short-term, project-by-project, planning, but reveal another, unconscious level of building mental maps of their entire field of interest, including judgments of their personal interests and evaluations of their personal skill sets. These learners enjoy this learning, and consider their resources to be treats as well as references; they seek relevant content, novelty, and intellectual challenge. They are strongly influenced by their communities, both local and online, but maintain independence in their learning choices.

The enzyme carbonic anhydrase (CA), catalysing the interconversion between CO2 and HCO3', has long been known to be present in plants as well as in animals. Several of the animal isozymes, but none of the plant CAs, have been extensively studied. When the first plant CA cDNA sequences were published in 1990, it was obvious that the animal and plant CAs represent evolutionarily distinct families with no significant sequence homology between the families. Pea CA is synthesised as a precursor and subsequently processed at the import into the chloroplast. When we purified CA from pea leaves two oligomeric forms with molecular masses around 230 kDa were obtained. One form was homogenous while the other form contained subunits of two different sizes. The larger subunit has an acidic and highly charged N-terminal extension, consisting of 37 residues. We propose that the sequence that precedes the cleavage site resulting in the large subunit represents the functional transit peptide, directing CA to the chloroplast. Neither the transit peptide nor the acidic 37-residue peptide were found to affect the folding, activity or oligomerisation of pea CA. Kinetic investigations showed that pea CA requires a reduced environment and high concentrations of buffer for maximal catalytic activity. High buffer concentrations result in a faster turnover of the enzyme (kcat) while the efficiency (kcatlKm) is not affected. This is consistent with a ping-pong mechanism with the buffer as the second substrate. Both kcat and kcatlKm increase with pH but the dependences cannot be described by simple titration curves. SCN' is an uncompetitive inhibitor at high pH and a noncompetitive inhibitor at neutral and low pH. This is in accordance with the mechanistic model, previously proposed for human CAM, involving a zincbound water molecule as a catalytic group. In this model, the carbon dioxide - bicarbonate interconversion, reflected by kcatlKm, is temporally separated from a rate limiting proton-transfer step. At high pH, solvent hydrogen isotope effects obtained for pea CA agree with this scheme, while they do not fit at neutral and low pH. Site-specific mutations of cysteine residues at positions 165, 269 and 272 were difficult to study, either because strong deviations from Michaelis-Menten kinetics were observed, or because the mutants were found in inclusion bodies. However, the mutant H208A was found to be a very efficient enzyme with the highest kcatlKm value obtained for any CA so far, 2.9-108 M'1s '1. With the H208A mutant an increased dependence on high buffer concentrations at low pH was obtained. At high pH, the mutant is more efficient than the unmutated enzyme. The H208A mutant is also more prone to oxidation than the wild-type enzyme. / <p>Diss. (sammanfattning) Umeå : Umeå universitet, 1994, härtill 4 uppsatser</p> / digitalisering@umu

The relational identity threat response model describes how workplace relationships experiencing relational identity threat predict discretionary workplace behavior (i.e. momentary organizational voice, momentary behavioral engagement, and momentary supervisor-directed deviance). More specifically, the model utilizes an experience sampling methodology to capture the ebb and flow or momentary changes within supervisor-subordinate relationships with a focus on potential negative shifts in a subordinate’s relational identity with his/her supervisor. By examining momentary behavior, meaning actions subordinates take within a short period of time such as the last few hours, I draw attention to the often overlooked effects of dynamic workplace relationships, arguing that the ebb and flow within supervisor-subordinate interactions play a critical role in subordinate choice as to the amount of momentary organizational voice, momentary behavioral engagement, and momentary supervisor-directed deviance to offer. That is, I utilize recent developments within social identity theory (Brewer & Gardner, 1996; Sluss & Ashforth, 2007) to examine how subordinates reconcile relational identity threat, or potential shifts in the nature of ‘who we are’ (Sluss & Ashforth, 2007). Further, the data support the argument that momentary relational voice, which is communication to the supervisor focused on improving the workplace relationship or relational functioning, partially mediates relational identity threat’s consequences for positive discretionary workplace behavior (i.e. momentary organizational voice, momentary behavioral engagement). Additionally, I draw attention to self-compassion (i.e. how a subordinate treats him or herself [Neff, 2003a]), which moderates subordinate responses to relational identity threat within a supervisor-subordinate relationship.

In this thesis several classes of directed paths are considered as models of linear polymers in a dilute solution. We obtain the generating functions for each model by considering factorization arguments. Information about the polymer behaviour can be extracted from the singularity structure of the associated generating functions. By using modified versions of these models we study the adsorption and localization of polymer molecules, the behaviour of polymers subject to a tensile force, the effects of stiffness, as well as the behaviour of polymers in confined geometries. In each of these situations the resulting generating functions contain at least two physical singularities. We identify the phase transitions in these systems by a changeover in the dominant singularity of the generating function. In the study of localization and polymers subject to a force, we utilize both homopolymer and random copolymer models. For copolymers, the physically relevant properties are obtained by considering a quenched average of the free energy over all possible monomer sequences. This procedure is intractable even for the simplest models. By considering the Morita approximation for several walk models we obtain results which give a bound on the corresponding features of the quenched system. We use a mapping between a simple model of duplex DNA and an adsorbing Motzkin path in order to study the mechanical unzipping of duplex DNA. From this model, we obtain force-temperature diagrams which show re-entrant behaviour of the force. We also develop a simple low temperature theory to describe the behaviour of the force close to T=0 and find that the shape of the force-temperature curve is associated with entropy in the ground state of the system. We consider the effect of stiffness on polymer adsorption and find that the phase transition is second order for all finite stiffness parameters. For systems of polymers in confined geometries, we find that the behaviour of the polymer depends on the distance between the confining surfaces and the associated interactions with each surface. In this problem, there exist regimes where the polymer exerts a force on the surfaces which can be attractive, repulsive or zero.

NtdB is an enzyme encoded within the ntd operon in Bacillus subtilis. This operon is reported to contain a complete set of genes necessary for the biosynthesis of 3,3'-neotrehalosadiamine (NTD), a compound composed of two kanosamine subunits linked together by a 1,1'-(α,β)-linkage. Both NTD and kanosamine have reported antibiotic properties. The function of NtdB has been a matter of speculation, but has never been investigated in vitro. Using a phosphate assay and an array of substrates, NtdB was determined to be a phosphatase, specific to kanosamine-6-phosphate (K6P) (kcat = 32 ± 1 s-1, Km = 93 ± 7 µM). Site-directed mutagenesis of amino acid residues in the core and the cap domains of the enzyme identified residues important for the catalytic reaction and substrate specificity. These mutations confirmed the presence of four motifs, characteristic of members of the haloacid dehalogenase (HAD) superfamily, and allowed identification of the substrate binding site of the enzyme. KabB, a homologue of NtdB from Bacillus cereus, showed notably lower activity with K6P than NtdB. This research defines the role of NtdB as a specific K6P phosphatase and challenges the previously reported NTD biosynthesis pathway by demonstrating a novel pathway for the production of the antibiotic kanosamine.

Education is, at least, the endeavor to get people to do things they could not previously do, to understand things they did not previously understand, and perhaps, to become the people they did not expect to become. - Sockett, 1998, p. 195 In today’s fast-paced technology driven knowledge-based society, students in the Gulf and abroad, are expected to remain engaged while playing a more invested role in becoming independent, mature learners, no matter what their personal or educational challenges are. It is quite common for students to abandon their EFL studies due to a lack of motivation and/or confidence. There has been extensive research undertaken to better understand how motivation and confidence affect EFL/ESL learners, yet little attention has been paid to a more recent area of educational research in emotional intelligence (EI) and how self-coaching may also contribute to a tertiary EFL/ESL learners’ ability to succeed. It is not unreasonable to hypothesize that everyday occurrences encountered in their personal and academic life may very well, at times, have a detrimental effect on students’ confidence and motivation, and therefore impede their ability to reach set goals. This study explores the possible correlations between the three main constructs, confidence, motivation and EI while investigating female Emirati tertiary EFL students at Zayed University in the U.A.E. and their interest towards self-coaching to reach their academic and personal goals. This exploratory longitudinal interpretive study used a mixed-method approach to gather data generated from a survey (CMEII) constructed and piloted for this study and completed by 199 female Emirati tertiary EFL participants measuring motivation, confidence and EI. In addition, student journals, interviews and progress reports retrieved from CMEI workshops also informed the research questions pertaining to these aforementioned constructs. Results suggest that there is a correlation between confidence, motivation and EI. These results would indicate that when the level of motivation increases, so does the level of confidence in speaking English. Motivation to self-direct in English is positively correlated with problem solving, higher life-satisfaction and confidence levels. Surprisingly the higher the academic anxiety, the more students want to self-direct. Furthermore it was found that students participating in this study found self-coaching methods extremely helpful in supporting them in reaching both their personal and academic goals. The implications of this exploratory study into confidence, motivation and emotional intelligence has laid the foundation for future research in this area. By creating and piloting the first Confidence, Motivation and Emotional Intelligence survey instrument (CMEII) designed for the ESL/EFL learning environment, a primary obstacle has been traversed. The CMEII research instrument and results of this study will no doubt help bring light and understanding to how self-coaching and self-direction can support female EFL students in reaching their personal and academic goals in the U.A.E and abroad.