My research examined farmers' knowledge and practices of farmers supported by Volunteer Efforts for Development Concerns (VEDCO), a non-governmental organisation in Central region of Uganda. Farmers in VEDCO were trained in modern farming methods, and were supposed to apply them on their farms. I worked with farmers over a period of eight months, which is a full agricultural year, to understand how farmers negotiated their way around risk in different seasons of the year using their own knowledge. I was interested in understanding the knowledge they drew on to survive. The study was qualitative and employed a case study methodology. It relied on participant observation, focus group discussions, seasonality calendars, trends' analysis, informal interviews and document review to collect data. The livelihoods of farmers and the extension education intervention by VEDCO provided an opportunity to understand the concept of knowledge, risk and livelihoods security. In this regard, the theories of Paulo Freire (1972, 1973, 1973a,1985), Ulrich Beck (1992, 1998, 2000) and Robert Chambers (1983, 1991, 1995) formed the framework for theorising knowledge, agricultural extension education, risk and livelihoods in this research. The thesis engages with what constitutes livelihoods for poor people and what that means for survival and risk reduction. In the discussion, it becomes evident that knowledge for poor people is worthwhile if it enables them meet their livelihood needs. In the discussion it also becomes apparent that poor people's livelihoods security is dependent on many aspects, and they pursue livelihoods security in a multi-disciplinary, negotiated manner that incorporates all those aspects. And unfortunately, sometimes the way modern agricultural extension pedagogy is planned and executed puts livelihoods at risk in a context where farmers' own local knowledge is not enough to confront the challenges they have to confront. The gap created by both local and modern knowledge processes resulted into the emerging of a subsistence risk society (Beck, 1992, 1998). The thesis concludes with a discussion of a concept of really useful agricultural extension education drawn from the idea of 'really useful knowledge (Jane Thompson, 1997). The emerging really useful agricultural extension education is drawn partly from the livelihoods' analysis of poor people. And partly RUAEE is drawn from an emerging understanding developed, that adult education is not just about meeting needs, rather it is about confronting systems and structures that enable social injustice and livelihoods insecurity. / Thesis (Ph.D.)-University of KwaZulu-Natal, Edgewood, 2011.

This research explores transformative learning occurring through the Farmer Field Schools of the Taita Hills, Kenya using a qualitative, case study approach. The findings reveal that cultural roles and premises profoundly impacted learning and that a mixed-group setting could contribute to closing the gap between gender inequalities, leading to a more just and sustainable type of agriculture.

This work outlines the history of Access Courses and explains the National quality assurance framework established to co-ordinate standards within such provision. The National Framework consists of a number of Authorised Validating Agencies (AVAs) who have been empowered to validate Access provision subject to various quality assurance mechanisms. The quality assurance requirements of AVAs are generalised and the effects they have, in terms of costs and benefits, to a number of stakeholders are detailed. Key stakeholders identified are the providing institution, students, and higher education institutions. The general principles of cost-benefit analysis are outlined along with case study examples. A computer-based model is produced with the capability of manipulating the generalisable costbenefit factors to accommodate local conditions and could therefore be used as a decision support aid by the three key stakeholder groups. The application of the model beyond the case studies is also discussed. The problematic nature of applying cost-benefit analysis to the quality assurance mechanisms of Access Courses is also considered. Areas where further research is required are outlined.

This research explores transformative learning occurring through the Farmer Field Schools of the Taita Hills, Kenya using a qualitative, case study approach. The findings reveal that cultural roles and premises profoundly impacted learning and that a mixed-group setting could contribute to closing the gap between gender inequalities, leading to a more just and sustainable type of agriculture.

The purpose of the study was to systematically analyze three existing Cooperative Extension Service 4-H staffing models for costs associated with each of ten selected measures of program effectiveness. The study was designed to provide empirical information for the Cooperative Extension Service with regard to cost/effectiveness expected from applied 4-H staffing models.An important consideration in development of the study was the potential usefulness and direct application by Extension professionals. The study provided a pioneering step toward analyzing impact of existing 4-H staffing models for delivery of informal educational programs to youth.Documentation produced by the study offered new base line data and information to enhanceefforts by Extension professionals in obtaining financial support through quantitative evidence of program quality to be expected from selected categories of resource input. The study demonstrated feasible methods for assessing cost/ effectiveness of alternative 4-H staffing models.The population was defined as all 4-H administrative units in each of the three selected North Central Extension Region states of Iowa, Indiana and Ohio, in which the existing 4-H staffing model: (1) was characteristic of a prototype model selected for the respective state; (2) had been in operation two or more years; and (3) contained a majority of Extension professionals employed two or more years. The total sample consisted of 60 4-H administrative units with 20 administrative units randomly selected from each of the three states. Observations of the three models were limited to 4-H program years 1974, 1975, and 1976.Data for each model were obtained from six sources: (1) federal and state Extension Management Information System; (2) Yearly 4-H Summaries; (3) Extension business office records; (4) 1970 U.S. Census Reports; (5) State 4-H Departmental records; and (6) Survey instruments administered to Extension professionals in 60 4-} administrative units and to 1800 4-H members. A minimum of 30 4-H members were randomly selected from each of the 60 administrative units.Results showed the three models were clearly different in cost/effectiveness utilizing the following ten selected measures of program effectiveness. 1. percentage of eligible population enrolled in 4-H;2. percentage of re-enrollment of 4-H members; 3. percentage of 4-H members completed; 4. percentage of 4-H projects completed; 5. mean tenure of 4-H membership; 6. mean tenure of volunteer: 4-.7 adult leaders;7. ratio of 4-H members enrolled to volunteer 4-H adult leaders;8. ratio of 4-H members enrolled to total enrollments in 4-H projects, events and activities reported;9. mean number of 4-H projects, events and activities in which one or more 4-H members participated;10. mean number of 4-H hours spent by members enrolled in 4-H in contact with Extension professionals, paraprofessionals and volunteer 4-H adult leaders.Analysis of the data pointed out an enormous need for refinements and further development of program effectiveness measures as well as improved 4--H accounting procedures to assess the status of 4-H programs. Size and magnitude of the 4-H program appeared to directly effect the cost/ effectiveness indexes selected for the study.Model III clearly demonstrated more cost/effectiveness than did Models I and II. However, Model III was operated with considerably lower population and 4-H enrollment than was either Model I or II. Increasing the use of paraprofessionals and volunteer 4-H adult leaders to service 4-H programs appeared to be a cost/effective approach in the use of Extension resources and personnel. Cost/effectiveness appeared to be a strong potential management tool for evaluation and accountability of 4-H programs.

The arrival of lifelong learning within nursing constitutes a major conceptual shift that every qualified nurse is expected to adopt to be able to function as a Registered Nurse (RN) throughout their career. In the 1990s, lifelong learning had been appearing sporadically within nursing literature as a fait accompli, and with a seemingly general assumption that there was a shared understanding and acceptance of the concept amongst all nurses. The literature review revealed that lifelong learning is closely linked to the evolving nature of healthcare delivery in the National Health Service (NHS), and that it comprises of a number of related components. However, there was a dearth of empirical literature with regards to its application to day-to-day nursing practice at the time this study started. The study focused on examining the assumptions that seemed extant at the time and the areas that were not documented in the literature. It sought to ascertain the nature of RNs' perceptions of lifelong learning, and took into consideration the underlying philosophy, principles and practicalities of the concept. It also sought to identify both the formal structures required for effective implementation of lifelong learning as well as the day-to-day factors that might facilitate uptake and continuation of learning. Furthermore, the study endeavoured to ascertain the current and likely future impact of lifelong learning on nursing. To explore these issues, the study involved collecting, analysing and interpreting data from twenty-six individual interviews and two focus group discussions along with a comprehensive documentary analysis. The findings revealed that there are positive perceptions as well as reservations about lifelong learning amongst RNs, the latter mainly because mandatory continuous professional development (CPD) is resented by a number of nurses. This could be due to their lack of experience and apprehension related to studying in a university. The study found that structural mechanisms could be more firmly anchored and equitably available. Numerous day-to-day factors such as profession-based and personal networks tend to influence levels of engagement in formal learning. For instance, CPD in the form of workbased formal and informal learning is relatively widely utilised. Additionally, the impact of attitude change towards continuing development of own knowledge and competence yields favourable outcomes for the RN and for patient care.

The thesis looks at the morphogenesis of structure, culture and agency and the historical interplay between them. It attempts to do this by investigating the lives of mature students applying for a place on an Open Access course as a foundation year for university entrance. The focus of the study concerns the reasons given by the students for their application to undertake Access and seeks to discover whether their decision to enrol on Access can be interpreted morphogenetically as representing a 'new beginning' in their lives; a 'new beginning' which in turn represents the end of a personal and culturally related morphogenetic cycle. It is the contention of the thesis that the socio-cultural background of the students is not one that is usually seen as culturally compatible with university entrance and thus their application represents not only a major event in their personal lives but also a significant cultural movement from one cultural base to another. Since Access courses represent a major educational initiative the students' decision to join the course can be read as a morphogenetic interplay of structural, cultural and biographical factors. Research material was gathered through a morphogenetic analysis of the students' Access application forms, course interviews, informal discussions, written statements whilst on the course and a series of in-depth interviews. The thesis concludes that from the evidence of their own life histories the students were experiencing a personal morphogenesis related to change in their lives and that their biographical 'journeys' need to be read in relation to the changing wider structural, cultural and familial backdrop against which their own morphogenesis is occurring.

In 128 small companies in the West Midlands, the way staff are selected for development is explored is explored, together with the characteristics of staff and selector. Finding that some staff are repeatedly selected for development, a comparison is made between the attributes of those being selected and of those carrying out selection. This is an attempt to define why some staff are identified as possessing 'the right stuff' while other similar staff are not. Variables such as gender, ethnic background, age and educational background are compared but relationships only found between the learning outlook of the CEO and that of his or her selected key worker(s). The learning outlook is described in terms of the preferred learning style and of the most preferred methods to learn. However, in some sectors very little selection of ethnic minority staff occurred. Part of the research reviewed the selection process, relating this to business planning and identification of training needs. Little evidence was found of the use of formal planning or of specific processes to identify training needs, selection resting firmly with informal mechanism often under the narrow control of the CEO. Given the investment by government in this sector of the economy, it seems important for those providing resources to recognise this lack of formal planning and to work to ensure that opportunities for education and training are widened to include more of those employed by the company. Similarly, where CEO ambitions are explored, it is clear that most CEO's are not committed to growth but have other varied, personal aims. Investment in all companies assuming that growth is a key factor may be an ineffective use of resources, which might be better specifically targeted rather than distributed uniformly across the whole sector.

In recent years policy changes have encouraged access to and the participation of adults in British universities. This thesis is a case study which looks at the experiences of non-traditional adult women students in universities. Emphasis is placed on understanding the experiences of mature undergraduate women students in universities from the perspectives of the actors. This is a sociological study. I draw on and integrate three theoretical paradigms: Marxist feminism, Marxism and interactionism. I examine the significance of macro and micro levels in shaping the behaviour, attitudes and experiences of women adult students. Gender and class were important factors in shaping the past and present lives of women in this study. However, in deciding to return to learn the women were actively choosing to change the direction of their lives. An underlying question was to what extent did studying change the way participants perceived themselves as women? Learning and the influence of social science disciplines helped the women to deconstruct and redefine the self. Being a student was influenced by the interaction of structure and agency. The women's student identity was shaped by both their own actions and institutional forces. Adult students are not homogeneous. Younger, single mature women experienced university life differently from older, married women as do full-time students compared to part-time students. The women studied here adjusted to the institutional life of a university through the formation of subcultures. To understand fully the experiences of being an adult student the interactions between public and private worlds are examined. A biographical approach using interviews was employed. A small sample of male mature students was included to identify the extent to which experiences were gendered ones. Despite the struggles the women interviewed valued the acquisition of knowledge and learning in a university environment.

Shear and extensional flows of dilute polymer solutions were studied experimentally in an attempt to understand the mechanism of polymer-induced drag reduction. A flowcell capable of simulating the dynamics of a turbulent boundary layer, involving the motion of counter-rotating vortices, was designed and fabricated. The pressure drop across the flowcell was measured for different flow arrangements, first with a Newtonian fluid and then with drag reducing, dilute polymer solutions. The pressure drop in excess of the Newtonian baseline, after accounting for viscous effects, was used as a measure of elastic effects. With the dilute polymer solutions, elastic effects were observed both in shear, extensional, as well as presheared extensional flows. These effects can be attributed to additional normal stresses generated by shearing. For extensional flows, the observed effects were independent of elongation rates, indicating that a conclusion regarding the mechanism of drag reduction cannot be made from the flowfield investigated.