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Lemons were treated with several plant growth regulators for the 2006-07 season, with the hope of improving fruit size. These PGR’s included Bluestim, Accel, Maxim and MT1350. Although there were some increases in yield, these were just trends, and were not statistically significant. Similarly, there was no improvement in fruit size with application of the treatments.

Higher nutrient and water use efficiency are possible with microsprinkler-irrigated citrus compared to flood-irrigated citrus. Therefore, new N and P fertilizer recommendations are needed for microsprinkler-irrigated citrus. The objectives of these experiments were to i) determine the effects of N applications on tree growth, fruit yield, fruit and juice quality, and N and P removal in fruit for microsprinkler-irrigated navel oranges; ii) determine the effects of P applications on tree growth, fruit yield, fruit and juice quality, and N and P removal in fruit, and iii) develop Best Management Practices for N and P fertigation of microsprinkler-irrigated citrus. Field experiments were conducted at the University of Arizona Citrus Agricultural Center in separate blocks of 'Newhall' and 'Fukumoto' navel oranges, both on 'Carrizo' rootstock. In each block, ten treatments, consisting of all possible combinations of 5 N rates (0, 0.2, 0.4, 0.6, and 0.8 lb N/tree/yr) and 2 P rates (0, 0.2 lb P/tree/year) were applied to five replicate trees per treatment. Maximum yields of the ‘Newhall' trees were 132 lb fruit/tree at a N rate of 0.5 lb N/tree/yr. Maximum yield of the 'Fukumoto' trees was119 lb fruit/tree at 0.5 lb N/tree/yr. Both varieties maintained appropriate leaf N and P concentrations at the yield-maximizing N rates. Total N in the fruit accounted for about 60 % of the N applied at the yield-maximizing N rates in both varieties. The results confirmed that microsprinklers effectively reduced the amounts of N fertilizer needed while maintaining adequate N status in the trees, with excellent N use efficiency.

This study investigates how the Biblical teaching on death and the resurrection can provide the appropriate doctrinal challenge to the problem of the pervasive and persistent fear of death amongst the Luo people of Kenya. It therefore examines the Luo traditional beliefs and customs surrounding death in order to establish its contribution to the fear of death, even amongst some Luo Christians. A Biblical-theological study of death and the afterlife provides the doctrinal antidote necessary to rescue and transform a people under bondage to fear, thus outlining the basis for hope in a life beyond physical death through the doctrine of the resurrection. The research commences with a description of Luo traditional beliefs concerning death and dying, and outlines the related Luo customs in relation to their belief in the spirit-world. The contention is that these beliefs result in the fear of death, while the lack of Biblical understanding even amongst some Luo Christians has led to their ignorance of the Biblical teaching on death, and thus a loss of the assurance found in the resurrection of Christ. Death and the afterlife is carefully examined from a Biblical-theological perspective in order to demonstrate how the doctrine of the resurrection can function as a 'rescue doctrine' for those affected by the pervasive and persistent fear of death. The study also explores the assurance of triumph over death as an eschatological reality in keeping with Christ's work of redemption. Similarly, it is argued that triumph over evil and malevolent spirits is guaranteed. In closing, the study explores the power of the Gospel of the resurrected Christ to change lives and transform unbiblical practices and worldviews to conform to his will. It is the resurrected Christ alone who has the power to transform the moral and ethical values ingrained in any culture. / Thesis (M.A. (Dogmatics))--North-West University, Potchefstroom Campus, 2007.

The research in this thesis was motivated by an interest in understanding the work and effort that goes into organising family homes, with the aim of informing the design of novel information technology for the home. It was undertaken to address a notable absence of in-depth research into domestic information and communication technology in the fields of Human Computer Interaction (HCI) and Computer Supported Cooperative Work (CSCW). To that end, this thesis presents an ethnographic study of everyday routines in thirteen family homes. Following an established tradition within HCI and CSCW, the study applies qualitative fieldwork methods as a means to investigate and interpret the empirical materials. Periods of extended observation and semi-structured interviews with the thirteen families over a three-year period form the basis of the empirical material. The materials are analysed using a hybrid perspective composed of a combination of influences from the study of material culture, to interaction analysis and ethnography. The hybrid analytical perspective draws out insights regarding the families’ mundane practices and the artfully devised solutions they use to organise daily life. Four household activities and artefacts are given specific focus: (i) household list making, (ii) the display qualities of refrigerator doors, (iii) the organisation of household clutter, and (iv) the devising of bespoke solutions in organising home life. Broader findings include the observations that people tailor solutions to meet their needs, that optimum efficiency is not the pre-eminent determinant in what method or artefact people choose to organise themselves and their homes, and that homes determine their individual characters in part by how everyday tasks and organisation are accomplished. In short, the personal qualities of these mundane practices are part of what makes a home a home. These findings are used to elicit implications for information technology design, with the aim of encouraging designers of domestic technology to be aware of and respectful towards the idiosyncratic nature of the home, and, wherever possible, to design in such a way as to allow the technology to be appropriated for families’ bespoke tailoring. To evaluate and address this point, two design projects, one on augmented magnets and another on a “media bowl”, are used to develop and test out this approach. Both projects are critically examined to reflect on the efficacy of the design approach and what lessons might be learnt for future studies and design exercises. The combination of detailed ethnographic fieldwork on family homes combined with the development of experimental design projects is intended to deepen the understanding of the mundane behaviours and everyday routines of family homes, in order to better inform the design of information technology for the home.

This thesis studies the change process of risk management practices associated with the implementation of Enterprise Risk Management (ERM) and the extent to which it can lead to changes in capital allocation practices. The study develops a theoretical framework to study risk management changes, which draws on structuration theory (Giddens, 1979, 1984) and institutional theory, particularly the institutional framework of Burns and Scapens (2000), as well as new institutional sociology theory. A two-stage empirical study was undertaken in non-life insurance companies. The first stage was a field study of 10 listed non-life insurance companies, while the second stage was a case study of a large non-life insurance company. Multiple data collection methods were used including semi-structured interviews, documentary evidence, annual reports, and publicly available data. Findings show internal, coercive, and normative pressures have mainly driven the ERM adoption decision. The literature supports the impact of coercive, mimetic, and normative pressures on the trend toward ERM in financial industries. However, the study finds that internal pressures related to achieving the company's objectives are either equal to or surpass the external pressures. The study also provides empirical evidence of the changes in risk management practices, which include capital allocation change process associated with ERM implementation. Effective capital allocation requires the incorporation of ERM elements in the whole process of allocating capital. Furthermore, new capital allocation routines and institutions are produced. The study shows that the risk-based capital allocation method is intra- and extra-institutionalised at the company level. The main contribution of this thesis is to identify the nature of ERM adoption and implementation in insurance companies. More specifically, this study provides a better understanding of the institutional forces driving ERM adoption and offers empirical evidence on ERM implementation and the change in risk management practices (routines) within nonlife insurance companies. Moreover, this study avoids the limitations of previous research that was based on surveys, and it does so by conducting an exploratory field study and explanatory case study to address the changes in risk management practices. Practices and process need to be located in their institutional context and hence cannot be reflected in surveys.

In recent years, state and national governments have introduced major programmes to reform literacy teaching, e.g. textbook programmes in the United States; the Literacy Block in Victoria, Australia (DEET, 1997, 1998); the National Literacy Strategy (NLS) in England (Department for Education and Employment (DfEE), 1998). These programmes are largely based on the growing body of evidence about what may constitute effective literacy teaching. Following the trend, Taiwan‟s government is also recognizing that in order to meet the challenges of globalization and the desire to improve students‟ PIRST in the literacy section year–on-year, Taiwanese should be well-equipped with new knowledge and literacy (Ministry of Education, Taiwan; 1999, 2000, 2003, 2005). One of the ways to make education and training more accessible is by providing better infrastructure, such as building new libraries and providing more books, as well as upgrading the teaching and learning practices through teacher training. There is also an urgent need to improve the declining standards in Chinese literacy (Ministry of Education, Taiwan; 1999, 2000, 2003, 2005). In 2000, the Taiwan Education Commission proposed a Reading Project in an attempt to deal with these challenges, which included the whole language approach (MOE, 2000). This approach was the key guideline for the implementation of the aims of early childhood education for the twenty-first millennium. Therefore, many nurseries and kindergartens claim that they have applied the whole language approach as part of their teaching policy, and have treated it as an important element of their curriculum design. In order to explore the understanding of Taiwanese early year‟s teachers regarding whole language approach and its implementation, a total of 200 questionnaires were delivered to teachers at nurseries and kindergartens. 169 were completed and analyzed. In addition, three Taiwanese nursery teachers participated in an in-depth qualitative study to investigate the implementation of the whole language approach and to explore their understanding of it. During the course of the investigation, their beliefs about literacy teaching and the extent to which those beliefs are reflected in their classroom practices were examined. Their framing of the whole language approach was tracked for more than four months by means of interviews and classroom observations. The wealth of data and information collected revealed that although the whole language approach may be positively mandated on a large scale, individual differences between teachers may make the implementation of any such approach or reform more variable in its impact than researchers and policy makers would expect. The findings indicate that, while teachers sought to include the whole language approach into their literacy teaching, their thinking often shifted and their concept of the whole language approach and literacy learning and teaching fluctuated. The findings also highlight the complexity of these views. The key influences on teachers‟ perceptions of literacy and literacy teaching form a continuum, ranging from a purely discrete skill-based curriculum, which reflects traditional Confucian beliefs, to social interaction, which supports the integration of the whole language approach. This range of beliefs is informed by a variety of different influences, including the experience of teachers; their personal background; their understanding of the needs of parents, as well as those of school requirements; government suggested guidelines, and, finally, cultural demands. Each of these influences represents a unique challenge to the beliefs of teachers. When drawn together, the combination of influences that emerge illustrates the complex ways in which teacher beliefs inform their pedagogical practice. What the data reveals is that the pedagogical practices of teachers were pushed and pulled by these intervening forces, along a continuum between a whole language approach and a more traditional skill-based teaching. Therefore, it is not that they were slow to adopt the utopian whole language approach in practice, nor were they reluctant to change, but that their practice was in reality always constrained by these forces. The findings also indicate that there are immense difficulties in understanding the concept of the whole language approach and a gap between the practitioners‟ espoused theories and practice. The study revealed the complex nature of learning and teaching and the core issue for implementing reform, namely, the need to bridge the gap between theory and practice. Based upon the findings of the study, implications for practice are also considered, namely, the need for government funding and subsidies to help nursery schools to mediate market forces; the restructuring of the bureaucratic and hierarchical management in nurseries; the empowerment of teachers through nurturing their pedagogical competence; support of professional career training; and the ongoing development and reformation of the philosophical underpinnings of teacher training.

In this dissertation I consider the question, "Is it possible to think the subject qua subject or must any theoretical attempt to understand the subject necessarily reify it?" To answer this question, I appealed to Immanuel Kant's distinction between theoretical and practical reason, noting that practical reason could think the subject as a free soul rather than as a naturally-determined object. I then divided the sciences of the subject into four general types to determine which science could think the subject qua subject. Three sciences were shown to necessarily reify the subject: empirical psychology, rational psychology, and heteronomous ethics. I then paralleled Kant's insight with Michel Foucault's analyses of the human sciences, showing the concrete consequences of objectification. Using Foucault's work on ethical practice and askesis as a guide, I returned to Kant and explained how practical reason can think the subject qua subject only insofar as it considers the subject as something to be made rather than a theoretical object to know. I then posed the question, “What are the necessary conditions for someone to be a subject of possible experience?” which led into a Kantian-inspired theory of love and intersubjectivity. Finally, I concluded that contemporary psychology is mired in an impasse between happiness and freedom, insofar as therapeutic practice is no longer an ethic. I suggest the need for a practical psychology to solve this impasse. / McAnulty College and Graduate School of Liberal Arts; / Philosophy / PhD; / Dissertation;

Abstract This dissertation focuses on the perceptions of the school principals, general education teachers, and special education teachers about practices and processes that support the inclusion program. High stake holders in schools and parents of students with disabilities are advocating for the improvement of the quality of the inclusion as an academic service delivery model. This study is significant because the number of students with disabilities being placed in the general education classroom continues to increase, and the federal and the state mandates are holding school districts and schools accountable for all students’ academic performance, including students with disabilities. A collective case study approach was used in this study to explore the lived experiences of school principals, general education teachers, and special education teachers with the inclusion program. Through the lenses of Bolman and Deal’s Four Frames of Leadership theoretical framework, as well as the Differentiation of Instruction model, the researcher explored the practices and processes that support the inclusion program at public elementary schools. Through semi-structured interviews, classroom observations, and document analysis, data were collected and analyzed using a constant comparative analysis approach. The first research question investigated the beliefs and attitudes school principals, general education teachers, and special education teachers perceive to support the inclusion program. The second research question inquired about the relationships they perceive to support them in implementing the inclusion program. The third research question examined the structural practices they believe support the inclusion program. The fourth research question studied the leadership aspect they perceive support the inclusion program. The fifth research question looked into the inclusiveness of instructional practices. The common themes: (a) positive attitude and self-efficacy,(b) relationships,(c) collaboration, (d) distributive leadership and resources, and (e) differentiation of instruction and accommodations emerged from data. A uniformed district policy procedure vis-a`-vis the inclusion program, a positive culture about the inclusion program, a balanced leadership approach between the human needs and the schools’ goals, structures to foster collaboration, the application of the principles of the distributive leadership, and the implementation of inclusive instructional practices were evident in the schools.

Bilingualism and multilingualism are phenomena dominantly present in today’s globalized world. Sweden is not an exception and its international character is apparent in all domains, such as politics, business and education. English is perceived more as a second language rather a foreign one, taking into consideration the numerous bilingual and international schools of the country that promote the acquisition of Swedish and English from an early age. Teaching in bilingual classrooms may cause challenges due to students’ different linguistic abilities and background and thus, teachers are responsible to maintain a balance between both languages. The particular study has a two-fold aim; at first place, it analyzes theories of bilingualism that are directly related to pedagogical and teaching practices as well as the relation between bilingualism and brain functions. The purpose is to identify how these theories are reflected into everyday classrooms through teachers’ methods. The second part of the research is the examination of the contextual background of Sweden in terms of linguistic hierarchy, the aims of society to bilingual education and laws regarding languages and teacher training. The purpose is to outline the extent to which this background is applied into actual contexts. Therefore, the third part is the empirical study that is a comparative case-study through a qualitative approach into two bilingual schools in Sweden. The central focus is on teachers’ opinions about challenges, teaching methods and personal reflections and the identification of differences and similarities. The critical analysis of the three main parts enables the researcher to reach conclusions where certain points and issues are outlined along with possible solutions. The goal of the study is not the generalization of data but a focus on individuals and reflection of real situations that sets the basis for research in larger scales.