The purpose of this research was to evaluate a Continuing Professional Development (CPD) programme for football coaches working in Planning, Preparation and Assessment (PPA) time in schools. PPA time was introduced for all teachers in 2005 as part of a seven stage response to the 2003 workload remodelling act and aimed to support the dual aims of addressing teacher workload and raising educational standards (DfES, 2003). To do this coaches’ were required to work against the definition of specified work. Specified work is defined as specified by Baalpe (2005: 4) as: “Planning and preparing lessons and courses for pupils. Delivering lessons to pupils – including distance learning or computer-aided techniques. Assessing the development, progress and attainment of pupils. Reporting on the development, progress and attainment of pupils.” The evaluation adopts a realist case study methodology which aims to understand the relationship between the initial context, mechanism for change and the initial outcomes of the CPD programme (Pawson and Tiley, 1997; Pawson, 2003; Pawson, 2006). The delivery of the CPD programme was underpinned by constructed and situated theories of learning (Lave and Wenger, 1991; Kirk and Macdonald; 1998, Wenger, 1998) that emphasised the synergy of new and old knowledge encouraging the coaches to develop both practical and ontological knowledge, skill and understanding. These intended outcomes were supported by the CPD programme being delivered through a critical pedagogical perspective (Kirk, 2000) that challenged the coaches to consider knowledge, either accepting or rejecting the knowledge being presented by the programme. The initial context findings showed that the coaches did not have the necessary knowledge, skill and understanding to work against the definition of specified work in PPA time. The initial mechanism for change highlighted that there were positive relationships between initial context and the mechanisms used in the CPD programme, which included practical coaching sessions, DVD analysis and working with other coaches. The initial outcomes further supported the mechanism of change and showed that for some of the coaches knowledge, skill and understanding had developed but also identified some mechanistic blocks that prevented the coaches from developing their knowledge, skill and understanding in relation to working in PPA time and operating against the definition of specified work; these included the coaches’ relationship with schools and the support the Community Sports Trust managers provided the coaches. The study concludes that future CPD should concentrate on how schools and Community Sports Trusts can raise the standards of Physical Education lessons covered by external coaches and how this can be developed, as opposed to focussing more narrowly on what knowledge sports coaches require to deliver specified work and how can this best be developed. The thesis proposes that the CPD should be multi-agency and multi-structure and include schools, teachers, Community Sports Trust managers and coaches and aim to develop an ontological perspective which develops and refines the practical skills that will allow coaches to work against the definition of specified work.

This thesis includes an Introduction, which explains some of the ideas and procedures involved in a series of compositions I produced during the period from October, 2008 through November, 2011, a discussion of the works themselves individually and in roughly the same chronological order in which they were composed, and a summary of Conclusions which may be drawn. Included as an Appendix are texts for reference while listening to the vocal works. Complete scores of the works with representative recordings make up the main body of the thesis, except in the case of the solo piano suite Equilibria, where the score is included but the work remained unrecorded at the time of submission. Ideas discussed include some which unite or distinguish the processes of musical improvisation with/from more methodical modes of composition. Also the theme of musical collaboration is considered in contrast to the notion of the composer who works – or appears to work – in isolation. Research into traditions of music is regarded as important to compositional practice overall. Among the Conclusions is that my own orientation to these ideas places me in the category of post-minimalist composers. Throughout this discussion I have involved commentary from other relevant and important thinkers, critics and composers.

In this study, 114 kindergarten through third grade teachers were surveyed using The Survey of Preparedness and Knowledge of Language Structure Related to Teaching Reading to Struggling Students to investigate how teachers perceived their preparedness to teach emergent and struggling readers, their knowledge level in the areas of phonemic awareness and phonics, their certainty of their knowledge level, and the extent they were able to define and apply this knowledge. Two groups of schools were compared. In one group, 60 teachers were using a school-wide, code-based reading program (CBRP), and in the other group 54 teachers were not (NCBRP). Both groups averaged 63% on the survey, and no significant differences existed between the two groups on levels of preparation or knowledge base. CBRP teachers believed they possessed more knowledge than the NCBRP teachers, although, they did not. The majority of teachers did not possess the necessary code-based reading knowledge, concepts, or skills to teach beginning and struggling readers. Thus, teacher preparation programs continue to fall short in providing teachers with adequate training on English language structure.

The overall goal of the research was to deepen our understanding of the culture of college access work through the views of practitioners who design and staff college access programs. This study sought to explore the values, standards, philosophical foundations, career patterns, and networks that influence and guide the work of college access professionals. The study was based primarily upon interviews with twenty college and university professionals who work in the state of Arizona and an analysis of the professional associations in which they participate. The study was modeled after Becher's analysis of the culture of academic disciplines and interview questions fell in the following categories: 1) characteristics of the field, 2) epistemological issues, 3) career patterns, 4) reputations and rewards, 5) professional activity, and 6) value systems. Results indicate that college access professionals tend to describe their work in terms of programs and services to students, family engagement, and developing capacity in the schools. The use of research varies amongst practitioners. The change in the scope of college access work and the growth in the field have also led to the creation of new professional associations. Implications of the study include the need for practioners and professional associations to collaborate, and the need for practitioners to build their knowledge base of the research supporting their work.

The tested phytogenic preparation 1317 Digestarom Geflügel Premium positively influenced the changes in blood indicators, stimulates the growth and meat quality of chickens broilers.

The work presented in this thesis aims to further the understanding and implementation of the Baculovirus Expression Vector System (BEVS) for varied uses such as protein production and viral vector production. To this end, three projects have been presented, two of which deal with methods to quantify baculovirus titres and the last deals with tracking baculovirus transcripts in infected insect cells. The first project examined assumption-free analysis as a method for data analysis of Real Time PCR data in order to enable direct comparison of baculovirus titres between samples, without the need for a traditional standard curve. It concluded that assumption-free analysis was well suited for this purpose and fold differences of baculovirus titres of different samples obtained using this method corresponded to real differences in sample titres. The second project aimed to develop a cheap and reliable method for sample preparation for Real Time PCR which would remove the need for the use of commercially available extraction kits. Samples were subjected to various combinations of Triton X-100 at different concentrations and different numbers of freeze/thaw cycles in order to determine the combination which would provide the best baculovirus genome exposure. One of these combinations was found to be at least as good as commercially available kits in reliably extracting baculovirus DNA and providing baculovirus titres that are at least as accurate. The third project was a preliminary study examining the effects of multiplicity of infection on the levels of baculovirus Gp-64 transcript in insect cell culture. The study concludes that at high multiplicities of infection, there seems to be no increase in baculovirus transcripts when the multiplicity of infection is further increased. This study served to allow for familiarization with tracking transcript levels, and the principles and techniques demonstrated here will form the basis for an exhaustive future study on the same subject.

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This study examined the experiences of Aboriginal students at a university in Manitoba in terms of what supports kept them registered and what institutional factors contributed to their success. The aim of this research was to inform educators, administrators, and students of the needs of Aboriginal learners at the post-secondary level and what supports and experiences fostered these learners’ success. This research included the gathering of data from eight Aboriginal students who were registered in undergraduate university programs in Manitoba. The findings suggest that Aboriginal students who are assisted with setting clear academic and career goals prior to post-secondary enrollment, are provided with adequate academic preparation before entering post-secondary studies, are able to access the specialized approaches and supports currently available, and are able to form meaningful and reciprocal relationships with faculty and peers at university or college are more likely to succeed. The conclusions of the study are two: (1) that advisement dialogue prior to enrollment and upon registration needs to be expanded; and (2) that Aboriginal students must be provided with increased opportunities to develop self-esteem, confidence, and a sense of belonging.