The secondary use of Dementia Care Mapping (DCM) data, if that data were held in a data warehouse, could contribute to global efforts in monitoring and improving dementia care quality. This qualitative study identifies requirements for the secondary use of DCM data within a data warehouse using a user-driven approach. The thesis critically analyses various technical methodologies and then argues the use and further demonstrates the applicability of a modified grounded theory as a user-driven methodology for a data warehouse. Interviews were conducted with 29 DCM researchers, trainers and practitioners in three phases. 19 interviews were face to face with the others on Skype and telephone with an average length of individual interview 45-60 minutes. The interview data was systematically analysed using open, axial and selective coding techniques and constant comparison methods. The study data highlighted benchmarking, mappers’ support and research as three perceived potential secondary uses of DCM data within a data warehouse. DCM researchers identified concerns regarding the quality and security of DCM data for secondary uses, which led to identifying the requirements for additional provenance, ethical and contextual data to be included in a warehouse alongside DCM data to meet requirements for secondary uses of this data for research. The study data was also used to extrapolate three main factors such as an individual mapper, the organization and an electronic data management that can influence the quality and availability of DCM data for secondary uses. The study makes further recommendations for designing a future DCM data warehouse.

Multicultural countries such as England have recognised the need to multiculturalise their mathematics curricula to cater for the needs of all ethnic/cultural groups, to encourage racial harmony and have pupils of a specific culture learn about, and accord respect to, another culture (Duncan, 1986;Dyson, 1986; Gilbert, 1984). However, in South Africa, a multicultural country with its large Black majority, such an approach has not been given the necessary attention. Laridon (1990) has criticised the way in which curriculum development in mathematics is conducted in South Africa. He describes it as a "top-down" approach and based on input from non-representative samples of teachers and not taking into account the needs of all cultural groups in South Africa. He criticises the manner in which topics are added to or removed from the syllabus and calls this "syllabus tinkering". With a number of, mostly English medium, schools opening their doors to all races, it is possible that certain cultural groups are at a disadvantage when compared with others if modifications to the syllabus, to accommodate their needs, are not made. This study is a small scale case-study, conducted at Woolhope Secondary, a predominantly Indian school, but with a significant number of Black pupils (approximately 25%). The study focusses on the need for a multicultural approach to mathematics curriculum design. The views of the senior mathematics pupils and mathematics teachers are considered in this regard, and together with the relevant literature, broad guidelines for a multicultural mathematics curriculum design in South Africa are suggested.

The aim of my diploma thesis is to explore the wakeboard market in the Czech Republic by revealing, describing and developing the profile of segments in this market. I used primary and secondary data. Primary data I gained through primary research (on-line questioning). This information I then processed in the statistical program SPSS Statistics. Secondary data I gained from the data MML/TGI, which are included in the program Data Analyzer. Based on the outputs of the two programs I revealed, described and interpreted the individual segments. With this interpretation, I was able to make a suggestion marketing recommendation that might be in the market of the Czech Republic very useful.

The secondary use of Dementia Care Mapping (DCM) data, if that data were held in a data warehouse, could contribute to global efforts in monitoring and improving dementia care quality. This qualitative study identifies requirements for the secondary use of DCM data within a data warehouse using a user-driven approach. The thesis critically analyses various technical methodologies and then argues the use and further demonstrates the applicability of a modified grounded theory as a user-driven methodology for a data warehouse. Interviews were conducted with 29 DCM researchers, trainers and practitioners in three phases. 19 interviews were face to face with the others on Skype and telephone with an average length of individual interview 45-60 minutes. The interview data was systematically analysed using open, axial and selective coding techniques and constant comparison methods. The study data highlighted benchmarking, mappers’ support and research as three perceived potential secondary uses of DCM data within a data warehouse. DCM researchers identified concerns regarding the quality and security of DCM data for secondary uses, which led to identifying the requirements for additional provenance, ethical and contextual data to be included in a warehouse alongside DCM data to meet requirements for secondary uses of this data for research. The study data was also used to extrapolate three main factors such as an individual mapper, the organization and an electronic data management that can influence the quality and availability of DCM data for secondary uses. The study makes further recommendations for designing a future DCM data warehouse.

The purpose of this study was to compare instructional effectiveness of traditional animal dissections and computer simulation dissections related to student achievement and attitudes.

Competitive Intelligence as a supporting system for strategic management system provides system of data collection and analysis for the creation of competitive intelligence for strategic decision making in the company. This thesis analyzes the possibilities, advantages and pitfalls of setting up the system and focuses on both theoretical analysis of operation of the unit, and practical implications of its introduction in the company. The work evaluates the benefits of this system for the company and the particular example demonstrates the way the department works and creation of competitive intelligence, competitive intelligence.

This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy theory is used to describe the four phases of the problem posing process in shaping student research and action. Grounded in Freire's approach and consistent with Dewey and others who advocate inquiry, action and relevance, Wink's process is built into the instructional plan described in this study. Because of the real-life context of the classroom and the complex social phenomena being considered, a case study methodology was utilized in which multiple sources of data converged to develop the themes. Data sources included the work and artifacts of ten students in a tenth grade English class during the spring semester of 2008. The analysis focuses on the supports, the constraints and the impact of problem posing on the high school research assignment. The analysis, findings, and conclusions contribute to the literature in three areas: audience, reflection and grading.

The aim of the thesis is to undertake primary and secondary market research for a well established company selling musical instruments. The theoretical part of the thesis is focused on explaining the problems of marketing research and business environment of the enterprise. The practical part of the thesis is engaged in the implementation of primary research focused on the analysis of customer´s satisfaction. In addition to primary research, practical part deals with the secondary research, which focuses on the comparison of services offered by analyzed company and its competitors.

Thesis ((Ph.D. (Mathematics Education)) -- University of Limpopo, 2016 / The focus in this thesis was on the approaches that seek to compare two study arms in the absence of randomisation when the interclass correlation coefficient is greater than zero. Many reports on performance of learners in Grade 12 have used ordinary regression models (such as logistic regression model and linear regression models) which ignore clustering effect, and descriptive statistics (e.g., averages and standard deviations for continuous variables, and proportions expressed as percentages and frequencies). These models do not only bias point estimates but also give falsely narrow confidence intervals. The study was applied to two of the nine provinces of South Africa: Gauteng Province and Western Cape Province in 2008, 2009 and 2010 academic years. Causal models, and in particular, hierarchical models (or disaggregated approach), unlike descriptive analyses, are more powerful as they are able to adjust for individual covariates. For the analysis of continuous variables; Western Cape Province was expected to significantly score higher marks than Gauteng Province in 2008 (Crude estimate: 0.782) and 2009 (Crude estimate: 0.957 ) while Gauteng Province was expected to score higher marks than Western Cape Province in 2010 (Crude estimate: −0.302). Adjusted models indicate that Western Cape Province performed better than Gauteng Province in 2008 and 2009 but not in 2010 where Gauteng Province performed better than Western Cape Province after adjusting for gender. In case of binary outcome; the crude estimates favoured Western Cape Province than Gauteng Province in 2008 (Odds ratio = 1.16) and 2009 (Odds ratio = 1.19). Otherwise, the crude estimates favoured Gauteng Province in 2010 (Odds ratio = 0.11). The proportion of female learners in Gauteng Province ranged between 54.48% and 54.99%, while in Western Cape Province it ranged between 56.78% and 57.16%, in 2008 through 2010 academic years. Proportion of female learners in Western Cape Province were found to be higher than those in Gauteng during this period. At least 70.42% of learners in Gauteng and at least 73.96% of learners in Western Cape Province passed Grade 12 during the years 2008 to 2010. Through the application of causal model we have learned that although gender is not a significant predictor of the overall learner performance in Grade 12, the effect of gender gave the mixed findings depending on the nature of the outcome. The xi effect of gender on continuous endpoint (marks) suggests that a model of single-sex classrooms or single-sex schools may be adopted so as to mitigate the inherent perceptions and stereotype regarding learner-gender. However, the results based on binary endpoint (pass/not pass) suggest that coeducation system is the best bet. A school quintile is a significant predictor of the overall learner performance in the two provinces. The resourceful schools are more likely to produce learners with higher marks. Also, the resourced schools than the less or under resourced schools are more likely to produce the favourable results (higher marks (%) or/and pass) in the two provinces.

The study investigated South African Grade 10 Physical science learners’ reasoning about basic chemical phenomena at sub-microscopic level. The study adopted a non-experimental, exploratory and descriptive method and was principally guided by the ex-post facto research design using a concurrent embedded strategy of mixed qualitative and qualitative approach. A total of 280 grade 10 physical science learners in their intact classes and six of their teachers participated in the study. The 280 physical science learners comprised of 100 students from two top performing schools, 100 learners from two middle performing schools and the last 80 learners were drawn from two poor performing schools in Gauteng Department of Education’s Tshwane North District. A two-tier multiple-choice paper and pencil Test of Basic Chemistry Knowledge (TBCK) based on the three levels of chemical representation of matter was administered to the 280 physical science learners in their Grade 11 first term to collect both quantitative and qualitative data. In addition to the TBCK, focus group discussions (FGDs) with learners, teacher interviews and document analysis were used to triangulate data. The results revealed that most Grade 10 learners find it easy to identify pure elements and the solid state but find it difficult to negotiate between the three levels (macroscopic, sub-microscopic and symbolic) of chemical representation of matter. It became clear that learners experienced more difficulties in the concepts of basic solutions, acidic solutions, concentration and ionic compounds in solution. It also became apparent that some learners could not tell differences between a diatomic element and a compound indicating conceptual problems when they reason at particle level, and as a result they could not identify a mixture of elements. The results also indicated that the concepts of pure compounds and mixtures of compounds were not easy to comprehend as most learners took a pure compound for a mixture of atoms and a mixture of compounds for a mixture of elements. It is therefore concluded that learners find it difficult negotiating the three levels of chemical representation of matter. However, it is not clear whether the misconceptions the learners showed could be completely attributable to the concepts involved or the nature of the sub-microscopic models that were used in the test as it was also revealed that most teachers were not using sub-microscopic representations during instruction to enable learners to think at particle level. Furthermore, justifications to the multiple-choice tasks revealed lack of understanding of basic chemical concepts as well as language problems amongst learners as they could not clearly express their reasoning. Based on the results, some recommendations to educators, chemistry curriculum planners, teacher education and the chemistry education research field are suggested. / Science and Technology Education / D. Phil. ((Philosophy in Mathematics, Science and Technology Education)