Yes / University lecturers are required to undertake teaching and also to produce high quality papers for REF. This can be a very hard situation, especially for early career researchers. They always face the diplomas of no starting-up funding and no man power to start a new research area. This could be very challenging. Apart from constantly pursing funding and establishing collaboration, I integrated student research projects teaching into my own research. I summarise main points which help me to achieve. 1) Designing a multidisciplinary project. Research informed teaching is the key to success. Based on my own research plan, I designed interdisciplinary project to attract students with particular attention to decompose comprehensive research proposal into small parts which is achievable within students’ ability and time scale. For example, in the past two years I designed a series projects for final year undergraduates and MSc students based on my own projects of “interaction of nanoparticle with cell membrane”. Within these projects, students will have chance to expose themselves to research. For example, students will be able to explore new research area of nanotechnology, especially on nanoparticles; basic biological lab skills like cell culture, treating cells with toxins; and physiological implication of nanoparticles interacting with human body etc. These greatly inspire students thinking. At the meantime, giving student freedom and full supervision allow them to be successful. Through carefully supervision I am confident that I could get preliminary data from students’ experiments for my grant application. 2) Integrating resources to exert full. I deliberately arranged students at different levels to join in my own project at different stages. For example, final year undergraduate projects starts from Oct every year and last till March, then MSc project starts from Feb every year and last till August. I also apply for small funds to have summer students from July to Sept. Therefore I can always have students doing some experiment in the lab. The budgets from student projects are really good boost and supplementary for my own project. There is also a consistency in the projects to avoid waste and unnecessary repeat. I included students in materials, equipment preparation and explained key updated skills to increase students’ passion and to inform them of how to start a new topic from scratch. 3) Setting high standard to achieve. I continuously encourage students to achieve. It would be great to have someone who can work through whole period of your new research proposal. I particularly encourage students to design experiments, to deliver ideas, to write scientific reports for conference, and even to draft paper for submission. This would not only help students for their future career but also help myself to quickly build up my own research. It is hard process but worth.

Der Autor gehört zu den produktivsten und kreativsten Historikern der jüngeren Generation (Jg. 1967) von DDR-Forschern. Nach Standardwerken zur Hochschulpolitik der SED, zur Geschichtswissenschaft der DDR, zum Volksaufstand von 1953 und zur Friedlichen Revolution legt der Projektleiter der Abteilung Bildung und Forschung der Stasi-Unterlagenbehörde nun eine Geschichte der Staatssicherheit vor. Gerade auf Grund seiner beruflichen Stellung und Erfahrung erscheint Kowalczuk zweifellos besonders geeignet, um die kaum noch zu überblickende Flut an Spezialliteratur zur Stasi zu systematisieren und in ein eigenes Forschungskonzept zu integrieren.

D.Cur. / The purpose of this study was to evaluate the quality of professional conduct by the nursing practitioner in clinical nursing care as reflected in post laparotomy and respiratory disorders in selected public hospitals in the Northern (Limpopo) Province, and to develop a programme to improve the quality of professional conduct by the nursing practitioner in public hospitals. Professional conduct in this study refers to the level of compliance with the SANC/Muller (1999) practice standards as refined by the researcher. The following dimensions are addressed in relation to post laparotomy patients and patients with respiratory disorders: knowledge, skills/competencies, scientifically-based care, recording, teamwork/networking, health promotion, therapeutic environment and accountability. The hypothesis for this study was that the quality of professional conduct by the nursing practitioner in clinical nursing care as reflected in post laparotomy and respiratory disorders is inadequate and non-compliant with the standards and criteria in selected public hospitals in the Northern (Limpopo) Province. The following research questions were addressed: a) What is the quality of professional conduct by the nursing practitioner in clinical nursing as reflected in practice setting of post laparotomy and respiratory disorders in selected public hospitals in the Northern (Limpopo) Province? b) What professional conduct programme should be developed to improve compliance with the standards and criteria? A quantitative evaluative descriptive and contextual survey was conducted consisting of: 1. Refinement of standards by the researcher 2. Baseline survey to evaluate the quality of professional conduct by the nursing practitioner in clinical nursing care as reflected in post laparotomy and respiratory disorders; 3. The development of a professional conduct programme as a remedial action strategy. The data collection method utilised strategies such as the use of trained evaluators, direct and indirect observations, individual and group interviews, and documentation analysis. Population and samples were selected from public hospitals that offer clinical nursing care to both post laparotomy patients and patients with respiratory disorders. The units that offered clinical nursing care to the same patients and the nursing practitioners who provide clinical nursing care to these patients were selected. A three point rating scale consisting of compliance (C) = 1, partial compliance (PC) = 0.5 and non-compliance (NC) = 0.0 was used to collect data. Statistical analysis system was used by the statistician to analyse the data. Individual items were analysed and percentages calculated. Then mean (M) and standard deviation (SD) on individual standard were determined. The results revealed that for practice standard one the nursing practitioner showed partial compliance (M = 0.375; SD = 0.197); practice standard two, the nursing practitioner showed partial compliance (M = 0.355; SD = 0.267) slightly lower than standard one; practice standard three the nursing practitioner showed non-compliance (M = 0.319; SD = 1.211); practice standard four, the nursing practitioner showed partial compliance (M = 0.552; SD = 0.180); practice standard five, the nursing practitioner showed partial compliance (M = 0.397; SD = 0.220); practice standard six, the nursing practitioner showed non-compliance (M = 0.238; SD .= 0.257), the lowest of all the standards; practice standard seven, the nursing practitioner showed partial compliance (M = 0.396; SD = 0.237); and practice standard eight, the nursing practitioner demonstrated partial compliance (M = 0.530; SD 0.267). The first research question was what is the level of compliance by the nursing practitioner with the standards and criteria in clinical nursing care in public hospitals in the Northern Province? The overall results for the eight standards showed partial compliance (M = 0.380; SD = 0.175). The second research question was what professional conduct programme should be developed to improve compliance with the standards and criteria. The professional conduct programme was developed based on the SANC/Muller practice standards as the theoretical foundation. Further analysis was done on contributory factors. There was a relationship between the recording format (78.9% inadequate) and compliance with practice standard three; scientifically-based recording on patient records rated low at all the selected hospitals (M = 0.319; SD = 0.211). There was also an association between supervision/support (85% inadequate) and practice standard six, indicating non-compliance (M = 0.238; SD = 0.257) and practice standard seven (M = 0.396; SD = 0.237). A relationship between availability of stock and supplies (69.4% inadequate) and practice standard one and two, was observed (M = 0.375; SD = 0.197) and (M = 0.355; SD = 0.269) respectively. There was, however, no relationship between staffing and the practice standards;