Thesis (MTech(Education in the School ofTeachers Education)) --Cape Technikon, Cape Town, 1996 / Students today fuce increasing demands and challenges. This has important implications for education and its relevance in a rapidly changing world. It is against this background that the problem ofsuccess or failure at tertiary level, especially in the first year of study, is particularly significant as is evident from increased interest in and research undertaken into the factors and determinants involved in success or failure. Two variables that have received considerable attention in recent studies are (1) approaches to studying and (2) locus of control. They have been investigated both as independent factors and as part of a cluster of factors, but the relationship between these two variables has not yet been explored within the technikon context. In terms of students' approaches to studying there are two important schools of thought. One model (Entwistle & Ramsden, 1983) focuses on qualitative differences between the different categories ofapproaches to studying. In terms ofthis model students are classified as either using a reproducing/surface, a meaningldeep or an achieving/strategic approach. The 'Qualitative Individual Differences' model (Meyer, Parsons & Dunne, 1990a; 1990b), emphasises the qualitative individual differences in terms ofstudents' approaches to studying. This model defines the concept ofstudy orchestration as the contextualised study approach individual or groups of students adopt. The term orchestration captures the unique nature of individual approaches to studying viewed as a qualitative responsive approach to a qualitatively perceived educational context. The first model therefore views approaches to studying mainly from the point ofview of categorical differences, whereas the second focuses on qualitative individual (across and within categories) differences. In this study students' approaches to studying were measured by the Extended Approaches to Studying Inventory (EASI), a variation on the original Approaches to Studying Inventory (ASI) developed by Entwistle & Ramsden (1983)

Doctor of Philosophy (PhD) / Although registered nurses have a plethora of information sources available to assist them in making clinical decisions, how this information informs such decisions is not well understood. Through the work undertaken in this thesis a deeper understanding of information use in clinical practice is developed. Information use in clinical uncertainty is explored, specifically in the context of making decisions about enteral feeding practices within critical care environments. Instrumental case studies were used to access the information use processes of registered nurses working in an intensive care unit. Two case sites (a Level III intensive care unit in metropolitan teaching hospital and a Level II intensive care unit in a district hospital) were selected for the purpose of theoretical replication. Data were collected to inform specific issues. Concurrent verbal protocols (think aloud), observation and retrospective probing were used to explore documented clinical decisions and the information used to inform those decisions. Q sorting was used to determine the accessibility and usefulness of information available to participants and focus groups were used to explore senior nurse clinician’s perceptions of the authority of the identified information sources. A synthesis of findings from the two case sites highlighted three key issues. First, natural testimony (the use of personal communication to obtain information) was privileged over other, more formal sources of information however the veracity of the information obtained through natural testimony was not explicitly assessed. Registered nurses relied on the credibility of the person providing the information, leaving the information itself unchallenged. The clear reliance on information accessed through natural testimony, but the evident lack of critical evaluation of information obtained in this way, indicates a need for the development of strategies for the critical assessment of the accuracy of this clinical information. Second, the findings highlighted nurses’ use of clinical inquiry. Nurses used clinical inquiry to resolve clinical uncertainty as well as for logistic reasons. Participant’s use of inquiry was influenced by their approach to work, the impact of both organisational and personal perspectives on the perceived value of their work; and by models of clinical leadership where an investment in relational capital was considered a strategy to positively influence a culture of inquiry. Although organisational documents which are designed to ensure quality and consistency of patient care as required by current clinical governance strategies were considered useful, these document were not widely used as a primary source of information. The use of organisational documents, as well as the need to practice in concert with such documents, was identified as a factor negatively impacting on the development and support of nurses’ use of clinical inquiry. Third, findings addressed the usefulness of information for clinical decisions and the resolution of clinical uncertainty. The usefulness of information was influenced by its relevance to a clinical question or information deficit, and by the media used to convey the information. In general, print based media was considered more useful than other forms such as electronic documents. While original research was not considered useful, nurses valued research-based practice and responded positively to incorporating research into practice, particularly if research was pre-appraised by colleagues who were able to disseminate research findings to the clinical area and facilitate its use in clinical practice. This case study indicates that information use is less about individuals and the clinical context in which they are making decisions, and more about the social, cultural and organisational influences that shape decision making, and the information selected to support those decisions. The preference for natural testimony as information in decision making may, on first consideration, be viewed as undesirable in a work context that relies on accurate and consistent documentation. Determining the credibility of the information provider and the accuracy of the information itself is also challenging in an environment where this type of information and the approach to accessing it is selected for its ease of accessibility and the speed at which it can be applied. Yet, the pervasiveness with which nurses rely on others for information suggests verbal testimony is important in the context of clinical practice and highlights the need to develop a clearer understanding of why nurses privilege this information. Therefore verbal testimony must be considered carefully as a strategy for providing information, particularly research-based information and this study therefore highlights the need to develop strategies that enable those providing information to convey their expertise as a clinician as well as a user and provider of information. The organisational culture and work structures currently in place in Australia are unlikely to undergo significant change in the coming years, therefore their impact on information use warrants careful consideration. The nursing profession and the higher education sector aim to foster through inquiry, the independent, evidence-based practice of registered nurses. Health care organisations also highly value independent, evidence-based practice but also promote patient safety through use of current clinical governance strategies. While these two goals can be complimentary they also create tension when clinical governance strategies stifle inquiry and independent decision making of registered nurses. Ultimately, the current health care system in Australia and the wider community expect an evidence base for practice together with clinical governance strategies that promote safe practice. Nurses, as part, of this system must be accountable for both in the context of their clinical practice. We therefore need with some urgency to determine how to best balance these complementary and simultaneously competing ideals.

Doctor of Philosophy (PhD) / Although registered nurses have a plethora of information sources available to assist them in making clinical decisions, how this information informs such decisions is not well understood. Through the work undertaken in this thesis a deeper understanding of information use in clinical practice is developed. Information use in clinical uncertainty is explored, specifically in the context of making decisions about enteral feeding practices within critical care environments. Instrumental case studies were used to access the information use processes of registered nurses working in an intensive care unit. Two case sites (a Level III intensive care unit in metropolitan teaching hospital and a Level II intensive care unit in a district hospital) were selected for the purpose of theoretical replication. Data were collected to inform specific issues. Concurrent verbal protocols (think aloud), observation and retrospective probing were used to explore documented clinical decisions and the information used to inform those decisions. Q sorting was used to determine the accessibility and usefulness of information available to participants and focus groups were used to explore senior nurse clinician’s perceptions of the authority of the identified information sources. A synthesis of findings from the two case sites highlighted three key issues. First, natural testimony (the use of personal communication to obtain information) was privileged over other, more formal sources of information however the veracity of the information obtained through natural testimony was not explicitly assessed. Registered nurses relied on the credibility of the person providing the information, leaving the information itself unchallenged. The clear reliance on information accessed through natural testimony, but the evident lack of critical evaluation of information obtained in this way, indicates a need for the development of strategies for the critical assessment of the accuracy of this clinical information. Second, the findings highlighted nurses’ use of clinical inquiry. Nurses used clinical inquiry to resolve clinical uncertainty as well as for logistic reasons. Participant’s use of inquiry was influenced by their approach to work, the impact of both organisational and personal perspectives on the perceived value of their work; and by models of clinical leadership where an investment in relational capital was considered a strategy to positively influence a culture of inquiry. Although organisational documents which are designed to ensure quality and consistency of patient care as required by current clinical governance strategies were considered useful, these document were not widely used as a primary source of information. The use of organisational documents, as well as the need to practice in concert with such documents, was identified as a factor negatively impacting on the development and support of nurses’ use of clinical inquiry. Third, findings addressed the usefulness of information for clinical decisions and the resolution of clinical uncertainty. The usefulness of information was influenced by its relevance to a clinical question or information deficit, and by the media used to convey the information. In general, print based media was considered more useful than other forms such as electronic documents. While original research was not considered useful, nurses valued research-based practice and responded positively to incorporating research into practice, particularly if research was pre-appraised by colleagues who were able to disseminate research findings to the clinical area and facilitate its use in clinical practice. This case study indicates that information use is less about individuals and the clinical context in which they are making decisions, and more about the social, cultural and organisational influences that shape decision making, and the information selected to support those decisions. The preference for natural testimony as information in decision making may, on first consideration, be viewed as undesirable in a work context that relies on accurate and consistent documentation. Determining the credibility of the information provider and the accuracy of the information itself is also challenging in an environment where this type of information and the approach to accessing it is selected for its ease of accessibility and the speed at which it can be applied. Yet, the pervasiveness with which nurses rely on others for information suggests verbal testimony is important in the context of clinical practice and highlights the need to develop a clearer understanding of why nurses privilege this information. Therefore verbal testimony must be considered carefully as a strategy for providing information, particularly research-based information and this study therefore highlights the need to develop strategies that enable those providing information to convey their expertise as a clinician as well as a user and provider of information. The organisational culture and work structures currently in place in Australia are unlikely to undergo significant change in the coming years, therefore their impact on information use warrants careful consideration. The nursing profession and the higher education sector aim to foster through inquiry, the independent, evidence-based practice of registered nurses. Health care organisations also highly value independent, evidence-based practice but also promote patient safety through use of current clinical governance strategies. While these two goals can be complimentary they also create tension when clinical governance strategies stifle inquiry and independent decision making of registered nurses. Ultimately, the current health care system in Australia and the wider community expect an evidence base for practice together with clinical governance strategies that promote safe practice. Nurses, as part, of this system must be accountable for both in the context of their clinical practice. We therefore need with some urgency to determine how to best balance these complementary and simultaneously competing ideals.

<p>Starter fertilizer applied with or near the seed at planting often enhances early season maize growth (<i>Zea mays</i> L.) but does not always result in higher grain yield. Other responses to starter fertilizer, such as reduced thermal time to reach silking, which suggests accelerated plant development, have been documented. The objective of this study was to examine the relationship between dry matter production and accelerated plant development with respect to 5x5 cm starter (ST) and in-furrow popup (PU) fertilizer. A field experiment was conducted in 2016 with three at-planting treatments consisting of one single rate and formulation of ST (53 N and 21 P kg ha^-1) or PU (4 N and 6 P kg ha^-1), and an untreated control. In 2018, the study included four additional site-years with treatments consisting of an intermediate (ST) or high (STH) starter fertilizer rate, and an untreated control. For ST treatments, depending on location, nitrogen (N) and phosphorus (P) fertilizer rates ranged between 26-28 and 6-10 kg ha^-1, respectively, and for STH treatments N and P fertilizer rates ranged between 47-56 and 12-20 kg ha^-1, respectively. In 2016, as new leaf collars appeared, dry matter increased exponentially, but at an equal number of leaf collars ST and PU had similar dry matter as the control. In 2018, dry matter for ST, STH, and control was also similar when normalized for leaf collar number at each site. Overall, these results suggest that enhanced dry matter at a given point in time from ST, STH, or PU was a function of accelerated leaf development as opposed to physically more robust plants of the same leaf collar number. Grain yield was unaffected by ST, STH, or PU treatments at any site-year.</p> <p>Methods used to study roots in crop fields have included extracting soil cores, excavating entire root systems, using radioactive and non-radioactive chemical tracers, or using mini-rhizotrons. However, due to the intensive nature, level of difficulty, and cost associated with these methods, their use in crop fields has been minimal. We developed an alternative method to quantify maize rooting density over time. The method involved perforated cylinders installed vertically into the soil at different distances from the row, which made roots growing into the cylinder voids visible from the soil surface and possible to count [root number density (RND)] at different depths using a video recording device (1m-long borescope). The objective of this study was to determine if the cylinder method could quantify rooting density throughout the growing season (V3, ~V7, and R2-R3) similar to the more intensive soil core method, compared in two starter fertilizer trials [continuous maize (M/M) and maize/soybean (M/S) rotation]. Cylinders were constructed with perforated (49% voids) polypropylene resin to an inside diameter of 2.58 cm and a length of 30 cm. Cylinders were painted with red and green alternating markings (5 cm) on the outside and inside walls to visually aid in identifying depth from the soil surface. After plants emerged, cylinders were inserted vertically into the soil after drilling a 3.5 cm diameter borehole. Ten perforated cylinders were installed in a parallel line 13 or 25 cm away from, and on both sides of, the planted row. Soil cores were also collected at the same relative locations for conducting root extractions and subsequent calculation of length density (RLD). At V3, methods frequently resulted in the same significant (<i>p≤</i>0.10) or insignificant (<i>p></i>0.10) main and interaction effects in both fields, whereas at ~V7 and R2-R3, there were several instances where the cylinder method failed to detect the same effects as the soil core method. At times both the cylinder method and the soil core method detected significant main or interaction effects, but the direction of the effect was opposite.</p> <p>In-furrow biological (BIO) and plant growth regulator (PGR) products, otherwise known as biostimulants, are becoming increasingly available in the commercial maize market. The objective of this study was to compare the effects of several commercially available in-furrow biostimulant products on maize growth and development, nutrient uptake, and grain yield to starter fertilizer in large-plot field trials. The study was conducted across five locations in 2016, and three locations each in 2017 and 2018 at Purdue University research farms. At each location, treatments consisted of four different BIO or PGR products plus starter fertilizer, starter fertilizer only, and an untreated control. Compared to the control, starter-only increased grain yield at 7 of 8 site-years in 2016 and 2018 ranging from 125 to 753 kg ha^-1, depending on location, but no increase was found at any of the 3 locations in 2017. Grain yield was increased (3 of 11 site-years) or decreased (2 of 11 site-years) by some of the BIO or PGR products, but in 6 of 11 site-years none of the products affected yield compared to starter-only.</p>

The contrarian model assumes that inferior (superior) past performance can be used as a good indicator of future superior (inferior) performance. In this regard, recent research has integrated the relevance of business magazine cover stories as a possible indicator of this performance, serving as a signal to investors to adopt a particular contrarian investment strategy. This research study replicates with extension a United States-based study that examined whether cover stories acted as effective contrarian indicators. Cover stories from the Financial Mail were collected for a ten-year period to determine whether the nature of the content (classified as either negative, positive or neutral) can act as a useful predictor of future investment performance. The event study method was used to establish whether this future performance was contrarian or momentum in nature, by adjusting the featured company holding-period returns with three benchmark measures: the FTSE-JSE All Share index; a sector-specific index; and an industry-size-matched (ISM) peer company. Statistical tests suggested that while positive stories provided evidence of momentum holding-period return (HPR) performance, negative stories showed weak evidence of contrarian performance for a two-year period. However, when HPR was adjusted for sector or ISM index, most of the abnormal returns dissipated, with only weak evidence of contrarian performance for positive stories and momentum performance for negative stories. The results validated those of the United States-based study, that suggested that magazine cover stories do not function as suitable indicators of either momentum or contrarian performance. Copyright / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

Street-involved women with co-occurring disorders experience distinct and overwhelming health and social issues, while facing considerable barriers to appropriate and helpful services. Street Connections, a Population and Public Health program, provides services to this and other street-involved aggregates using Harm Reduction and mobile outreach to prevent sexually transmitted infections and blood borne pathogens. Three conceptual frameworks, Gender-based Analysis, the Comprehensive, Continuous, Integrated System of Care, and Harm Reduction guided the practicum. The purpose of the practicum was to develop policy/practice recommendations for Street Connections regarding service enhancement for this aggregate. Literature-based best-practices were compared to three agency case studies of programs providing services to this aggregate including Street Connections, the Program of Assertive Community Treatment, and Dream Catchers. Data, consisting of agency documents and person-centered interviews with nine staff, were analyzed using open coding to identify themes. Recommendations incorporate gender-based analysis, recovery, access, engagement, screening, integrated services, and staff development/support. / October 2007

Street-involved women with co-occurring disorders experience distinct and overwhelming health and social issues, while facing considerable barriers to appropriate and helpful services. Street Connections, a Population and Public Health program, provides services to this and other street-involved aggregates using Harm Reduction and mobile outreach to prevent sexually transmitted infections and blood borne pathogens. Three conceptual frameworks, Gender-based Analysis, the Comprehensive, Continuous, Integrated System of Care, and Harm Reduction guided the practicum. The purpose of the practicum was to develop policy/practice recommendations for Street Connections regarding service enhancement for this aggregate. Literature-based best-practices were compared to three agency case studies of programs providing services to this aggregate including Street Connections, the Program of Assertive Community Treatment, and Dream Catchers. Data, consisting of agency documents and person-centered interviews with nine staff, were analyzed using open coding to identify themes. Recommendations incorporate gender-based analysis, recovery, access, engagement, screening, integrated services, and staff development/support.

Under favourable conditions, the child in the senior primary phase (from Grade 5 to Grade 7) should lead a happy and carefree life with few real problems for himlherself or his parents. At this time the child is at his/her most receptive stage, therefore it is very important that the child should acquire good study habits, study attitudes and study methods. Attitude plays a very important role in learning. If the child has a negative attitude towards study, his academic achievement will not be as desired. The child who has a negative attitude also has a negative or poor self esteem. It is important to lead the child in the senior primary phase to develop and adopt a positive attitude and self esteem. The aim for this study is to determine whether the pupils (learners) in the senior primary phase will develop a positive disposition towards learning if they are given guidance. The characteristics of the senior primary child in relation with his physical, social, emotional, moral and personal development is closely scrutenised. The focus is on study attitude and the factors that would influence it such as language, stress, self esteem, hereditary, abilities and environment. Thus the study guidance program for the child in the senior primary phase with a negative study attitude has been set out comprehensively. The focus fell upon study guidelines for study guidance in the form of group guidance and the ten sessions into which the study guidance program was set out. The study guidance program consisted of orientation of the group, aims or objectives, study attitude, self esteem, study habits, study methods, facors which influence learning, facets of the memory, attention and concentration, compiling a works program and study roster, motivation, listening, effective reading, memory aids, memorising, summarising, underlining and preparation and writing of the examination. During the empirical investigation the following steps were followed: • The school guidance teacher selected fifteen pupils (learners) from the senior primary phase (grade 6) who showed a negative study attitude. • Questionnaires about study habits, study attitudes and study methods were completed by the group before and after the study guidance program. The pupils also had to write a General Science test before and after the study guidance. The results of the General Science Tests before and after the study guidance, were compared with each other. The presentation and interpretation of the response of the questionnaire about study methods, study attitudes and study habits regarding the General Science test marks were recorded. The test marks before and after were compared. Furthermore, from the examination it came to light that the questions in the questionnaire showed a marked changed namely a great effect (0,8) except in questions 41, 46 and 49 which showed a medium effect. This improvement or change in the Science Test marks are thus educationally viable. As a result of the positive change in the questionnaire's response and the General Science test marks, it appears that the program was successful. It also shows that a study guidance program can play an important role in cases where the Senior Primary pupil (learner) has a negative study attitude. There is a definite yearning by the child in the senor primary phase to be guided during learning and thus being influenced positively. Guidance implies assistance, Le. during learning/study the child must be assisted so that learning can be effective and the potential of the child be optimally unfolded or developed. If the child's potential is optimally developed, the child will become a happy adult who will be an asset to him/herself and to the community. / Thesis (MEd)--PU for CHE, 1998

Street-involved women with co-occurring disorders experience distinct and overwhelming health and social issues, while facing considerable barriers to appropriate and helpful services. Street Connections, a Population and Public Health program, provides services to this and other street-involved aggregates using Harm Reduction and mobile outreach to prevent sexually transmitted infections and blood borne pathogens. Three conceptual frameworks, Gender-based Analysis, the Comprehensive, Continuous, Integrated System of Care, and Harm Reduction guided the practicum. The purpose of the practicum was to develop policy/practice recommendations for Street Connections regarding service enhancement for this aggregate. Literature-based best-practices were compared to three agency case studies of programs providing services to this aggregate including Street Connections, the Program of Assertive Community Treatment, and Dream Catchers. Data, consisting of agency documents and person-centered interviews with nine staff, were analyzed using open coding to identify themes. Recommendations incorporate gender-based analysis, recovery, access, engagement, screening, integrated services, and staff development/support.

Under favourable conditions, the child in the senior primary phase (from Grade 5 to Grade 7) should lead a happy and carefree life with few real problems for himlherself or his parents. At this time the child is at his/her most receptive stage, therefore it is very important that the child should acquire good study habits, study attitudes and study methods. Attitude plays a very important role in learning. If the child has a negative attitude towards study, his academic achievement will not be as desired. The child who has a negative attitude also has a negative or poor self esteem. It is important to lead the child in the senior primary phase to develop and adopt a positive attitude and self esteem. The aim for this study is to determine whether the pupils (learners) in the senior primary phase will develop a positive disposition towards learning if they are given guidance. The characteristics of the senior primary child in relation with his physical, social, emotional, moral and personal development is closely scrutenised. The focus is on study attitude and the factors that would influence it such as language, stress, self esteem, hereditary, abilities and environment. Thus the study guidance program for the child in the senior primary phase with a negative study attitude has been set out comprehensively. The focus fell upon study guidelines for study guidance in the form of group guidance and the ten sessions into which the study guidance program was set out. The study guidance program consisted of orientation of the group, aims or objectives, study attitude, self esteem, study habits, study methods, facors which influence learning, facets of the memory, attention and concentration, compiling a works program and study roster, motivation, listening, effective reading, memory aids, memorising, summarising, underlining and preparation and writing of the examination. During the empirical investigation the following steps were followed: • The school guidance teacher selected fifteen pupils (learners) from the senior primary phase (grade 6) who showed a negative study attitude. • Questionnaires about study habits, study attitudes and study methods were completed by the group before and after the study guidance program. The pupils also had to write a General Science test before and after the study guidance. The results of the General Science Tests before and after the study guidance, were compared with each other. The presentation and interpretation of the response of the questionnaire about study methods, study attitudes and study habits regarding the General Science test marks were recorded. The test marks before and after were compared. Furthermore, from the examination it came to light that the questions in the questionnaire showed a marked changed namely a great effect (0,8) except in questions 41, 46 and 49 which showed a medium effect. This improvement or change in the Science Test marks are thus educationally viable. As a result of the positive change in the questionnaire's response and the General Science test marks, it appears that the program was successful. It also shows that a study guidance program can play an important role in cases where the Senior Primary pupil (learner) has a negative study attitude. There is a definite yearning by the child in the senor primary phase to be guided during learning and thus being influenced positively. Guidance implies assistance, Le. during learning/study the child must be assisted so that learning can be effective and the potential of the child be optimally unfolded or developed. If the child's potential is optimally developed, the child will become a happy adult who will be an asset to him/herself and to the community. / Thesis (MEd)--PU for CHE, 1998