In 2010 the housing stock was responsible for 30.5% of all energy consumed in the UK. The UK government has set a transition target to reduce the energy used from space heating in dwellings by 29% by 2020 as part of their drive to lower CO2 emissions and mitigate the risks of global climate change. Housing stock energy models have been developed as research tools to identify pathways to a low energy future. These tools use assumptions about how homes are heated that may reduce their effectiveness at making accurate energy predictions. This thesis describes the collection and analysis of temperature data from over 300 homes in Leicester to develop better understanding of how dwellings are heated. The temperature measurements were assessed for error and a final sample of 249 dwellings was established. Mean winter temperatures (December February) were found to be 18.5°C and 17.4°C for living rooms and bedrooms which are comparable with temperatures reported in previous studies. Statistically significant relationships were established between seven descriptors; three technical (house type, house age and wall type) and four social (household size, employment status, age of oldest occupants and tenure). Only 24% of the variation in mean winter temperature could be explained by these descriptors. Ten heating practice metrics were developed to give insight into how homes are heated; these included the duration of the heating period and the average temperature when heated. Statistically significant relationships were found between the heating practices and a number of technical and social household descriptors. It is concluded that the variation in heating practices which relates to social household descriptors will result in models being unable to make accurate predictions at the regional of city scale. Furthermore, this work has shown flaws in the idealised temperature profile as used in BREDEM. It is suggested that the findings of this work are considered in the development of future stock models.

Master of Science / Agronomy / Ignacio Ciampitti / P. V. Vara Prasad / Mid-west grain sorghum (Sorghum bicolor (L.) Moench) producers are currently obtaining much lower than attainable yields across varying environments, therefore, closing yield gaps will be important. Yield gaps are the difference between maximum economic attainable yield and current on-farm yields. Maximum economic yield can be achieved through the optimization of utilizing the best genotypes and management practices for the specific site-environment (soil-weather) combination. This research project examines several management factors in order to quantify complex farming interactions for maximizing sorghum yields and studying nutrient partitioning. The factors that were tested include narrow row-spacing (37.5 cm) vs. standard wide row-spacing (76 cm), high (197,600 seeds haˉ¹) and low (98,800 seeds haˉ¹) seeding rates, balanced nutrient management practices including applications of NPKS and micronutrients (Fe and Zn), crop protection with fungicide and insecticide, the use of a plant growth regulator, and the use of precision Ag technology (GreenSeeker for N application). This project was implemented at four sites in Kansas during 2014 (Rossville, Scandia, Ottawa, and Hutchinson) and 2015 (Topeka, Scandia, Ottawa, Ashland Bottoms) growing seasons. Results from both years indicate that irrigation helped to minimize yield variability and boost yield potential across all treatments, though other factors affected the final yield. In 2014, the greatest significant yield difference under irrigation in Rossville, KS (1.32 Mg haˉ¹) was documented between the ‘low-input’ versus the ‘high-input’ treatments. The treatment difference in grain sorghum yields in 2014 was not statistically significant. In 2014, the Ottawa site experienced drought-stress during reproductive stages of plant development, which resulted in low yields and was not influenced by the cropping system approach. In 2015 the treatments were significant, and in Ottawa, narrow row spacing at a lower seeding rate maximized yield for this generally low-yielding environment (<6 Mg haˉ¹) (treatment two at 6.26 vs. treatment ten at 4.89 Mg haˉ¹). Across several sites, including Rossville, Hutchinson, Scandia, Topeka, and Ashland, a similar trend of narrow row spacing promoting greater yields has been documented. Additionally, when water was not limiting sorghum yields (i.e., under irrigation), a balanced nutrient application and optimization of production practices did increase grain sorghum yields (‘high-input’ vs. ‘low-input’; the greatest difference was seen in 2014 in Rossville, 1.2 Mg haˉ¹, and in 2015 in Ashland, 1.98 Mg haˉ¹). In the evaluation of nutrient uptake and partitioning in different plant fractions, there was variability across all site-years which did not always follow the same patterns as the yield, however, the low-input treatment was shown to have significantly lower nutrient uptakes across all the nutrients evaluated (N, P, K, S, Fe, Zn) and across most fractions and sampling times. The objectives of this project were to identify management factors that contributed to high sorghum yields in diverse environments, and to investigate nutrient uptake and partitioning under different environments and crop production practices.

In Manitoba, a new English Language Arts (ELA) curriculum focusing on language and literacy practices invites learners to authentically and meaningfully engage with a variety of texts in the classroom. This thesis supports educators by valuing their professional judgment, as they are provided with researched text selection criteria and called upon to evaluate and choose texts of rich quality for use with children in classrooms in the beginning years of school (Kindergarten–Grade 2). Drawing upon this ELA curriculum, the author questions, provides insight, and reflects on how a variety of multimodal texts could be incorporated into the classroom learning by interweaving the four key literacy and language practices that represent valued ways of thinking, being, and doing in ELA. The author’s insights are presented in a written workshop format, in which a critical literacy stance is adopted in order to examine, discuss, and analyze an assortment of multimodal texts. / May 2016

Poststructuralist accounts of gender provide a useful theoretical space to unpack the workings of power and domination as they structure the organization of our language, representations, concepts, and discourse in general. One significant flaw of this theory is a failure to adequately account for the social realm of embodied individuals, social interactions, and interpretive moments. In this paper, I offer conventional femininity as a particular type of gendered habitus that highlights this theoretical flaw as it necessarily links what is promising and useful about poststructuralist accounts of gender with the physical, social, interactive, and interpretive everyday lives of women.

Cette thèse vise à établir une typologie des crises hyperinflationnistes à partir de l’étude de plusieurs cas observés dans l’histoire, et en fonction des pratiques monétaires parallèles des acteurs économiques. Elle cherche, par ailleurs, à proposer une solution alternative face au phénomène hyperinflationniste. Dans sa dimension théorique, cette thèse mobilise le cadre théorique post-Keynésien, néo-structuraliste et institutionnaliste. Dans sa dimension historique et comparative, elle étudie plusieurs cas observés dans l’histoire afin d’établir une typologie des phénomènes hyperinflationnistes, ce qui a permis de distinguer deux grands types d’hyperinflation. Afin de sortir de l’hyperinflation, cette thèse propose un système (système de monnaie-index) capable de modifier les pratiques monétaires de sorte à restaurer la monnaie domestique et la souveraineté monétaire. / This thesis seeks to define a typology of the hyperinflationary crises based on the study of several cases observed in history, but also in terms parallel monetary practices of economic actors. It also seeks to find an alternative solution about the hyperinflationary phenomenon. In its theoretical dimension, this thesis mobilizes post-Kenesian, neo-structuralist and institutionalist theoretical framework. In its historical and comparative dimension, it studies several cases observed in history to determine a typology of the phenomenon hyperinflationary — which has allowed to distinguish two main types of hyperinflation. As a way out of hyperinflation, this thesis comes up with a system (money-index system) capable of modifying monetary practices so as to restore local currency and the monetary sovereignty.

Philosophiae Doctor - PhD / This study is located in the fourth-year obstetrics curriculum that undergraduate medical students at the University of Cape Town, South Africa, traverse, and in which they are initiated into the knowledge and skills of practical obstetrics practices in local birthing facilities. I investigate student learning and what contributes to students being rendered in/capable when they find themselves immersed in the high levels of prevailing injustices to women in labour. Disrespect during the intrapartum period is a local as well as global problem which has actually reached epidemic levels. Drawing on the theoretical frameworks of posthumanism and feminist new materialism, and using post-qualitative inquiry and non-representational methods, I put forward a novel perspective for interrogating responsibilities in terms of students’ ability to respond to unjust practices they observe, I discern what matters for student learning, exploring the troubled practices that emanate through/with/from the curriculum-student relationships in the past/present, and what it means for the future. Assemblage thinking provides a relational tool to understand the impact of the curriculum, assessment processes and other materialising forces that have agency as students are becoming-with human and more-than-human bodies. An initial survey was followed up with interviews and focus groups with students, midwives, educators and administrators. My study revealed hidden aspects of student engagement with their curriculum in obstetrics. What emerged was that students are entangled in a mesh of forces influencing their ability and capacity to respond to the injustices they witness. These forces arise from the discursive and material practices and the in-between relationships that are generated in the learning processes. The study also brought to the fore the intensive forces of affect that appeared to be obfuscated in terms of students’ response-abilities. My findings foreground how reciprocal relationships matter and that a relational ontology can provide helpful insights to engage with responsibility, response-ability and social justice. Students’ capacity to respond to the injustices they witness is limited by multiple forces that include the curriculum itself and other materialising forces generated, for instance by floors, beds, curtains and the student logbook. Time is also a crucial issue amidst the tensions emerging in the complex and risky process of birthing. What matters to students, such as their assessment needs, appears to undermine their efforts to offer care and to promote social justice. Affect plays a powerful part in shaping students’ actions, yet there are few opportunities for acknowledgement of affect. I used drawings as data-in-the making. The process of drawing contributed an extra material force to the study illuminating the power of an affective pedagogical approach for fostering students’ capability to respond to injustice. This socially just pedagogy as well as classroom performances and online collaborative engagement contributed to a collective effort to engage with obstetric disrespect in an innovative and empowering manner that gave voice to students’ experiences and the emerging forces. My study contributes to the field of medical education by opening up a relational perspective to issues of social justice and responsibility that moves beyond individualist and human-centred conceptions of student learning. Through a relational ontology, students’ clinical encounters can be conceived as enactments of the multiple prevailing forces. Each moment matters.

Magister Commercii (Industrial Psychology) - MCom(IPS) / Positive organisational practices are actions performed by employees within the workplace that enhance worker and organisational wellness. In identifying positively deviant organisations, specific positive practices within the organisation were studied as an online desk research. This study is based on a backdrop of a study by Cameron et al. (2011) where the authors theorise about certain positive practices, but do not stipulate actual practices. In understanding what these positive practices look like, the study used the interpretive paradigm. Through qualitative inquiry, thematic analysis was used to expand the understanding of manifest positive practices in organisations. The researcher used two significant ways of gathering the data, both through the internet; looking up "top" and "happiest" companies to work for as well as looking at the International Positive Psychology Association (IPPA) Network online resources and Michigan Ross School of Business online page. All of the data gathered (150 pieces) was from secondary internet / online sources. The results generated 13 themes, of which five stood out as most salient: social interactions at work, inclusivity of all differences, mindfulness, transparent/open communication and creativity/innovation. The study concludes by identifying similarities between Cameron et al. (2011) and the study results, and proposes a link between 11 of the themes. Furthermore, the results suggest that seven of the study’s practices coincide with one particular practice from Cameron et al. (2011): ‘inspiring’ others in the workplace. The significance of the study includes the expanded understanding of positive organisational (manifest) practices that take place in positively deviant organisations. By comparing and contrasting these practices with the Cameron et al. (2011) positive practices, similarities were found. Recommendations for future research are offered. / 2020-08-31

This research report engages with the concern that African learners attending English medium, multiracial schools are losing their proficiency in African languages. In so doing, the report explores the language practices of four multilingual Grade 9 learners at a desegregated private high school in Gauteng. In a school environment that does not overtly support the use of African languages, I explore the extent to which multilingual learners use African languages in the school context, to position themselves and others, as an identity building resource, and the extent to which the use of African languages is implicated in their identities. I also explore the possible influence of the learners’ cultural and ethnic backgrounds on their language practices, and related to this, the expression of their identities. I look at how their language practices help them shift identities with space and purpose, and the contradictions therein. The study draws on poststructuralist theories of language and identity (Weedon, 1997; Zegeye, 2001), in considering how language constitutes identity (Pennycook, 2004) and self and other ‘positioning’ (Davies and Harre`, 1990) It also draws on Bourdieu’s (1991) theorizing of language and power and language as a form of cultural capital. I draw on two traditions in qualitative research: case study and ethnography. In my analysis of the data, I argue that both African languages and English are important in learners’ identities. I indicate that through their language practices, the learners continue to position themselves in multiple and contradictory identities that continue to shift with context. I also argue that the learners’ proficiency in English has not led to them losing proficiency in their home languages, which are retained and used as a primary marker of ethnic identities and for ideas of ethnic purity. This purity is in turn not constructed in a staidly ‘traditional’ manner, but negotiated through joking and verbal competition. Notions of ethnic purity are also often discursively constructed through the use of English, illustrating the contradictory nature of identities. I also point out that some learners protected apartheid constructed ethnic compartmentalization by setting boundaries of belonging. I point to language being a site of struggle for power and contestation in an effort by the learners to resist linguistic assimilation.

MSc, Nursing, Faculty of Health Sciences, University of the Witwatersrand / Handover is an internationally recognised formal procedure, which has become a ritual in daily nursing practice. A structured handover plays an important role in verbal as well as written interdisciplinary communication, decision making and patient treatment, thus ensuring patient safety and maintaining the continuity of care. The purpose of this study was to determine and describe the handover practices as reported by registered nurses working in emergency care units in private sector hospitals. The objectives determined the information content in current handover practices of registered nurses, including the view or opinions of these nurses regarding handover practices. Furthermore, this study indicated were there are differences in handover practices between specialists versus non – specialist nurses. A descriptive, prospective research design was used to collect data from registered nurses working in emergency care units at private sector hospitals (n = 8). All registered nurses (N = 142) who met the inclusion criteria, were invited to participate in the study. Registered nurses who returned completed questionnaires constituted the final sample (n = 117). Data on handover practices were collected by means of a 96 item (17 question / 5 page) self administered questionnaire. This data were analysed using descriptive statistics, Chi2, Bartlett’s test for equal variances, Spearman’s test, Pearson’s r, Fisher’s exact, student T-Test and Cronbach’s Alpha. The level of significance was set at p ≤ 0.05. Epi-Info and STATA version 10 statistical computer packages were used for data analysis. Results indicated that 10.26% of registered nurses working in emergency care units had received formal training regarding handover practices and procedures. In order to solve lack of formal handover training problem, the researcher has established an acronym by using the word “HANDOVER”©, which may aid registered nurses with the handover practices and procedures. Thus, offering the handover structure and more user-friendly format. Use of a handover acronym pocket card was suggested for future formal training purposes.

Thesis advisor: Melissa M. Kelley / Thesis advisor: Lisa Sowle Cahill / Thesis (STL) — Boston College, 2016. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.