Abstract: Greener synthetic routes for producing organic molecules are desirable to reduce environmental pollution and lower manufacturing costs.2 In this context, Sharpless & co-workers reported that it is possible to achieve dramatic rate enhancements in a number of cycloaddition reactions, if they were conducted in vigorously mixed oil-water emulsions instead of bulk organic solvents.1 These interfacial reactions – which came to be known as “on-water” reactions – thus present a tantalizing prospect for green chemistry. However, despite many experimental and theoretical studies along this theme, a clear understanding of the governing factors and mechanisms remains unavailable. For instance, proposed mechanisms vary from dangling hydrogen bonds stabilizing transition states, to the specific adsorption of hydroxide ions at the water-organic interface, and the partial dissolution of reactants in water leading to products.3,4,5Additional effects include sharp variations in dielectric constants and hydration levels across the interface and hydrodynamic effects during vigorous stirring. In this thesis, we investigate a Diels-Alder reaction between two water-insoluble reactants – trans,trans-2,4-hexadienyl acetate and N-propylmaleimide– to disentangle the contributions of bulk reactions from interfacial reactions. We compare the conversion of reactants into products in the following scenarios: pure reactants (i) mixed into each other (neat condition), (ii) dissolved in hexane, (iii) dissolved in hexane and vigorously stirred with water (1:1 v/v), and (iv) dissolved in hexane and vigorously stirred in water-methanol mixtures. In addition to vigorously-stirred emulsions that produce polydisperse emulsions, we designed and developed microfluidic devices that allowed us to precisely controlled the water-organic interfacial area. With this6 device, we pin-point interfacial effects on the reaction rates.

A dissertation submitted to the Faculty Of Arts in fulfillment of the requirements for the Degree of Masters in Communication Science in the Department of Communication Science at the University Of Zululand, 2017 / The choice of career is a delicate matter that demands caution and serious attention. Many people have become victims of circumstances of incorrect career choice due to lack of proper career guidance and information. On the other hand, there is a debate among academic researchers in the field of career counselling and guidance that learners in urban areas have more advantage in understanding career choice compared to their rural counterparts. The findings, however, have been controversial. Hence, this study sought to examine and compare the extent to which communication perspective on factors influencing students ‘career choice in rural and urban tertiary institutions of learning are the same or different. An in-depth literature of prior studies in the field of counselling and guidance was conducted to create the theoretical foundation for this study. On the basis of the literature review, a conceptual framework for the Department of Basic Education was developed. A self- designed questionnaire under descriptive survey was adopted and simple random technique was employed to administer a total of 370 questionnaires to students from one rural and one urban university in South Africa. The participants comprised first-year undergraduates from Durban University of Technology (DUT) and University of Zululand (UNIZULU). The data were analysed through the MoonStats and later transferred to tables and average mean. The study indicated that friends, internet, and university open day were the major channels of communication by which career services were provided to potential university ‘students. The study also revealed that first-year students from DUT were well-equipped on knowledge of career choice information than the first-year students of UNIZULU. Students from the two universities have similar views that parents, admission requirements and matriculation results were the major factors influencing their choice of course of study in the higher institution of learning. The study further offered recommendations and further study based on the research objectives of the study.

A thesis submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2017 / The Department of Education can play a critical role in providing appropriate career guidance for all learners. Beginning early in a learner’s academic life, the connection between what is being learned in school, future careers and life roles should become an explicit part of everyday learning in the schools. School work can be meaningless and results in poor learner motivation and underachievement when there is no effective career counselling in the schools. Through career guidance the individual is being helped to develop in ways that will enable him to strengthen the use of his own abilities, make wise choices and face the problems that he will encounter in and out of school. The aim of the study was to determine the effects of career guidance on learner motivation and to establish how a focused systematic intervention in career guidance can improve learner motivation. Of the 100 learners in each school, 50 were used as an experimental group and other 50 as the control group. Both the groups underwent the Pre-test consisting of a questionnaire of 19 questions checking the motivation baseline of each participant. Thereafter the focused intervention phase from career resource pack was used with the experimental groups. Thereafter the afore-mentioned questionnaire was re-administered with the both groups as Post-test. Both results of the groups were analysed and the hypotheses were tested. The results indicated that career guidance has a positive effect on learners’ motivation and that career guidance programs can be used as a powerful tool to motivate school learners to aspire their future.

A dissertation submitted in the fulfilment of the requirements for the Master’s Degree in the Department of Educational Psychology and Special Education, Faculty of Education at the University Of Zululand, 2019. / Career education is a statutory practice in South African public schools through the subject Life Orientation. Literature reveals that not much attention is given to the provisioning of career education in schools. Therefore, this study aimed at determining the perceptions of education officials, school principals, LO educators and learners on the provisioning of career education in schools. The sample comprised 2 education officials, 4 school principals, 4 LO educators and 200 grade 12 learners. The main objective of the study was to determine if education officials, school principals, LO educators and learners thought that career education in schools met the career development needs of learners. A convergent parallel mixed methods research design was used, in which one-on-one interviews and the questionnaire were used to collect qualitative and quantitative data respectively. A qualitative thematic content analysis was used to analyse qualitative data, whilst for quantitative data, an excel spreadsheet was used to capture and analyse data. The findings revealed that the main career education provisioning strategy included a five-pronged career development support programme funded through the HIV and AIDS conditional grant and delivery in the classroom as part of the subject Life Orientation (LO). Education officials and school principals perceived career education in schools as meeting the career development needs of learners. Learners as well, perceived career education in schools as meeting their career development needs. LO educators thought that career education did not meet the career development needs of learners. Some of the gaps and challenges identified by participants were lack of educators dedicated solely for career guidance, lack of a national career guidance structure and policy, lack of a career counselling service, lack of appreciation of the role of the school in career decision-making. Parental and community influence, and the elusive role of LO and its educators in career education delivery in schools. The study recommends the making of Career Guidance a stand-alone offering in schools by, among other things, appointing Career Development Educators.

The purpose of this study was to understand the similarities and differences in the early careers of women and men resource managers in Regions 4 and 6 of the U.S. Forest Service (FS). Since the early family socialization of boys and girls has been shown to differ, it was hypothesized that differences would also be found in the early career goals of men and women and in their ability to fit into an organization like the Forest Service, experience personal satisfaction, and become contributing, productive members. Although more similarities than differences were observed, women had slightly different definitions of two important career goals: service to an important cause and becoming a competent manager. Both men and women possessed similar career goals and were experiencing similar levels of early career success. Immediate supervisors on first permanent FS assignment had a much stronger influence on the early careers of the women in the study.

There is a lack of research on what it means to be college and career ready at the middle school level, and this creates confusion for students when they enter high school and must select courses that are aligned with their college and career goals. This study sought to understand how the Schools to College and Career (S2C) Readiness Program impacts middle school students at the charter school. In order to understand this impact, the study looked at how the S2C Readiness Program relates to students’ understanding and awareness of CCR at the school. Using a quantitative approach this study will sought to answer: What factors influence middle school students' awareness of college and career options after completing the S2C Readiness Program? To answer the guiding question middle school students completed two surveys. Archival data was also collected and analyzed. The results from the student survey responses showed an increase in interest in different careers as student performance level (measured from MAP score) increased. Furthermore, as students completed the S2C Readiness Program, their understanding of basic skills and content knowledge also increased. The results did show an increase in engagement and interest in their S2C elective courses. Also, students responded with an understanding of what it means to be college and career ready as they completed the S2C Readiness Program. There was also an increase in students seeking to understand what it means to be college and career ready as students get older. The research did not support a positive link between S2C elective class choice and college and career awareness. Many students responded that they did not explore college and career interests in their S2C class or on their own and did not engage in projects related to college and careers in their S2C elective class. This study sought to understand this impact, the study looked at how the S2C Readiness Program impacted students’ understanding and awareness of CCR at the charter school. Knowing that many students do not have the skills and tools necessary to be college and career ready this study hoped to provide insight for improving the S2C Readiness Program at the charter school. This research provided recommendations for improving the S2C Readiness Program at the charter school as well as college and career education opportunities in middle schools in general. This dissertation concluded with recommendations for future research to support such initiatives from elementary to the high school level.

No description available.

The primary aim of the research was to examine the ways in which Psychology Honours students interactionally made sense of their career choices. In addition, the research examined how these students interactionally made sense of psychology as a discipline and field of study, particularly in the context of discussions of career choices. The participants were selected for inclusion into the study (through purposive sampling) if they were currently in their psychology honours year. An interview schedule that contained open-ended questions and prompts was used to guide the focus groups. The findings showed that the participants were contextually creating meanings of career choice and psychology as seen by the acknowledged, additive or at times challenged responses, statements, descriptions etc. in the focus groups. Further research could be performed on students from other disciplines to see if the meanings of ‘psychology’ and ‘career choice’ vary or are similar across disciplines. This would provide the field of psychology with a better understanding of how it is perceived and might provide some constructs that have not been considered yet, with regards to career

There is currently a phenomenon of young people changing jobs in our country. This research looks at the reasons why mechanics leave the workshop environment to pursue a career as a technical advisor in the call centre. The technical advisors all make the transition at a particular stage in their lives and this will be looked at in terms of Super’s (1980) developmental theory, with a particular focus on the stage of establishment. The dissertation takes the reader on a journey through the lives of five technical advisors at a particular organisation, and compares and contrasts the two work environments and the quality of work life associated with both. The study will also focus on stress that they experience while making the transition from mechanic to technical advisor and how this impacts on their work and personal lives. The study was exploratory in nature and was investigated through the qualitative method of interviewing.

The purpose of this qualitative study was to investigate the career paths and preparation of female vice-presidents employed in community colleges in the state of Mississippi. There is limited qualitative information available that describes the career paths of vice-presidents in the state’s community colleges. Community colleges are making great strides in promoting women in leadership roles in administration, but research indicates there still seems to be a question as to the leadership ability of women. This study used the qualitative case study research approach, and 4 female community college vice-presidents shared their career experiences through in-depth interviews. The instruments included a brief demographic survey, interview guide and curriculum vita for each participant. Each participant in this study was currently serving in the position of vice-president in 1 of Mississippi’s community colleges. The conceptual framework of the study illustrates the exploration of female community college administrators in the areas of career paths, professional responsibilities and career aspirations. The participants described their career paths to their current positions by educational levels, diverse professional experiences, sharing their career barriers they faced in their career paths, the strategies that helped them succeed. They described their professional responsibilities which involved association with organizations outside their normal responsibilities. They also described barriers or obstacles faced while accomplishing their professional responsibilities, as well as strategies for overcoming those barriers. The participants described their major accomplishments in their professional career and offered advice to aspiring female community college vice-presidents. The key themes that emerged from the study include professional experience diversity, parental influence, importance of mentor relationships and positive role models, Southern Association of Colleges and Schools (SACS) participation, facing and overcoming professional challenges, and the positive influence of serving others. Of the 4 study participants, 3 indicated they did not set out to become community college vice-presidents. Each participant felt it was her exposure and diverse backgrounds that got her noticed, and all were well prepared when the opportunity to serve in this role presented itself.