The budding yeast, Saccharomyces cerevisiae, serves as an excellent model for identifying fundamental mechanisms of DNA repair. A Local Coherence Detection (LCD) algorithm that uses biclustering to assign genes to multiple functional sub-groups was applied on the chromosome E-MAP containing genetic interactions among genes involved in nuclear processes. Using this method, we found that Asf1 and Rtt109, genes that are together required for histone H3K56 acetylation, cluster together with Ctf4, Ctf18, Ctf8 and Dcc1, genes important for efficient sister chromatid cohesion. It is known that H3K56 acetylation is required for post-repair chromatin reassembly at sites of DNA double-strand breaks (DSBs). The cohesion genes were previously implicated in the repair of some DNA DSBs, but the nature of their involvement has not been reported. The experimental data in my thesis work suggest that Ctf4, Ctf8, Ctf18 and Dcc1 function in the post-repair chromatin reassembly pathway.

Netball, a popular team sport in New Zealand, has seven on-court players per team who individually occupy positions with specific roles and boundaries. V-ball is a modified netball game in which five on-court players per team gain experience in three varying roles due to the implementation of positional rotation. This study investigates players’ perceptions of self-satisfaction and team cohesion in netball, a modified netball game (V-ball) or both games. Self-satisfaction has been viewed in terms of individuals’ basic psychological need satisfaction (BPNS). Team cohesion has been considered in light of youths’ perceptions of task and social cohesion as identified in previous research. In the current study a mixed methodology was implemented and a process of purposive sampling was used to recruit 63, 11-12 year old participants from Whangarei, New Zealand. Participants had varying degrees of experience in either sport, which determined their placement in one of three groups; netball, V-ball or both games. All participants completed a quantitative questionnaire, results of which were analysed using a one-way ANOVA. A total of 12 questionnaire participants, representative of each group, then took part in a one-on-one semi-structured qualitative interview. Interview data was transcribed verbatim and analysed through a manual coding process. Three key findings have emerged: the extent of game structure was found to affect the fun experienced by youth participants, the presence of external regulation (from significant others) was identified to contribute to orientations of extrinsic motivation and winning orientations were found to have a negative effect on participants’ perceptions of team cohesion. These findings provide new information regarding players’ perceptions as a result of participation in netball and V-ball in New Zealand. These findings also contribute to those of previous research on the perceptions of youth as a result of participation in traditional and modified games.

In South Africa, January 2011 was characterised by above average rainfall which resulted in many provinces being flooded. On the 17th of January 2011, the government of South Africa declared the City of Tshwane a National Disaster Area. It is in the city of Tshwane where a hotel was flooded causing great damage and disruption to the lives of the hotel workers. Given the lack of existing research focusing on the social dimensions of natural disasters, this provided an opportunity to study the social impact of the flood on the community of hotel workers at a Pretoria hotel. Four sub-aims were set for the study, which involved an exploration of the strengths that were exhibited, discovered or developed as a result of the flood; investigating the subjective experiences in relation to the flood; exploring the interactional patterns and relationships of the hotel workers; as well as investigating how the leadership of the hotel impacted on the manner in which the hotel workers dealt with the flood. A qualitative methodology, guided by a social constructivist epistemology was adopted as basis for the study. Data was gathered by means of individual semi-structured interviews, semi-structured questionnaires, and a focus group interview with a number of employees at the hotel. The data was subjected to qualitative content and grounded theoretical analysis. Five main themes emerged from the analysis, which include: Emotional responses, which included negative emotions such as shock, fear, frustration and anger, as well as positive emotions such as happiness and appreciation; a variety of interactional patterns and relationships; increased cohesiveness; enhanced leadership, and the development of group resilience. / MA, Medical Sociology, North-West University, Vaal Triangle Campus, 2012

Organizational cohesion is a multifaceted construct that has been defined and assessed in a multitude of ways. For the purpose of this study, the researcher has defined organizational cohesion as the extent to which employees within an organization feel a sense of unity with one another. Practitioners are often faced with uncertainty regarding the necessary assessment materials when trying to evaluate organizational cohesion. An easily accessible and valid scale had yet to be created to measure organizational cohesion. The Organizational Cohesion Scale (OCS) is an eight-item assessment of an employee’s perception of the cohesion they have experienced with their peers within an organizational setting. The present research attempted to provide construct validity for the OCS. Assessments of the convergent and discriminant validity of the OCS were conducted; although the results did not provide strong evidence for construct validity of the OCS, the confirmatory factor analysis and criterion validity provided support for additional research to be conducted.

To date, most of the research on group cohesion has focused on team sports, with little known about how this body of knowledge relates to individual sports. The case of the male French whitewater slalom canoe and kayak team was chosen because of the success of the team at World Championships and Olympic Games. The purpose of the present case study was to investigate how the coaches and athletes of this highly successful team worked together in training and competition within a highly competitive environment. Data were collected through in-depth interviews with six athletes and four coaches. Three themes, each containing numerous sub-themes, emerged from the analysis: (a) the nature of collaboration within the team environment, (b) coach leadership, and (c) the fragility of collaboration. The results of the present study have advanced our understanding of what collaboration within an individual sport team may look like. For a period of time, the leadership skills of the coaches, as well as their technical coaching expertise, and the willingness of the talented and driven athletes to work together, contributed significantly to a collaborative environment for this team. Then a change in the Olympic entry rules, the departure of an influential coach, and the inevitable change in the ages and experiences of the athletes themselves all combined to erode the foundation of that productive and collaborative environment.

The current dissertation is comprised of two studies that examined the relationship between group dynamics, attachment anxiety, and post-treatment outcomes in a sample of women (N = 102) with binge eating disorder (BED) who received Group Psychodynamic Interpersonal Psychotherapy. The first study explored the relationship between the development of group cohesion, the individuals’ level of attachment anxiety, and frequency of binge eating, symptoms of depression, and self-esteem at post-treatment. The second study explored the relationship between the interpersonal learning, individuals’ level of attachment anxiety, and outcomes. Interpersonal learning was conceptualized as the convergence between multiple perspectives of group cohesion: one’s own and the group’s perception of one’s cohesion to the group. Parallel measures of individual self-rated cohesion (CQ-I) and mean group-rated cohesion (CQ-G) were developed based on the original Cohesion Questionnaire (CQ; Piper et al., 1983) for this study. Participants were assigned to homogeneous groups composed of either high or low attachment anxiety to assess the impact of pre-treatment attachment anxiety. Findings indicated significant growth in cohesion over time, and a significant convergence in multiple ratings of cohesion. These processes did not differ significantly based on level of attachment anxiety. Growth in cohesion was related to greater reductions in binge eating for those high in attachment anxiety, while the convergence in ratings of cohesion (i.e., interpersonal learning) was related to improvements in self-esteem for individuals in both attachment anxiety conditions. The findings support the importance of group interventions for BED that are sensitive to individuals’ attachment anxiety, and that emphasize cohesiveness, and interpersonal learning to improve outcomes.

An experimental study was carried out to determine the effect of compaction on arching of wheat flour in storage. A model bin 475 mm in height and 600 mm × 375 mm in cross-section was used to conduct tests and wheat flour at moisture contents (MC) of 8.6% and 14.2% was tested. Direct shear tests were performed to determine the angle of internal friction and cohesion of wheat flour subjected to various compaction pressures. It was observed that the internal friction angles were about the same for the wheat flour at two moisture contents (37.1 vs. 37.5), but cohesion for 14.2% MC was 32% higher than that for 8.6% MC. The flowability of wheat flour decreased with increasing compaction pressure sharply at the initial stage of compaction. Compaction led to a 64% increase in required hopper opening for arching-free flow for flour at 8.6% MC, and 49% at 14.2% MC. However, compaction pressure had little effect on arch formation after it reached above 5 kPa.

Computer-mediated collaboration is an important feature of modern organisational and educational settings. Despite its ever increasing popularity, it is still commonly compared unfavourably with face-to-face collaboration because non-verbal and paralinguistic cues are minimal. Although research on face-to-face group collaboration is well documented, less is known about computer-mediated collaboration. The initial focus of this thesis was an in-depth analysis of a case study of a computer-mediated collaborative group. The case study was a large international group of volunteer researchers who collaborated on a two-year research project using asynchronous communication (email). This case study was a window on collaborative dialogue in the early 1990s (1992-94) at a time when information and communication technologies were at an early stage of development. After identifying the issues emerging from this early case study, another case study using technologies and virtual environments developed over the past decade, was designed to further understand how groups work together on a collaborative activity. The second case study was a small group of students enrolled in a unit of study at Murdoch University who collaborated on a series of nine online workshops using synchronous communication (chat room). This case study was a window on collaborative dialogue in the year 2000 when information and communication technologies had developed at a rate which few people envisioned in the early 90s. The primary aim of the research described in this thesis was to gain a better understanding of how computer-mediated collaborative communities develop and grow. In particular, the thesis addresses questions related to the developmental and leadership characteristics of collaborative groups. Internet research requires a set of assumptions relating to ontology, epistemology, human nature and methodological approach that differs from traditional research assumptions. A research framework for Internet research – Complementary Explorative Data Analysis (CEDA) – was therefore developed and applied to the two case studies. The results of the two case studies using the CEDA methodology indicate that computer-mediated collaborative groups are highly adaptive to the aim of the collaborative task to be completed, and the medium in which they collaborate. In the organisational setting, it has been found that virtual teams can devise and complete a collaborative task entirely online. It may be an advantage, but it is certainly not mandatory to have preliminary face-to-face discussions. What is more important is to ensure that time is allowed for an initial period of structuration which involves social interaction to develop a social presence and eventually cohesiveness. In the educational setting, a collaborative community increases pedagogical effectiveness. Providing collaborative projects and interdependent tasks promotes constructivist learning and a strong foundation for understanding how to collaborate in the global workplace. Again, this research has demonstrated that students can collaborate entirely online, although more pedagogical scaffolding may be required than in the organisational setting. The importance of initial social interaction to foster a sense of presence and community in a mediated environment has also been highlighted. This research also provided greater understanding of emergent leadership in computer-mediated collaborative groups. It was found that sheer volume of words does not make a leader but frequent messages with topic-related content does contribute to leadership qualities. The results described in this thesis have practical implications for managers of virtual teams and educators in e-learning.

Thesis (Doctoral)--Universidad Autónoma de Madrid, Facultad de Fiolosofía y Letras, Departamento de Filología Francesa, 2008. / Title from first line of text. Includes bibliographical references (leaves 362-396).

Thesis (M. S.)--Mechanical Engineering, Georgia Institute of Technology, 2009. / Committee Chair: Patterson, Timothy; Committee Member: Aidun, Cyrus; Committee Member: Banerjee, Sujit