This research focused on studying the sensory quality of low fat bacon when pale, soft and exudative (PSE) pork is used during processing. Low fat bacon is different from normal bacon in that the amount of visible fat in low fat bacon has been reduced. This is as a result of consumer interest in weight control and cholesterol, creating a demand for meat and meat products with reduced fat levels. PSE pork is a condition in which certain muscles are very pale, soft and watery. It is produced when the rate of post-mortem glycolysis is fast and a high level of acidity is reached while the carcass temperature is still high. Different researchers have reported that PSE pork absorbs less brine during curing and this may have a negative effect on the sensory quality and acceptance of both the uncooked and cooked finished products as it is mainly the curing brine that is responsible for the development of the typical colour, flavour, aroma and texture associated with cured meat products. Thirty pig carcasses, 15 PSE and 15 normal pH, suitable for production of low fat bacon, were selected over a period of three weeks at an abattoir in Olifantsfontein to study the effect of PSE meat on the sensory quality of low fat bacon. The carcasses were further processed into low fat bacon at a meat processing plant. Data were collected on the % brine uptake of PSE and normal pH meat after curing; the rating scores on the descriptive sensory attributes of both PSE and normal pH low fat bacon and the % salt concentration and residual nitrite of PSE and normal pH low fat bacon. A consumer test to determine the buying preferences for packaged PSE and normal pH low fat bacon and the eating quality preferences of cooked PSE and normal pH low fat bacon was also conducted. No significant difference (p > 0.05) was found in the % brine uptake between PSE and normal pH meat. There were no significant differences (p > 0.05) in the descriptive sensory attributes of PSE and normal pH low fat bacon. The residual nitrite concentration of normal pH low fat bacon was significantly higher than that of PSE low fat bacon. There was however no significant difference (p > 0.05) in the % salt concentration of PSE and normal pH low fat bacon. Correlation matrices showed significant positive correlations (p ≤ 0.05) between % brine uptake and % salt concentration and between % salt concentration and perceived saltiness of normal pH low fat bacon. For PSE low fat bacon, the correlations between % brine uptake and % salt concentration and between % salt concentration and perceived saltiness was not significant. The correlation between % brine uptake and residual nitrite content was however not significant (p > 0.05) for both the PSE and normal pH low fat bacon. A significantly higher number of consumers indicated that they would prefer to buy samples representing PSE low fat bacon. The pale colour of PSE meat was not masked after curing, which was noticed by the consumers during the evaluation of buying preferences for PSE and normal pH packaged low fat bacon. However, regarded as even more important than colour, the consumers mentioned fat content as the main deciding factor for purchasing low fat bacon. No significant difference (p > 0.05) was found in the preference for the eating quality of cooked PSE and normal pH low fat bacon. It was concluded that PSE meat can successfully be used to produce low fat bacon products of consistent quality. This conclusion is drawn from the analytical sensory test results, where the use of PSE meat did not affect the sensory quality characteristics of low fat bacon. For low fat bacon, fat content is an important factor, regarded as very influential to consumers when making purchases. It is therefore important to produce products with consistent fat content according to specifications. / Dissertation (M Inst Agrar ( Food Production and Processing))--University of Pretoria, 2002. / Food Science / unrestricted

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As part of the neoliberal 'development project' and the spread of capitalism across Africa, most evaluation in Africa is rooted in dominant Western paradigms and approaches. This creates a two-pronged problem. First, imported Western evaluation methods and approaches may in fact lack validity, and thus be leading to wrong conclusions and bad development outcomes. Second, Western evaluation approaches may reinforce subjugation and cultural hegemony through neo-imperialism and the 'colonization of the mind.' This problem has been addressed in recent years through development of the concept of Made in Africa Evaluation (MAE). As a relatively nascent concept, there remains a need to define better and operationalize MAE. Chilisa's (2015) synthesis paper moved the field towards conceptualizing MAE to prevent it from becoming an empty buzzword. However, Chilisa's efforts fell short of offering a concise definition around which some consensus may arise. Given the current state of development of this increasingly influential concept, the purpose of this study is to contribute further to the conceptualization of MAE. Theoretically, this study is informed by the literature on a postcolonial critique of the neoliberal development project, along with literature on decolonizing and indigenous methodologies. Methodologically, I used the Delphi technique to solicit informed opinions from expert evaluators working in Africa systematically. I interviewed an additional two experts to provide an extra layer of validity to the findings. Further, through a document analysis of six illustrative evaluation reports, I pilot test the newly developed definition of MAE, and finally, through a survey filled out by the same experts, I prioritize the next steps that are important and feasible in advancing the concept. I posit that MAE is Africa developed approach to evaluation, using African worldviews and methods in the evaluation process. / Doctor of Philosophy / As part of the neoliberal ‘development project’ and the spread of capitalism across Africa, most evaluation in Africa is rooted in dominant Western approaches. This presents two problems. First, Western evaluation methods and approaches when used in Africa may in fact lack validity, and lead to wrong conclusions and bad development outcomes. Second, Western evaluation approaches may encourage subjugation of African culture through neo-imperialism and the ‘colonization of the mind.’ These problems have been addressed in recent years through the development of the concept of Made in Africa Evaluation (MAE). As a relatively nascent concept, there remains a need to define better MAE. Chilisa’s (2015) synthesis paper moved the field towards defining MAE to prevent it from becoming an empty buzzword. However, Chilisa’s efforts fell short of offering a concise definition around which some consensus may arise. Given the current state of development of this increasingly influential concept, the purpose of this study is to contribute further towards the definition of MAE. The theoretical framework for this study is informed by the literature on a postcolonial critique of the neoliberal development project, along with literature on decolonizing and indigenous methodologies. To achieve my purpose, I used the Delphi technique to solicit informed opinions from expert evaluators working in Africa systematically. I interviewed an additional two experts to provide an extra layer of validity to the findings. Further, through a document analysis of six illustrative evaluation reports, I pilot test the newly developed definition of MAE, and finally, through a survey filled out by the same experts, I came up with the next steps that are important and feasible in advancing the concept. I conclude that MAE is Africa developed approach to evaluation, using African worldviews and methods in the evaluation process.

This study will endeavor to point out, discuss, and objectify the more fundamental considerations basic to any investigation of the subject. In conjunction with the above aims, this study will include a description of the problems found in evaluating managerial positions and some of the ways these problems have been met.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

<p> The quality of teacher education allows first-year teachers to meet mandates at federal and state levels (Darling-Hammond, 2010a). The teaching profession is complex and requires new and innovative quality preparation programs (Wei, Andree, &amp; Darling-Hammond, 2009). This study involved examination of the perceptions of 17 building principals and 16 first-year teachers to determine the effectiveness of teacher preparation. First-year teachers identified essential elements of teacher preparation and weaknesses of programs. The study addressed building principals&rsquo; perceptions of differences, if any, in the effectiveness of first-year teachers graduating from traditional teacher preparation programs and first-year teachers who choose alternative routes to the profession. Perceptions of first-year teachers and building principals were identified in regard to the skills of first-year teachers in the classroom. Building principal perceptions indicated first-year teachers are prepared as effective classroom teachers in the areas of content knowledge, creating positive environments, classroom management, cooperative learning, cooperative partnership, implementing curriculum, use of technology and communication; understanding student learning, growth, and development; and performing roles, responsibilities, and collegial activities. Identified weakness in the effectiveness of first-year teachers were in the areas of instruction and assessment. Building principals indicated first-year teachers from traditional programs were more effective than those who chose alternative programs. First-year teachers indicated essential elements of teacher preparation programs to be organization, classroom structure, positive reinforcement, classroom management, and implementing a variety of instructional strategies. Areas of weakness identified were time-management, parent teacher conference experiences, preparing the classroom environment, and time for realistic opportunities to experience classroom teaching. First-year teachers perceived their preparation to be more positive than building-principal perceptions in the areas of analyzing instructional goals and differentiated instructional strategies, teaching for critical thinking, effects of instruction on individual/class learning, use of student assessment data to analyze and modify instruction, assessment data to improve learning, and self-assessment. </p>

<p> The purpose of this study was to determine if there was a difference in the academic achievement in reading among students enrolled in single-gender and coeducational classes, as well as the impact of teachers&rsquo; perceptions on the outcome of academic achievement. The study used a mixed-method approach to address this purpose. This study reported quantitative findings from reading scores on the Acuity test for 396 students in grades two through eight, from four elementary and two middle schools within an urban district in Missouri. Acuity scores were examined in several ways: comparison of the means for coeducational and single-gendered classrooms by grade and gender, as well as Chi-Square test of significance and the analysis of variance. The findings of the study varied by grade level for single-gender and coeducation classrooms, but overall there was no significant difference. Using the qualitative method, this study reported findings from 36 teachers that were in six different groups. The researcher divided the teacher participants into six sample groups. Each group consisted of six subjects. Two groups taught single-gendered classes of the same sex. Another two groups taught single-gendered classes of the opposite sex as the instructor, and the last two groups taught coeducational classes. The results of the teacher perceptions indicated that a single-gendered classroom did not necessary alter student behavior. If student behavior was not altered, there was no expectation of positive change in student achievement. The overall findings of this study concluded that there was no significant difference in student achievement between single-gendered and coeducational classrooms in an urban setting. From this study, the researcher recommended that school leaders should cautiously embrace single-gendered classrooms, due to the notion that they do not necessarily fulfill the claims that supports previously made.</p>

<p> This study involved a mixed design to generate the perceptions of students and teachers about failing ninth-grade students and the impact of learning resources. The participants in this study were a purposive selection of ninth-grade students and ninth-grade teachers in one Missouri school district. The conceptual framework of this study was based on the premise that ninth-grade students who failed multiple classes also lacked learning resources. The learning resources were categorized into cultural and physical resources. To determine if learning resources had an impact on the ninth-grade students&rsquo; academic performance, the perceptions of the failing ninth-grade students were analyzed through a student survey and one-on-one interviews. In addition, ninth-grade teachers were surveyed, and their perceptions were included in the data analysis. The results of the data analysis indicated the students and teachers perceived the ninth-grade students had inadequate levels of family and friend support, lacked motivation and preparation for school, and made poor decisions that negatively impacted their academic performance. Furthermore, the perceptions of both students and teachers indicated the failing ninth-grade students did not lack physical resources. One significant aspect of this study was through the data collection process and the challenge of managing at-risk students. The students&rsquo; at-risk factors included attendance, discipline infractions, and course failure. These factors, along with irresponsibility, created barriers for the student participants and contributed to a 17.2% completion rate. </p>

<p> Extracurricular activities have been an important part of adolescents&rsquo; lives for generations (Kremer-Sadlik, Izquierdo, &amp; Fatigante, 2010). Extracurricular activities take place outside of the classroom and result in several benefits to students (National Federation of State High School Associations [NFHS], 2010). With the recent recession in the United States, many school districts are having to find ways to cut budgets and are looking at eliminating extracurricular activities to save money (Lamb, 2011). Data from graduating seniors were reviewed in the largest accredited public school district in a Midwestern state. Graduates are required to take a post-follow up survey upon graduating from high school (DESE, 2015). This study involved examination of what those graduates who participated in extracurricular activities while in high school did after graduating. Five high schools were examined within the school district. Each of the five high schools creates an eligibility roster of students who participate in extracurricular activities. The data were collected from the 2011, 2012, and 2013 graduating classes. Graduates who did and did not participate in extracurricular activities were compared, noting whether they went on to college or the military or the workforce. The data revealed more students who participated in extracurricular activities while in high school went on to college than did those students who did not participate.</p>

<p> Connectedness and classroom management has been defined as the ability to relate to students and keep order and maintain successful relationships with individuals. This qualitative study utilized surveys, questionnaires, interviews, and observations to examine the best practices implemented by educators to develop and maintain connections with students based upon the age, gender, ethnicity, and experience of a studied educator. The research investigated how classroom management positively and/or negatively affected the educator, students, and classroom environment, with respect to connectedness, as evidenced by behaviors such as off-task, aggressive, and non-academically productive behaviors. The research also examined how a teacher&rsquo;s intonation and delivery method affected behavioral management, as measured by on-task, academically productive, and nonaggressive behaviors. The research examined what was the self-perception of participants of effectiveness in the classroom, as related to the recorded characteristics of age, gender, ethnicity, and experience level. The research focused upon 12 educators in a suburban district and observed the interactions and practices throughout an academic school year. Classroom observations were conducted and results triangulated to determine how connectedness and classroom management was achieved in the classrooms of teachers who represented various ages, genders, ethnicities, and experience levels. The findings concluded that age and experience were crucial in the development and maintenance of connectedness and classroom management. Another finding was the practice in which African American and Caucasian teachers approached connectedness and classroom management varied.</p>