Doctor of Philosophy / Department of Agronomy / Johanna A. Dille / This dissertation has two complementary components: educational, in a survey of students in Weed Science and their perception of the Kansas State University Agronomy Learning farm, and research, regarding interactions between mesotrione and sulfonylurea herbicides. The Learning Farm serves as a resource where undergraduate students at KSU can develop agronomic skills through hands-on field site experiences and investigations. Students’ perceptions of experiential learning activities in the development of problem-solving and critical thinking skills were studied as a result of the Learning Farm. Activities included: undergraduate students in Weed Science (AGRON 330) developing a weed management recommendation, and Undergraduate Research Assistants (URAs) conducting weed science research projects at the Learning Farm. Students stated that experiential learning activities increased their critical thinking skills, required effective time management, and presented concepts that could be used in other situations. Pre- and post-project evaluation questionnaires showed that URAs had an increased interest in agronomy, weed science, and research following the completion of their project. For the research project, field and greenhouse studies were conducted from 2003 to 2006 to evaluate the efficacy of various sulfonylurea herbicides when applied with mesotrione or mesotrione + atrazine. Research demonstrated that the addition of mesotrione to sulfonylurea herbicides decreased efficacy of sulfonylurea herbicides on green foxtail, yellow foxtail, and shattercane. The addition of atrazine to the tank mix, or increased mesotrione rates, resulted in additional decrease in sulfonylurea herbicide efficacy on shattercane and foxtail species. Additional studies were performed to determine if absorption, translocation, or metabolism was the basis for the reduction in sulfonylurea herbicide efficacy when mixed with mesotrione or mesotrione + atrazine. Results indicated that the cause of antagonistic interaction between mesotrione and sulfonylurea herbicides in green and yellow foxtail was reduced absorption and translocation of the sulfonylurea herbicides. Producers who choose to apply mesotrione and sulfonylurea herbicides to corn should apply the herbicides sequentially to achieve maximum control of weedy grass species.

M.Ed. / The purpose of this study was to explore whether the development of exceptional creativity could be linked to transformative learning. Although the theory of transformative learning, as defined by Mezirow in 1978 from his study of women returning to college, has stimulated much discussion in the field of adult education, a review of the literature on transformative learning and the study of creativity revealed no descriptions of transformative learning linked to the development of creativity in an adult. Mezirow claims that our experiences do not have meanings in themselves, but that we bring to our experiences an accumulation of past experiences, knowledge and learning. The meanings we make out of our experiences are thus socially constructed and context-dependant. This study explored whether the "meaning-making" of experience, and the way in which it is construed, validated and reformulated, could be linked to the development of exceptional creativity. A qualitative design was used utilizing an interpretive case study as research format. The case, an African designer was selected purposefully on the basis of two criteria: she is· exceptionally creative and her life has been characterized by major transitions. A series of in-depth interviews were conducted with the case as the method of data collection. The interviews focused on the case's life-story, and aimed at establishing whether her life-story could be linked to phases of "meaning becoming clarified," and whether transformative learning may have occurred in her creative development. The data was analysed using the constant comparative method of data collection. A main finding emerged from the data. The phases of transformation were set off by more than one disorienting dilemma which had its roots in the changing sociopolitical context of South Africa. As speculated, the development trajectory of the case's creativity can be linked to transformative learning. From the data it is evident that the development of exceptional creativity is intertwined with the phases of transformative learning and that both processes share numerous commonalities, compati~ilities and blurred boundaries. Although it must be kept in mind that this investigation was based on a single case, the study indeed demonstrated that there is a relationship between transfonnative learning and the development trajectory of exceptional creativity in an adult. Furthermore, if creativity is to be viewed as a multidimensional construct, and creative accomplishment as representing the interaction or confluence among these dimensions, then the development of exceptional creativity in this particular case can be seen as an expression of transfonnative learning. The finding not only provides a description of the development of exceptional creativity linked to transfonnative learning, but also reveals the significance of transfonnative learning as a process for the study of creativity in which creativity can be seen as an expression of the transfonnative learning process.

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / Conceptualised within Habermasian critical theory, the conceptual framework includes concepts such as domination, emancipation and emancipatory education, and frames RPL as emancipation. Recognition of prior learning is promoted by the South African government as an instrument for access and redress. This research paper focuses on an investigation into the benefits of the implementation of RPL policies and practices in the policing sector. Findings reveal that the participants in the study who are employed in the policing sector enjoyed a wide range of emancipatory benefits, including access to formal academic programmes. Furthermore, these programmes enabled historically disadvantaged staff to gain formal qualifications which in turn provided access to higher salaries and promotions. Explaining the latter as redress, I argue that RPL is a form of emancipation that has liberated disadvantaged staff from apartheid discrimination and domination.

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / Scholars focusing on experiential learning argue that experience should be considered as critical for adult learning. This research paper frames experiential learning within a Constructivist framework. This paper focuses on an investigation into the ways that facilitators use the Continuous Learning Cycle, a model for learning based on Kolb's Learning Cycle, to facilitate learning through experience during the triad skills observation role-play in a workshop, which is part of an induction programme, for a retail bank. Indications are that facilitators use the Continuous Learning Cycle in limited ways, and therefore undermine the possibilities for optimal experiential learning; and that the Continuous Learning Cycle has limitations.

Mindscape, the subject of this dissertation, is a centre for creative and holistic development in Sunnyside, which will demonstrate how built environments communicate with users through their perception and sensory exploration. The topic covers various fields. The context of the study will be discussed initially, followed by the brief itself. Thereafter, the findings resulting from research conducted in the fields of developmental and environmental psychology ill be provided. Architectural theory will then be investigated. The study will conclude with the interpretation of these findings into a new architectural form, supported by design studies and analytical tools. / Dissertation (MArch (Prof))--University of Pretoria, 2007. / Architecture / Unrestricted

Retention in the field of adventure-based experiential learning (AEL) is a question that remained over decades. This study focuses on the challenge of evaluating the retention of the outcomes of AEL programmes over the long-term. The purpose of the study is to determine whether multiple AEL interventions will significantly increase the long-term retention of the outcomes thereof or not. Programme leaders can gain a better understanding of the roles that people play within combined teams as well as the functioning of people within such teams by studying the theories and models that relate to the field of AEL. Within the training situation a range of learning preferences can be catered for as the AEL facilitator can make use of different methods of transfer that can be changed and interchanged depending on the methods that the learners are most comfortable with. By using different activities boredom under learners is reduced and the learning takes place without the learners really realising it. AEL also helps the learner to process the learning quicker and easier, and to internalise it because the learning is linked to an experience. Different psychology and experiential learning theories and how these theories support one another in order to make learning easier for the individual, and to even use it for longer and more focussed behavioural changes, are described in this study. By making use of the existing teaching system and combining it with AEL, the learning process can be improved in terms of retention of the outcomes and the learning that took place. By combining both these educational methods the cognitive, affective, sensory and the behavioural development of the learners will take place. A strong theoretical basis can be very successfully supplemented by an AEL experience, consisting of frequent training sessions or interventions in line with the learning methods theory, which in turn will assist to internalise the theoretical learning methods theory. The study is conducted on two levels, i.e. a qualitative case study, which aims to describe the complexity and specificness of the situation as observed by the researcher, as well as a quantitative statistical analysis which aims to determine whether multiple AEL programmes significantly increase the retention of the desired outcomes or not. In terms of the qualitative case study, an AEL programme implemented over a six month period proved to have a meaningful impact on the hearing impaired learners which took part in this study and that progress made by the learners was observed easily. The hearing impaired community is a very closed-off community and strangers are not easily welcomed into the group, but despite this the learners still built a meaningful relationship with the researcher. This in itself proves that changes took place. The quantitive statistical part of the study shows that the number of programmes presented does not necessarily increase the retention, but that the quality and the length of these programmes do play a role. It also proved that the retention does not necessarily improve in terms of all the desired outcomes. The limitations of this study include the limited language proficiency of the learners, the school and group sizes that were fairly small, and the facilitation techniques and activities that did not always allow sufficiently for the learners’ hearing disability. It is recommended that a certain level of language proficiency be required of both facilitators and learners in order to be included on AEL programmes, that the programmes be presented at a venue away from the learners’ normal school environment, and that facilitation techniques and activities be found or adapted in order to sufficiently allow for the learners’ hearing disability. / Dissertation (MA (Human Movement Science))--University of Pretoria, 2007. / Biokinetics, Sport and Leisure Sciences / MA / unrestricted

Please read the abstract in the section 00front of this document / Thesis (PhD)--University of Pretoria, 2007. / Humanities Education / PhD / Unrestricted

The main objective of this research was to determine the effectiveness of outdoor education on student knowledge retention, appreciation for nature, and environmental activism in a college level course on south Florida ecology. Six class sections were given quizzes on four course topics either post-lecture or post-field trip. Students were also given pre-course and post-course opinion surveys. Although mean quiz scores for the post-field trip were higher than for the post-lecture, statistical analysis determined that there was no significant difference in quiz scores for location taken (post-lecture or post-field trip). Survey results show a correlation between knowledge of environmental issues and environmental activism. Even though student survey responses point to outdoor education and field trips being the most effective method of learning and influential on appreciation for nature, the quiz scores do not reflect such.

Service is a powerful tool for the development of youth. It transforms the young person from a passive recipient to an active provider. When combined with formal education, service becomes a method of learning known as "Service Learning." Service learning enables teachers to employ a variety of effective teaching strategies that emphasize student-centered, interactive, experiential education.

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