Doctor of Philosophy / Department of Agronomy / P. V. Vara Prasad / Increased ambient temperature and soil salinity seriously affect the productivity of wheat (Triticum aestivum L.) which is an important cereal second to rice as the main human food crop. However, wheat plant is most susceptible to high temperatures and salinity at booting and flowering stages. Several studies have documented the effects of individual stress like salinity and high temperature stress on wheat, nonetheless little is known about effects of combined salinity and high temperature at critical growth stages. Therefore, the objectives of this research were (i) to screen winter wheat germplasm for salinity tolerance at the germination stages and to determine seedling growth traits associated with salinity tolerance, (ii) to evaluate the independent and combined effects of high temperature and salinity on winter wheat genotypes at the booting stages through growth, physiological, biochemical, and yield traits, and (iii) to evaluate the independent and combined effects of high temperature and salinity on winter wheat genotypes at the flowering stages through growth, physiological, biochemical, and yield traits. In the first experiment, 292 winter wheat genotypes (winter wheat germplasm) was screened for salinity stress at germination stage under controlled environments. The seeds were subjected to three levels of salinity, 0, 60, and 120 mM NaCl to quantify the effects of salinity on seed germination and seedling growth. In the second experiment, controlled environment study was conducted to quantity the independent and combined high temperature and salinity stress effects on growth, physiological, biochemical, and yield traits of twelve winter wheat genotypes during booting stage. Plants were grown at 20/15 °C (daytime maximum/nighttime minimum) temperature with 16 h photoperiod. At booting stages, the plants were exposed to optimum (20/15 °C) or high temperature (35/20 °C) and without (0 mM NaCl) and with (60, and 120 mM) NaCl. In the third experiment, plants were exposed to optimum or high temperature and with and without NaCl levels at flowering stages. The temperature regime and salinity levels were same as experiment II. The duration of stress was 10 d and after the stress period the plants were brought to optimum temperature and irrigated with normal water (0 mM NaCl). The results indicated that, at 120 mM NaCl, the final germination percentage was decreased and the mean daily germination was delayed. Irrespective of the genotype, salinity stress significantly decreased the shoot and root length; seedling dry matter production, and seedling vigor. Based on the seedling vigor index, the genotype GAGE, OK04507, MTS0531, TASCOSA, ENDURANCE and GUYMON, were found to be most tolerant and CO04W320, 2174-05, CARSON, OK1070275, TX02A0252 and TX04M410211 were the most susceptible to salinity at germination stage. Combined stresses of high temperature and salinity decreased photosynthetic rate and grain yields. Based on grain yield, the genotype TASCOSA was found to be most tolerant (64 % decrease) to combined stresses, and AVALANCHE was the most susceptible to combined stresses (75 % decrease) at booting stages. Similarly, at flowering stage, TX04M410211 had greater tolerance to combined stresses (65 % decline) as compared to GAGE (83 % decline). In both experiments, tolerance was associated with higher spikelet number and seed set. In conclusion, there is genetic variability among winter wheat genotypes that can be used in breeding programs to improve winter wheat yield under combined high temperature and salinity stress conditions.

Recent evidence suggests that strong, positive organizational cultures characterize high performance schools. Themes related to the concept of organizational culture (e.g. climate, ethos, values, underlying assumptions, style) have been the subject of investigation for more than half a century. However, because the concept has been examined with numerous variables, methodologies, and theoretical frameworks, there is a lack of common understanding in the literature about the term organizational culture, particularly as it applies to schools. The general purposes of this research, therefore, are: (1) to contribute to the clarification of the concept of organizational culture as it applies to educational administration and organizational theory, (2) to describe the organizational cultures of three high performance British Columbia (BC) secondary schools and to describe the similarities and differences among their cultures, and (3) to evaluate the research technique for discovering and describing the organizational cultures of schools. Anticipating cultural variation associated with population size, geographic location, and public/private school settings, one urban, one rural, and one independent school were selected for study from among the highest performing British Columbia secondary schools. Academic achievement on specific provincially developed assessment instruments was used to gauge the relative performance levels of the province's secondary schools. Data were primarily gathered using semi-structured audio-taped interviews with all school administrators and randomly selected samples of students, teachers, parents, and secretaries or custodians. The taped interviews were later transcribed and analyzed using content analysis. Examination of school documents and informal observation also provided sources of data. The principal conclusions of this study are listed below: 1. The values held by the members of the study's schools were highly congruent, and common values were enumerated. With reference to Hodgkinson's (1978) value paradigm, the vast majority of values were interpreted as Type 2A and/or Type 2B. 2. Although many attitudes were unique features of individual schools, the majority were common among the schools. These are analyzed and described. 3. Despite the fact that normative expectations were highly congruent among the organizations, a great deal more variability existed for cultural norms than was the case for attitudes and values. 4. Within each school the cultural perceptions of organizational members were highly congruent. 5. Although all three schools were characterized by relatively strong organizational cultures, that of the independent school was interpreted as stronger than either the rural or the urban school. 6. No appreciable difference in cultural strength was identified between the rural and the urban school. 7. A positive relationship appeared to exist between respondents' perception of the organizational culture and the length of time they had been associated with the school. Furthermore, after one year in the independent and after two years in the public schools, organizational members appeared to have become acculturated. 8. The study's semi-naturalistic approach allowed the researcher to discover and describe school-wide organizational cultures in the study schools. 9. This research suggests that perhaps most important to the success of an organization are the underlying values and attendant attitudes. The research, therefore, promotes the notion that future investigations concentrate on the organizational values and attitudes associated with schools. / Graduate

M.Comm / High-technology marketing is different to consumer marketing in that with consumer marketing a number of different rules apply. The complexity , cost , and risk of technology products makes them fundamentally different from consumer products, and marketing practices are usually different as well. ( McKenna, 1991 : 218) Consumer marketing of continuous innovations refers to the normal upgrading of products that does not require the consumer to change behaviour. Between continuous and discontinuous products lies a spectrum of demands for change. When a marketplace is confronted with the opportunity to switch to a new infrastructure paradigm- customers self-segregate along an axis of risk aversion. With high-technology marketing the prospective buyer is attracted by the value of the high-technology product, but fears it may not work, is uncertain about the solution and doubt the validity of the solution - referred to as the FUD —factor ( fear ; uncertainty ; doubt ) ( Wiefels , 1998: 7 ) . Truly discontinuous innovations are new products or services that require the end user and the marketplace to dramatically change their past behavior , with the promise of gaining equally dramatic new benefits. Discontinuous products require customers to change their current mode of behaviour or to modify other products and services that they rely on.

This thesis examines the status of six-man football in Texas high schools.

M.Ed. / Organisations have existed throughout history. Such an organisation is the school. Up to date scientists have studied various aspects of the school as an organisation. Since schools are complex in their tasks and procedures,it has become imperative that the school management leader, the principal should also receive professional training in management. The main aim of the relevant research is to relate and apply existing managerial theories on organisations to the school. The first aspect on which the research concentrates is a general discussion on establishing organisation aims and organisation policy. This research then focuses on specific aims which are noticeable in the school, as well as on policymaking in the school. Secondly, the study examines aspects of the school as ,an organisation system. It explains how the formal and informal structures and groups within the organisation come into existence, in addition to how and why they function. As a system an organisation may also reveal either an 'openness' or a 'closedness' towards the external environment. The elements which determine the complexity of the school as a system are introduced. As far as the managerial and internal character of the school is concerned it may appear to be bureaucratic on the one side of the scale or professional on the other side of the scale.The school as an organisation functions as a system consisting of various subsystems which should always be in harmony with one another. If any change should occur in one subsystem the process of homeostatis is put into action in order to restore the balance. The school is regarded as a social system in its own right but is also a subsystem of the greater social system. The research then continues to explore the various organisational functions, as well as the various elements of the organisation's structure. Four functional elements and four structural elements are identified. The two groups of elements reveal a series of possible relationships which could indicate organisational character, efficacy and productivity. The four basic organisational structures are discussed and a possible organisational structure for the school is given. The fifth chapter concentrates on various aspects which are of importance to the school's organisational environment. In this regard Idenburg (1971) has devised a scheme indicating the various social powers which exert pressure on and influence the nature of the school. This aspect of school organisation is explored fully. The following aspects of school organisation are then discussed: school climate; organisational health; organisational needs (which include individual needs); and variables in the school as an organisation. Asection dealing with organisational change and renewal or innovation follows as these elements of an organisation are inevitable. Procedures for implementing innovative change in school organisation are introduced. The final chapter consists of conclusions and recommendations in respect of school rganisation. The most important recommendations made are, inter alia: * school management leaders should receive professional training in this sphere * modernization of the administrative function in schools should receive urgent attention. Finally, the research done for this study would hopefully contribute to the science of school organisation and to the science of education management. The study is an attempt to bring together as many aspects of school organisation as possible. Due to limited space and extent of this research the following aspects of the school management environment had to be omitted: * management styles * crisis management * management by objectives * clinical management * participatory management * organisation culture * organisation conflict.

The evaluation of the potential to use Ultra Performance Liquid Chromatography (UPLC) for the simultaneous quantification of all the actives in a multi-active tablet is described in this work. Part of the evaluation was to ensure that the necessary regulatory requirements were adhered to by ascertaining that an analytical method is suitable for a specific purpose through analytical method validation for the specific multi-active tablet. The UPLC method was also tested for the analysis of similar products, namely tablet formulations that contain similar active ingredients in the same proportions but with an additional active ingredient. A method for the simultaneous determination of paracetamol, caffeine and codeine phosphate was developed using UPLC technology. The UPLC developed method was more efficient than the existing in-house HPLC method. The UPLC method was then validated in accordance to ICH and USP guidelines. The application of this UPLC method for the analysis of similar products containing paracetamol, caffeine, codeine phosphate and one extra active ingredient was very challenging. The low concentration of the additional component, differences in sample matrix and differences in formulations added to the challenges. The direct application for the analysis of products Y and Z was not successful; however the method could be used as a platform for further research. A cost comparison between the UPLC and HPLC methods showed the UPLC method to be more cost effective. Thus, while maintenance costs are higher for the UPLC instrument, column costs are comparable to HPLC columns, but solvent and waste disposal charges decrease considerably due to lower solvent use. The reduction in instrument time dramatically improves the cost effectiveness of UPLC over HPLC due to a concurrent reduction in analyst time requirement. The results of this study show that the analytical costs associated with the analysis of multi-active drugs using HPLC procedures can be reduced substantially by the CONFIDENTIAL INTELLECTUAL PROPERTY OF ASPEN PHARMACARE implementation of UPLC technology. The hypothesis that the enhanced chromatographic power of UPLC can be leveraged to provide faster analysis times hence increased product throughput rates, and lower operating costs for the analysis of multi-active drugs was accepted. These advantages were achieved whilst meeting all regulatory requirements for analytical methods as required by regulatory bodies.

No description available.

[No abstract available] / Education, Faculty of / Graduate

We demonstrate hyperspectral imaging using two time-delayed, coherent extreme ultraviolet (XUV) sources. The approach combines broadband XUV high-harmonic generation, holographic imaging, and Fourier transform spectroscopy. The two harmonics sources are spatially separated at generation,and overlap in the far field resulting in a double slit diffraction pattern. We record the two-dimensional intensity modulation as a function of relative time delay; the Fourier transform determines the spatially dependent spectrum. To reduce the delay jitter and improve the spectral resolution, we demonstrate a novel experimental setup that records the relative delay of the two pulses through optical interference. Moreover, we have demonstrated that this broadband approach can be extended to Fourier transform holographic imaging, which avoids extensive phase retrieval computations. Applications include imaging of biological materials near the carbon K-edge.

The intent of this study was to probe female High School students' perceptions of the role of practical work in their school science education. A total of 20 students were interviewed: four Grade 9 students and four Grade 12 students in the pilot study and six Grade 9 students and six Grade 12 students in the actual study. The students involved attended a girls' High School and had experienced at least two years of science education in an all girls environment. Each student was interviewed for between twenty and thirty minutes. The interviews utilised the 'Rapport Interview' technique. The interviews were audio-taped, transcribed and the information obtained collected under eight main category headings. Among the significant findings of this study were: 1. Female High School students view practical work in science as an aid to learning and understanding science concepts, and as a memory aid. 2. Students view demonstrations as an inadequate replacement for hands-on practical work. 3. Students require some theoretical background knowledge before proceeding with practical work if they are to obtain the maximum benefit from the experience. 4. Students prefer to undertake a self-directed enquiry rather than a prescribed one if they have some familiarity with the material. This preference may change if the work is to be graded. 5. Female High School students, particularly in Grade 9, feel insecure when conducting practical work and feel more comfortable when working with a chosen partner. 6. Failure to obtain the 'correct answer' can result in female students ' experiencing negative feelings about their abilities. 7. Dissection makes a powerful impression on female students and seems to stand apart from other types of practical work. 8. Safety is of considerable importance to Grade 9 female students and may be inhibiting their activities in the laboratory. The findings of this study suggest that practical work is of considerable importance to female High School students for a variety of reasons but the most important is to further their understanding of science concepts. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate