Entrepreneurial activity is a vital part of any economy whether developed or developing. In South Africa the primary focus of the government has been on the development of previously disadvantaged communities and designing programs to encourage the participation of women in entrepreneurship. This study sought to profile South African female entrepreneurs as well as investigate their risk taking propensity in relation to other constructs. T-tests as well as ANOVAs were conducted on data obtained from 122 female entrepreneurs across South Africa. The results indicated that the female entrepreneurs in the current study were typically white, English speaking, married with children, were well educated and possessed previous working experience mainly in managerial positions. The results also indicated a significant difference in risk taking propensity according to age with entrepreneurs who are 35 years and younger having a higher risk taking propensity than those who are 36 years and older. However, no significant differences were found in risk taking according to entrepreneurial motivations, gender role orientation, level of education and previous experience. The practical implications of the study are discussed together with the limitations.

Notetaking is a cognitively complex academic task that requires the execution of multiple cognitive processes within a limited capacity working memory (Peverly et al., 2007; Peverly & Sumowski, 2012; Piolat, Olive, & Kellogg, 2005). Several studies have investigated cognitive processes related to notetaking, but only one has looked at variables related to notes-review (Hadwin, Kirby, & Woodhouse, 1999). Also, most studies have focused on handwritten notes, and the few studies that have evaluated the effect of writing medium (handwriting or typing) on notes have been limited and equivocal (Bui, Myerson & Hale, 2013; Mueller & Oppenheimer, 2014). This study examined cognitive differences related to lecture notetaking, notes-review, and performance on a multiple-choice test that included memory and inference items. In addition, this study explored differences between handwriting and typing on notes and notes-review. Eighty undergraduate students were randomly assigned to handwrite or type notes, review them, and complete a multiple-choice test based on the lecture. They also completed a measure of letter speed consistent with their experimental condition, along with measures of language comprehension, sustained attention, background knowledge, and metacognition. MANOVAs found significant differences in letter speed between handwriting and typing groups, but no significant differences in overall notetaking or notes-review. The handwriting condition showed evidence of more transformation and organization of lecture information between notetaking and notes-review than with typing. Regression analyses found that letter speed and language comprehension predicted notetaking. Notes-review was positively and significantly related to notetaking, language comprehension, and writing medium. Typed notes were more strongly related to notes-review than handwritten notes. A significant letter speed x metacognition interaction for notetaking and a significant letter speed x sustained attention interaction for notes-review suggest that basic cognitive processes (letter speed) need to be sufficiently automatized in order for higher cognitive processes to be applied effectively. Test performance overall and performance on inference items were predicted by notes-review and writing medium. The latter indicated that handwriting was more strongly related to test performance than typing. Findings suggest that handwriting may enable deeper processing of information compared to typing. Future studies should continue to include interactions between cognitive variables to support the theory of hierarchical processing within a limited capacity working memory. Further research on the effects of writing medium on notes and notes-review will improve understanding of the effects of handwriting and typing on these processes.

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Objective--Identify patient history intake questions common to four fields of medicine - allopathic, naturopathic, chiropractic and Traditional Chinese Medicine to be included in an Integrated Patient History Intake Tool. Background--The use of complementary and alternative medicine (CAM) is on the rise in the United States. 80% of those who used CAM therapies in 1990 did so in conjunction with allopathic medicine, and 70% of those who used CAM therapies did not tell their conventional practitioner. Lack of awareness of patients' use of CAM therapies may hinder practitioners' ability to provide adequate healthcare. Methods--A three-round modified Delphi technique was utilized to generate consensus among 106 Oregon health care practitioners on the importance of specific patient history intake questions. A panel of faculty members from Oregon Health and Sciences University, the National College of Naturopathic Medicine, the Oregon College of Oriental Medicine, and Western States Chiropractic College identified 321 patient history intake questions, which then were distributed to the Oregon healthcare practitioners. The healthcare practitioners were asked to rate the importance of each question through a series of two surveys over the period of eleven weeks. Suggestions for additional intake questions also were invited. Results--The Delphi process narrowed the 321 initial questions plus 150 additional suggested questions down to a list of 52 intake questions to be included in the Integrated Patient History Intake Tool. There was an overall response rate of 47% with a 64% response rate to SURVEY I, and a 74% response rate for SURVEY II. Discussion--The patient history intake questions have been identified for use in an Integrated Patient History Intake tool. This Delphi study illustrated the differences that are held unique for each paradigm of medicine. Determining unique characteristics of complementary and alternative medicine from allopathic medicine is an important aspect of building collaboration among allopathic and CAM providers within the state of Oregon. The proposed model of an integrated patient history intake form provides a platform from which to build further cooperation and awareness. / Graduation date: 2003

Thesis (M.A.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains vi, 100 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 75-82).

The perspective from which people view or imagine a situation has downstream effects on the construal of that situation and subsequent cognitions and behaviours. My study suggests that these effects from the mental and visual imagery literature carry over to the domain of interactive media, specifically video gaming. I manipulated whether 82 undergraduates played a motorcycle racing video game from either the first-person perspective or the third-person perspective and had participants rate the perceived risk of a list of 24 different inherently risky activities and then rate their willingness to engage in the same activities. Participants who had played the video game from the third-person perspective perceived the activities as more risky than participants in the first-person perspective. Furthermore, participants in the third-person perspective condition reported less willingness to engage in the risky activities than those in the first-person condition. Mediation analysis confirms that the effect of perspective on willingness to take risks is mediated by risk perceptions. Implications are discussed for the literatures on visual perspective, action construal and detrimental effects of video gaming.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Supervisor: Mark Stafford. Vita. Includes bibliographical references. Also available from UMI.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 17, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. James A. Wall Jr. Vita. Includes bibliographical references.

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