Dissertations / Theses on the topic 'Tertiary'

Mitochondria and plastids originated through endosymbiosis, and subsequently became reduced and integrated with the host in similar ways. Plastids spread between lineages through further secondary or even tertiary endosymbioses, but mitochondria appear to have originated once and have not spread between lineages. Mitochondria are also generally lost in secondary and tertiary endosymbionts, with the single exception of the diatom tertiary endosymbiont of dinoflagellates like Kryptoperidinium foliaceum, where both host and endosymbiont are reported to contain mitochondria. Here, I describe the first mitochondrial genes from this system: cytochrome c oxidase 1 (coxl), cytochrome oxidase 3 (cox3), and cytochrome b (cob). Phylogenetic analyses demonstrated that all characterized genes were derived from the pennate diatom endosymbiont, and not the host. I also demonstrated that all three genes are expressed, that coxl contains spliced group II introns, and that cob and cox3 form an operon, all like their diatom relatives. The endosymbiont mitochondria not only retain a genome, but also express their genes, and are therefore likely involved in electron transport. Ultrastructural examination confirmed that the endosymbiont mitochondria retain normal tubular cristae. Overall, these data suggest the endosymbiont mitochondria have not reduced at the genomic or functional level.
Medicine, Faculty of
Medical Genetics, Department of
Graduate

At the core of the Large Synoptic Survey Telescope (LSST) three-mirror optical design is the primary/tertiary (M1M3) mirror that combines these two large mirrors onto one monolithic substrate. The M1M3 mirror was spin cast and polished at the Steward Observatory Mirror Lab at The University of Arizona (formerly SOML, now the Richard F. Caris Mirror Lab at the University of Arizona (RFCML)). Final acceptance of the mirror occurred during the year 2015 and the mirror is now in storage while the mirror cell assembly is being fabricated. The M1M3 mirror will be tested at RFCML after integration with its mirror cell before being shipped to Chile.

Aquesta tesi examina la intenció empresarial (IE) entre estudiants terciaris, que va conduir a la producció de quatre treballs empírics. El primer article investiga la influència del control de comportament percebut (PBC), de la norma subjectiva (SN) i de l’actitud cap a l’emprenedoria (ATE), en la intenció emprenedora mitjançant l’enfocament de Modelització d’equacions estructurals (SEM) - Smart Partial Least Square (PLS). Les troballes suggereixen que la Teoria del Comportament Planificat (TPB) és una eina important per predir les intencions empresarials. Per tant, les troballes donen suport al TPB per a l'IE a Ghana. Dos factors motivacionals (actitud cap a l’emprenedoria i control conductual percebut) relacionats amb l’EI, però SN van mostrar una associació no significativa amb l’EI. Aquest estudi també va trobar que SN afectava positivament l’actitud cap a l’emprenedoria i el control conductual percebut. Tot i això, només una (relació PSE-SN) de les hipòtesis basades en la demografia va ser significativa. El segon article examina l’efecte de l’actitud cap a l’emprenedoria, la norma subjectiva, el lloc de control, l’autoeficàcia empresarial i el suport ambiental sobre la intenció empresarial de 159 estudiants MBA de dues universitats privades de Ghana. L'estudi utilitza el modelatge d'equacions estructurals (SEM) per analitzar les dades obtingudes dels participants. Els resultats mostren que tots els factors, excepte l’autoeficàcia empresarial, afecten significativament les intencions empresarials dels estudiants. El tercer treball examina com els models d’autoocupació parental / models moderen (mitjançant l’anàlisi multigrup) la relació entre els antecedents de la intenció emprenedora i la valoració social (SV), la valoració més propera (CV), les habilitats emprenedores (ES) i el suport ambiental . Les dades de tres-cents dinou enquestats es van analitzar mitjançant modelització d’equacions estructurals (SEM). L'anàlisi multigrup es va utilitzar per provar el paper moderador de l'autoocupació dels pares (PSE) per determinar si hi ha una relació significativa entre els enquestats amb PSE i els enquestats sense PSE. D'acord amb estudis previs, l'actitud cap a l'emprenedoria (ATE) i el control conductual percebut (PBC) tenen un efecte positiu sobre la IE. Els resultats demostren que les habilitats emprenedores influeixen en ATE, PBC i la Norma subjectiva (SN). Pel que fa a la influència del coneixement ambiental percebut (ENSUP) i de l'ATE, la relació va ser insignificant, tot i que l'impacte de l'ENSUP en PBC i SN va ser significatiu. Respecte a les correlacions entre SV i CV i els antecedents de TPB respectivament, es van acceptar totes les hipòtesis excepte les relacions CV → ATE i SV → PBC. Aquest estudi va revelar que els enquestats amb autoocupació dels pares perceben una actitud més elevada respecte a l’emprenedoria, el PBC, les habilitats emprenedores, el suport a l’emprenedoria i la intenció emprenedora que els que no tenen PSE. No obstant això, el MGA va establir que la formació d’intencions empresarials és similar per als enquestats amb autoocupació parental i els enquestats sense PSE. Per tant, no hi va haver una relació significativa entre els enquestats amb PSE i els enquestats sense PSE. Finalment, el quart article investiga la intenció empresarial aplicant la teoria del comportament planificat d’Ajzen (1991). Hem examinat específicament el paper del gènere en l'educació emprenedora i els models a seguir o l'autoocupació dels pares, mitjançant la realització d'una anàlisi multigrup. Hem utilitzat un qüestionari basat en web per recopilar informació de 216 estudiants d’una universitat espanyola. Les dades es van analitzar amb l’ajut de Modelització d’equacions estructurals (SEM) - Parcial mínim quadrat (PLS). Hem realitzat una anàlisi tripartita sobre models complets, masculins i femenins. Pel que fa als models complets i masculins, es van acceptar totes les hipòtesis principals, en comparació amb quatre per al model femení. Tot i que aquest estudi ha confirmat l’aplicabilitat del model TPB a la intenció emprenedora, no hem trobat una relació significativa entre homes i dones sobre les seves intencions emprenedores per a algunes relacions. Però aquest estudi suggereix que la relació entre PSE i PBC és més forta per als homes que per a les dones. En general, la tesi proporciona noves visions sobre el model d’intenció emprenedora, adaptat del TPB. Aquesta tesi ha desenterrat algunes revelacions sobre intencions empresarials entre estudiants espanyols i ghanesos. A més del nou avanç teòric, la tesi ofereix implicacions rellevants per a estudiants, educadors, responsables polítics i grups d'interès en l'àmbit empresarial.
Esta tesis examina la intención emprendedora entre los estudiantes de educación terciaria, lo que llevó a la producción de cuatro artículos empíricos. El primer artículo investiga la influencia del control conductual percibido, la norma subjetiva y la actitud hacia el espíritu empresarial, en la intención empresarial utilizando el modelo de ecuación estructural (SEM) - enfoque de mínimos cuadrados parciales inteligentes (PLS). Los hallazgos sugieren que TPB es una herramienta importante para predecir las intenciones empresariales. Por lo tanto, los hallazgos respaldan el TPB para la IE en Ghana. Dos factores motivacionales (actitud hacia el emprendimiento y control conductual percibido) relacionados con la IE, pero el SN mostró una asociación no significativa con la IE. Este estudio también encontró que la SN afecta positivamente la actitud hacia el espíritu empresarial y el control conductual percibido. Sin embargo, solo una (relación PSE-SN) de las hipótesis demográficas fue significativa. El segundo artículo examina el efecto de la actitud hacia el espíritu empresarial, la norma subjetiva, el locus de control, la autoeficacia empresarial y el apoyo ambiental sobre la intención empresarial de 159 estudiantes de MBA de dos universidades privadas de Ghana. El estudio utiliza modelos de ecuaciones estructurales (SEM) para analizar los datos obtenidos de los participantes. Los resultados muestran que todos los factores, excepto la autoeficacia empresarial, afectan significativamente las intenciones empresariales de los estudiantes. El tercer artículo examina cómo el trabajo por cuenta propia de los padres / modelos a seguir modera (utilizando el análisis multigrupo) la relación entre los antecedentes de la intención empresarial y la valoración social, la valoración más cercana, las habilidades emprendedoras y el apoyo ambiental. Los datos de trescientos diecinueve encuestados se analizaron mediante modelos de ecuaciones estructurales (SEM). Se utilizó el análisis multigrupo para probar el papel moderador del trabajo por cuenta propia de los padres (PSE) para determinar si existe una relación significativa entre los encuestados con PSE y los encuestados sin PSE. De acuerdo con estudios anteriores, ATE y PBC tienen un efecto positivo sobre la IE. Los resultados demuestran que las habilidades emprendedoras influyen en ATE, PBC y SN. En cuanto a la influencia del conocimiento ambiental percibido (ENSUP) y ATE, la relación fue insignificante, aunque el impacto de ENSUP en PBC y SN fue significativo. Con respecto a las correlaciones entre SV y CV y los antecedentes de TPB respectivamente, se aceptaron todas las hipótesis excepto CV → ATE y SV → PBC. Este estudio reveló que los encuestados con autoempleo de los padres perciben una mayor actitud hacia el emprendimiento, PBC, habilidades emprendedoras, apoyo emprendedor e intención emprendedora que aquellos sin PSE. Sin embargo, la MGA estableció que la formación de intenciones empresariales es similar para los encuestados con trabajo por cuenta propia de los padres y los encuestados sin PSE. Por lo tanto, no hubo una relación significativa entre los encuestados con PSE y los encuestados sin PSE. Por último, el cuarto artículo investiga la intención empresarial aplicando la Teoría del Comportamiento Planificado de Ajzen (1991). Examinamos específicamente el papel del género en la educación empresarial y los modelos a seguir o el autoempleo de los padres, mediante la realización de un análisis multigrupo. Utilizamos un cuestionario basado en la web para recopilar información de 216 estudiantes de una universidad española. Los datos se analizaron con la ayuda de Structural Equation Modeling (SEM) - Partial Least Square (PLS). Realizamos un análisis tripartito sobre modelos completos, masculinos y femeninos. En cuanto a los modelos completo y masculino, se aceptaron todas las hipótesis principales, frente a cuatro para el modelo femenino. Aunque este estudio ha confirmado la aplicabilidad del modelo TPB a la intención empresarial, no encontramos una relación significativa entre hombres y mujeres sobre sus intenciones empresariales para algunas relaciones. Pero este estudio sugiere que la relación entre PSE y PBC es más fuerte para los hombres que para las mujeres. En general, la tesis proporciona nuevos conocimientos sobre el modelo de intención empresarial, adaptado del TPB. Esta tesis ha desenterrado algunas revelaciones sobre las intenciones emprendedoras entre los estudiantes españoles y ghaneses. Además del novedoso avance teórico, la tesis ofrece implicaciones relevantes para estudiantes, educadores, responsables políticos y partes interesadas en el campo empresarial.
This thesis examines the entrepreneurial intention (EI) among tertiary students, which led to the production of four empirical papers. The first paper investigates the influence of Perceived Behavioural Control (PBC), Subjective Norm (SN) and Attitude towards Entrepreneurship (ATE), on Entrepreneurial Intention using Structural Equation Modelling (SEM) – Smart Partial Least Square (PLS) approach. The findings suggest that Theory of Planned Behaviour (TPB) is an important tool for predicting entrepreneurial intentions. Thus, the findings support the TPB for EI in Ghana. Two motivational factors (attitude towards entrepreneurship and perceived behavioural control) related to EI, but SN showed a non-significant association with EI. This study also found SN positively affecting attitude toward entrepreneurship and perceived behavioural control. However, only one (PSE-SN relationship) of the demographic-based hypotheses was significant. The second paper examines the effect of attitude towards entrepreneurship, subjective norm, locus of control, entrepreneurial self-efficacy, and environmental support on entrepreneurial intention of 159 MBA students from two private universities in Ghana. The study uses structural equation modelling (SEM) to analyze the data obtained from the participants. The results show that all the factors but entrepreneurial self-efficacy significantly affects students’ entrepreneurial intentions. The third paper examines how parental self-employment/role models moderates (using Multi-Group Analysis) the relationship between the antecedents of entrepreneurial intention and Social Valuation (SV), Closer Valuation (CV), Entrepreneurial Skills (ES), and Environmental Support. The data of three hundred and nineteen respondents were analysed by structural equation modelling (SEM). Multi-Group Analysis was used to test the moderating role of parental self-employment (PSE) to determine whether there is a significant relationship between respondents with PSE and respondents without PSE. Consistent with prior studies, Attitude towards entrepreneurship (ATE) and Perceived Behavioural Control (PBC) have a positive effect on EI. The results prove that entrepreneurial skills influence ATE, PBC, and Subjective Norm (SN). Regarding the influence of perceived environmental knowledge (ENSUP) and ATE, the relationship was insignificant, though the impact of ENSUP on PBC and SN was significant. With respect to the correlations between SV and CV and the antecedents of TPB respectively, all the hypotheses were accepted except CV→ATE and SV→PBC relationships. This study revealed that respondents with parental self-employment perceive a higher attitude towards entrepreneurship, PBC, entrepreneurial skills, entrepreneurial support, and entrepreneurial intention than those without PSE. However, the MGA established that the formation of entrepreneurial intentions is similar for respondents with parental self-employment and respondents without PSE. Thus, there was no significant relationship between respondents with PSE and respondents without PSE. Lastly, the fourth paper investigates entrepreneurial intention by applying the Theory of Planned Behavior by Ajzen (1991). We specifically examined the role of gender on entrepreneurial education and role models or parental self-employment, by carrying out a Multi-Group Analysis. We used a web-based questionnaire to collect information from 216 students at a Spanish university. Data were analysed with the help of Structural Equation Modelling (SEM) – Partial Least Square (PLS). We conducted a tripartite analysis on Complete, Male, and Female Models. Regarding the Complete and Male Models, all the primary hypotheses were accepted, compared with four for the Female Model. Though this study has confirmed the applicability of the TPB model to entrepreneurial intention, we did not find a significant relationship between Males and Females about their entrepreneurial intentions for some relationships. But this study suggests that the relationship between PSE and PBC is stronger for Males than Females. Generally, the thesis provides new insights into the entrepreneurial intention model, adapted from the TPB. This thesis has unearthed some revelations about entrepreneurial intentions among Spanish and Ghanaian students. In addition to the novel theoretical advancement, the thesis offers relevant implications for students, educators, policy-makers and stakeholders in the entrepreneurial field.

The bacteriophage T4 utilizes at least three modes of initiation of replication, termed primary, secondary and tertiary (Mosig, 1983; Kreuzer and Alberts, 1985). Two origins of replication have been isolated that utilize the tertiary mode of initiation. The DNA sequence requirements of the two tertiary origins have been characterized at the nucleotide level. Maximal replication of each origin-containing plasmid required both an intact gpmotA-dependent middle-mode promoter sequence and approximately 50 basepairs of the downstream region. In contrast, gpmotA-dependent transcription from the origin promoter was found to be independent of the downstream region. The requirement for a promoter element within the tertiary origins is striking, particularly since the replication of tertiary origin-containing plasmids is resistant to the RNA polymerase inhibitor rifampicin.

Thesis (Masters of Environmental Health)--Cape Peninsula University of Technology, 2018.
In the Western Cape, South Africa and other regions globally, grape pomace (GP) is one of the abundant agro-waste from the winery industry. This study reports on the hyper-extraction of fermentable sugars from GP treated with white rot fungi (WRF) Phanerochaete chrysosporium BKMF 1767 to facilitate improved biovalorisation for total reducing sugars (TRS) extraction in conjunction with Nepenthes mirabilis digestive fluids. TRS were quantified using the 3,5-dinitrosalicylic acid (DNS) reagent method. The free readily dissolvable sugars from the GP recorded for the bio-treated (BT) samples was 206.39 ± 0.06 mg/L and for the untreated (UT) samples was 271.05 ± 0.02 mg/L. Overall, the TRS yield for the Bio-treated (BT) and untreated (UT) samples was recorded as 205.68 ± 0.09 and 380.93 ± 0.14 mg/L, respectively, using hot water pretreatment (HWP) with 2266.00 ± 0.73 (BT) and 2850.68 ± 0.31 mg/L (UT), respectively, for dilute acid pretreatment (DAP); with 2068.49 ± 6.02 (BT) and 2969.61 ± 8.054 mg/L (UT) respectively, using the cellulase pretreatment (CP) method. Using the HWP as a reference, the relative increases imparted by the biotreatment was higher (51%) for DAP and low (33%) for CP. The combination of conventional used pre-treatment methods (hot water pretreatment, dilute acid pre-treatment, and cellulase pre-treatment) in a single pot system was also done while monitoring the total residual phenolics (TRPCs) in the samples. Furthermore, powder X-ray diffraction (pXRD) were used to measure the crystallinity index (CrI) and functional groups of pre- and post-pretreated GP to ascertain the efficiency of the pre-treatment methods, with quantification of lignin, holocellulose, and ash. Overall, the TRS yield for N. mirabilis pre-treated agro-waste was 951 mg/L ± 4.666 mg/L, with biomass having a lower CrI of 33%, and 62% residual lignin content. Furthermore, reduced TRPCs were observed in hydrolysate, suggesting limited inhibitory by-product formation during N. mirabilis pre-treatment

The dominant human capital theory-based perspective that education is crucial for economic success and employment has affected national and regional policies in education and employment worldwide. The present thesis critically assesses the target for increased number of tertiary education graduates in the current EU agenda for growth and employment (Europe 2020 Strategy). This target presumes that employment is positively related with tertiary education qualifications, and that there is an increasing demand for highly educated workers in the EU labour markets. Based on Eurostat data, our findings indicate that (i) more public spending on tertiary education does not seem to be associated with higher employment rates of graduates in the EU countries; (ii) in more than half of the EU28 member states, unemployment rates are not related with increased number of graduates; (iii) in most of the remaining EU countries, the increase in graduates is associated with higher graduates’ unemployment rates; (iv) increased number of tertiary education graduates relates with higher overqualification rates in the majority of the EU countries. These results accord with previous studies which find that investment in education alone is inadequate to explain complex socio-economic phenomena, such as graduates’ employment/unemployment. Moreover, they further support previous research works, which question the proclaimed increased need for highly educated workers in the EU labour markets. This, in turn, suggests that common European policies which target at increasing horizontally the number of graduates may further deteriorate the existing problem of overqualification in the EU. Without downplaying the importance of education and skills in employment, the current thesis contemplates that the disproportionate emphasis on the role of tertiary education in employment may falsely cultivate the perception that education per se can be the main solution for unemployment. Thus, it is likely to conceal the wider socio-economic reasons that influence a person’s ability to find, secure and advance in his/her job. Last, but not least, this perspective narrows down the role of tertiary education confining it to economic and employment purposes.

In order to efficiently manage the large amounts of video data stored in a digital video archive, computerized management systems must be developed for storing and making the video available to users. In this thesis, we study tertiary storage technologies and storage architectures for storing and retrieving digital video in video archives.

We evaluate serpentine tape as a storage medium for digital video. In order to increase the performance of storage systems using serpentine tape, we present and evaluate a detailed access-time model for serpentine tape and a novel scheduling algorithm for optimizing concurrent accesses to the tape. The scheduling algorithm is used for evaluating serpentine tape for storing images and video sequences. The main conclusion is that by using the access-time model and the proposed scheduling algorithm, it is possible to achieve significant improvements in initial latency, average access time, and the number of requests that can be served by a single tape drive.

Tertiary storage technologies including magnetic tape and DVD are evaluated for use in digital video archives. The evaluation is performed using a simulator of the storage system of a video archive. The simulation model is based on the architecture of the Elvira~II video archive server. Different configurations for the storage system are evaluated with regards to performance and cost. In the evaluation different allocation strategies, access distributions, and user loads are studied. The effect of using a cache based on magnetic disks is investigated.

The main conclusion is that the choice of architecture and storage technology for a video archive depends on the user generated load, the size of the requested video sequences, and the access distribution for the stored videos. It also depends on whether throughput, response time, storage cost, or cost per retrieved video is the main evaluation criterion. Furthermore, we show that a video archive based on DVD as the main storage technology outperforms a video archive using magnetic tape, and that including a relatively small disk cache in most cases improves the performance and reduces the total cost of the archive.

The ideas and results presented in this thesis are also useful outside the video archive context. The strategies and results are beneficial for applications that require hierarchical storage management systems for managing large data volumes.

Many tertiary institutions are confronted with the challenge of unprepared students. This epidemic is largely due to factors in and out of individuals‟ control. These factors include academic proficiency, course-student match, support and integration, financial stability, preparation, personal circumstances and engagement. The main objective of this study is therefore threefold: Firstly, to describe what student readiness entails; secondly to understand why there is a lack of readiness among first-year Human Resource Management students, and thirdly, to identify and improve upon interventions that prepare students for tertiary education. For this study student readiness refers to the ability of students to meet the basic requirements to successfully enrol for a course without remedial assistance and to successfully complete their studies in the recommended timeframe. The target population of this study focussed on students who registered on a full-time basis for the National Diploma in Human Resource Management for the academic year 2014 (n=117). A self-administered questionnaire was distributed to the students and an open-ended questionnaire additionally to the lecturers who teach first-year Human Resource Management students. The study was subjected to various statistical techniques such as Cronbach‟s alpha, t-tests, Pearson moment product correlation and Cohen‟s d. In doing so an improved insight into student readiness and success was developed. The main findings of the study indicated that there is a relationship between the type of schooling and readiness factors as statistical significance was noted. In addition, students who scored high on readiness factors were more likely to succeed in tertiary education. Moreover the number of interventions students is exposed to positively influence student readiness and success. This study has contributed to the body of knowledge which relates to the broader educational environment in South Africa and provides recommendations to address student readiness and success.

The work presented in this thesis focuses on educational issues in first-year biology courses at university. First-year courses are important because they have the potential to influence student retention and subsequent subject selection choices, as well as learning at higher levels. Further, biology is considered to be an important enabling subject in New Zealand because of the Government's drive towards a biotechnology-based knowledge economy. Specifically, the work in this thesis explores the educational implications of the increasingly diverse academic backgrounds of students entering first-year biology courses on teaching and learning in these courses. A social constructivist view of learning is adopted, in which prior knowledge of the learners is considered to have a significant influence on their learning. The social context of learning interactions also is considered to be important. The research involved three phases: identification of prior knowledge assumed by faculty; identification of actual prior knowledge of students; and the implementation and evaluation of an intervention programme based on concept mapping. In order to investigate faculty assumptions of student prior knowledge, 35 faculty from six New Zealand universities were interviewed. Document analysis and classroom observations provided data triangulation. The findings for this phase of the research suggest that faculty were aware of the diverse prior knowledge of students, and reported a tension between teaching from scratch in order to accommodate those with very limited prior knowledge; and the risk of boring those with more extensive relevant backgrounds. A range of concepts that are not explained during teaching (i.e., concepts it is assumed students understand) were identified, including biology-specific concepts and relevant chemical and mathematical concepts. In the second phase, research findings from phase one were used to develop a prior knowledge questionnaire administered in two successive years to all students enrolled in first-year biology courses at one New Zealand university. Data analysis for this phase suggests that although students with more extensive prior biology study were more likely to have a scientifically acceptable understanding of some key concepts, this was not true of all the concepts that were investigated, including chemical and mathematical concepts. The data also point to differences between what faculty expect students to know, and what students actually know. Furthermore, few students, regardless of the extent of prior biology study, were able to demonstrate understanding of the relationships between important biological concepts. In the third phase of the research, an intervention based on concept mapping was implemented and evaluated. Two of the six weekly tutorial classes associated with two first-year biology courses were used for the purposes of the intervention. The intervention differed from the other concept mapping studies reported in the literature in that its implementation was of long duration, viz., a period of 11 weeks. Students who participated in the intervention reported in 'tutorial experience questionnaires' and subsequent interviews that concept mapping helped them to learn the biology content covered during lectures, and to identify links between concepts. A large proportion of participants indicated that they used concept mapping for biology study outside of the intervention tutorial classes, and in some cases in other courses of study. Classroom management strategies appeared to contribute to the positive views about the use of concept mapping during tutorials. Specifically, the tutor modelled the use of concept mapping, but students were also given opportunities to construct their own maps. The role of the tutor in guiding discussions with students and providing feedback was also viewed as being important. Detailed analysis of course assessment tasks suggests that concept mapping enhanced learning for test questions that require understanding of links between concepts. Where tasks require only the recall of facts, concept mapping does not appear to make a statistically significant difference to student performance. The findings from the concept mapping intervention thus suggest that although concept mapping is a strategy that can be used effectively in tertiary biology tutorial classes, it is more worthwhile if the type of deep learning that is encouraged by the use of concept mapping is also the type of learning required to successfully complete assessment tasks. This raises the issue of whether the type of learning faculty specify in course objectives is the type of learning they actually seek to develop in course delivery and associated assessment regimes.

It is widely accepted that mathematics courses for science and engineering undergraduates should aim to develop an enquiring and creative approach to mathematics together with good communication skills. Due to their versatili ty, computatonal power and graphical capabilities, computers can play a significant role in developing these skills. A review of the development of computer-assisted learning of mathematics established that a new investigative approach could exploit the potential of the computer. For this project, two comprehensive computer-based learning packages were developed. The content and educational objectives of the packages were determined by consultation with mathematics lecturers. These objectives were to encourage investigative work, to facilitate problem solving and to enhance student understanding of certain algorithms and topics. The packages were evaluated over a four-year period, whilst in regular use in the mathematical sciences laboratories at Napier Polytechnic as part of the curriculum of several degree courses. During the formative evaluation, modifications and improvements were incorporated. The second stage of the evaluation comprised an investigation of the impact of the packages on the mathematics curriculum. In particular, changes in teaching approaches, learning outcomes and student attitudes towards mathematics were studied through observation, questionnaires and interviews. The feasibility of transfer of the materials developed to other higher educational establishments was also examined. The study identified an increase in the use of graphical methods to explore the behaviour of functions, numerical methods and models, more emphasis on investigative work, and more analysis and interpretation of results. Improved communication skills were also noted. It was deduced that the computer-based approaches adopted had fostered the development of higher cognitive skills, thus leading to an enhanced quality of learning.

Vicarious trauma impacts counselors in various ways: by diminishing their feelings of importance in the profession, hindering their completion of adequate work with clients, and negatively affecting their personal life choices. Although numerous qualitative and quantitative studies have been conducted on vicarious trauma over the past 20 years, there is a rarity of research investigating the implications of trauma for counseling supervisors. The purpose of this study was to examine the lived experiences and perceptions of tertiary trauma among 11 counselor supervisors from Oklahoma and Missouri who were providing active supervision. This study was approached through a hermeneutic phenomenological methodology. The overarching research question investigated how counseling supervisors defined tertiary trauma. Interviews were transcribed and uploaded into NVivo 10, and constructs were identified via an exploratory and inductive analysis. Codes and sub-themes were categorized then deductively divided into 6 primary themes that demonstrate participant perceptions of tertiary trauma. These themes included: (a) what it means to be a supervisor, (b) the understanding of vicarious trauma, (c) the base knowledge of tertiary trauma, (d) the symptoms of tertiary trauma, (e) the meaning of supervisor wellness, and (c), the and role of the supervisor. Findings from the study offer the counseling profession a working definition of tertiary trauma based in counseling supervisors' perception of the phenomenon. The study outcomes are unique because counseling supervisors are vital to the continued growth of both the profession and new counseling professionals, acting as gate keepers to the counseling profession.

The southern Albania thrust belt comprises Mesozoic - Eocene carbonate sequences incorporated into three major Tertiary thrust sheets verging towards the Apulia foreland in the southwest. The problem of the structural evolution has been previously approached through a hypothesis of orthogonal thin-skinned thrusting controlled by a differential areal extent ofPermo-Triassic evaporites. This thesis uses the interpretation of several seismic profiles to address questions such as those relating to the subsurface geometric patterns ofthe thrust sheets, the kinematic framework the evaporites operated in, the role ofthe pre-existing faults and the timing ofthe evolution. The interpretation demonstrates that significant along - strike changes characterize the subsurface geometry of the thrust sheets. The Permo-Triassic evaporites facilitated their buttressing against a buffer zope in the Apulian foreland primarily within an orthogonal compression regime. Regional clockwise rotation about a pivot point to the north may have provided a transpressional component along the thrusts. Pre-existing normal faults played a significant role on thrusting and accomodation of the strain partitioning. The main structural events included thin-skinned thrusting during Oligocene - Aquitaniane, formation of a buffer zone in the forelarni during Burdigalian and subsequent thrust - buttressing during the Miocene. Post - Pliocene deformation occurs in the foredeep basin.

This study was designed to investigate, at laboratory and pilot scale, the effects of various loading and climatic factors on the nitrification perfon-nance of four media, and to undertake a comparative assessment of the media. The media used were blast furnace slag and three random plastic media: Flocor RS, Etapak 160 and a new medium, Etapak 210. Laboratory experiments using pure cultures of Nitrosomonas europaea have determined the effect on nitrification of temperature, pH and substrate, BOD and inhibitor concentrations. Optimal values have been resolved for the temperature and pH and half- saturation constants for the substrate and inhibition are calculated for pure culture conditions. The presence of glucose and glutamic acid has been shown to have a beneficial effect on nitrification, although this observation could not be adequately explained. Pilot scale research, conducted over a two year period, has provided an accurate representation of a nitrifying trickling filter by using effluent from Cranfield STW in filters exposed to the full climadc variation. Data obtained from these filters have indicated the superior performance of the blast furnace slag media due mostly to its ability to maintain a large active bacterial Population without excessive accumulation. Results have been used to support or challenge previous publications, and to generate a set of desion curves. Conclusions from this research have been used in the design of a full scale nitrifying trickling filter which has been constructed at Cranfield STW, early data from which are presented.

Palaeobotany illuminates past environments by relating the fossilised species to the existing geological conditions. This has previously been done with fossilised leaves and spores but not with fossilised wood. The recovery of a significant quantity of wood from an area of Tertiary sediments in New South Wales, enabled the used of fossilised wood as a palaeoenvironmental tool. Tertiary sedimentary deposits of south eastern Australia are diverse lithologically, occupy distinct areas and are limited in vertical and horizontal extent. However, samples in museum collections together with samples from field work and descriptions of fossil wood from previous researchers enabled an analysis of the fossil wood. The geological and palaeontological aspects of the fossil wood were considered for each specimen. Only specimens with precise information concerning location and description of the sedimentary deposits in which the specimens were found were investigated. Lithology, sedimentary structures and the relationship with surrounding geological units were also considered. The samples were then classified and identified. It was possible to identify fossil wood to Family level by comparison with existing taxa. In the majority of cases, identification to species level was not possible due to the lack of detail in the specimen and because features such as colour cannot be used with fossilised specimens. With Australian fossilised wood, a systematic nomenclature based on structure observed within the palaeotaxa, would be more relevant. Comparisons of cell structures with previous work on palaeoenvironmental indicators was found to be possible. Fossil wood has two uses. Firstly, as a local environmental indicator, usually in conjunction with sedimentological data, assessing the rate and direction of water flow, types of depositional environments and localised floral assemblages. Secondly, as an indicator of regional climate. Within any one particular time period, comparisons between the cellular structures of wood found in different parts of south eastern Australia show gross changes in cell size, mean growth ring size and vessel size, which enabled generalisations about climate for each epoch in the Tertiary. Palaeoclimatic indicators from the wood concurred with previous climatic interpretations based on palynology and sedimentology. Cool conditions during the Palaeocene were clearly indicated by small cells and small growth rings which gradually increased throughout the remainder of the Tertiary. Several areas e.g., Dargo High Plains, where cold conditions existed in isolation could be clearly distinguished. This corresponds with the gradual northward movement of the Australian plate with consequent increasing temperatures on the mainland.

Students at university encounter quantitative information in tables and graphs or through prose in textbooks, journals, electronic sources and in lectures. The degree to which students are able to engage with this kind of information and draw their own conclusions, influences the extent to which they need to rely on the interpretation of others. In particular, students who are studying in non-mathematical disciplines often fail to engage seriously with such material for a number of reasons. These may include a lack of confidence in their ability to do mathematics, a lack of mathematical skills required to understand the data, or a lack of an awareness of the importance of being able to read and interpret the data for themselves. In this thesis, the successful choice and use of skills to interpret quantitative information is referred to as numeracy. The level of numeracy exhibited by a student can vary depending on the social or cultural context, his/her confidence to engage with the quantitative information, the sophistication of the mathematics required, and his/her ability to evaluate the findings. The first part of the thesis is devoted to the conceptualisation of numeracy and its relationship to mathematics. The empirical study that follows this is focused on an aspect of numeracy of importance to university students: the reading and interpreting of tables of data in a range of non-mathematical contexts. The students who participated in this study were enrolled in degree programs in the social sciences. The study was designed to measure the effectiveness of a one-hour intervention workshop aimed at improving the levels of the students’ numeracy. The short length of the intervention was dictated by practical and organisational constraints. This workshop involved reading and interpreting a table of data using strategies based on the SOLO taxonomy (Biggs & Collis, 1982). The SOLO taxonomy was developed mainly as a means of classifying the quality of responses across both arts and science disciplines. The categorisation uses five levels: prestructural, unistructural, multistructural, relational and extended abstract. It can be used as a diagnostic tool at all levels of education as it can be seen as a spiral learning structure repeating itself with increasing levels of abstraction. It can also be used as a teaching tool in feedback to students. A measuring instrument, also based on the SOLO taxonomy, was designed to gauge the levels of the students’ responses to these tasks. Each response was allocated a level that was subsequently coded as a number from zero to seven. Because the responses were in distinct ordered categories, it was possible to analyse the scores using the Rasch Model (Rasch 1960/80) for polytomous responses, placing both the difficulty of the tasks and the ability of the students on an equal interval scale. The Rasch Model was also used to evaluate the measuring instrument itself. Some adjustments were made to the instrument in the light of this analysis. It was found that it is possible to construct an instrument to distinguish between levels of students’ written responses for each of the chosen table interpretation tasks. The workshop was evaluated through a comparison of the levels achieved by individual students before and after the workshop. T-tests for dependent samples indicated a significant improvement (p < 0.01) in student performance.

Seventy four Christian tertiary students were presented with six hypothetical life event descriptions and asked to imagine that these events were happening to them. Subjects then listed any thoughts that went through their minds as they faced the events. Spontaneous attributions to God and the Devil were produced by some of the sample. Spontaneous attributions to God's hand, God's will and God's general control were strongly related to the importance of religion and prayer. These attributions appeared to provide meaning and comfort, especially for those confronted with serious health problems. This study supports the view that God attribution is an important part of people's religious belief and meaning system, but casts doubt on the view that God image plays a significant role in determining the situations where God attributions occur. An attempt was made to test the validity of the forced choice method traditionally used to scale religious attributions. The patterns of spontaneous and forced choice religious attributions were similar across the different situations, yet attribution to religious sources was significantly greater using the forced choice method. It is concluded that the forced choice method tends to elicit reactive measures, and that the richness and spontaneity of the thought listing responses provides a more accurate picture of people's spontaneous religious attributions.

It is a common misconception that shallow water biogenic carbonate development is inhibited in areas of active siliciclastic input. However, an increasing number of examples of ancient and modern coral communities are being identified which are affected by siliciclastic input and are developing in areas traditionally regarded as unfavorable. Corals can develop in nearshore settings affected by high sedimentation rates, turbidity, mobile substrates and episodic (storm-related) discharges of freshwater and terrestrially-derived sediments. Coral reefs in these systems are not necessarily impacted reefs, and represent natural states of development with coral abundance and diversity comparable to clear-water systems. Accepted models of shallow water carbonate production in clear water conditions only represent one end-member in a diverse range of shallow coral-dominated communities. In order to investigate the development of shallow water, biogenic carbonate development under the influence of siliciclastic input, two mixed carbonate-siliciclastic successions have been studied from the Tertiary of Spain. The Vie Basin (NE Spain) and the Fortuna Basin (SE Spain) provide contrasting examples of coral reef development within siliciclastic shallow marine shelf environments bordering temperate-humid and semi-arid land areas respectively. The methods employed in this investigation were 1) high resolution sedimentary logging and sample collection, 2) petrographic and palaeontological analysis of samples and 3) quantification of non-carbonate content through acid digestion. The correlation of logged sections, and development of a facies scheme for each study area, has enabled the temporal and spatial relationships between carbonate development and siliciclastic sedimentation to be deciphered. The Calders study area is situated within the Vie Basin. The broad environment of deposition was a moderate energy, northward-prograding siliciclastic shelf where high sediment input and unstable substrates inhibited the development of sessile calcareous biota. Carbonate development occurred following abandonment of the siliciclastic substrate. Abandonment facies, which developed on dune foresets and topsets, are dominated by large benthic foraminifera and coralline algae. Carbonate development, as high-energy foralgal shoals and muddy coral-dominated sediments, occurred down-slope. Carbonate units developed as very low angle clinoforms. Coral development was variable, existing as metre-scale patch reefs with associated debris and protected low-energy environments. Coral framework was only locally evident. Six isolated carbonate intervals are identified within the siliciclastic-dominated succession. The change from carbonate development to siliciclastic deposition is abrupt. It is proposed that sediments situated stratigraphically above the main Calders section in the Sant Amanc area are part of the Terminal Complex. The broad environment of deposition was a protected, inner-shelf that developed in the latest stages of marine sedimentation in the Pyrenean foreland prior to regional deposition of continental sediments. Nutrient-rich conditions persisted due to terrigenous input and terrestrial run-off. Metre-scale patch reefs developed through the baffling effect of the perennial seafloor vegetation that acted as a substrate for large benthic foraminifera. The Altorreal study area is situated within the Fortuna Basin. The environment of deposition was a marginal marine, high-energy fan delta system. Only robust organisms such as oysters were able to tolerate the periodic high-magnitude input of coarse-grained siliciclastics. The temporary abandonment of fan-delta lobes provided a site for coral colonization. Abandonment facies are siliciclastic packstones with laminar stromatolites in up-slope areas. Carbonates contain minor siliciclastic material and form laterally restricted sigmoidal units. Corals formed a framework, with variations in coral morphology a function of water depth. Carbonate production was halted through the combined affects of freshwater input, emergence and erosion. Eroded carbonate bodies were buried by fan-delta sediments as the locus of sedimentation changed. The main impacts of sediment input on photoautotrophs are physical burial, reduction in rates of photosynthesis though increased turbidity and changes in seawater chemistry, particularly salinity and nutrients. The amount and grainsize of siliciclastic sediment input has influenced the biota in both study areas. Siliciclastic-dominated sediments contain a low diversity fauna dominated by echinoids, molluscs and burrowing organisms. The reduction of siliciclastic input created a new environment that was initially colonized by organisms acting as r-strategists. These transitional settings are dominated by larger benthic foraminifera at Calders. At Altorreal, a prolonged period of non-deposition led to the formation of a hardground. Coral development at Calders occurred during a constant input of clay to silt-grade siliciclastics. In low-energy areas where sediment input was particularly high, constratal growth of branching corals is inferred. In marginal marine reef areas at Altorreal, coarse lithoclastic grains supported stick-like coral branches. Demise of coral communities is attributed to a number of factors. At Altorreal, emergence and erosion of the reef is inferred from erosional contacts. The development of columnar stromatolites is associated with a prolonged period of non-deposition and possibly a change in seawater chemistry that was detrimental to corals. The development of coral communities in siliciclastic settings can be aided through the existence of a protection mechanism. At Calders and Altorreal, temporarily abandoned siliciclastic substrates provided sites away from silts of high siliciclastic input. Autogenic factors such as delta lobe switching were the most important controls on coral development in the studied areas although allogenic factors such as climate and the tectonic regime influenced rates, magnitude and grainsize of input were also important.

Over 250 samples were collected over three field seasons from the SE Oman Mountains. Fortyone species of planktonic Foraminifera (belonging to 7 genera) and twenty-eight species of larger benthonic Foraminifera, (belonging to 13 genera) are figured (both by SEM and optical photography) from the Wadi Musawa and Wadi Suq sections. Nine planktonic foraminiferal zones are formally recognised between the Upper Palaeocene(P 4) and upper Middle Eocene (P14). The known stratigraphic distribution of these species was used to recognise the zones P 5, P8-P9 as equivalentt o standard zones of Blow, 1969,1979, whilst strata considered generally equivalent to P4 and PIO-PI4 in the Wadi Musawa section are zoned on the basis of the local range. Younger sediments can only be dated on larger Foraminifera. A possible hiatus representing the planktonic zones P 6/P7 is tentatively identified. Fifteen lithostratigraphic units are recognised and formally described from three formations: the Abat Formation( units A-D), the Musawa Formation (units E-L) and the Tahwah Formation (units M-0). The ages of the Abat and Musawa formations are redefined and are shown to be significantly older than previously published. Biostratigraphical and palaeoenvironmental data from both the planktonic and the larger Foraminifera has been used in conjuction with the lithostratigraphy to construct a sequence stratigraphy, in which several cycles have been recognised. Some of these cycles may correlate with the global sea-level cycles of Haq et al. (1987) and include TA2.3 and TAM, Whilst others are local due to tectonically induced regressive and transgressive events. Information not only from the Foraminifera but also from radiolaria, ostracods and molluscs has been used to reconstruct the palaeoenvironment for the Omani Palaeogene. Parts of the Lower and Middle Eocene contain in-situ larger Foraminifera indicating deposition in a shelf (dominantly mid to outer) setting. During the late Palaeocene, most of the early Eocene, part of the middle Eocene, and the entire late Eocene/early Oligocene mixed assemblages of planktonics and shallow water benthonics were the dominant Foraminifera. The occurrence of the these two assemblages in deepwater sediments indicates a substantial period of time in which penecontemporaneous uplift and resedimentation of carbonate shelf deposits into deeperwater occurred. A number of new larger and smaller benthonic Foraminifera are described and one planktonic foraminifer renamed.

The most successful method to date for predicting protein tertiary structure from primary sequence data is homology modelling based on alignment with similar sequences of known structure. The use of a variety of computing methods to identify the best similarities is discussed. Model building based on alignments and the construction of libraries of side chain conformations is described. The application of sequence alignment modelling to the structure prediction of EcoKI type I DNA methyltransferase is shown in the context of corroborative laboratory experiments. Finally, a method is presented which incorporates sequence alignment with secondary structure prediction. A program - sss_align - which incorporates this method, was used to make blind fold recognition predictions as part of an international collaborative exercise in the critical assessment of methods of protein structure prediction ('CASP2'). It was shown by this and other assessment methods that sss_align will detect similarities between sequences which exhibit as little as 15% identity.

Inadequate sanitation is one of the leading causes of water pollution and consequently illness in many underdeveloped countries, including South Africa and, specifically, the Eastern Cape Province, where cholera has become endemic. As modern wastewater treatment processes are often energy intensive and expensive, they are not suitable for use in these areas. There is thus a need to develop more sustainable wastewater treatment technologies for application in smaller communities. The integrated algal ponding system (IAPS) was identified as a possible solution to this wastewater management problem and was investigated for adaptation to local conditions, at the Rhodes University Environmental Experimental Field Station in Grahamstown, South Africa. The system was monitored over a period of nine years, with various configuration adjustments of the high rate algal pond (HRAP) unit operation investigated. Under standard operating conditions, the system was able to achieve levels of nutrient and organic removal comparable with conventional wastewater treatment works. The mean nitrate level achieved in the effluent was below the 15mg.l-1 South African discharge standard, however, nitrate removal in the IAPS was found to be inconsistent. Although the system was unable to sustain chemical oxygen demand (COD) removal to below the 75mg.l-1 South African discharge standard, a removal rate of 87% was recorded, with the residual COD remaining in the form of algal biomass. Previous studies in the Eastern Cape Province have shown that few small wastewater treatment works produce effluent that meets the microbial count specification. Therefore, in addition to the collation of IAPS data from the entire nine year monitoring period, this study also investigated the use of the HRAP as an independent unit operation for disinfection of effluent from small sewage plants. It was demonstrated that the independent high rate algal pond (IHRAP) as a free standing unit operation could consistently produce water with Escherichia coli counts of 0cfu.100ml-1. The observed effect was related to a number of possible conditions prevailing in the system, including elevated pH, sunlight and dissolved oxygen. It was also found that the IHRAP greatly enhanced the nutrient removal capabilities of the conventional IAPS, making it possible to reliably and consistently maintain phosphate and ammonium levels in the final effluent to below 5mg.l-1 and 2mg.l-1 respectively (South African discharge standards are 10mg.l-1 and 3mg.l-1 in each case). The quality of the final effluent produced by the optimisation of the IAPS would allow it to be used for irrigation, thereby providing an alternative water source in water stressed areas. The system also proved to be exceptionally robust and data collected during periods of intensive and low management regimes were broadly comparable. Results of the 9 year study have demonstrated reliable performance of the IAPS and its use an appropriate, sustainable wastewater treatment option for small communities.

Students at university encounter quantitative information in tables and graphs or through prose in textbooks, journals, electronic sources and in lectures. The degree to which students are able to engage with this kind of information and draw their own conclusions, influences the extent to which they need to rely on the interpretation of others. In particular, students who are studying in non-mathematical disciplines often fail to engage seriously with such material for a number of reasons. These may include a lack of confidence in their ability to do mathematics, a lack of mathematical skills required to understand the data, or a lack of an awareness of the importance of being able to read and interpret the data for themselves. In this thesis, the successful choice and use of skills to interpret quantitative information is referred to as numeracy. The level of numeracy exhibited by a student can vary depending on the social or cultural context, his/her confidence to engage with the quantitative information, the sophistication of the mathematics required, and his/her ability to evaluate the findings. The first part of the thesis is devoted to the conceptualisation of numeracy and its relationship to mathematics. The empirical study that follows this is focused on an aspect of numeracy of importance to university students: the reading and interpreting of tables of data in a range of non-mathematical contexts. The students who participated in this study were enrolled in degree programs in the social sciences. The study was designed to measure the effectiveness of a one-hour intervention workshop aimed at improving the levels of the students? numeracy. The short length of the intervention was dictated by practical and organisational constraints. This workshop involved reading and interpreting a table of data using strategies based on the SOLO taxonomy (Biggs and Collis, 1982). The SOLO taxonomy was developed mainly as a means of classifying the quality of responses across both arts and science disciplines. The categorisation uses five levels: prestructural, unistructural, multistructural, relational and extended abstract. It can be used as a diagnostic tool at all levels of education as it can be seen as a spiral learning structure repeating itself with increasing levels of abstraction. It can also be used as a teaching tool in feedback to students. A measuring instrument, also based on the SOLO taxonomy, was designed to gauge the levels of the students' responses to these tasks. Each response was allocated a level that was subsequently coded as a number from zero to seven. Because the responses were in distinct ordered categories, it was possible to analyse the scores using the Rasch Model (Rasch 1960/80) for polytomous responses, placing both the difficulty of the tasks and the ability of the students on an equal interval scale. The Rasch Model was also used to evaluate the measuring instrument itself. Some adjustments were made to the instrument in the light of this analysis. It was found that it is possible to construct an instrument to distinguish between levels of students' written responses for each of the chosen table interpretation tasks. The workshop was evaluated through a comparison of the levels achieved by individual students before and after the workshop. T-tests for dependent samples indicated a significant improvement (p < 0.01) in student performance.

Each year thousands of students enrol in introductory statistics courses at universities throughout Australia, bringing with them formal and informal statistical knowledge and reasoning, as well as a wide range of basic numeracy skills, mathematical inclinations and attitudes towards statistics, which have the potential to impact on their ability to develop statistically. This research develops and investigates measures of each of these components for students at the interface of secondary and tertiary education, and investigates the relationships that exist between them, and a range of background variables. The focus of the research is on measuring and analysing levels and abilities in statistical reasoning for a range of students at the tertiary interface, with particular interest also in investigating their basic numeracy skills and how these may or may not link with statistical reasoning allowing for other variables and factors. Information from three cohorts in an introductory data analysis course, whose focus is real data investigations, provides basis for the research. This course is compulsory for all students in degree programs associated with all sciences or mathematics. The research discusses and reports on the development of questionnaires to measure numeracy and statistical reasoning and the students' attitudes and reflections on their prior school experiences with statistics. Students' attitudes are found to be generally positive, particularly with regard to their self-efficacy. They are also in no doubt as to the links that exist between mathematics and statistics. The Numeracy Questionnaire, developed to measure pre-calculus skills relevant to an introductory data analysis course which emphasises real data investigations, demonstrates that many students who have completed a basic algebra and calculus senior school subject struggle with skills which are in the pre-senior curricula. Direct examination of the responses helps to understand where and why difficulties tend to occur. Rasch analysis is used to validate the questionnaire and assist in the description of levels of skill. General linear models demonstrate that a student's numeracy score depends on the result obtained in senior mathematics, whether or not the student is a mathematics student, gender, whether or not higher level mathematics has been studied, self-efficacy and year. The research indicates that either the pre-senior curricula need strengthening or that exposure to mathematics beyond the core senior course is required to establish confidence with basic skills particularly when applied to new contexts and multi- step situations. The Statistical Reasoning Questionnaire (SRQ) is developed for use in the Australian context at the secondary/tertiary interface. As with the Numeracy Questionnaire, detailed examination of the responses provides much insight into the range and features of statistical reasoning at this level. Rasch analyses, both dichotomous and polychotomous, are used to establish the appropriateness of this instrument as a measuring tool at this level. The polychotomous, Rasch partial credit model is also used to define a new approach to scoring a statistical reasoning instrument and enables development and application of a hierarchical model and measures levels of statistical reasoning appropriate at the school/tertiary interface. General linear models indicate that numeracy is a highly significant predictor of statistical reasoning allowing for all other variables including tertiary entrance score and students' backgrounds and self-efficacy. Further investigation demonstrates that this relationship is not limited to more difficult or overtly mathematical items on the SRQ. Performance on the end of semester component of assessment in the course is shown to depend on statistical reasoning at the beginning of semester as measured by the partial credit model, allowing for all other variables. Because of the dominance of the relationship between statistical reasoning (as measured by the SRQ) and numeracy on entry, some further analysis of the end of semester assessment is carried out. This includes noting the higher attrition rates for students with less mathematical backgrounds and lower numeracy.

Each year thousands of students enrol in introductory statistics courses at universities throughout Australia, bringing with them formal and informal statistical knowledge and reasoning, as well as a wide range of basic numeracy skills, mathematical inclinations and attitudes towards statistics, which have the potential to impact on their ability to develop statistically. This research develops and investigates measures of each of these components for students at the interface of secondary and tertiary education, and investigates the relationships that exist between them, and a range of background variables. The focus of the research is on measuring and analysing levels and abilities in statistical reasoning for a range of students at the tertiary interface, with particular interest also in investigating their basic numeracy skills and how these may or may not link with statistical reasoning allowing for other variables and factors. Information from three cohorts in an introductory data analysis course, whose focus is real data investigations, provides basis for the research. This course is compulsory for all students in degree programs associated with all sciences or mathematics. The research discusses and reports on the development of questionnaires to measure numeracy and statistical reasoning and the students' attitudes and reflections on their prior school experiences with statistics. Students' attitudes are found to be generally positive, particularly with regard to their self-efficacy. They are also in no doubt as to the links that exist between mathematics and statistics. The Numeracy Questionnaire, developed to measure pre-calculus skills relevant to an introductory data analysis course which emphasises real data investigations, demonstrates that many students who have completed a basic algebra and calculus senior school subject struggle with skills which are in the pre-senior curricula. Direct examination of the responses helps to understand where and why difficulties tend to occur. Rasch analysis is used to validate the questionnaire and assist in the description of levels of skill. General linear models demonstrate that a student's numeracy score depends on the result obtained in senior mathematics, whether or not the student is a mathematics student, gender, whether or not higher level mathematics has been studied, self-efficacy and year. The research indicates that either the pre-senior curricula need strengthening or that exposure to mathematics beyond the core senior course is required to establish confidence with basic skills particularly when applied to new contexts and multi- step situations. The Statistical Reasoning Questionnaire (SRQ) is developed for use in the Australian context at the secondary/tertiary interface. As with the Numeracy Questionnaire, detailed examination of the responses provides much insight into the range and features of statistical reasoning at this level. Rasch analyses, both dichotomous and polychotomous, are used to establish the appropriateness of this instrument as a measuring tool at this level. The polychotomous, Rasch partial credit model is also used to define a new approach to scoring a statistical reasoning instrument and enables development and application of a hierarchical model and measures levels of statistical reasoning appropriate at the school/tertiary interface. General linear models indicate that numeracy is a highly significant predictor of statistical reasoning allowing for all other variables including tertiary entrance score and students' backgrounds and self-efficacy. Further investigation demonstrates that this relationship is not limited to more difficult or overtly mathematical items on the SRQ. Performance on the end of semester component of assessment in the course is shown to depend on statistical reasoning at the beginning of semester as measured by the partial credit model, allowing for all other variables. Because of the dominance of the relationship between statistical reasoning (as measured by the SRQ) and numeracy on entry, some further analysis of the end of semester assessment is carried out. This includes noting the higher attrition rates for students with less mathematical backgrounds and lower numeracy.

At a time when university student diversity is heightened and when national government regulations have shifted their quality focus from support improvements to student achievement, little is known about the mechanism of the latter. University efforts to support quality, caring interactions between students and staff, known as connectedness, are currently favoured, and this thesis examines connectedness, mood, emotional well-being and academic behaviours of commencing students at a regional Australian university. This is done through the lens of a first semester intervention, known as Tertiary Learning Communities (TLC). Drawing on existing connectedness research, across both school and university settings and guided by a whole-school framework, details of the establishment of a suitable working party, the development of survey, pilot and intervention activities, and monitoring the ability of a cross-campus intervention to influence student connectedness and behaviour markers, are highlighted to advance further understanding of the mechanics of connectedness in a university setting. The developed survey, which collected data from undergraduate students early in their first semester, effectively captured perceptions of connectedness across a broad range of sources in addition to their mood, emotional well-being and academic student behaviours. Paired sample-tests assessed connectedness changes, and chi square analysis assessed behaviour changes when comparing the experimental and control groups on two occasions. A single intervention aligned to a first year core unit to support academic and social interactions, was shown to be ineffective in enhancing student connectedness during the semester of the intervention or the semester following the intervention. However, the level of connectedness decreases measured across ‘personal’, ‘other students’ and ‘lecturers’ were indeed significant, as was the finding that connectedness decreases for intervention participants exceeded the decreases of the control group. Furthermore, mood and emotional well-being challenges and the slow emergence of academic behaviours were also revealed. These findings provided support for future inclusive student support initiatives, maintained the involvement of working party members and extended support beyond the first semester to across first year.
Doctor of Philosophy

The English language is now widely used in Vietnam. Consequently, the teaching and learning of English has become more significant , but, on the other hand, teaching methodologies, in Vietnam , still reflect those used in the past to teach other foreign languages. Vietnamese English teachers also experience difficulty coping with the many new problems which they now face. One of these difficulties is the teaching of English vocabulary. In order to develop an understanding of how best English vocabulary might be taught in the Vietnamese setting , this study identifies a particular group of students: Vietnamese tertiary students attending the Hanoi Foreign Languages Teachers' College, and then explores ways how teachers might introduce the teaching of English vocabulary, both to these students, and to the subjects the students will finally teach themselves. In order to prepare for an outline of how to carry out this teaching role, the study investigates the various problems associated with defining : the word; the types of meaning conveyed by the word; the relationship of phonology, syntax and semantics to the word, and other related matters . The study also looks at the problems which Vietnamese students have with learning English vocabulary. In this context a comparison is made of English and Vietnamese lexical and related systems. Subsequently, the study considers the different types of foreign language methods which have and are being used, with particular reference to how they were used to teach vocabulary. Finally, the study considers questions of the need to select appropriate vocabulary for the targetted students and details how teachers might effectively teach vocabulary.

[Abstract]: In this dissertation a review of the literature as it applies to the modelling of educational performance data is undertaken. Statistical linear models, including the novel Beta, Tweedie and Tobit regression models, are then applied to the performance data of students who have undertaken a preparatory mathematics course. These models are then critically reviewed and compared with the commonly used standard linear regression model.Issues that arise from the application of statistical linear models to educational performance data are then explored. For example, the effects of non-Normality, which characterizes educational performance data, and thepresence of large numbers of students who fail to complete the course (a characteristic of this particular context), are examined and reported. Both of these effects can violate the underlying assumptions of the standard linearregression model. Simulation studies are then used to assess the appropriateness of the linear model when it is applied under the condition of non-Normality and the presence of large numbers of missing observations.Findings from this study indicate that issues relating to model effectiveness are clouded in the educational context by typically large values of the error variance (high noise) and the difficulty in finding suitable performancepredictors. Educational models of performance typically lack statistical power, so that in many instances it doesn’t matter what model is applied to the data. Nevertheless, the study highlights many reasons why modelsalternative to the standard linear regression model should be applied to such data. For example, in situations where the effect is not constant over the entire domain of the explanatory variable, a linear model based upon the betadistribution will be much more appropriate. Similarly, in situations where the performance data contains exact zeros (for example the performance of students who withdraw from the course without providing any measure of achievement) it is more appropriate to use a Tweedie linear model than the standard linear regression model.

Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.
Bibliography: p. 246-275.
Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.
Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.
Mode of access: World Wide Web.
275, [140] p. ill

This study is based on a proposal concerning the feasibility of using aliphatic tertiary amine N-oxides as antiarrhythmic agent prodrugs. Lignocaine was selected as a candidate for prodrug development, because the N-oxide is a non-active, polar derivative of lignocaine and the drug of choice for ventricular arrhythmia, a symptom associated with ischaemic episodes leading to regions of transiently hypoxic heart tissue. An HPLC analytical method was developed to study the metabolism of lignocaine N-oxide. The rapid and sensitive analysis of lignocaine and its metabolites was demonstrated with good reproducibility, stability and high recovery. In this study, it was identified that lignocaine N-oxide can be reduced to its active parent compound, lignocaine with no other metabolites detected in the absence of oxygen. Under anaerobic conditions, no further metabolism of lignocaine was demonstrated in rat liver microsomes and heart S9 fractions suggesting no secondary metabolites were formed. The reduction of lignocaine N-oxide has been shown to be both enzymic and non-enzymic, NADPH dependent, oxygen sensitive and can be suppressed by CO, CN- and protein denaturation. Under anaerobic conditions, in vitro lignocaine N-oxide reduction was found to occur in NADPH supplemented rat liver homogenates, microsomal suspensions; rat heart homogenates, cytosolic solutions; human phenotyped cytochrome P450 isoforms; purified enzymes- cytochrome P450 reductase, xanthine oxidase, deoxymyoglobin and NADPHI ascorbate reduced protohaem (haemin). This reaction can be suppressed through the chemically mediated decrease ofP450 and bs levels in rat liver microsomes. Previous studies demonstrated that lignocaine N-oxide was non-active in aerobic rat heart in vivo and was potent under ischaemic conditions. In this study, high recovery of lignocaine N-oxide was found in the urine of normal rats suggesting low metabolism of the prodrug in oxic tissues. However, in hypoxic isolated rat hearts, lignocaine N-oxide was found to be reduced to lignocaine. The data presented suggested that the bioactivation of lignocaine N-oxide could be regulated by the prevailing oxygen tension in the ischaemic arrhythmic heart. Essentially the pro drug activation of lignocaine N-oxide may be triggered by the ischaemic state of the heart and terminated as the oxygen content in the heart returns to a more normal level. A controlled release and site-specific active drug delivery of lignocaine N-oxide, a hypoxia-mediated antiarrhythmic agent, may thus be achieved.

Chapter one describes the known reactions of simple, N,N-dimethylamides with phenyldimethylsilyllithium, which give acylsilanes, enediamines or α-silylamines, depending upon the stoichiometry and reaction conditions. This thesis describes five investigations into the scope of these reactions with other amides. Chapter two describes reactions of the acyclic N-phenyl amides A1, which gave the corresponding disilylalcohol A3, presumably by way of the acylsilane A2. (Fig. 1359A). Chapter three describes reactions of N,N-dimethylthioamides A4 with phenyldimethylsilyllithium, which gave enethiols A6 (the more stale tautomer of the thioacylsilane A5). This route is comparable to the known method, which effectively reverses the order of these two steps. (Fig. 1359B). Chapter four describes the synthesis of the silapiperidine protected amides A7 designed to have a protecting group on nitrogen. Reaction wtih the dimethylphenylsilyllithium reagent gave the enediamine A9 and the α-silylamine A8, but the protecting group could not be removed. (Fig. 1359C). Chapter five describes the reactions of N-phenyl-2-pyrrolidinone A10 with phenyldimethylsilyllithium under a variety of conditions giving the products A11 to A17. These represent some remarkable transformations. The stereochemistry of the two tetracyclic dimers A11 and A12 was confirmed by obtaining an X-ray crystal structure. Some aspects of the reaction pathways have been investigated. (Fig. 1359D). Chapter six describes the reactions of some lactams and amides with the phenyldimethylsilyllithium reagent; 1-phenyl-azetidin-2-one, 1-phenyl-piperidin-2-one, 1,3-dimethyl-1,3-dihydro-benzoimidazol-2-one and 1-methylpyridin-2-one.

There is growing concern surrounding the detrimental effect of term-time employment on university students’ academic success. The narrow focus of previous studies has resulted in the literature being characterised by mixed results. This study sought to clarify the effects by comprehensively investigating and controlling for a large number of variables across a diverse range of university students (N = 1841). Students completed an online survey during the first semester of study (2010) and their responses were later matched to their academic records for that semester. The results show that the majority of working students reported working out of financial necessity. There was no difference in grades between employed and non-employed students; however, hours worked had a direct negative linear effect on the grades of employed students. Analysis indicated that employed students would have had significantly higher grades than the non-employed subsample, if they had not worked during term. The variable ‘reported negative effects of work on study’ partially mediated the effect of hours worked on grades. Studying engineering moderated the effect; when engineering students worked, the negative effect on grades was greater than for those studying other subjects. In addition, hours spent in employment partially mediated the effects of age, debt and financial pressure on GPA. Students also reported that work affected other areas of their life (time spent socialising/relaxing, in leisure/sport, sleeping and with family). Just over a fifth of the working students reported feeling that the university did not make it possible to combine work and study. These findings have implications for students, student supporters and academic institutions. Students should be aware of the negative effects of work on academic performance and seek to minimise the amount they work. Supporters may be able to relieve financial pressure on students, encourage realistic perceptions about students’ financial needs, and encourage students to limit the number of hours they work. Finally, academic institutions can also assist students in balancing work and study by providing a flexible learning environment.

Blended learning has been suggested as having the potential to transform tertiary education through its ability to provide flexible learning options, cost reductions and high quality educational experiences. Combining the benefits of both the face-to-face and online learning environments, blended learning provides opportunities for tertiary education organisations to improve the engagement, satisfaction and achievement of students. Tertiary science is experiencing issues with student recruitment and retention due to it being complex and challenging to learn and often poorly taught. Blended learning, therefore, with its ability to support visualisation of abstract scientific processes, critical thinking and attitudes to science could provide a means to encourage students to study science. However, to date, most studies on blended learning in undergraduate science have focused on evaluating the implementation of a particular blended approach within a small number of science classes or have considered only the teacher or student perspective. This study sought to explore both lecturer and student experiences of blended learning within undergraduate science whilst also considering the institutional context within which science teaching and learning operates. A case study methodology was used to investigate blended learning in undergraduate science in a New Zealand university. Data collection methods included interviews with university management, lecturers and students. Management interviews were used to determine the university’s stage of blended learning adoption and to provide the institutional context for the study. Lecturer and student interviews provided a rich description of each group’s experiences and perspectives of blended learning in science. These were supplemented with lecturer and student surveys which provided breadth to the findings. The findings revealed both the institutional and disciplinary context influence lecturer and student perspectives of blended learning. They also highlighted the similarities between lecturer and student experiences. Lecturer perspectives and issues have long been taken into consideration by tertiary organisations when planning their blended learning implementation. However, this study suggested that student needs and support are equally as important and recommended that they receive the same attention.