Dissertations / Theses: 'University of Sydney. Faculty of Science' – Grafiati (2024)

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Introduction: Persons with disabilities are vulnerable to rights violations when accessing healthcare. As allied health professionals play a significant role in the care of persons with disabilities, it is important that allied health professional competencies and education recognise the rights of persons with disabilities. However, a preliminary literature review indicated that the incorporation of disability rights within allied health professional competencies and education has not been researched. The University of Sydney's Faculty of health Sciences offers health professional education to six allied health disciplines: Occupational Therapy, Rehabilitation Counselling, Speech Pathology, Physiotherapy, Diagnostic Radiography and Exercise Physiology. Aim: This study aimed to investigate the nature and extent to which the competencies and education of thee six allied health professions focus on disability rights, and to explore the supports, barriers and recommendation for the future incorporation of human right within allied health professional education. Method: This study used a mixed method design involving quantitative keyword searches and qualitative content analyses of competency documents, education documents and transcripts of interviews conducted with co-ordinators of disability rights subjects. The United Nations Convention on the Rights of Persons with Disabilities (2006) was used as a theoretical framework during data analysis. Results: An allied health continuum emerged from the results, suggesting the extent to which the professions focus on disability rights varies. Occupational Therapy, Rehabilitation Counselling and Speech Pathology had the strongest human rights focus. Conversely disability rights were no recognised by Physiotherapy, Diagnostic Radiography or exercise Physiology education. Interviews attributed this phenomenon to a biomedical rather than a rights-based approach to disability. Conclusion: There is considerable scope for allied health professions to strengthen human eights-based education through ethical codes, competencies, and accreditation and registration requirements, with the aim of reducing rights violations experienced by persons with disabilities when accessing allied health care.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.

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This study explored the use of reflection as a professional developmental strategy to facilitate improvement of tangible classroom behaviors among novice university science faculty. Specifically, the study addressed the following questions: How did the novice college instructors perceive the reflection experiences to impact their teaching practice? During the progression of reflection experiences, in which teaching practices did the instructors? performances change? How? A mixed method approach was employed in answering the aforementioned questions. The participants? responses in semi-structured interviews and informal discussions, their written responses to reflective prompts, and the researcher?s observations of their teaching were qualitatively analyzed for themes. Students? responses to a survey about the participants? instruction were analyzed quantitatively. Findings revealed that the participants developed self awareness and exhibited cognition-induced behavioral change consistent with their developmental goals. Findings also suggested that participation in the study facilitated development of cognitions supportive of sustained reform in instructional practice and bridging of gaps within participants? pedagogical content knowledge.

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Educational Psychology
Ph.D.
University science and mathematics education today is no longer solely focused on training the small fraction of students who will become tomorrow's science and mathematics researchers, but is required to engage and create scientifically/mathematically literate American citizens (Ball, 2000; Dean, 2009; Kind, 2009a; Mooney & Kirshenbaum, 2009; Olsen, 2009). University professors are typically content experts not trained in pedagogy. This creates unique teaching issues in transforming complex content material. Expert content mastery of a subject can blind faculty to potential student difficulties (Ben-Peretz, 2011; Nathan, Koedinger, & Alibali, 2001). This, combined with limited pedagogical training and curricular constraints, can create teaching difficulties, contributing to high levels of student attrition (Bhattacharya, 2012; Feldon, Timmerman, Stowe, & Showman, 2010). Considerable research has been conducted on best teaching practices and the central role that content knowledge plays in teaching, yet little evidence is found to illuminate the processes by which subject matter content experts (faculty) unpack their expertise for use in teaching (Ball, 2000; Bouwma-Gearhart, 2012; French, 2005; Weiman, Perkins, & Gilbert, 2010). Much of the research literature defines deconstructing and unpacking content knowledge as the complex processes by which experts transform content knowledge into knowledge used for teaching (Abell, 2008; Ball & Bass, 2000; Hashweh, 2005; Shulman, 1986, 1987). According to the well accepted educational construct known as pedagogical content knowledge (PCK), teachers possess unique and distinct sets of knowledge domains that enable them to transform their content into teachable knowledge (Shulman, 1986, 1987). Much of the literature agrees that strong foundational content knowledge is required in order to develop PCK (Hill, Rowen, & Ball, 2005; Lowenberg-Ball, Hoover-Thames, & Phelps, 2008; Padilla, Ponce-de-Leon, Rembado, & Garritz, 2008). If limited content is a major restriction in the development of PCK, how does this process proceed when content is strong, as in the case of university faculty? This study looked at the processes that occur as content experts (faculty) focus on the deconstruction process in order to develop lessons and teach. The study focused on the components or paths of the transformation process in an attempt to identify the development of the knowledge base that content experts use in order to teach. This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to `think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the `side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom.
Temple University--Theses

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Thesis (MPhil)--Stellenbosch University, 2013.
Bibliography
ENGLISH ABSTRACT: The changing higher education environment in South Africa has led to a greater emphasis beingplaced on research production at universities. Currently Stellenbosch University is one of only ahandful of strongly research intensive universities in South Africa. The Faculty of Military Scienceat the South African Military Academy functions (operates) within a partnership agreementbetween the Department of Defence and Stellenbosch University. The aim of officer education atSAMA is to imbue young officers with a knowledge framework and the attributes of a broad liberaleducation.As a full Faculty of the University it is incumbent upon personnel in the Faculty to engage inknowledge production and associated scholarly pursuits. This is critical for several reasons:Firstly, for the required intellectual development of each scholar, secondly so as to ensure highquality teaching, and thirdly for funding purposes which are essential for the effective functioning ofall faculties. Research is furthermore absolutely indispensable with regards to its contribution tothe international and national scientific reach and reputation of the Faculty.To date the Faculty of Military Science has been the lowest performing faculty of StellenboschUniversity every year by some considerable margin. The main research question of this studyseeks to identify and interpret the reasons for this. In so doing both a bibliometric study and amore qualitative study of the environmental factors between 1990 and 2009 have been conducted.In closing the predominant factors which either drive or inhibit research are identified and possibleinterventions are suggested.
AFRIKAANSE OPSOMMING: Die veranderende hoër onderwys omgewing in Suid-Afrika het tot 'n groter klem op navorsingproduksie by universiteite gelei. Die Universiteit van Stellenbosch is tans een van slegs 'n handvolsterk navorsingsgeoriënteerde universiteite in Suid-Afrika. Die Fakulteit van Krygskunde by dieSuid-Afrikaanse Militêre Akademie funksioneer binne die raamwerk van 'nvennootskapsooreenkoms tussen die Departement van Verdediging en die Universiteit vanStellenbosch. Die doel van offisiersopvoeding by die SAMA is om jong offisiere met 'n kennisraamwerk en die eienskappe van 'n breë liberale opvoeding toe te rus.As 'n volle Fakulteit van die Universiteit is dit die plig van die fakulteitspersoneel om betrokke teraak in kennisproduksie en verwante wetenskaplike aktiwiteite. Dit is vir 'n paar redes van kritiekebelang. Eerstens, is dit nodig vir die intellektuele ontwikkeling van elke akademikus, tweedensverseker dit hoë gehalte-onderrig, en derdens word dit vereis vir befondsingsdoeleindes vir dieeffektiewe funksionering van alle fakulteite. Navorsing is ook absoluut onontbeerlik vir dienasionale en internasionale wetenskaplike omvang en reputasie van die Fakulteit.Die Fakulteit Krygskunde was tot op hede die laagspresterende fakulteit van die UniversiteitStellenbosch en die agterstand vergroot elke jaar met 'n aansienlike marge. Die sleutelnavorsingsvraag van hierdie studie poog om te redes hiervoor vas te stel en te verduidelik.Gevolglik is beide ‘n bibliometriese en ’n kwalitatiewe studie van die faktore wat kennisproduksie indie Fakulteit tussen 1990 en 2009 beinvloed het, gedoen.Ter afsluiting is die oorheersende faktore wat navorsingsbestuur inhibeer geïdentifiseer enmoontlike intervensies is voorgestel.

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Thesis (Ph.D.) -- University of Western Sydney, 2002.
"A thesis ... for the degree of Doctor of Philosophy (Management) at the University of Western Sydney, Australia" Bibliography : leaves 550-564.

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Thesis (MBA)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: Managing any government institution has become increasingly complicated as therequirements for accountability, streamlined operations and greater flexibility havemultiplied. Being a government institution but at the same time an institution of highereducation, managing the Faculty of Military Science becomes a daunting task. Itrequires sophisticated approaches for implementing strategy and measuringperformance.Employees are asked to change how they view their work and focus on results, notactivities. While not asking the impossible, it is a challenging task. Formal accountabilityfor outcomes down the line has simply not been a marker of the bureaucratic culture. Asleadership looks for ways to support employees in this transition, it is vital that acomprehensive management system is deployed.For employees to focus on the outcomes of their individual performance, they must:• understand what the standards for organisational performance are;• participate in measuring how well those standards have been met; and• be responsible for finding ways to improve organisational performance.The Balanced Scorecard can help. This approach is one that is gaining currency as aneasy to use and accessible process for measuring organisational effectiveness. It canbe applied at any level and any type of organisation. The objectives and measures forthe Balanced Scorecard are derived from the organisation's vision and strategy. Theseobjectives and measures describe the progress of the organisation from fourperspectives. These perspectives can vary from organisation to organisation and in thecase of the Faculty of Military Science they include, the stakeholder perspective, thecustomer perspective, the internal processes perspective and the learning and growthperspective.It is a balanced model, because the measures represent an equilibrium betweenexternal measures for stakeholders and customers, and internal measures of businessprocesses and learning and growth.The construction of the Balanced Scorecard is a systematic process, which ensures thatthe organisation's objectives and measures are made clear and that there is consensusin this regard. The success of the process depends on the participation of topmanagement. The most important person in the process is the leader or "architect. ABalanced Scorecard can be constructed in 16 weeks, with high involvement of theleader in the beginning of the process.The Balanced Scorecard must be used as a strategic management system. It helps toclarify and to gain consensus about vision and strategy of the organisation, which shouldbe communicated throughout the organisation. It is also useful in the establishment ofobjectives for each employee, the allocation of resources and the alignment of strategicinitiatives,This study is directed towards the relevant literature on the Balanced Scorecard and thepossible use thereof as a management system in an institution for higher education,specifically the Faculty of Military Science. To this end a thorough literature study wasundertaken, focusing on the origins of the Balanced Scorecard, the developing andimplementation thereof as well as the Balanced Scorecard as a strategic managementsystem. The study further determined the applicability of the Balanced Scorecard toinstitutions for higher education, looking at the University of California, San Diego, as anexample. In the final instance a Balanced Scorecard is proposed for the Faculty ofMilitary Science, with certain recommendations.
AFRIKAANSE OPSOMMING: Toenemende druk op staatsinstellings om meer aanspreeklikheid te aanvaar, aktiwiteitemeer vaartbelyn uit te voer en om meer buigsaam in hul optrede te wees, veroorsaakdat die bestuur van sulke instellings toenemend kompleks begin word. Die bestuur vandie Fakulteit Krygskunde, 'n staatsinstelling, maar ook 'n instelling vir hoër onderwys,bied dus 'n geweldige uitdaging. Dit vereis daarom 'n gesofistikeerde benadering tot dieimplementering van 'n strategie en die meet van prestasie.Van werknemers word verwag om hul siening van werk te verander deur te fokus opresultate eerder as op aktiwiteite - 'n uitdaging op sy eie. Aanspreeklikheid vir diebereiking van resultate op lae vlakke in 'n staatsinstelling was nog nooit deel van 'nburokratiese kultuur nie. Vir leierskap om werknemers met hierdie aanpassing teondersteun, is 'n omvattende bestuurstelsel nodig.Vir werknemers om te fokus op die uitkomste van hul individuele prestasies, moet hulle:• die prestasiestandaarde van die organisasie verstaan;• deelneem om te bepaal tot watter mate die standaarde bereik is; en• verantwoordelikheid neem om te bepaal hoe die prestasie van die organisasieverbeter kan word.Dit wat 'n organisasie meet en hoe die resultate daarvan gekommunikeer word lewer 'nsleutel bydrae t.o.v die voortdurende verbetering van prestasie deur die werknemers.Die "Balanced Scorecard" kan op hierdie gebied 'n groot bydrae lewer. Dit is 'nbenadering wat wye veld wen as 'n eenvoudige en toeganklike proses om dieeffektiewiteit van 'n organisasie te meet. Die benadering kan op enige vlak en enige tipeorganisasie toegepas word. Die doelwitte en maatstawwe vir die "Balanced Scorecard"word direk afgelei uit die organisasie se visie en strategie. Hierdie doelwitte enmaatstawwe beskryf die organisasie se vordering uit vier perspektiewe. Hierdieperspektiewe kan wissel van organisasie tot organisasie en in die geval van die FakutteitKrygskunde sluit dit in, die belanghebber perspektief, die kliente perspektief, die interneprosesse perspektief en die leer- en groeiperspektief.Die model word as gebalanseerd beskou omdat dit 'n ewewig tussen die eksternemaatstawwe (vir aandeelhouers, belanghebbers en kliente) en interne maatstawwe(besigheidsporosesse en leer- en groeifasette) handhaaf.Die bou van 'n "Balanced Scorecard" is 'n sistematiese proses, wat konsensus enduidelikheid met betrekking tot die organisasie se doelwitte en maatstawwe verseker.Die sukses van die hele proses berus egter op die ondersteuning en deelname van dietopbestuur. Die belangrikste persoon in die hele proses is die leier of "argitek". 'n"Balanced Scorecard" kan binne 16 weke voltooi word, met die leier se betrokkenheidbaie hoog aan die begin van die hele proses.Die "Balanced Scorecard" moet as 'n strategiese bestuurstelsel gebruik word. Dit kanhelp om die visie en strategie duidelik te stel en om konsensus daaroor te bereik. Ditmoet aan die hele organisasie gekommunikeer word. Dit is verder nuttig in die opstelvan doelwitte vir elke werknemer, die allokasie van hulpbronne en die rig vanstrategiese inisiatiewe.Hierdie studie is gerig tot die relevante literatuur t.o.v die "Balanced Scorecard" en diepotensiele gebruik daarvan as 'n bestuurstelsel by 'n instelling van hoër onderwys, enspesifiek die Fakulteit Krygskunde. 'n Deeglike literatuurstudie is gedoen oor dieoorsprong van die "Balanced Scorecard", die ontwikkeling en implementering daarvan,asook die aanwending van die "Balanced Scorecard" as 'n strategiese bestuurstelsel.Die studie het ook die toepaslikheid van die "Balanced Scorecard" ondersoek deur teverwys na die Universiteit van Kalifornie, San Diego as 'n voorbeeld. In die finaleinstansie word 'n "Balanced Scorecard" voorgestel vir die Fakulteit Krygskunde metsekere aanbevelings.

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Includes bibliography.
Ultimate academic success at any tertiary institution is affected and partially determined by many factors related to various aspects of individual's life. These factors could be separated into the following distinct categories, namely, educational, biographical, environmental and personal factors. Some of these determinants are used in the admission procedures adopted at tertiary institutions. In South Africa, the results of different final matriculation examinations (referred to as matric or matric exams) written in several educational departments throughout the country are employed to assess the individual's potential to succeed. However, effectiveness of matric results as predictors of successful academic performance has always been controversial. Expressing these concerns and desiring to explore them, the Faculty of Science at the University of Cape Town (UCT) accepted a proposal from the Department of Statistical Sciences to investigate several issues affecting students' performance in the Faculty. The proposal has led to developing this M.Sc. thesis. The major issue of concern in this study is to describe, on a retrospective basis, the extent to which the current selection criteria based on the matric results may have predicted various types of academic performance in the Faculty amongst those selected and admitted. The thesis also exhibits a coherent and fairly complete methodology that is applicable at general or at particular levels of student performance data analysis on a continuing year-to-year basis. The particular statistical methods and techniques in this study have been summarised and discussed in the three Appendices.

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Thesis (M.Sc. (Hons.)) -- University of Western Sydney, Nepean, 1999.
"A thesis submitted to the School of Mechatronic, Computer and Electrical Engineering, the University of Western Sydney, Nepean in fulfilment of the requirements for the degree of Master of Engineering (Honours)" Bibliography : leaves 119-123.

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Magister Artium - MA
Academic libraries worldwide are using the digital content management and informationsharing LibGuides as a platform to provide and promote subject or course orientatedinformation resources, to share knowledge, to provide information literacy education, utilizethe Web 2.0 features to communicate with users to support teaching, learning and research.This study explored the use of LibGuides by four departments in the Community and HealthScience (CHS) Faculty at the University of the Western Cape (UWC) among students,academics and the faculty librarian. A descriptive case study research design with a sequentialexplanatory mixed methods approach was adopted. As data gathering tools web basedquestionnaires, face to face interviews and system generated LibGuides page views wereemployed. Findings revealed that although the CHS librarian spent quality time to createLibGuides and to expose faculty members to them, only a few students and teaching staffactually used the LibGuides and that there was confusion between LibGuides and study orcourse guides. Those who used LibGuides, found the information resources they containeduseful – especially course specific resources. Students and teaching staff being made aware ofLibGuides demonstrated willingness to use them, thus librarians should deploy strategies tomarket, promote and educate users of LibGuides by amongst others, seeking collaboration. Theimpact of the study was revealed by a teaching staff embedding CHS LibGuides in e-learningcourses, teaching staff introducing LibGuides during lectures and students approaching theCHS librarian for training. It is recommended that the CHS librarian incorporate suggestedinformation resources into LibGuides, that LibGuides awareness should be raised, moretraining be done and that further research to explore the use and benefits of LibGuides at UWCbe undertaken. It is recommended that library managers deploy strategies to reach out tofaculties to enhance the use of library resources using LibGuides.

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Thesis (M.Sc. (Hons.))--University of Western Sydney, 2001.
"A thesis presented to the Department of Computing and Information Systems, University of Western Sydney, Macarthur in partial fulfilment of the requirements for the degree of Master of Science (Honours)" Bibliography : leaves 129-139.

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The objective of this examination was to determine if there were significant differences in reported levels of motivation across five teaching tasks, as well as time allocated to each teaching task, among online and onsite university-level social science faculty. One hundred thirty-six social science faculty members were allocated into two groups that reported teaching in either online or onsite settings. Each participant completed the WTMST measuring various types of motivation across various types of teaching tasks. A measure of estimated time spent on each of the five teaching tasks was also obtained. The two groups showed several similarities in amount of motivation across teaching tasks and types of motivation with greater motivation for teaching, class preparation and evaluation of students than administrative and complementary tasks and greater motivation for teaching than class preparation. Both groups showed greater identified regulation than intrinsic motivation and greater intrinsic motivation and identified and external regulation than introjected regulation and amotivation. However, the onsite group reported greater motivation for teaching and class preparation than evaluation of students that was not shown for the online group and the onsite group reporting greater external regulation than intrinsic motivation and greater introjected regulation than amotivation that was not shown for the online group. The onsite group reported more time teaching than evaluation of students while the opposite finding was shown for the online group. The onsite group reported more time on class preparation than the other tasks except teaching while the online group reported less time, or no difference in time, spent on class preparation compared to other tasks. Reported time estimates and motivation scores were shown to be positively correlated across teaching tasks. The patterns of motivation scores across teaching tasks and types of motivation are described relative to self-determination theory. Differences within groups in motivation scores, and reported allocation of time, across teaching tasks, and corresponding positive correlation between motivation scores and reported time estimates suggests a relationship between the distribution of required duties of faculty and their motivational experiences. The findings are discussed relative to potential future qualitative and quantitative research of college faculty motivation and time allocated to various tasks, and relative to benefits to college level faculty, administrators and faculty services, and to students, toward facilitating quality of the academic experience.

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Thesis (Ed.D) -- University of Western Sydney, Nepean, 1999.
"Submitted for the degree of Doctor of Education 1999, School of Lifelong Learning and Educational Change, University of Western Sydney Nepean" Includes bibliographical references.

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Thesis (PhD) -- Universiteit van Stellenbosch, 2000.
ENGLISH ABSTRACT: The South African Military Academy was established on 1 April 1950 with a view to placingcandidate officer training in the Union Defence Force on par with standards abroad and atthe same time to elevating it to the level of a university degree. In addition, the Minister ofDefence, F.C. Erasmus, wanted to use the Academy as an instrument enabling Afrikanersto take up their rightful place alongside English-speaking citizens in the officer corps. In sodoing, he hoped, eventually, to replace the predominant British character of the UnionDefence Force with a unique South African, and more particularly an Afrikaner, character.Despite strong resistance to change from within the officer corps, motivated by politicalsentiment and more so by opposition to the novel idea of degree studies for officers, theAcademy developed into a viable training institution. Broadly based on the training systemsof Sandhurst and West Point, and following the example of the Indian National DefenceAcademy, the Military Academy became a joint training institution for all four arms of theservice. Yet financial constraints, a lack of suitable candidates, as well as the conflictingsentiments and training needs of the arms of the service, prevented the formative training ofall candidate officers from being assigned to the Academy.The absence of formative training, together with the admittance of junior officers, instead ofsolely candidate officers, resulted in the Academy gaining the character of a militaryuniversity rather than a traditional military academy. The Academy was deprived of adistinct function in the overall officers' development system, which put its survival in thebalance and triggered a series of investigations into its role and function. The opposingsubcultures that developed between the Dean and the Faculty of Military Science on theone hand, and the Officer Commanding and the Military Training Branch on the other,formed part of the debate. Also in dispute, was the location of the Academy at Saldanha,rather than in the military heart-land in Pretoria. By interpreting the academic trainingneeds of the Defence Force correctly and positioning itself accordingly, the Academysurvived that crisis. Thereafter, the Academy time and again adapted to the changingmilitary and socio-political environment and strove towards ever increasing relevance to theDefence Force. In this way female and non-European students were admitted to theMilitary Academy, whilst the way was also paved for the admittance of students from otherAfrican states. In anticipation of the new political dispensation in South Africa, a concertedeffort was launched in 1990 to make the student body more representative of the SouthAfrica population in terms of race and sex. The Military Academy has through the years established itself as a credible militaryacademicinstitution and has made a significant contribution towards militaryprofessionalism in South Africa. By 1990 it favourably positioned itself to continue that rolein future. Though forming only a small percentage of the total officer corps, the Academygraduates have gradually been distributed at all levels of the officer corps and havedominated the top posts in the SA Defence Force since the early 1970's. They wereconsequently well placed in 1990 to playa significant role in preparing the Defence Forcefor the so-called "New South Africa".
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Militêre Akademie is op 1 April 1950 gestig met die doelom die militêrakademiese. opleiding van kandidaatoffisiere hier te lande op dieselfde peil as in diebuiteland te bring en dit terselfdertyd tot universiteitsvlak te verhef. Die Minister vanVerdediging, F.e. Erasmus, wou egter ook die Akademie gebruik as instrument om dieAfrikaner sy regmatige plek, naas Engelssprekendes, in die offisierskorps te laat inneem ensodoende die oorwegend Britse karakter van die Unieverdedigingsmag met 'n eie, Suid-Afrikaanse karakter, en meer bepaald 'n Afrikaner-karakter, te vervang. Ondanks sterkweerstand teen verandering vanuit die offisierskorps, hetsy vanweë politieke sentimente, of,meer bepaald, teenkanting teen die idee van graadstudie vir offisiere, het die Akademie tot'n lewensvatbare opleidingsinrigting ontwikkel. Breedweg geskoei op die opleidingsmodellevan Sand hurst en West Point, het die Militêre Akademie, na die voorbeeld van die IndieseNational Defence Academy, 'n gesamentlike opleidingsinrigting vir al vier weermagsdelegeword. Finansiële beperkings, 'n gebrek aan geskikte kandidate, asook die botsendeopleidingsbehoeftes en sentimente van die onderskeie weermagsdele, het egter verhoeddat die vormingsopleiding van alle kandidaatoffisiere, met die uitsondering van die vroeësewentigerjare, aan die Akademie toevertrou is.Die afwesigheid van vormingsopleiding, tesame met die toelating van junior offisiere, instede van kandidaatoffisiere alleen, het daartoe gelei dat die Akademie mettertyd diekarakter van 'n militêre universiteit, eerder as 'n tradisionele militêre akademie, aangeneemhet. Die Akademie is in dié proses 'n duidelike rol in die totale offisiersontwikkelingsprosesontneem, wat sy voortbestaan ernstig in die weegskaal geplaas het en tot verskeieondersoeke na sy rol en funksie gelei het. Deel van die debat, was die botsende subkulturewat deur die jare tussen die Dekaan en die Fakulteit Krygskunde aan die een kant, en dieBevelvoerder en die Tak Militêre Opleiding aan die ander kant, ontstaan het, asook diemoontlike verskuiwing van die Akademie van Saldanha na die militêre hartland in Pretoria.Deur die akademiese opleidingsbehoeftes van die Weermag korrek te vertolk en homdienooreenkomstig te posisioneer, het die Akademie egter dié krisis afgeweer. Hy hetdaarna telkens by die veranderende militêre en sosio-politieke omstandighede aangepas enimmer groter diensbaarheid in die militêr-akademiese milieu nagestreef. Só het dames enanderskleuriges mettertyd hul pad na die Akademie gevind en is die weg ook vir dietoelating van studente uit ander Afrikastate gebaan. In 1990, in afwagting van die nuwepolitieke bedeling in Suid-Afrika, het die Akademie 'n doelgerigte poging van stapel gestuur om die studentekorps meer verteenwoordigend van die bevolkingsamestelling ten opsigtevan ras en geslag te maak.Die Militêre Akademie het hom deur die jare as 'n geloofwaardige militêr-akademieseinstelling gevestig en 'n betekenisvolle bydrae tot militêre professionalisme in Suid-Afrikagelewer. Teen 1990 was hy reeds besig om hom gunstig te posisioneer om ook in dietoekoms dié rol te kon speel. Hoewel 'n klein persentasie van die totale offisiersterkte, hetdie Akademie-graduandi geleidelik alle vlakke van die offisierskorps deurspek en sedert dievroeg-sewentigerjare die topposte in die SA Weermag gedomineer. Teen 1990 was hulledus goed geplaas om 'n betekenisvolle rol in die voorbereiding van die Weermag vir diesogenaamde "Nuwe Suid-Afrika" te speel.

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Magister Artium - MA
The aim of the study was focused on investigating how Web 2.0 technologies are being utilised by students and lecturers to accomplish their learning and teaching activities in the Faculty of Information Science and Communications (ISC) at Mzuzu University in Malawi. The study answers the following specific research questions: • What is the current awareness of and familiarity with Web 2.0 technologies amongst students and lecturers in the Faculty of ISC? • For what educational purpose do students and lecturers in the Faculty of ISC use Web 2.0 technologies and which Web 2.0 technologies do they use most? • What do lecturers in the Faculty of ISC perceive as benefits of integrating Web 2.0 technologies in teaching and learning? • What are the factors that influence students and lecturers in the Faculty of ISC to adopt Web 2.0 technologies? The study adopted the Decomposed Theory of Planned Behaviour (DTPB) by Taylor and Todd (1995) which explains the rejection and acceptance of technological innovations such as Web 2.0. The researcher adopted a case study design in which both qualitative and quantitative data were collected to answer the research problem. The study was conducted in three phases; in phase one, a questionnaire was sent to 186 students and 19 lecturers, phase two involved analysing the curricula and phase three involved conducting follow-up interviews with seven lecturers to seek clarification on some concepts and elaboration on themes identified in phases one and two. The findings show that between 69 (50.7%) and 128 (94.1%) students use these Web 2.0 technologies to search for information, to communicate with lecturers, to submit assignments, to communicate with friends on academic work and to share content with fellow students. Most lecturers use these technologies in handing out assignments to students, receiving feedback from students, uploading lecture notes, searching for content, storing lecture notes and carrying out collaborative educational activities. Between 66 (45.8%) and 95 (69.9%) students use Wikipedia, WhatsApp, Google Apps and YouTube and similarly, between 10 (58.8%) and 13 (76.5%) lecturers use Wikipedia, YouTube, Blog, Google Apps and Twitter to accomplish various academic activities. The findings show further that attitude (perceived usefulness, ease of use and compatibility) and perceived behaviour control (self-efficacy, resource facilitating condition and technology facilitating condition) are strong DTPB factors that determine students’ and lecturers’ intention to integrate Web 2.0 technologies in their academic activities. On the other hand, lack of Internet access remains the recurrent key stumbling blocks towards a successful adoption of Web 2.0 technologies in learning and teaching at Mzuzu University (MZUNI). Generally, the study reveals that Web 2.0 and a compendium of Internet technologies have proliferated at Mzuzu University in the Faculty of ISC. Both students and lecturers are aware, to some extent, of the benefits of integrating Web 2.0 in teaching and learning. The researcher has made three main recommendations which include the need for the Faculty of ISC to introduce awareness and training programmes on the new technologies so that students and lecturers are kept up-to-date about the new developments about these technologies, the need for the newly established Directorate of ICT at MZUNI to promote the use of Web 2.0 technologies by conducting work workshops and sourcing funds for students and lecturers to participate in local and international conferences on Web 2.0 and finally, the need for Mzuzu University to install campus–wide Wi-Fi so that students and lecturers can seamlessly access the Internet on every point of the campus using mobile phones or laptops.

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A description of the role of chromium in aqueous solution with respect to its geochemistry and the formation of secondary chromium minerals in the supergene environment is developed. Secondary chromium minerals are relatively rare in Nature and apart from the lead chromate crocoite which is by far the most common and also the most keenly sought after by collectors due its great beauty, little is known of related species. In attempt to redress this situation the initial aim of this study is to present an up-to-date list and description of secondary chromium minerals. It has long been recognised that secondary chromium mineralisation, in the form of chromates and compound chromates, occurs as a minor component of total secondary mineralisation in oxidised zones of some sulphide ore bodies. A thermochemical approach is adopted and a model to describe the geochemistry of chromium in aqueous solution as applied to mineral formation in the supergene environment and its transport in near surface waters is established. The model confirms that species distribution of chromium in aqueous solution is quite pH dependent and that at concentrations appropriate to those experienced in Nature, chromate is the only important species in basic solutions under highly oxidising conditions

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This qualitative inquiry explored the ways in which US-born, Black faculty member participants in science, technology, engineering, and mathematics (STEM) disciplines at Historically Black Colleges and Universities (HBCUs) interact with the National Science Foundation (NSF). Eight Black HBCU STEM faculty members with a range of involvement in NSF-related activities were individually interviewed. Topics of discussion with participants included their prior experiences with NSF, their understanding of the merit review process, and their understanding of their personal and institutional relationships with NSF and the STEM community. Two broad findings emerged from the conversations. The first was that issues of communities and social identity were important to the participants’ work as research scientists. Participants prioritized advancing people and communities over advancing the knowledge of ambiguous, disembodied scientific disciplines, and some participants were motivated by interests in social justice. However, participants maintained strong identities as scientists and the discussions provided no evidence that other social factors influenced their application of the scientific method. The second major finding dealt with the role participants perceived their institutions playing in their involvement with NSF. All participants described challenges associated with pursuing research in HBCU environments and, in some cases, the institutional challenges served as the motivation for participants’ projects, with varying consequences. Finally, this study developed and refined a theoretical framework for explaining the underrepresentation of HBCUs in NSF funding streams. In developing this framework, a brief history of the origination of HBCUs, NSF, and the NSF merit review process is presented.

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The aim of the thesis is to develop a model-based control strategy, namely, the Model Predictive Control (MPC) method, for robot position control using artificial neural networks. MPC is primarily developed for process control. Therefore its application in robot control has been less reported. In addition, conventional MPC uses linear model of the system for prediction which leads to inaccuracy for highly non-linear systems, such as robot. In this thesis a simulation model of a modified PUMA robot is constructed. This model is built using both MATLAB/SIMULINK and FORTRAN languages. In this model, the full robot dynamics is used together with the realistic factors, such as the actuator effects and the gear backlash, to represent the real system accurately. All simulations throughout this thesis are carried out on this model. A model predictive control strategy for robot trajectory tracking is also introduced in this thesis. The feasibility of the proposed MPC control method is studied based on a perfect prediction model, a model with uncertainties, and when the frequency band of the MPC controller is limited. Furthermore, a new method of using neural networks for robot dynamics modelling is introduced. This method is developed on the basis of a numerical differential technique that eliminates the explicit requirement of robot joint accelerations. Therefore, this method can be easily implemented on physical systems. As the measurements of the robot joint positions, velocities, and torques collected from operating the robot can be used to train the neural network, a more accurate dynamic model can be obtained. Finally, the MPC control method and the neural network model are combined together to form a neural network based MPC controller. The validity of this method is verified by using simulation on the simulated robot system

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Includes bibliographical references (leaves 54-61).
Disabled students face a number of challenges in accessing equitable education within higher education institutions. The University of Kwa-Zulu Natal, as stated in the Policy on Students and Staff with Disabilities, is committed to making tertiary education accessible and inclusive for all students. However, it has been observed that physically disabled students are under-represented in the science and engineering fields, as there is a misconception that disabled students cannot fulfil all the criteria required to complete these programs. Therefore, the aim of this study was to explore the attitudes of academics to the possibility of admitting physically disabled students with the Undergraduate Civil Engineering Programme at the University of Kwa-Zulu Natal. A qualitative approach was adopted where data was collected by carrying out in-depth interviews with five permanent full - time academics within the Civil Engineering Programme. The participants included 2 professors, 2 senior lecturers and one lecturer who have been teaching courses in Civil Engineering at the University of KwaZulu-Natal for periods between 3 and 20 years. The results of the study revealed that the academics interviewed all displayed a positive attitude in accommodating physically disabled students within their program. However, some challenges were identified, which included site / field work in the curriculum. All the participants indicated that these challenges can be met and are willing to provide the support that may be required by physically disabled students. Recommendations were made, that it implemented, will result in changes being made not only to the physical environment, but also as to how curricula can be planned and delivered.

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Thesis (MPhil (Philosophy))--University of Stellenbosch, 2008.
The merger of organisations has been extensively utilised in many industries. This hasoccurred globally and locally. Some mergers have become successful while others havefailed to achieve their goals. The failure of mergers could be attributed to insufficientattention to certain organisational elements. When institutions merged, they becomevulnerable to diversity and conflict. They also experience human variability.Organisational mergers present challenges that could be associated with humanity. Thiscould be precipitated by various beliefs, values and norms. Conflict and diversity couldbe reduced by implementing certain organisational elements.This study is based on the developments of structure and culture as remedialorganisational elements to reduce instability in merged institutions. These elements serveas mechanisms in dealing with the repercussions of the merger. The special focus of thisstudy is higher education mergers. The primary objective is to gain an insight into theramification and the impact of the merger. This includes the effectiveness of the newlydesigned internal processes. In accomplishing this, the study has applied a cultural andstructural model to merged institutions. It has also examined various types of culture andstructural literature theory extensively. From this it has discovered that these elementsplay a crucial role in reducing organisational conflict in mergers. It has also been foundthat merger consequences are less severe in organisations with similar backgrounds.

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Since Montesquie's incisive differentiation of the principal forms of governance and their components, the rate at which theories of governance have been proposed has exponenetially grown now when we have a plethora of different theories on the best way to govern, lead and /or manage. Anyone interested in this topic is confronted with many conflicting schools of thought, from Weber's theory of the 'iron cage' to Wheatley's new-age concept of leadership. This seeming maze of different theories can be seen merely as different perspectives on the overall embracing concept of governance which is essentially the holistic conception and explanation of differentiated purposive human systems - about paradigms and systems that have their inception in and are limited by, human mind. The core challenge, then, is to put some order and rationale into the understanding of this 'many-headed ' concept of governance. This thesis meets this challenge by mapping out a cognitive framework that is capable of embracing and ordering all the multitudinous differentiated conceptions of human governance experienced at the different levels of society. In essence, this thesis reformulates the concept of organizational governance in terms of the metaphor of the human mind. The cognitive model of governance are embraced by the different organizations in different circ*mstances and why this is appropriate and necessary, how and why governance changes over time, and how it is important to institute processes of inquiry, dialogue and reflection in order to know and choose more consciously. As a consequence of using the mind metaphor to analyse governance in Western society, the key conclusion is that there has been a substantial shift or evolution in thinking from a mangerialist mindset to the more abstract politicist mindset. This fundamental shift in mindset is pervasive and influences the perspectives taken at many levels in the human governance systems.

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Ninety six women, average age 47, who had a hysterectomy between October 1997 and June 1999 were initially interviewed in hospital and followed up for four months after discharge. The findings of the study indicate that adequate support was needed in early recovery period and discharge programs should take into consideration the needs of women with small children and those who have no onsite home support. Strategies used by the women to assist convalescence included support from family and friends but little in the way of health professional or community support. The majority of women returned to normal activities by four months. Communication between women and health professionals was also considered by the women to be important following discharge, especially in terms of information and reassurance about their progress during recovery.

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Thesis (Ph.D.)--University of Western Sydney, 2009.
A thesis presented to the University of Western Sydney, College of Health and Science, School of Computing and Mathematics, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

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Thesis (Ph.D.) -- University of Western Sydney, 2002.
"A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy, December 2002, School of Humanities, University of Western Sydney" Bibliography : p. [419]-451.

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Observations were made of 309 binary systems between RA 17h - 07h and Dec -70 degrees to -60 degrees. The images were calibrated against pairs measured for CCD astometry. Measurements were made of separations, position angles and differential magnitudes. Uncertainties in position angle and separation were 7.8o/p and 0.16 arcseconds respectively. The position angles, separations and differential V magnitudes were compared with WDS figures. It was determined that only 29% _+ 5% of the observed pairs had undergone significant movement since the last previous measurement, which agrees with the results of a survey of the WDS. A statistical study of 1q77 pairs found that the spread of calculated separations agreed with those found by other authors, while the distribution of periods, while falling within the range(s) calculated by other authors, were significantly longer. A short-arc fitting program was tested using data derived from the published orbit of Centauri before being applied to seven observed pairs. Orbits could be calculated for six of the seven pairs. For four of these pairs the observed movement may be due to proper motion rather than orbital motion

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The sense of smell is a primal sense for humans as well as animals.In everyday life the smells encountered are composed of dozens, even hundreds of odors; few arise from a single odorant. Enormous numbers of odors occur due to the vast variation in the concentration, size and structure of odorant molecules that makes olfaction differ from simpler visual or auditory dimensions. Accordingly, little is known about the ways in which changes in molecular structure and concentration of individual odorants change odor quality. Also, currently not much is understood about synergism/antagonism, how one odorant masks or suppresses another in mixtures and there is no method for predicting which odor will be suppressed. The two main objectives of this thesis were to determine whether a part of a molecular structure rather than the whole structure plays a key role in odor quality and whether a key part of a molecule can be used to choose antagonists for that odorant. For this study three classes of musks and two potential antagonists were used. The results of the study are discussed in some detail. It is concluded that future studies of the importance of molecular structure in mixture interactions require substantially more information on the relation between structure and odor quality to allow systematic studies to be developed. In summary the two hypotheses investigated were not supported by the results. Importantly, however, they do support the view that it is likely that odor quality is dependent on the whole structure of an odorant not a single feature.

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Thesis (PhD) -- University of Western Sdyney, 2001.
"A thesis submitted for the Degree of Doctor of Philosophy of the University of Western Sydney, Australia. School of Computing and Information Technology." "August 2001" Bibliography: leaves 136 - 143.

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Thesis (M. Eng. (Hons.)) -- University of Western Sydney, 2007.
A thesis submitted to the University of Western Sydney, College of Health and Science, School of Engineering, in fulfilment of the requirements for the degree of Master of Engineering (Hons.). Includes bibliographical references.

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There is a growing interest in the development of broadband services and networks for commercial use in both local area and wide area networks. The primary reasons for this is a pressing need to meet the demand for increased bandwidth for remote sites interconnection, and in high speed data transfer of bulk data such as images etc. There has also been a significant change in the characteristics of network traffic. It is increasingly taking the form of bursty traffic characterized by an unpredictable demand for bandwidth of several megabytes. A new generation of networking technologies have emerged to meet the demand of growing and uncertain bandwidth requirements. One such technology is called Asynchronous Transfer Mode (ATM) for use on broadband networks under the banner of broadband ISDN. ATM enables interconnection at high speeds in the range of Mbit/s or Gbit/s over wide areas, which effectively moves the bottleneck from networks to end systems. Furthermore, the user is able to access bandwidth on demand and the user is only charged for the bandwidth actually used. As more and more information (audio, image and data) is transferred over ATM networks, security issues are becoming increasingly critical. The rapidly growing use of the Internet to transfer confidential and sensitive information only enhances the importance of security services. One may even argue that the success of ATM will be determined not by its cost effectiveness but also to the level of trust that can be placed on its performance, security and availability. The objective of this dissertation is to address the issues involved in the design of security services for ATM networks.

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Artificial Neural Networks have been widely probed by worldwide researchers to cope with the problems such as function approximation and data simulation. This thesis deals with Feed-forward Neural Networks (FNN's) with a new neuron activation function called Neuron-adaptive Activation Function (NAF), and Feed-forward Higher Order Neural Networks (HONN's) with this new neuron activation function. We have designed a new neural network model, the Neuron-Adaptive Neural Network (NANN), and mathematically proved that one NANN can approximate any piecewise continuous function to any desired accuracy. In the neural network literature only Zhang proved the universal approximation ability of FNN Group to any piecewise continuous function. Next, we have developed the approximation properties of Neuron Adaptive Higher Order Neural Networks (NAHONN's), a combination of HONN's and NAF, to any continuous function, functional and operator. Finally, we have created a software program called MASFinance which runs on the Solaris system for the approximation of continuous or discontinuous functions, and for the simulation of any continuous or discontinuous data (especially financial data). Our work distinguishes itself from previous work in the following ways: we use a new neuron-adaptive activation function, while the neuron activation functions in most existing work are all fixed and can't be tuned to adapt to different approximation problems; we only use on NANN to approximate any piecewise continuous function, while a neural network group must be utilised in previous research; we combine HONN's with NAF and investigate its approximation properties to any continuous function, functional, and operator; we present a new software program, MASFinance, for function approximation and data simulation. Experiments running MASFinance indicate that the proposed NANN's present several advantages over traditional neuron-fixed networks (such as greatly reduced network size, faster learning, and lessened simulation errors), and that the suggested NANN's can effectively approximate piecewise continuous functions better than neural networks groups. Experiments also indicate that NANN's are especially suitable for data simulation