Adventitious rooting declines with the vegetative to reproductive switch and involves a changed auxin homeostasis

Adventitious rooting, whereby roots form from non-root tissues, is critical to the forestry and horticultural industries that depend on propagating plants from cuttings. A major problem is that age of the tissue affects the ability of the cutting to form adventitious roots. Here, a model system has been developed using Pisum sativum to differentiate between different interpretations of ageing. It is shown that the decline in adventitious rooting is linked to the ontogenetic switch from vegetative to floral and is mainly attributed to the cutting base. Using rms mutants it is demonstrated that the decline is not a result of increased strigolactones inhibiting adventitious root formation. Monitoring endogenous levels of a range of other hormones including a range of cytokinins in the rooting zone revealed that a peak in jasmonic acid is delayed in cuttings from floral plants. Additionally, there is an early peak in indole-3-acetic acid levels 6h post excision in cuttings from vegetative plants, which is absent in cuttings from floral plants. These results were confirmed using DR5:GUS expression. Exogenous supplementation of young cuttings with either jasmonic acid or indole-3-acetic acid promoted adventitious rooting, but neither of these hormones was able to promote adventitious rooting in mature cuttings. DR5:GUS expression was observed to increase in juvenile cuttings with increasing auxin treatment but not in the mature cuttings. Therefore, it seems the vegetative to floral ontogenetic switch involves an alteration in the tissue’s auxin homeostasis that significantly reduces the indole-3-acetic acid pool and ultimately results in a decline in adventitious root formation

Fetal growth and the risk of childhood non-CNS solid tumours in Western Australia

Using population-based linked health data, we investigated whether the risk of certain childhood non-CNS solid tumours (n=186) was associated with intra-uterine growth. The risk of retinoblastoma and rhabdomyosarcoma, but not other tumour types, was positively associated with increased growth, suggesting a possible role of fetal growth factors. Larger studies are needed

A discussion of a unique collaboration model between schools

Thesis (M.A. (Psychology)--North-West University, Potchefstroom Campus, 2009.The schools located in many township and rural areas of South Africa struggle to provide a high standard of education because many of the inhabitants of these areas are very poor and there is thus a lack of the funding required for the necessary educational equipment. The Afri Twin project, started by Jayne Martin from the UK, addresses this problem. The project is collaboration between a British school, a South African town/city school, and a school from a poor township or rural community in South Africa. This article reports on a research project that made use of a qualitative case study approach, to focus on the collaboration between Wellacre Technology College, Ferrum High School, and Siyalungelwa High School as part of the Afri Twin project. The objectives of the research project are to determine the benefits of the Afri Twin project for the schools involved; to investigate the unique interaction between Wellacre, Ferrum, and Siyalungelwa; and to determine the cultural enrichment of learners and the multi-cultural interaction between the three schools. Data was collected through focus group interviews, in-depth interviews, and questionnaires. Data analysis led to the emergence of four major themes with categories and subcategories. The conclusion underlined the cultural tolerance that is established through the Afri Twin project, as well as the importance of financial support for promoting an improved learning environment.Master

The dynamics of psycho–social well–being in Afri Twin schools

Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.This study, presented in the format of three articles, contributed to the measuring of psycho-social well-being in Afri Twin schools. The literature points to a serious lack of studies measuring the psychosocial well-being of teachers and possible interventions to alleviate their challenges. The context of the study is the Afri Twin project. The Afri Twin project is a collaboration between a British school, a South African town/city school, and/or a school from a township or rural community in South Africa. The intention of Afri Twin is to create camaraderie between school principals, teachers and learners/students in South African and British schools. As the relationships between the different schools develop, schools will have the opportunity to visit one another, exchange experiences and teaching ideas, and gain first-hand experience of the different conditions in which the individual schools function. The first article determined the psychometric properties of the Adapted and Revised Organisational Climate Description Questionnaire (AAROCDQ), and was validated for school climate as experienced by teachers. Participants were 394 school teachers (72 male and 322 female) from 40 schools in South Africa. The AAROCDQ correlated positively with other measures of optimal functioning (The Mental Health Continuum - Short Form MHCSF], the Coping Self-Efficacy Scale [CSE], and the Core Self-Evaluations Scale [CSES]). The internal consistency and factor structure were determined as well as the evidence for concurrent validity. The results of the study indicated that the AAROCDQ was reliable and also indicated construct validity in a sample of South African teachers. It was concluded that further validation and standardisation of the AAROCDQ could be done in mixed method studies as well as that future studies could further analyse the scale on item level to give a more coherent perspective on the psychosocial well-being of teachers. The second article explored the prevalence of well-being in Afri Twin and non Afri Twin teachers. A quantitative survey design was implemented and the sample consisted of 97 Afri Twin teachers (20 male and 77 female) and 297 non Afri Twin teachers (52 male and 245 female) from 40 South African schools (13 Afri Twin and 27 non Afri Twin). The MHC-SF, the CSE and CSES were used to determine the well-being of teachers. The results indicated a moderate to high level of well-being, with an almost significant difference in social well-being and core self-evaluations between Afri Twin and non Afri Twin teachers. It was concluded that the social context of the 'twinning' process in Afri Twin schools could influence the social well-being of teachers positively. The aim of the third article was two-fold. Firstly principals', teachers' and learners' experiences of the Afri Twin project were investigated, and secondly the aim was to develop an intervention for resilience in schools participating in the Afri Twin project. The sample consisted of 158 teachers (42 male and 116 female), 14 school principals (10 male and 4 female), and 65 learners (34 boys and 31 girls). The results indicated that leadership, school climate (culture), the people that are involved, and promoting optimism and self-efficacy through support and sharing are essential for the development or improvement of resilience in schools through the Afri Twin project. The main conclusion from this thesis is that teachers' experience of the school as an environment in which they work is influenced by such factors as social support and sharing that can influence the psychological well-being (specifically social well-being) of the educators. This is indicated by the correlation between the findings in article 3 which support the findings in article 2. The benefits from being involved with a project like the Afri Twin could also influence the resilience of the educators and learners/students.Doctora

A psycho-philosophical view on the ‘conceptualisation’ of psychological measure development

ORIENTATION : When researchers’ understanding and application of ‘conceptualisation’ can allude to nearly anything, it loses its philosophical purpose and stature. Negating the philosophical meaning of the term ‘conceptualisation’, because it appears obvious, will result in research inquiries becoming ambiguous and ideologically diminished. Paradigms and theoretical frameworks are rooted in philosophical principles, yet researchers often ‘conceptualise’ and conduct inquiries without understanding the foundation of their applied scientific methods. RESEARCH PURPOSE : The historicity of psychological measurement development depicts a fusion of transdisciplinary knowledge systems and the stature of scientific methods is comprehensive. Yet the philosophical lenses through which researchers ‘conceptualise’ their measure to understand psychological behaviour are not as clear. MOTIVATION FOR THE STUDY : Contemporary psychometric literature postulates the ‘conceptualisation phase’ as a mere point of departure to develop a psychological measure, whereas philosophical literature depicts ‘conceptualisation’ as the mainstay of any research inquiry. RESEARCH APPROACH/DESIGN AND METHOD : A qualitative design was used with the conceptual analysis of terminology as approach. Textual or typographical psychometric and psychological literature was purposively sampled and inductively and deductively analysed, using the philosophical framework of Van der Walt and Potgieter. MAIN FINDINGS : The definition of the ‘conceptualisation phase’ is principally characterised as the scientific method to measure the scientific reality, while the integral human component, represented by the measure developer, is overlooked. PRACTICAL/MANAGERIAL IMPLICATIONS : Insights derived can enthuse future dialogues on the purpose and importance of the conceptualisation phase in the development of psychological measures. CONTRIBUTION/VALUE-ADD : A potential delineation of what the ‘conceptualisation phase’ should encapsulate is proposed.http://www.sajip.co.zahj2020Early Childhood Educatio

Experiences of young adult women with emotionally absent fathers

This study explored the experiences of young adult women (n = 11) who grew up with emotionally absent fathers. The women (White: Afrikaans) were between the ages of 20 and 31 (5 were married, 1 was engaged, 1 was in a relationship, and 4 were single). The participants completed in-depth interviews regarding their retrospective perceptions of emotionally absent father experiences and the related effects on them. Data were thematically analyzed. Findings indicated that the participants experienced difficulty in sharing emotions with their fathers and fathers did not show affection or express their love. The participants perceived their fathers to have shown no interest, approval or acknowledgement of them, and viewed them as untrustworthy. They also believed that relationship qualities with their fathers influenced how they related to men in general. Father emotional absence negatively impacts on daughter's emotional well-being