A social analysis of Viking jewellery from Iceland

Abstract available p. 2-

Professional women's use of quality indicators during evaluation of career wear

Quality is a multi-dimensional concept and can be viewed from different perspectives (Fiore &Kimle, 1997:5). From the professional women’s (consumer) perspective career wear quality can be measured on both tangible (functional or sensory) and non-tangible (emotional, cognitive and importance of the self and others) levels. From the retailer’s perspective quality is measured mostly based on intrinsic product features (durability), thus relating to one component of career wear quality of professional women. The discrepancy between the two may result in consumer dissatisfaction and impacts negatively on return sales to the retailer. Quality evaluation occurs at two stages during the consumer decision making process. Firstly, quality is evaluated in-store, during the decision-making stage, and secondly during product use. The quality indicators that professional women use during these stages may not be the same. In this study an exploration was thus done on the tangible and non-tangible quality indicators that professional women use to evaluate career wear quality both during the purchase decision-making stage and during product use. Each of these was measured according to its importance to the respondents during the decision-making stage and during product use and subsequently compared, since the importance of quality indicators may differ between the two stages. The systems theory approach was used to compile the conceptual framework for this study. The systems perspective acknowledges the sequence, relationship and interdependency of the individual indicators that are used to evaluate clothing products. These indicators are considered as so-called inputs and are transformed in terms of outputs, which are interpreted in terms of customer satisfaction or dissatisfaction. The respondents were full-time employed professional women in the legal, financial, engineering and medical industries, as these women require the suitable qualification and registration with the appropriate professional body. This group has spending power and their third largest household expenditure is clothing products. A snowball technique was used to recruit participants/respondents for both the qualitative phase, during which a focus group was held, and for the quantitative data collection (questionnaire) phase. The qualitative technique (focus group) was used to gain insight into the exact quality indicators and specific terminology the target population uses when evaluating career wear quality during the purchase decision making stage and during product use. The questionnaire was compiled against the theoretical background and the information gained from the focus group. Through the use of t-tests and the Pearson’s correlation coefficient it was found that respondents used similar quality indicators to evaluate career wear quality both during the decision-making stage and during product use. Tangible quality indicators were seen as significantly more important than non-tangible quality indicators to respondents during both stages of quality evaluation. Appropriate and adequate information regarding tangible quality indicators must thus be made available by retailers to professional women at the point of purchase. This may ensure consumer satisfaction during product use and facilitate return sales for the retailer.Dissertation (MConsumer Science)--University of Pretoria, 2010.Consumer Scienceunrestricte

Student and Faculty Perceptions: Appropriate Consequences of Lapses in Academic Integrity in Health Sciences Education

Background: A breadth of evidence supports that academic dishonesty is prevalent among higher education students, including students in health sciences educational programs. Research suggest individuals who engage in academic dishonesty may continue to exhibit unethical behaviors in professional practice. Thus, it is imperative to appropriately address lapses in academic dishonesty among health sciences students to ensure the future safety of patients. However, students and faculty have varying perceptions of what constitutes academic dishonesty and the seriousness of breaches in academic dishonesty. The purpose of this study is to gain health sciences faculty and students’ perceptions on the appropriate consequences of lapses in academic integrity. Methods: Faculty and students from different health care disciplines were asked to complete the anonymous survey in which 10 different academic (non-clinical) and clinical scenarios were presented. For each scenario, students or faculty needed to address their concern and assign an academic consequence that they considered appropriate (ranked from no consequence to dismissal). A mixed-effects model was used to assess the difference of questionnaire scores between subgroups. The study was completed in the Spring of 2017. Results: A total of 185 faculty and 295 students completed the electronic survey. Across all survey questions (clinical and non-clinical), the perceived severity of the behavior predicted the consequence chosen by the respondent, indicating that both faculty and students assigned what they felt to be appropriate consequences directly based on their values and perceptions. Both faculty and students show congruence in their opinions regarding the perceived seriousness of clinical cases (p = 0.220) and the recommended consequences assigned to such lapses (p = 0.110). However, faculty and students statistically significantly disagreed in their perception of the severity of non-clinical academic dishonesty scenarios and recommended consequences (p \u3c 0.001). Conclusions: Our research supports the need for collaborative work between faculty and students in putting forth clear guidelines on how to manage and uphold rules related to lapses in academic integrity not only for nonclinical situations, but especially for clinical ones in a health care setting. Recommendations from this research include using an honor code utilized in clinical settings

Electronic structure of wurtzite and zinc-blende AlN

The electronic structure of AlN in wurtzite and zinc-blende phases is studied experimentally and theoretically. By using x-ray emission spectroscopy, the Al 3p, Al 3s and N 2p spectral densities are obtained. The corresponding local and partial theoretical densities of states (DOS), as well as the total DOS and the band structure, are calculated by using the full potential linearized augmented plane wave method, within the framework of the density functional theory. There is a relatively good agreement between the experimental spectra and the theoretical DOS, showing a large hybridization of the valence states all along the valence band. The discrepancies between the experimental and theoretical DOS, appearing towards the high binding energies, are ascribed to an underestimation of the valence band width in the calculations. Differences between the wurtzite and zinc-blende phases are small and reflect the slight variations between the atomic arrangements of both phases

A critical engagement with theological education in Africa

The higher education landscape has arguably become one of the most arduous to traverse. More so in the African context, where a host of variables continiously challenge educators to reflect critically on their philosophies and practices as they engage an ever-changing audience. In this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented as a South African perspective, although contributors are situated accross the African continent and abroad. The common denominator is that all contributers are, in some way or another, invested in theological education in Africa. The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: A historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges, and a critical reflection on elective models and methods. The book presents the original and innovative research of scholars for fellow scholars involved in theological higher education as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape that is also mindful of post-COVID-19 realities. Methodologically the work draws on a combination of methods, including literature studies, empirical work, and in some cases sectional offerings from doctoral studies, as indicated in the various chapters

Sj\uf6gren's syndrome: state of the art on clinical practice guidelines

Sj\uf6gren's syndrome (SS) is a complex autoimmune rheumatic disease that specifically targets salivary and lachrymal glands. As such, patients typically had ocular and oral dryness and salivary gland swelling. Moreover, skin, nasal and vaginal dryness are frequently present. In addition to dryness, musculoskeletal pain and fatigue are the hallmarks of this disease and constitute the classic symptom triad presented by the vast majority of patients. Up to 30% to 50 % of patients with SS may present systemic disease; moreover, there is an increased risk for the development of non-Hodgkin's lymphoma that occurs in a minority of patients. The present work was developed in the framework of the European Reference Network (ERN) dedicated to Rare and Complex Connective Tissue and Musculoskeletal Diseases (ReCONNET). In line with its goals of aiming to improve early diagnosis, treatment and care of rare connective and musculoskeletal diseases, ERN-ReCONNET set to review the current state of clinical practice guidelines (CPGs) in the rare and complex connective tissue diseases of interest of the network. Therefore, the present work was aimed at providing a state of the art of CPGs for SS

A critical engagement with theological education in Africa

The higher education landscape has arguably become one of the most arduous to traverse. More so in the African context, where a host of variables continiously challenge educators to reflect critically on their philosophies and practices as they engage an ever-changing audience. In this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented as a South African perspective, although contributors are situated accross the African continent and abroad. The common denominator is that all contributers are, in some way or another, invested in theological education in Africa. The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: A historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges, and a critical reflection on elective models and methods. The book presents the original and innovative research of scholars for fellow scholars involved in theological higher education as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape that is also mindful of post-COVID-19 realities. Methodologically the work draws on a combination of methods, including literature studies, empirical work, and in some cases sectional offerings from doctoral studies, as indicated in the various chapters