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Several silica-based chiral stationary phases (CSP) for HPLC were synthesised from an optically active carbohydrate, δ-gluconolactone. The separating abilities of these hydroxylated, acetylated and carbamated CSP were evaluated using test racemates that generally contained the electron-deficient dinitrobenzoyl group. Some insight into the chiral recognition process operating on the CSP was obtained by chromatographing fifty structurally related racemates. The effect on separating ability of "end-capping" the residual silanols on the silica support and of changing the way in which the organic strands were bonded within the CSP was also examined. The test racemates were resolved at different temperatures. Thermodynamic parameters that govern the complexation of the sample enantiomers with the CSP were derived from the resulting Van't Hoff plots. The CSP were analysed using solid-state NMR spectroscopy and secondary ion mass spectrometry. These two techniques provided evidence for the organic structures bonded to silica.

The purpose of this Living Theory action research project was to identify how I can change my practice in History lessons to live closer to my values of social-constructivism and democracy. I explored ways in which Educational Escape Rooms could be used during History lessons to create opportunities for communication and collaboration between students in a mixed gender, urban, disadvantaged school with a 5th class group. This research documents my professional learning journey, captured from multiple perspectives to negate some of the shortcomings of the Living Theory approach. Data was collected from my reflective journal, lesson observations and discussions from Critical Friends, and through questionnaires, feedback loops and interviews with children. By navigating the ethical considerations carefully, placing the child’s voice at the centre of this research allowed me to live closer to my value of democracy. The research was conducted across two research cycles, each consisting of a different teacher-made, History-based, Educational Escape Room. Children completed History lessons on a topic over four weeks and entered the Escape Room on week five. Puzzles were based on History content and skills developed during class lessons and children worked collaboratively to solve these and escape before the time expired. This self-study found that the Educational Escape Room provided opportunities for collaboration, affected by the degree of choice children had in choosing their own teams. The Escape Room also created opportunities for meaningful communication between students within the game and for communication between the teacher, students and colleagues. Evidently, children applied historical content knowledge from lessons in the new situation of the Escape Room and children utilised higher order historical skills without even realising it. The research unearthed two unexpected findings on the topic of engagement. Children found physical, tactile puzzles and locks more engaging than digital ones. Additionally, children found Escape Rooms that demanded players to move around and use the room more engaging than those that did not require as much movement. The findings declare that Educational Escape Rooms are a social-constructivist teaching approach that will allow me to live closer to my values in History lessons. Given the infancy of the teaching approach, a lacuna in literature pertaining to Educational Escape Rooms in primary schools does exist. This study has the potential to contribute to the body of research that exists and has encouraged me to look for creative and innovative teaching methods that can continue to challenge my assumptions.

Two theoretical perspectives guide workgroup diversity research: information processing and social identity. The information processing perspective suggests that cognitively diverse groups benefit from increased task-related knowledge, skills and abilities of members with diversified information sources, positively affecting group performance. The social identity perspective suggests that homogeneous groups are more productive as their members are mutually attracted by similar attributes, resulting in efficient group processes and performance. Contrastingly, it is argued that heterogeneity undermines communications and cohesion within groups, resulting in conflicts; and homogeneity offers limited potential for learning and problem-solving, hampering the development of creative ideas and innovative solutions. Despite the appeal of these theoretical perspectives, meta-analyses examining main effects relationships between diversity and group effectiveness have reported inconsistent findings. Research also offered mixed results over the influence of intragroup conflicts and the dysfunctional effects of their inevitable co-occurrence on workgroup functioning. Furthermore, although the literature points to the potential of transformational leadership in limiting dysfunctional conflicts and enhancing diversity's positive impact on group effectiveness, this field remains under-researched. This study aims to develop a conceptualisation that addresses the associations between diversity and group effectiveness, the effects of intragroup conflicts and their co-occurrence on this association, and the potential influence of transformational leadership in decreasing this effect. By doing so, the researcher hopes to provide an explanation for the reported inconsistencies and fill a gap in the literature. To achieve this aim, the literature was analysed, and a model of relationships derived. A concurrent mixed methodological approach was used. and questionnaire data was collected from 56 academic workgroups in three private universities in the Middle East, a total of 354 questionnaires were returned. Twenty interviews were also iii conducted. Results from hierarchical regression confirmed the model, displaying linear and non-linear relationships, with the co-occurrence of task and relational conflicts mediating the relationship between diversity and group effectiveness, and transformational leadership moderating these relationships. Findings from thematic analysis of the interviews offered insights which supported the model and triangulated with the results from the questionnaire. The findings add to the literature by explaining the inconsistencies of previous research. Implications of the findings were discussed, and limitations of the study highlighted which offered potential opportunities for further research.

In recent times, literature has raised the importance of studying entrepreneurship in different contexts. There has been considerable research conducted in transitional contexts, as it raises the many challenges faced by entrepreneurs. There has been considerable research conducted in Russian, Eastern European and Chinese economies. However, there is a real dearth in the literature on the challenges faced in other transitional economies, particularly Sri Lanka. Sri Lanka was the first country in South Asia to embrace extensive economic liberalisation in 1977 (though the civil war, 1983-2009, in the north-east of the country blocked the full realisation of these economic benefits). Further, entrepreneurial learning in such turbulent and challenging environments has also been identified as a less-explored area. Against this backdrop, this research's overarching aim was to explore opportunity recognition and new venture creation experiences in the transitional context of Sri Lanka. Four main areas were covered: opportunity recognition and new venture creation, entrepreneurial learning, entrepreneurial motivation and institutional context. The mixed methodological approach was informed by a conceptual framework developed by the researcher. Semi-structured interviews with a non-random sample of 31 Sri Lankan entrepreneurs provided rich descriptions. Their learning styles/preferences were identified using a modified version of Kolb's (1984) learning style questionnaires through different stages of opportunity recognition and new venture creation. Findings suggest that Sri Lankan entrepreneurs' initial business ideas arose through prior knowledge, scanning the business environment and changes in government policies. Few initial resources were utilised; many relied on previous experience and relationships with customers and suppliers. Most participants were motivated by pull rather than push factors and individual entrepreneurs demonstrated a combination of learning styles/preferences rather than one. Entrepreneurs cited numerous challenges: frequent policy changes, rigid customs policies, unsupportive financial sector, high interest rates, lack of support for start-up firms, and lack of social recognition in society and among the government officials. Further, critical learning events occur in transitional and turbulent contexts such as Sri Lanka. The frequency of such events is high; resilience is required to ensure higher learning. This research has contributed to entrepreneurship theory in several ways. First, the author explored the under-researched transitional context of Sri Lanka to identify the challenges encountered during transition Second, the research contributes to the literature concerning learning styles during opportunity recognition and new venture creation, using a sample of entrepreneurs. The findings will help educators and practitioners tailor their training and educational programs. Further, this study brings new knowledge in relation what, how and when entrepreneurs learn in critical events in turbulent and challenging environments.