Dissertations / Theses: 'Sociological aspects of Community organization'

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Wilkins, Ruth. "Sociological aspects of the mother/community midwife relationship." Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/1004/.

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Keith, Rebecca M. "Run whatcha brung : the World of Outlaws and the community of sprint car racing." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917017.

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Usages and meanings associated with three key cultural metaphors, "outlaw," "family," and "community" are examined in order to determine the limits of their applicability within American sprint car racing, and to provide a clearer understanding of the cultural significance of sprint car racing in America. These three metaphors have multiple functions. They are used to structure relationships, communicate codes of conduct, express attitudes, and enculturate participants.The sprint car racing "community" is outside the mainstream of sport culture in America, and it is at once metaphoric, ideal, and real. Culture provides participants with a range of possible mechanisms for structuring, organizing, and communicating the value system(s) and symbolic system(s) involved in the construction and racing of sprint cars. Sprint car racing in America provides an outlet for a preferred way of life in which competitive behavior is a major aspect. Cooperation with those whom you are competing against functions to reinforce the values of the "community."
Department of Anthropology

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Douglas, Anne S. ""There's life and then there's school" : school and community as contradictory contexts for Inuit selfknowledge." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36006.

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This thesis examines the relationship between the community and school in Arctic Bay in north Baffin Island. The objective is two-fold: first, to provide insights into the interaction between Inuit community members and school, and second, to describe and analyze the internal changes that school effects among community members. The central concern underlying the thesis is the ongoing process of Inuit cultural change.
This thesis expands the framework for studies in educational anthropology in two ways. First, the thesis examines the interaction between the community and the school from the perspective of the community, rather than from that of the school. Second, it applies anthropological understandings of social structure, social control and social personhood as analytical categories in examining the two cultural contexts. The thesis illustrates the fundamental contradictions in worldview between Inuit and the institution of schooling.
Observations of contemporary life illustrate that Inuit have been able to maintain the organizing principles of their kinship system in the transition from pre-settlement life to the community. Observations of socialization in school illustrate that the social norms and interrelational processes young Inuit learn in school contradict some of the organizing principles of Inuit kinship. Moreover, the responsibilities that Inuit adults are required to undertake as parents of school children impinge on their kinship obligations. The thesis concludes that although Inuit have maintained authentic, albeit modified, cultural practice in the community, the socialization of school, a culturally foreign institution, increasingly impinges on their normative values and social relations.

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Simpson, James E. M., and University of Lethbridge Faculty of Education. "Community in schools : an exploratory study of meaning and purpose." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1997, 1997. http://hdl.handle.net/10133/84.

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A large body of research literature connects the concept of community with schools and other educational organizations. This study: 1. Drew from that educational literature: (a) a typology of the different senses in which the term community is conceptualized; (b) guiding principles for building community. 2. Interviewed thirteen educators from Calgary (Alberta, Canada) Public Board of Education to ascertain: (a) how these educators conceptualize the concept of community; (b) their views on how the concept of community could be operationalized in schools. 3. Analyzed how (1) and (2) do and do not complement each other. 4. Drew conclusions and made recommendations for future study, policy and action which will allow the idea of community in schools to become more attainable. The concept of community, as applied to schools, identifies two types of realtionships: territorial and relational. However, an optimal sense of community will not be experienced until people within territorial stuctures begin to interact with and relate to one another. Such an enlarged notion of community would speak to the caring and trust that exists between people; individuals' faith in process; and a sense of ownership in, commitment to, and shared responsibility for, what occurs between people within lateral structures. Another element would be the valuing of all people; valuing their place in the community, their growth as learners, and the qualities they bring and contributions they make to the community. Finally,larger connections would be made which extend beyond the smaller territorial structures, into the larger school community and beyond into larger communities outside the school. This study may also serve as an heuristic springboard for future research in at least five major areas: 1. How value systems are developed by educators and educational leaders. 2. How educators and eduactional leaders come to value shared leadership and shared responsibility in lateral structures. 3. The potential for one type of community serving as a foundation for others. 4. How currently vague and abstract concepts of community may be expressed in language that is clear, precise and practical. 5. Longitudinal studies of educators and educational leaders addressing the assumptions of what learning communities and communities of leaders are and should be.
xi, 137 leaves ; 28 cm.

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Rodgers, Carrie Anne. "Person-job fit and person-organization fit as components of job seeking." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1608.

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Job seekers have often made job choices based upon the degree to which they fit the tasks requirements of the job. This concept is referred to as person-job (P-J) fit. In addition, research has suggested that job seekers self-select organizations to work for based upon the perceived fit between themselves and the organization. This concept is referred to as person-organization (P-O) fit.

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Kakaza, Luvuyo. "An evaluation of selected steps to achieve successful community development projects with specific reference to crime and housing in Langa Township within Cape Town." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1660.

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Thesis (MTech (Public Management)) --Cape Peninsula University of Technology, 2009
There is mounting dissatisfaction among South African communities concerning the state of housing and safety and security in South Africa. This, coupled with intentions of government, which have not always been as successful as anticipated, has led to situations where communities that were promised development, embark on uprisings against poor service delivery, which they receive. This study investigates involvement of all stakeholders, specifically the community, in community development projects, in order to determine what effect this has on the end result of community development projects. The main focus of this study comprises involvement of the community and the impact that it could have on the initiation and planning steps of the project management process. The study uses both a qualitative and quantitative approach. The quantitative survey was administered through use of two closed ended questionnaires; one was directed at residents of the N2 Gateway, as the beneficiaries of the N2 Gateway Housing Project, and the other at residents of Langa on four subdivisions of Langa, namely northern, southern, eastern and western Langa. The qualitative survey was administered in the form of interviews that were held with managers in the Provincial Government of the Western Cape who are responsible for implementation of the Bambanani Against Crime Project and the N2 Gateway Housing Project. The study reveals that both projects made little use of community engagement during the initiation and implementation stages, which had a visible effect on results of the project, as confirmed by results of the survey. However, the project had a different approach owing to the nature of the project. The Bambanani Against Crime Project solely relied on volunteers from the community for implementation and this aspect had a big impact on the end result of the project. The N2 Gateway Housing Project did not accommodate community involvement at any stage of the project, which ultimately led to dissatisfactory results in respect of views of the community, and the department that implemented the project.

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Helsper, Linda Pearl. "Identifying community specific barriers to prenatal care services." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1451.

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The intent of this research project was to discover the barriers that exist in this community when a woman attempts to access prenatal care. A concern for the well being of the children in the community and a belief in the importance of early intervention to enhance outcomes inspired the idea for this project.

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Balde, Nene Mariama. "Self-built housing improvement through strategies-based community organization : guidelines for Conakry Communes." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1177968.

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In Conakry, the capital city of Guinea, more than two thirds of the housing stock consists of self-built housing. Self-built housing is the result of uncoordinated choices of households who buy land, decide the kind of houses and on-site facilities to build and implement their projects often without compliance with land use management policies. As a result this type of housing causes considerable environmental problems that affect the city population as a whole. Unless Conakry local authorities, i.e. communes develop capacities to design and carry out technically and financially appropriate strategies to address and improve households individual actions, the city's environmental conditions will continue to deteriorate. On the basis of lessons learned from theories and successful experiences of self-built housing improvement, the present creative project suggests general and specific guidelines, that commune officials can employ to develop the said capacities and generate substantial changes of housing conditions in Conakry.
Department of Urban Planning

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Mushonga, Allan. "A sociological analysis of Southern African AIDS Trust's capacity-development model in responding to HIV and AIDS." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013261.

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The issues of capacity and capacity development in the response to HIV and AIDS is a topic of intense academic interest and is on the agenda of development practitioners, particularly as these issues are linked to community HIV and AIDS competence and sustainability of civil society organisations and community capacity. The capacity development model of the Southern African AIDS Trust is one of the more illuminating examples of capacity development of civil society organisations for the enhancement of community HIV and AIDS competence in southern Africa. The thesis examines the conceptualisation and implementation of the Southern African AIDS Trust's capacity development model in order to identify and understand the multi-dimensional factors that influence the success and sustainability of HIV and AIDS responses. It argues that, even though the conceptualisation, formulation and implementation of the model were appropriate and yielded acceptable benefits to communities in relation to HIV and AIDS, the sustainability of the model depended fundamentally on the availability of requisite resources. The dependence on external resources, the availability of which is in large part beyond the control of the Southern African AIDS Trust and its community-based beneficiaries, undercuts the sustainability of the model and the programmes delivered through it. Community capacities and community-based HIV and AIDS responses are sustainable only to the extent that communities have sufficient resources to build capacities and develop responses, or can leverage and negotiate external inputs. The degeneration of capacity in intermediary organisations (such as Southern African AIDS Trust) that support community competence undermines models that at first sight seem suitable for effective capacity enhancement with regard to HIV and AIDS programmes. In this regard, the thesis also focuses on the organisational crisis within Southern African AIDS Trust and the ramifications this had for community HIV and AIDS competence.

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Johnston, Mindy Kay. "Music and Conflict Resolution: Exploring the Utilization of Music in Community Engagement." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/437.

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This study is based on interviews conducted with twenty-two musician-activists in the Pacific Northwest region of the United States in 2009 to explore perspectives about the role of music in community engagement with the aim of considering how music might be used in the field of conflict resolution. The study followed the qualitative approach of constructivist grounded theory as designed by Charmaz (2000, 2002). Two themes, "Music for Self," and "Music for Society" emerged from interviews and comprise the internal and external meanings of music to the research informants. The results of the study indicate that the relationships people have with music make it a potentially powerful tool in conflict situations within the realms of both conflict resolution and conflict transformation. More extensive research exploring these benefits is recommended.

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Pokross, Amy Elizabeth. "The American Community College's Obligation to Democracy." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5129/.

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In this thesis, I address the dichotomy between liberal arts education and terminal vocational training in the American community college. The need is for reform in the community college in relation to philosophical instruction in order to empower citizens, support justice and create more sustainable communities. My call for reform involves a multicultural integration of philosophy into terminal/vocational programs as well as evolving the traditional liberal arts course to exist in a multicultural setting. Special attention is focused on liberating the oppressed, social and economic justice and philosophy of education.

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Fortin, Amanda Michelle. "Exploring Communicative Aspects of Client Satisfaction, Loyalty, and Retention in a Private, Non-profit Organization: A Qualitative, Interview-Based Study of Catholic Charities." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1695.

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This thesis focuses on Catholic Charities (Hereafter CC), a non-profit agency that provides pregnancy and adoption support to families in times of crisis. Research and agency data reflect a positive association between the amount of time clients engage in services and the resolution of crises. Both theoretically and empirically, a key determinant of the depth and breadth of clients' engagement with both for-profit and non-profit services is their satisfaction with such services. In 2009-2010, CC's in-house, client surveys reported a decreasing level of client engagement with services. One clear trend was that clients discontinued services after thirty days or less. Against this trend, CC aims to provide social services for an extended period of time (i.e. longer than thirty days) in order to insure that clients have fully recovered from crises. In order to understand possible reasons for clients' low or short engagement rates, this thesis analyzes clients' satisfaction with CC services. Using a grounded-theory approach, twenty semi-structured interviews with former and current CC clients were analyzed for communication-based themes involving clients' satisfaction with services. Four macro-themes emerged: (1) Positive Caseworker Personality, (2) Feeling Emotionally Supported, (3) Feeling Helped, and (4) Positive Counseling Environment. Findings have implications for both theories of satisfaction and the offering and practice of CC services.

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STANBURY, PAMELA COOK. "PROCESSES OF VILLAGE COMMUNITY FORMATION IN AN AGRICULTURAL SETTLEMENT SCHEME: THE INDIRA GANDHI NAHAR PROJECT, INDIA." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184165.

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Anthropological research conducted in the Indira Gandhi Nahar Project area of the western Indian state of Rajasthan during 1984-1985 assessed the impact of agricultural land settlement planning on village community formation. The large-scale project, begun in 1957, has brought irrigation water to the extremely arid Thar desert and has brought irrigation water to the extremely arid Thar desert and has dramatically altered the social and physical landscape. Significant efforts have been made by the Government of Rajasthan to select settlers from the poor and landless population, as part of a social welfare policy, allocate agricultural land to them and create new settler communities. A single village, one of the earliest established by the project, was selected for the study of community formation. Historical and contemporary data were collected on five themes: (1) the settler household, (2) kinship, (3) patronage, (4) institution building, and (5) socieconomic stratification. For each theme area, a series of questions were asked regarding the impact of settlement planning. Although settlement planning has been a major influence on the study village, research revealed that settlers arrived under highly diverse circumstances and played diverse roles in the process of community growth. Research also revealed that the village community has maintained some traditional features of Indian social organization in the face of great upheaval associated with settlement. Both the indigenous families and some of the earliest unplanned settlers have developed large local kinship networks, assumed positions of wealth in a hierarchical caste system, and have been involved in building political institutions based on a stratified system. They have also been responsible for attracting later settlers, including both landless agriculturalists and, to a limited extent, service workers. The settlers selected according to settlement policies have not developed extensive kin networks and have been less active in institution building and developing patronage relationships.

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Samková, Kamila. "Emerging Community Gardens : Visions, motivations and further aspects that influence organization of acommunity garden based on experiences in the Czech Republic and Sweden." Thesis, KTH, Miljöstrategisk analys (fms), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-136989.

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15

De, Man Caroline. "Interactions entre policiers et population dans l'espace public: des ajustements du cadre de l'expérience policière aux routines d'interactions ordinaires." Doctoral thesis, Universite Libre de Bruxelles, 2015. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209118.

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Notre thèse porte sur les interactions entre policiers et population et plus particulièrement sur l’expérience policière des pratiques interactionnelles par lesquelles les policiers et la population coordonnent leurs activités dans l’espace public, aussi dans une dimension fortuite et éventuellement non problématique.

Inscrite dans une perspective inductive et compréhensive, notre analyse se fonde sur un matériau récolté en recourant aux techniques d’observation in situ et d’entretiens informels. Les policiers qui font l’objet de cette étude appartiennent à deux groupes a priori différents dans la police locale en région bruxelloise :d’une part, les policiers patrouilleurs dont le référentiel professionnel s’inscrit dans le modèle de police traditionnel, et d’autre part, les inspecteurs de quartier dont le référentiel doit s’inspirer du modèle de police de proximité. Ce processus de recherche articulé autour d’une immersion de type ethnographique en milieu policier repose également sur la dimension réflexive de l’engagement du chercheur, ce dont nous rendons aussi compte dans notre travail.

Notre analyse des routines d’interactions des policiers et de la population s’appuie sur la sociologie de Goffman (1973, 1974, 1991). Sa théorisation des cadres sociaux nous a soutenu dans l’élaborons des outils « cadre policier » et « cadre ordinaire » pour référer aux routines d’interactions que nous distinguons. L’analyse de ces interactions s’inscrit dans la diachronie des rencontres observées. Plus concrètement, entre la première séquence de coprésence et la dernière dédiée à la séparation des participants, l’analyse porte successivement sur l’entrée en contact, les formes de la rencontre, les changements de lieux et l’imprévisibilité qui caractérisent ces interactions. Les modalités de la mise en œuvre des routines policières d’interactions révèlent alors les caractéristiques du cadre policier.

Celui-ci se manifeste à travers différents ajustements au contact du cadre ordinaire. Les attentes et les pratiques des policiers en interaction s’adaptent aux attentes et aux pratiques de la population et ce dans une relative flexibilité. Le cadre policier emboîte, tolère ou simule le cadre ordinaire. Il peut aussi faiblir devant lui ou s’imposer à lui à moins qu’in fine le cadre policier ne résiste. Toutefois cette flexibilité connaît des limites et des conditions défavorables, voire extrêmes quand les policiers sont dans l’impossibilité de mettre en œuvre le cadre policier qui dès lors ce rompt. La violence des pratiques policières est une manifestation de la rupture du cadre policier. Par ailleurs, la flexibilité du cadre policier est restreinte dans les lieux policiers tels que la voiture de patrouille et le commissariat où les procédures formelles limitent l’autonomie des policiers. En contraste, l’espace public se présente comme le lieu qui réunit les conditions soutenant la plus grande variété d’ajustements du cadre policier au cadre ordinaire, jusqu’à rendre possible des rencontres « heureuses » et spontanées.

Au terme de cette analyse, nos résultats participent de façon innovante aux discussions en sociologie policière. Car, au-delà des traditionnelles divergences entre les métiers de policier patrouilleur et de quartier, nous soulignons leurs similitudes quand leurs routines d’interactions tendent à intégrer celles de la population tout en poursuivant les objectifs institutionnels. La reconnaissance de l’engagement de la population se présente alors comme un déterminant de l’activité policière qui est davantage de nature à la soutenir qu’à la restreindre.

Doctorat en Criminologie
info:eu-repo/semantics/nonPublished

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Kendall, Helen Jane. "The link between mental health, social and emotional vulnerability and life chances : school based early identification of socially and emotionally vulnerable adolescents in a deprived urban community." Thesis, University of Hull, 2004. http://hydra.hull.ac.uk/resources/hull:5604.

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The objectives of this work are to: - Explore the concept of adolescent vulnerability; - Establish easily administered, reliable means of early identification of the most vulnerable; and - Suggest some school level interventions. This research focuses on adolescents in a socially deprived area. The thesis contains two parts: Part I explores the theoretical contexts, examining the social, educational and moral climate, and concludes that potential vulnerability is not being identified early enough in young people's lives for effective interventions to be implemented. The phenomenon and experience of adolescence is explored from a variety of perspectives, and various definitions of adolescence examined. The broad range of experience representing both typical and atypical adolescence is considered. A range of socio-economic factors and psychometric measures are reviewed for potential use as early indicators of vulnerability. The four screening measures chosen from the range reviewed are social deprivation, selfesteem, locus of control (LoC) and coping strategies. Social deprivation indicators establish background levels of life chances and prospects. Selfesteem is used to identify the most vulnerable; locus of control adds information about the nature of their vulnerability, and coping strategies informs potential practical interventions. Part 2 focuses on practical research. The prospects of the subject population are explored using a range of indicators, including the social and educational alienation and dysfunction of its young adolescents. Six hypotheses are defined and the selected psychometric tools piloted and administered on all of Year 7 of the subject school. Pupils are identified as either vulnerable or not identifiably vulnerable. Case studies using semi-structured interviews are conducted, adding a qualitative, experiential dimension to the statistical, psychometric findings. Based on this research conclusions are drawn which have academic application and directly inform practical interventions which, if implemented in early adolescence, would potentially alleviate the identified vulnerability.

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Zamora, Nadine Valerie Perez. "The impact of stressful life events and exposure to community violence on delinquency in Hispanic pre-adolescents." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2422.

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The purpose of the current study was to examine delinquent pre-adolecents. It was hypothesized that both predictor variable [exposure to community violence (number of events; preception of events) and stressful life events (number of events)] would impact delinquent behavior (violent thoughts, violent behaviors, and promiscuity).

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Pate, Ronald David. "Narrative Processes in Urban Planning: A Case Study of Swamp Gravy in Colquitt, Georgia." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/469.

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In 1990 many in Colquitt, Georgia considered themselves to be a dying town due to the loss of jobs and outmigration that occurred when labor intensive farming transitioned to the machine. In response citizens brought in a theater director from Chicago who helped them launch a performance series of inclusive stories that were acted by local volunteers. The resulting series called Swamp Gravy has run from 1992 to present (2012), and has led to purported claims of community revitalization. The purpose of this study was to discover what this ongoing narrative community engagement meant to the people of Colquitt in regards to: community experiences that produced new relationships (including those between Blacks and Whites); personal empowerment; the coproduction of an emerging and diverse community identity; and institutional and economic development. Methods for this case study included narrative interviews of participants, attendees and local citizens, as well as observation of the town and the performances, and document analysis. Many participant volunteers and attendees became Swamp Gravy enthusiasts, and describe their experiences as coming out into a meaningful experience of community, which included forming relationships with diverse others (including those of a different race). The enthusiasts speak of growing into larger community responsibilities with others for the common good, and feel that ongoing and inclusive storytelling is very important to coproducing a diverse heritage that informs the future of their city. Other attendees (predominantly the business community) describe the benefits of Swamp Gravy as instrumental to having given the town recognition (identity) as an entertaining tourist attraction that exposed individual talent, boosted individual confidence, and enhanced social connectivity. Others in Colquitt were indifferent or resistive to the coming out that the performances invite. Most everyone recognizes that Swamp Gravy has attracted outside tourists which has boosted economic development, occasioned the renovation of downtown Colquitt square and the formation of institutions to continue to attract and accommodate visitors from afar. This case is theorized in terms of the emerging communicative turn in planning that juxtaposes the planner as mediator or facilitator, and stakeholders as co-producers. The findings in this case study support that the Swamp Gravy form of narrative process has some potential for guiding stakeholders to a just diversity in cities, neighborhoods and towns, and as such should be studied further. Urban planning in situations of urban renewal may be one place where utilizing this form of meaningful engagement could lead to discovery of new identities, which may both inform and motivate a just plan to be coproduced.

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Manyuchi, Raymond Freddy. "The role of civil society organisations/non-governmental organisations (CSOs/NGOs) in building human capability : the case of Africa Community Publishing Development Trust (Zimbabwe)." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20086.

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Thesis (MPhil)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The study represents an analysis of the role of civil society organisations/non‐governmental organisations (CSOs/NGOs) in building human capabilities through knowledge construction. It assesses the effectiveness of community publishing in building human capabilities under challenges they face in the environment they are operating in. The complex environment CSOs/NGOs are operating in is dealt with. It will be demonstrated that CSOs/NGOs give marginalised communities, especially women, children and the disabled, a platform where they can organise themselves and give them an opportunity to influence policy and development of their community. Community development has many interpretations. This study focuses on communities as central agents responsible for their own development. When communities participate in their own development, they are engaging in an educational process which is both formal and informal in nature. The education process helps them to understand their situations better. This type of education called ‘popular education’, is based on the belief that people involved in the process have important knowledge that they have acquired from their experiences in life and the education they receive mainly consists of dialogue between different knowledge sets that they possess. In the process, when people participate actively in the development of their communities, a sense of ownership is developed. For the purpose of designing the study, observation of the direct involvement of staff from local government, Africa Community Publishing Development Trust and partner organisations as well as working with communities from Shamva, Umzingwane and Buhera provided the basis. It is noted that party politics affects the development of a CSO/NGO sector that is capable of building human capabilities. It is, therefore, clear that government should create an enabling environment that is free from violence and rule of law should be respected as this helps CSOs/ NGOs to implement capability building programmes conducive for all communities to participate in the development of their areas.
AFRIKAANSE OPSOMMING: Die studie ontleed die rol van burgerlike organisasies/nie‐regeringsorganisasies (BOs/NRO's) in die bou van menslike vermoëns deur middel van kennis konstruksie. Die studie beoordeel die effektiwiteit van die gemeenskap uitgewery in die bou van die menslike vermoëns en die uitdagings wat hulle in die gesig staar in die omgewing waar hulle hul bevind. Die komplekse omgewing waarin BOs / NRO’s hul bevind word inmiddels behandel. BOs/NRO's gee gemarginaliseerde gemeenskappe veral vroue, kinders en gestremdes 'n platform waar hulle hul self kan organiseer en gee hulle ' n geleentheid om beleid te beïnvloed en hul gemeenskap te ontwikkel. Ontwikkeling van die gemeenskap het baie interpretasies. Die studie fokus op die gemeenskappe as sentrale agente wat verantwoordelik is vir hul eie ontwikkeling. Wanneer gemeenskappe betrokke is in hul eie ontwikkelings proses, neem hulled deel aan ’ n opvoedkundige proses wat van nature beide formeel en informeel is. Die opvoedkundige proses help hulle om hul situasies beter te verstaan. Hierdie tipe van Onderwys genaamd "gewilde onderwys", is gebaseer op die oortuiging dat mense wat betrokke is in ‘n proses belangrike kennis besit as gevolg van persoonlike lewenservaringe, die opvoeding wat hulle ontvang bestaan hoofsaaklik uit dialoog tussen die verskillende kennis stel dat hulle besit. Wanneer mense aktief deelneem in die ontwikkeling van hul gemeenskappe, word 'n gevoel van eienaarskap ontwikkel. In terme van die ontwikkeling van die studie het die direkte betrokkenheid van die personeel van plaaslike regering, ACPDT en vennoot organisasies asook die werk met die gemeenskappe van Shamva, Umzingwane en Buhera die basis gevorm van die studie. Politieke partye beinvloed die ontwikkeling van die BO/NRO‐sektor en dit stel hulle in staat om menslike vermoëns op te bou. Die regering moet 'n instaatstellende omgewing skep wat vry is van geweld en waar die oppergesag van die reg gerespekteer word. Dit sal BO’s/NRO's help om vermoëns bouende programme te implementeer wat gemeenskappe die geleentheid sal gee om deel te hê aan die ontwikkeling van hul gemeenskap.

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Hirama, Leopoldo Katsuki 1969. "Algo alem de tirar as crianças da rua : a Pedagogia do Esporte em projetos socioeducativos." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275141.

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Orientador: Paulo Cesar Montagner
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
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Resumo: O crescimento do número e intervenções das ONGs (organizações não-governamentais) no cenário nacional destaca uma outra área de desenvolvimento do esporte. Chamado esporte social ou educacional, ele é tratado como ferramenta que contribui para a formação do público foco, sejam crianças, adolescentes, adultos ou velhos em projetos sociais. Investigar qual o tratamento pedagógico indicado que este esporte pode sofrer e quais características a serem consideradas ao se planejar um programa social através do esporte foram os objetivos desta pesquisa. Orientando-se pela etnografia e utilizando-se da metodologia da história oral, foi foco do estudo o impacto sobre a vida de um grupo de jovens moradores da comunidade de Heliópolis que participaram de um projeto socioeducativo que utilizava o esporte como eixo norteador entre os anos de 2003 a 2005.
Abstract: The growth of NGOs (Non-Governmental Organizations) units and interventions, considering the Brazilian scenario, brings out another area of sports. Known as social or educational sport, it is regarded as an instrument that contributes to the development of its public - which can be children, teenagers, adults or old people - in social projects. Investigating which pedagogic treatment the sport should get and which characteristics should be considered in order to plan a social program through sport were the goals of this research. Oriented by ethnography and making use of oral history methodology, the focus of the study was the impact on the life of a young people group from Heliópolis community brought by their participation in a socialeducational project that used sports as main basis between years 2003 and 2005.
Mestrado
Ciencia do Desporto
Mestre em Educação Física

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21

Mayekiso, Andile. "The intermediary function of NGOs in HIV/AIDS responses : a case study of the Lady Frere district of the Eastern Cape." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1007584.

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The HIV/AIDS epidemic has serious effects on society. It has been described as the biggest threat to the development of South Africa, with severe economic, social and human impact. In the Lady Frere District in the Eastern Cape Province, like in many other areas that are greatly affected by the epidemic in this country, young people are considered by the local Department of Health to be a particularly vulnerable group due to various predisposing biological, social, cultural, and economical factors. Despite the efforts that have been made to educate and encourage prevention, especially by the local Masibambane Non-governmental Organisation (MNGO) to inform these communities about the dangers of the epidemic, people's behaviour have been slow to change and the disease continues to spread. This research is conducted against the escalating HIV / AIDS pandemic in the Lady Frere District. The fundamental aim of this project is to examine the intermediary function of the MNGO in HIV/AIDS responses. The study seeks to evaluate the way in which this local NGO operates on the ground in contributing to a community's response to the HIV/AIDS pandemic. In other words, the thesis tries to indicate how this local NGO, in dealing with the HIV/AIDS issue, interfaces with the community and related stakeholders. It examines how young people in the Lady Frere District perceive HIV/AIDS. A literature review demonstrates that the specific aims and objectives of this project represent a fairly new area of research in South Africa. I propose in the thesis that a simple act of joining and being regularly involved in a community organisation such as the MNGO will have significant impact on individuals' health and well-being. The thesis is crying for a need to restore the notion of "ubuntu" (meaning humanity) which is fundamentally based on social capital to assist these communities to rebuild trust which is essential in people living with HIV/AIDS. Based on my assessment it seems that intermediary NGOs, like the traditional NGOs and the private sector, will have little impact in terms of changing the conditions of the poor and the marginalised people. This is because in practice, like the conventional NGOs, intermediary NGOs serve the interests of donors and national governments or those who give them financial support to continue existing.

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22

Brites, Alice Dantas. "Monitoramento dos efeitos ecológicos e socioeconômicos da comercialização de produtos florestais não madereiros." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/90/90131/tde-24032011-215203/.

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A comercialização de produtos florestais não madeireiros (PFNMs) popularizou-se como atividade promotora do desenvolvimento socioeconômico de comunidades florestais com baixo impacto ambiental. Há evidências, contudo, de que a exploração possa produzir efeitos ecológicos e socioeconômicos negativos, sugerindo que é necessário monitorar tais iniciativas. A comercialização frequentemente ocorre em áreas remotas e em contextos de pobreza, como é o caso de muitas daquelas da Amazônia brasileira. Desta forma, é necessário que o monitoramento restrinja-se a avaliar os efeitos evidenciados como mais comuns em estudos anteriores. Este estudo revisa e sintetiza as evidências científicas dos efeitos da exploração de PFNMs sobre parâmetros ecológicos e socioeconômicos e, a partir daí, indica aqueles mais relevantes ao monitoramento. O estudo também levanta até que ponto o monitoramento é implementado no contexto da Amazônia brasileira e avalia quais os parâmetros importantes e viáveis de monitoramento neste caso específico. Para isso, foram realizadas revisões sistemáticas da literatura e a consulta a profissionais da área através do método Delphi. Os resultados indicam que efeitos ecológicos negativos são frequentes, principalmente quando se coletam folhas ou cascas. Alterações em órgãos ou processos fisiológicos e a taxa de sobrevivência dos espécimes explorados são parâmetros que devem ser monitorados, em particular quando se coletam frutos e partes vegetativas. Para todos os tipos de PFNMs, o tamanho e a estrutura populacional são parâmetros prioritários ao monitoramento. A riqueza de espécies da comunidade explorada merece atenção, principalmente quando se coletam frutos. Para os aspectos socioeconômicos, efeitos positivos foram mais frequentes que negativos. A contribuição da renda monetária obtida com o comércio na renda total, a regularidade de ingresso desta renda e o papel dos PFNMs como recursos de salvaguarda são parâmetros do capital financeiro prioritários ao monitoramento. Para o capital social, o empoderamento feminino, a coesão de grupo e o acesso aos benefícios gerados pela comercialização devem ser monitorados. Na Amazônia brasileira são poucas as iniciativas de implementação do monitoramento da comercialização de PFNMs. Embora este seja considerado importante, existem dificuldades que derivam principalmente da falta de apoio institucional, políticas de incentivo e de recursos financeiros. Os profissionais participantes do Delphi consideram que os parâmetros ecológicos mais importantes a monitorar neste contexto são o tamanho e a estrutura populacional do recurso explorado, o aumento da taxa de mortalidade, a quantidade total de recurso extraída e a técnica de coleta utilizada. Para os parâmetros econômicos, aspectos do mercado, como o preço pago ao coletor, a demanda e a qualidade do produto, bem como a renda monetária obtida pelos indivíduos são os parâmetros considerados mais importantes. Por fim, para os aspectos sociais, os efeitos na cultura, na qualidade de vida e na organização interna da comunidade foram priorizados. Os profissionais indicam que é viável estabelecer o monitoramento dos parâmetros levantados.
Amazon, non-timber forest products, ecological effects, socioeconomic effects, monitoring.

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"Constructing a relational model for the "professional-clientele" notion within the context of workplace and work community: an investigation into the chef profession." Thesis, 2005. http://library.cuhk.edu.hk/record=b6074062.

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Current studies in the field of occupational sociology often present the deficiency of regarding workplace and work community as a backdrop, in front of which workers perform their duties. The two elements have not been receiving the attention they deserve. In light of this, this thesis argues that instead of merely setting the scene for investigation, workplace and work community are crucial and deciding factors in the construction of work identity. During the process, the influence of clients, including supervisors, peers and customers also comes in and participates in portraying this identity. Employing data collected through personal work experience, participant observation and in-depth interviews in commercial kitchens, this thesis advocates a conceptual model to explain the impact of these elements during the construction of work identity, and the dynamics among them therein. In terms of research method, this is also a demonstration of the importance of "going back to the workplace" when conducting similar researches under the auspice of occupational sociology.
Fung Yat-chung.
"December 2004."
Adviser: Lui Tai-lok.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0356.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2004.
Includes bibliographical references (p. 200-202).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract in English and Chinese.
School code: 1307.

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Bickford, Tyler. "Children's Music, MP3 Players, and Expressive Practices at a Vermont Elementary School: Media Consumption as Social Organization among Schoolchildren." Thesis, 2011. https://doi.org/10.7916/D800081S.

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Over the last generation changes in the social structure of the family and children's command of an increasing share of family spending have led marketers to cultivate children as an important consumer demographic. The designation "tween," which one marketer refers to as kids "too old for Elmo but too young for Eminem," has become a catchall category that includes kids as young as four and as old as fifteen. Music marketed to children--led by the Disney juggernaut, which promotes superstar acts such as the Jonas Brothers and Hannah Montana/Miley Cyrus across television, radio, film, DVDs and CDs, and branded toys, clothing, and electronics--represents a rare "healthy" area of the music industry, whose growth has paralleled the expansion of portable media technologies throughout U.S. consumer culture. The increasing availability of portable media devices, along with the widespread installation of Internet terminals in schools and educators' turn toward corporate-produced "edutainment" for lessons, has reconfigured schools as central sites of children's media consumption. Off-brand MP3 players packaged with cheap and brightly colored earbuds have become more and more affordable, and marketers increasingly target kids with celebrity-branded music devices and innovations like Hasbro's iDog series of toy portable speakers, which fit naturally among children's colorful and interactive collections of toys. At the forefront of the "digital revolution, children are now active--even iconic--users of digital music technologies. This dissertation argues that tweens, as prominent consumers of ascendant music genres and media devices, represent a burgeoning counterpublic, whose expressions of solidarity and group affiliation are increasingly deferred to by mainstream artists and the entertainment industry. We appear to be witnessing the culmination of a process set in motion almost seventy years ago, when during the postwar period marketers experimented with promoting products directly to children, beginning to articulate children as a demographic identity group who might eventually claim independence and public autonomy for themselves. Through long-term ethnographic research at one small community of children at an elementary school in southern Vermont, this dissertation examines how these transformations in the commercial children's music and entertainment industry are revolutionizing they way children, their peers, and adults relate to one another in school. Headphones mediate face-to-face peer relationships, as children share their earbuds with friends and listen to music together while still participating in the dense overlap of talk, touch, and gesture in groups of peers. Kids treat MP3 players less like "technology" and more like "toys," domesticating them within traditional childhood material cultures already characterized by playful physical interaction and portable objects such as toys, trading cards, and dolls that can be shared, manipulated, and held close. And kids use digital music devices to expand their repertoires of communicative practices--like passing notes or whispering--that allow them to create and maintain connections with intimate friends beyond the reach of adults. Kids position the connections and interactions afforded by digital music listening as a direct challenge to the overarching goals around language and literacy that structure their experience of classroom education. Innovations in digital media and the new children's music industry furnish channels and repertoires through which kids express solidarity with other kids, with potentially transformative implications for the role and status of children's in their schools and communities.

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Baldridge, Bianca Jontae. "(Re)Imagining Black Youth: Negotiating the Social, Political, and Institutional Dimensions of Urban Community-Based Educational Spaces." Thesis, 2012. https://doi.org/10.7916/D8D224PT.

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Literature on community-based youth programs generally depicts these spaces as valuable settings that support the academic, social, and emotional development of young people (Eccles & Gootman, 2002; Ginwright, 2009; McLaughlin, 2000). However, little research has explored how these organizations and youth workers "frame" and "imagine" the youth they serve. This study employed a critical ethnographic methodology at Educational Excellence (EE), a non-profit community-based educational program, to understand how youth workers' understanding of social, political, and educational problems inform their framing and imagining of Black youth. Participant observation data were triangulated with semi-structured interviews with all youth workers at EE (N=20), focus groups, and document analysis of organizational literature. Findings indicate that multiple tensions in the framing and imagining of Black youth exist among youth workers at EE, which thusly, shapes how they think, what they say and what they actually do. Additionally, findings from this study show that youth workers have to navigate their feelings regarding how society and the educational system imagines and frames Black youth as deficient "problems to be fixed," and their own deep understanding of the multiple ways society and the educational system have failed Black youth. Further, findings also indicate how the current trend toward deficit framing is directly linked to the current neo-liberal educational market, which incentivizes community-based educational spaces to frame youth as socially, culturally, and intellectually deficient in order to successfully compete with charter schools for funding. This study also demonstrates that both an increasingly privatized educational market, as well as youth workers' sense making about the world - causes them to unconsciously perpetuate the deficit imagining of Black youth they strive to erase. The implication of this finding speaks to the individual and organizational struggles of many youth workers, activists, scholars, and educators engaged in social justice work.

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Natsiopoulou, Eleni. "Rules of Disorder: A Comparative Study of Student Discipline." Thesis, 2011. https://doi.org/10.7916/D85H7P6C.

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This dissertation is a comparative study of school discipline in the United States and in Greece. It examines the effect that schools, particularly their organizational form and rules, have upon the behavior of students and how this behavior is understood and categorized. The empirical findings show that, despite facing an elaborate system of rules, punishments, and staff dedicated to discipline, students at a New York school were three times more likely to be unruly compared with students in a similar school in Athens, where only teaching staff managed behavior, and formal rules and regulations governing student conduct were virtually non-existent. Drawing upon the theoretical insights of Emile Durkheim, Mary Douglas, Tom Popkewitz, Michel Foucault, Pierre Bourdieu, and neo-institutionalist scholars, this study proposes explanations for this surprising pattern. I argue that increased structural-functional differentiation within schools and heavy-handed sets of rules and punishments for students erode the moral authority of the teacher and create spaces outside the classroom where students can develop and employ identities and cultural hierarchies that lead to more frequent and extreme forms of unruliness. I also argue that the regulation of student discipline is part of the broader system of state regulation and control. In societies where govermentality is a dominant theme, school discipline becomes preoccupied with questions of measurement, care, and efficiency. What is needed, I suggest, is a return to democracy.

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Lofton, Richard. "Plessy's Tracks: A Study of the Roots and Routes of Tracking in a Suburban Middle School Community." Thesis, 2015. https://doi.org/10.7916/D8DR2TFV.

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This dissertation highlights the interconnected relationship of community, family, and school by tracing the lived experiences of African American students and parents to capture how they come to terms with where they are situated in racially diverse settings. The research also shows the intergenerational impact of tracking on African American families who attended the same racially diverse school and lived in a segregated African American neighborhood. Racialized tracking and the segregated African American community have contributed to separate and unequal outcomes, treatment, and performances that demonstrate a racialized duplicity in the United States. Utilizing and building on the theorizing of Pierre Bourdieu's (1977a, 1977b) theorizing about habitus, this study reveals how race, place, and class impact the perceptions of African American students and their parents by mapping out their routes, which include their everyday journey from their homes, school, and community. In addition, Michele Foucault's concept of subjugated knowledge captures how tracking and unequal educational experiences are deeply rooted within a larger struggle for equality for African Americans, which results in an uneven distribution of power/knowledge in the United States. The duplicity that African Americans have to confront in schools and communities is what I refer to as Plessy's tracks. This dissertation thus examines and connects the routes, roots, and academic tracks of African American students and their parents to bring an understanding of how they perceived academic placement and their social positions in a segregated community and a racially diverse school.

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Gumede, Zenzele Simon. "Shongweni Resources Reserve : community participation, preferences and perceptions." Thesis, 2003. http://hdl.handle.net/10530/253.

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A dissertation of limited scope submitted to the Faculty of Arts in partial fulfilment of the requirements for the course-work Postgraduate Diploma in Recreation and Tourism in the Centre for Recreation and Tourism at the University of Zululand, 2003.
The study was conducted in the light of the background that there is a rising concern from the government that the companies should give socio-economical benefits to the local communities. In the aspect of recreation and tourism the Department of Sports and Recreation (DSR) is expecting the reserve to give the socio-economical benefits to the local communities in a very participatory way. The reason above led to the initiatives to explore at the local reserve, which is Shongweni Resources Reserve whether it co-operates with what have been said in the white paper. For example the White Paper (1994:35) said Recreation development should be demand driven and community based. It also said communities must be empowered to participate in the planning, implementation and evaluation of recreation programmes. The people responsible for looking at that realised that there was poor relationship between the Shongweni Resources Reserve and local communities. It was from that perspective that there was a need for someone to conduct a study that would look at their relationship and the reasons and motives behind that relationship. The study had specific objectives to be explored, which are: • To determine the relationship between the local communities and the reserve. • To establish whether the communities are being involved or participate in the reserve activities. • Investigate whether there is any development initiative the reserve is offering to the local community. • Find out whether the local people are aware of the kind of socio- economic development they can get from the reserve. All these four objectives have been met because the whole study was formulated around these objectives. The study looked at the relation between local communities and the reserve and found that it is not healthy. It also looked at the communities whether they are involved or not, and found that they are very participating. The development initiatives the reserve is offering to local communities have been also explored and the findings showed that there are development initiatives the reserve is offering to the communities. The issue of whether the local people are aware of the kind of socio-economic development they can get from the reserve was also looked at, and found that the local people are not aware of the type of socio-economic development. There are also expectations that have been formulated as guidelines for the study. There were four expectations that had been formulated, and out of those four expectations half of them have been proven correctly and half of them have been proven wrong. The expectations that have been formulated are: • That there is poor relationship between the local communities and the reserve. • That the local communities are less involved in the activities of the reserve. • That there are inadequate recreation and tourism development initiatives offered to the local communities. • That the local people are not aware of the socio-economic development benefits for them in the reserve. There were different findings that were found. Most of the people considered development as medium and the community members are prepared to take the responsibilities of the development of the Shongweni Resources Reserve. They are fairly involved in the management and maintenance of the reserve. The involvement of communities in participating for the recreation activities is happening. This has happened by considering the period and the frequency of their participation, which have positive responses. The communities are also allowed to use recreation activities found in the reserve. When considering the socio-economical aspects, the reserve is giving very less economical aspects to the local communities. They are not allowed to sell their crafts and to cut wood for carving, and there are very few local employees. There are various factors that were found to be the cause of bad relationship. One of them was the communities were not clear about community benefits they should get from the reserve. The recommendations that have been surfaced are that the reserve should be transparent, socio-economical improvement, and to conduct the future study that would involve the Shongweni Resources Reserve staff to include their perspectives.

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Kostick, Susan. "Coming to community college via welfare reform : an exploration of expectations and experience of women in Washington's WorkFirst program." Thesis, 2001. http://hdl.handle.net/1957/32697.

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This qualitative study explores the experiences of women who are welfare recipients attending a community college under the auspices of a new program, Washington State's WorkFirst/Work Study program. The study, conducted over two academic quarters, includes in-depth interviews with WorkFirst/Work Study students, observations in a weekly seminar, and interviews with community college staff who work in the program. The overarching research question is: "What are the challenges and the transition issues confronted by women who are living in poverty and participating in a community college program?" The research elicits responses about the women's expectations and fears about education, their aspirations for themselves and their children, what they hope to gain from the college experience and what barriers may interfere. The study identifies five contextual issues in the women's lives: family background and history, relationships, physical and psychological health, housing, and finances. And the study explores the participants' experience with and attitudes toward four thematic areas: parenting, welfare, work and school. A major goal was to give voice to these women. Underlying assumptions are that community college administrators and faculty want to improve access, success and satisfaction with the college for poor women; that learning about how poor women experience the community college gives college personnel valuable information; that Washington community colleges have an interest in working with WorkFirst; and that better understanding of WorkFirst/Work Study participants' experiences is valuable to the colleges and benefits low-income students. The women interviewed are highly motivated and believe that an education is key to a better life for them and their children. Some of the barriers they face are embedded in the restrictions and requirements of the WorkFirst program. Nevertheless, these women say they are better off on welfare, working and going to school than they were when they were among the working poor. The study questions the value of some vocational education and suggests that more low-income women could be recruited to community college earlier in their lives.
Graduation date: 2001

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Lee, Stuart Henry. "Science in the community; an ethnographic account of social material transformation." Thesis, 2001. https://dspace.library.uvic.ca//handle/1828/10200.

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This dissertation is about the learning and use of science at the level of local community. It is an ethnographic account, and its theoretical approach draws on actor-network theory as well as neo-Marxist practice theory and the related notion of situated cognition. This theoretical basis supports a work that focuses on the many heterogeneous transformations that materials and people undergo as science is used to help bring about social and political change in a quasi-rural community. The activities that science becomes involved in, and the hybrid formations as it encounters local issues are stressed. Learning and knowing as outcomes of community action are theorized. The dissertation links four major themes throughout its narrative: scientific literacy, representations, relationships and participatory democracy. These four themes are not treated in isolation. Different facets of their relation to each other are stressed in different chapters, each of which analyze different particular case studies. This dissertation argues for the conception of a local scientific praxis, one that is markedly different than the usual notion of science, yet is necessary for the uptake of scientific information into a community.
Graduate

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"A study of the impacts of external environment on school organizational health." 2001. http://library.cuhk.edu.hk/record=b6073352.

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Leung Tsan-wing.
Thesis (Ed.D.)--Chinese University of Hong Kong, 2001.
Includes bibliographical references.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Abstracts in English and Chinese.

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Delaney, Esther Hong. "The Professoriate in an Age of Assessment and Accountability: Understanding Faculty Response to Student Learning Outcomes Assessment and the Collegiate Learning Assessment." Thesis, 2015. https://doi.org/10.7916/D85T3JJS.

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This dissertation examines the increasingly prominent and expansive role of student learning outcomes and student learning outcomes assessment in bachelor’s degree-granting institutions. As higher education institutions integrate assessment into the curriculum, the voices of faculty remain largely unheard. Therefore, this study sought to reveal their voice, and in so doing, try to understand why collective faculty response to student learning outcomes assessment like the Collegiate Learning Assessment (CLA) varies among undergraduate institutions. In asking this question, I wanted to understand how faculty perceive assessment impacting their professions, their identity as professors, and their role in the institution. Using a multi-case study, qualitative design, I selected four small, private institutions. The fifth institution that participated in my study was a mid-sized, public institution. Participants consisted of faculty and administrators in each institution involved in governance, curriculum, and assessment. The primary method of data collection was semi-structured interviews. In this age of student learning outcomes assessment, my research showed that faculty are navigating, negotiating, and renegotiating their position and role within the institution; grappling with defining how, and if, assessment is part of the professorial role; and working in concert, and sometimes in conflict, with administrators to establish the jurisdiction of assessment. This study fills a gap in the professionalization literature by addressing more fully the interaction of professionalized roles in organizations and the interaction of professional groups within an organization. I also offer directions for further research.

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Boulay, Matthew. "Parental Attitudes, Expectations and Practices During the School Year and Summer." Thesis, 2015. https://doi.org/10.7916/D8F18XTC.

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This study builds on an emerging literature within the effects of schooling tradition by extending the seasonal perspective to a class-based investigation of parenting logics and home influence. Using data from qualitative interviews conducted over the course of a twelve-month period that includes both the school year and the summer months, this dissertation examines possible linkages between home influence and summer learning, and tests the longstanding assumption that home influence acts in a constant and continuous way throughout the year. In particular, I investigate the expectations and beliefs that parents hold for their children during the long summer break from schooling and examine how summertime expectations and family practices differ from those during the school year. I find evidence that home influence changes across seasons, and that the availability of economic resources plays an important role in shaping seasonal change. Specifically, my data suggest that mothers’ attitudes and expectations vary by season, as do household rules around bedtime and screen time. I identify mechanisms that facilitate summer learning loss, including a “carry-over” effect, and I present evidence that the neighborhood context seems to take on outsize importance during the summer months. I also find that two sub-groups – children with disabilities and dual-custody families – seem to experience greater seasonal variation than the general population. My findings suggest the need to modify the assumption that home influence acts in a constant way and to develop a more precise understanding of home influence, one that takes into account the likelihood of seasonal variation, particularly by class and by subgroup.

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Callender, Tricia. "Thank You For Not Coming? Policy, Politics, and Polity: How Education Stakeholders Interpret Post-Apartheid Education Policy for Immigrants in South Africa-- The Case of Cape Town." Thesis, 2013. https://doi.org/10.7916/D8639WX6.

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Though many studies address the issue of immigrants in schools, relatively little research attention has been given to the education experience of immigrants who have migrated from one developing country to another (or "South-South" migration), although this accounts for about half of all migration worldwide. The studies that do exist in this realm tend to focus on the classroom experience of immigrant students without due consideration of the policy context that influences the immigrant students' school experience. Consequently, although we are learning more about immigrant student experiences in classrooms in developing countries, to date, we lack information about the policy context in which educational stakeholders in developing countries find themselves when attempting to incorporate immigrant students into an education system that, more often than not, is struggling with issues of poverty and lack of resources. This is especially true in the African context where continental migration rates continue to increase yet immigration education policies tend to be unclear, if not altogether absent. Using the case of South Africa, an African country beset by xenophobia--most notably, the infamous xenophobic riots of 2008, this exploratory baseline sociological study sought to document how the social context of a developing country nfluences educational policy implementation and interpretation with regard to access for immigrant students. This qualitative study, which took place from December 2010 to November 2011, employed semi-structured interviews with 17 educational stakeholders at both the meso and the micro organizational levels of the educational bureaucracy as well as NGOs to better understand how policy was interpreted and implemented for immigrant students. Additionally, this study employed a reviewof existing policy documents as well as a qualitative case study using tenets of ethnographic observation. Data analysis for this study employed methods of themed coding and frequency identification. The data analysis revealed little consensus on how education policy regarding access for immigrant students should be applied, leading to disparate understandings and lack of access for some immigrant students depending on country of origin. The data also revealed that immigrant education policy interpretation was heavily influenced not only by organizational type and role, but personal experience of the actor as well. Additionally, the findings indicated that the role of the principal was paramount in how education policy was applied in schools, and because of the policy confusion, principals in some cases were able to employ innovative methods to obtain resources that aided the immigrant learners in their school. The findings also revealed that although xenophobia does exist in the South African socio-cultural fabric, it was not the primary determinant used to grant or deny access to immigrant students. The institution of South African schooling, centered around success on a final qualifying exam, emerged as the driver of educational stakeholder policy interpretation and implementation regarding immigrant student access. Overall, the data revealed that the education situation in Cape Town was the result of a combination of which policies actors used as their interpretive framework, the specialized demographics of the Western Cape polity, and the interactions and politics between the organizations of the educational institutions and immigrant service organizations in Cape Town. Study findings are discussed in detail with reference to agenda for future research and actionable recommendations for policymakers.

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Warner, Miya Tamiko. "Small High Schools and Big Inequalities: Course-taking and Curricular Rigor in New York City." Thesis, 2013. https://doi.org/10.7916/D8CC102H.

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This study examines whether small high school reform in New York City has fulfilled its goal of providing disadvantaged students access to rigorous mathematics curricula, thereby increasing their college readiness. Between 2002 and 2010 in New York City, 27 large, comprehensive high schools were closed or downsized and replaced by over 200 new small schools (Jennings & Pallas, 2010). Although extant research indicates that these schools have produced higher attendance and graduation rates (Bloom et al., 2010; 2012), the literature on small high school reform and college readiness remains inconclusive. To address this gap in the literature, my dissertation employs a longitudinal database of New York City student and school-level data from 2000-2010 to examine the impact of small high school reform on student math course-taking for two cohorts of students (the class of 2009 and 2010). I address the threat of selection bias by utilizing several propensity score matching techniques within a multilevel modeling framework. I find a small, positive impact of attending a new, small high school on students' progress through the math curriculum (one-sixth of a year) for the class of 2009, but not for the class of 2010. Yet while students in the new, small high schools, who are among the most disadvantaged in the city, might be faring slightly better than they would have had they attended an alternate high school option, they are still failing to complete even one semester of Algebra II/Trigonometry--the lowest level of course deemed "college preparatory" by the district. Furthermore, small high schools are not equally beneficial for all types of students. Black and Hispanic students appear to do better in the small schools than in alternate high school options, while the reverse is true for whites. Meanwhile, students with initially low math achievement benefit from attending small high schools, while students with middle-to-high levels of initial math achievement are better served elsewhere. Moreover, the new, small high schools are much less likely to offer advanced math courses such as calculus or any Advanced Placement or International Baccalaureate math--effectively cutting their students off from the opportunity to take these courses. Finally, my results suggest that the rigor of math courses in the new, small schools may be weaker than in the alternate high school options in New York City. Taken together with the existing research, my results suggest that the consequences of small high school reform in New York City are both more complicated and less positive than the reformers promised or district officials will admit (Gates, 2005; Walcott, 2012). While these schools are unquestionably improvements over the large, failing schools they replaced, they remain at the bottom of an intensely academically stratified school system, and they have failed to raise students' college readiness in math. Moreover, these schools are particularly under serving high achieving students by cutting them off from rigorous, advanced math courses.

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Bristol, Travis. "Black Men of the Classroom: An Exploration of how the Organizational Conditions, Characteristics, and Dynamics in Schools Affect Black Male Teachers' Pathways into the Profession." Thesis, 2014. https://doi.org/10.7916/D85T3HM8.

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This is a study of teachers' experiences in organizations. In particular, this study explores the experiences that prompted Black male teachers to consider a career in teaching, the organizational conditions that influenced their workplace experiences, and the organizational dynamics that affected these teachers' decisions to stay or leave their current schools or the profession. Drawing on interviews from 27 Black male teachers across fourteen schools in Boston Public Schools, this study found that an early experience teaching influenced participants' decisions to enter the teaching profession. Findings from this study also suggest that the number of Black men on a school's faculty influenced participants' workplace experiences. Participants who were the only Black men on the faculty, or whom I describe as "Loners," faced greater challenges in navigating the organization when compared to participants in schools with many more Black male teachers, or "Groupers." Moreover, there was a relationship between the reasons participants cited for leaving, participants' actual decisions to stay or leave, and organizational characteristics. Loners stayed. Groupers moved to other schools and some left teaching altogether. Loners cited the school's overall working conditions as their reason for staying, while Groupers described administrative leadership as their reason for leaving. This dissertation builds on the nascent literature that explores how organizational conditions, characteristics, and dynamics in schools affect the pathways into the profession, experiences, and retention of Black male teachers.

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White, Terrenda. "Culture, Power, and Pedagogy in Market Driven Times: Embedded Case-Studies of Instructional Approaches Across Four Charter Schools in Harlem, NY." Thesis, 2014. https://doi.org/10.7916/D8J38QPQ.

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In the midst of market-based school reforms urging choice, competition, and high-stakes production of test scores, the complexities of pedagogy and its relationship to culture, power, and student learning are often overshadowed. While research on teaching in culturally diverse contexts has contributed to the development of inclusive and culturally responsive pedagogy (Banks et. al, 1995; Ladson-Billings, 1995; Gay, 2000), the fate of these practices in the face of market pressures require critical examination by those concerned with equity in schools serving disadvantaged children (Buras, 2010; Macrine, 2009; Picower, 2011). Based on a year of extensive interviewing with twenty-two instructional leaders across an urban market of charter schools, as well as interviews and participant-observations with twenty-eight teachers in four purposefully selected charter schools, this study explores whether and how school leaders and teachers make sense of competition and student culture as resources for learning in classrooms, particularly in a predominantly low-income, black/African American, and Latino community in New York City. The study also made use of school documents and reports compiled overtime by schools and charter authorizers at the city and state level. Findings indicate that a heterogeneous charter sector of independent charter schools shifted overtime to reflect homogenizing tendencies associated with the rise and concentration of schools managed by an influential bloc of private charter management organizations (CMOs). At the intersection of such shifts were teachers and instructional leaders, many of whom describe 'trading-off' on inclusive and diverse approaches to teaching in an effort to yield more tangible and marketable outcomes in the form of test scores. Case studies in four schools, however, revealed important distinctions, as differently managed schools negotiated differently the degrees to which social and cultural boundaries were formed between schools, students, and the surrounding community in which it operated. These negotiations shaped different approaches to teaching and learning and outlooks on competition. The significance of the study is its negation of a culture-free and/or value-neutral assumption about market policies, primarily by illuminating the tension and impact of such policies on specific pedagogical forms and goals. More importantly, market policies are examined in light of social (re)production theory and the extent to which deregulation disrupts or perpetuates unequal social and cultural relations of power between schools and traditionally marginalized communities.

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Ndlovu, Betty Sarah. "Community education and training programs for young unemployed females in the area of Thulamahashe." Thesis, 2012. http://hdl.handle.net/10210/7087.

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M.Ed.
The research report in this study is an attempt to ascertain young women's needs for non-formal education and training programs in the area of Thulamahashe. The study explored - through the combination of personal survey interviews and direct observation - the needs as expressed by these women in the area. The study focuses on empowerment for rural women and involves activities such as vocational education and non-formal education programs. Evidence from the study suggests that the members of the research sample view themselves as victims of unemployment. Findings from the study suggest that these women are losing community status and they need to be helped to acquire a skill through non-formal training programs. The main implications of the findings are: There is a need for non-formal education and training programs in the area. There is a need for the community leaders to seek financial assistance from non-Govenmental Organisations (NGO's) so that these women can be trained and be self-employed.

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Small, Katie E., University of Western Sydney, College of Business, and School of Marketing. "Understanding the social impacts of festivals on communities." 2007. http://handle.uws.edu.au:8081/1959.7/37653.

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This thesis seeks to understand the social impacts that festivals have on their host communities. It focuses on community festivals as one type of event which have a particularly strong connection to their host community. Community festivals are traditionally organised by and for the local community, and often celebrate a theme that has developed from within the community itself. Community festivals provide members of a community with opportunities to engage in socialisation, entertainment and the establishment of social networks, which can contribute to the enhancement of community cohesion and the building of social capital within a community. Additionally, they can provide tourism benefits such as increased visitation and promotion of a destination’s image. However, there is the potential for negative social impacts to result from the hosting of a festival, including traffic congestion, overcrowding, vandalism and increased antisocial behaviour. This thesis seeks to understand the perceived social impacts of community festivals from the perspective of the resident population. Six important questions are addressed in this thesis: 1) what are the underlying dimensions of the social impacts of community festivals?; 2) what are a host community’s expectations and perceptions of the social impacts of a festival?; 3) are there distinct subgroups within a community who differ in their feelings towards a festival?; 4) do these subgroups hold differing perceptions of the social impacts of community festivals?; 5) can the Social Impact Perception (SIP) scale be used to measure residents’ perceptions of the social impacts of community festivals?; and 6) what are the implications of this research for the planning and management of future community festivals? In order to explore these issues, this study draws on literature from the areas of tourism and sociology. It is from the tourism literature, more specifically on events, that community festivals are introduced as the focus of this thesis. The sociological literature on communities reinforces the importance of the ‘community’ in community festivals, and examines the role that festivals can play in contributing to community development, community wellbeing and the enhancement of social capital. Two community festivals were studied, one in Western Australia and the other in Victoria, Australia. Data were collected from residents in each of these two communities at one point in time following the staging of their festival. Both qualitative and quantitative methods were used, including semi-structured interviews, focus groups, observational techniques, document analysis and a residents’ perceptions questionnaire. The results revealed that there are distinct subgroups within a community who choose to be involved with their festival in a range of ways and who perceive the social impacts resulting from the festival quite differently. These subgroups have been labelled the tolerators, economically connected, attendees, avoiders and volunteers. Whilst holding varied perceptions of the positive and negative nature of the impacts and levels at which they occur, residents perceive the social impacts of community festivals to occur within six impact dimensions: inconvenience, community identity and cohesion, personal frustration, entertainment and socialisation opportunities, community growth and development, and behavioural consequences. Those residents who participate in the festival, either as volunteers or attendees, tend to be those who are most positive about the festival and its impacts. This participation in the community provides opportunities for social transactions, relationship building and the development of social networks, which in turn have positive outcomes for community wellbeing and the development of social capital. This research has a number of implications for the management of future community festivals, in respect to providing a better understanding of residents’ perceptions of the social impacts a festival creates; towards better satisfying the diverse needs of distinct community subgroups; and related to how festivals can be used to contribute to community wellbeing and the enhancement of social capital.
Doctor of Philosophy (PhD)

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Coombs, Donald L. "The Ideology of Stadium Construction: A Historical Sociology Model of Power and Control." Thesis, 2015. http://hdl.handle.net/1805/9878.

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Indiana University-Purdue University Indianapolis (IUPUI)
The Ideology of Stadium Construction seeks to define the application of community power in the process of building sports stadiums. Using data culled from a literature review, this project examines the recent construction of sports venues and the political, economic, and social ideas driving their proliferation. A three dimensional approach to applied power provides a theoretical tool to illustrate and analyze the blueprint of stadium construction. Taking a more broad view of the culture of business in the United States suggests the public funding of stadium construction arching towards Antonio Gramsci’s sense of hegemony. Beyond attempting to merely define the political process driving stadium construction as a significant social problem, this project introduces potential alternatives to the organizational method currently in place.

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Mashele, Abel Ephraim. "The effects of local interest group organisational structures on educational management : a case study of Kathorus." Thesis, 2014. http://hdl.handle.net/10210/8926.

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Tsepetsi, Aletta Ditshegoane. "Empowerment of school communities on suspension and expulsion of African learners from ex-model C schools." Thesis, 2012. http://hdl.handle.net/10210/5443.

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M.Ed.
The main aim of the inquiry looked at community education, in this regard being the empowerment of school communities in effective and efficient running of schools for the new education system adopted in South Africa. The introduction of the South African School Act to meet the demands of the country's constitution, necessitates community involvement for shared-decision making, and fully informed participation by all stakeholders in the running of our schools. In empowering school communities, problems experienced by teachers, parents, learners, governing bodies relating to suspensions and expulsions of African learners were addressed, and an insight into stakeholders' roles was explicitly outlined. The contribution therefore, of this study, is the identification of sources of frustrations and troubles experienced in this regard. The findings provide school communities with a clear exposition of the roles and functions of stakeholders. Power implementation, in expulsion specifically, is clearly indicated to be on the Head of Education, which if perceived unfair can be appealed through the Member of the Executive Committee for Education in the Province. No management team, no governing body or a parent has the right to remove a learner from a school through whatever route — mutually agreed upon by other stakeholders — unless confirmation of that removal is from the HoD, but also with a placement of that learner into another school followed by a support structure created for him/her. All stakeholders will be aware of what the right of education refers to after reading through this research as recommendations clarified. Therefore, the field investigation clarified some of the typical problems about suspension and expulsion experienced by the research sample.

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Nkosi, Ntombikayise Lucy. "The management of death benefits by widows." Thesis, 2012. http://hdl.handle.net/10210/7365.

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M.A.
Widowhood is a condition of an incomplete family structure resulting from death. Its consequences such as the absence of the father and husband can be aggravated, decreased or neutralised due to the effects of other conditions, relating to the availability of funds, relatives and community services. Widowhood presents problems and difficulties that most widowed people have to face. The elderly widows are faced with learning to live alone; leaving their own homes and adjusting to life with relatives; financial problems; and immediate care and support. The young widows, in addition, are faced with problems relating to decision-making; managing large sums of money; child upbringing; dispute with in-laws, relatives and older children over the death benefits and estate; lack of support and development programmes for young widows. Widows experience multiple problems that are more common in nature and necessitate a more preventative and developmental approach. Widows' problems are often ignored as, in most instances, they are classified as single mothers, like divorced or unmarried mothers, without paying special attention to the specific condition of widows in particular. Special community and organisational programmes to support and empower widows to cope with social, emotional and economic situations are lacking. Delamont (1980:221) argue that, yet not only is the evidence that being widowed catches most women unprepared financially, socially and emotionally, the study of women in this predicament has been neglected. The problems and factors associated with the management of death benefits by widows have also been neglected.

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Mashele, Abel Ephraim. "The effects of local interest group organisational structures on educational management : a case study of Kathorus." Thesis, 2012. http://hdl.handle.net/10210/6376.

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D.Ed.
The aim of this research is to explore affective, historical, social and educational factors that led to poor management or the break-down in school management due to local interest group structures in the Kathorus area. In order to achieve the designated goal the following aspects will be investigated: the opinion of members of variotis local interest group organisational structures regarding the role of school management in Kathorus; the level of commitment of these structures in school management/administration to achieve the culture of teaching and learning; identification of a suitable, practical strategy for overcoming the problems caused by the local interest group organisational structures at schools and local levels.

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Ali, Adem Chanie. "Participatory development communication in Ethiopia : a local development organization in focus." Thesis, 2017. http://hdl.handle.net/10500/22071.

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This research explores the perception and practice of participatory communication for development. To this end, the study focuses on a leading local Non-Governmental Organisation (NGO) named Organisation for Rehabilitation and Development in Amhara (ORDA), Ethiopia. This qualitative case study was based on the participatory development communication model which has been assumed to bring about sustainable socio-economic change of a country (Melkote & Steeves, 2001; Mefalopulos, 2008; Servaes, 2008). The data were collected using in-depth interviews, Focus Group Discussion (FGD), document analysis and field observation. The collected data were organised and analysed in the form of content and thematic analysis. The results revealed economic oriented and top down approach to development communication as the dominant conceptions, and majority of the research participants perceived the concept ‘participation’ as mere contributions of labour and materials which are not real participation, but co-option. Only a few of the management members of ORDA conceptualized the idea of ‘participation’ as an empowerment process in which the organisation’s official document is also stated. Besides, the results showed no genuine participation of the local community in ORDA’s development process. Generally, these results could lead us to conclude that participatory communication was the missing link in the development process. That is, communication was perceived as a transmission of development information and an image building activity, not a process of empowerment. The major communications practices of ORDA were also best described as one-way top down which could reveal the legacy of modernisation and dependency theories of the development literature. The study further indicated pressing factors such as individual, organisational and environmental related affecting the implementation of ORDA’s participatory development communication. The results of study further indicated that participatory development communication was not used a means of liberation from the chain of poverty, dependency syndrome and other underdevelopment problems which deeply persist in the region. Based on the findings, the study commends the mainstreaming of participatory development communication both at the perceptual and practical level for achieving sustainable development in rural Amhara region, Ethiopia.
D. Litt. et Phil. (Communication)
Communication

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Taliep, Naiema. "Process evaluation of the development of a community-based participatory intervention promoting positive masculinity and peace and safety: addressing interpersonal violence in a Western Cape community." Thesis, 2015. http://hdl.handle.net/10500/20226.

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Text in English
Given the high rates of male homicides, victimisation and the perpetration of violence by men in South Africa, the prevention of interpersonal violence among males constitutes a major public health priority. The lack of effective strategies to address the onset and effects of exposure to violence foregrounds the need for innovative strategies to address this problem in South Africa. Within this context, this doctoral study’s primary research objective was to evaluate the processes and steps used to plan, design and develop a community-based violence prevention intervention that mobilised spiritual capacity and religious assets to promote positive forms of masculinity, and peace and safety. This doctoral research was part of a broader study entitled, ‘Spiritual Capacity and Religious Assets for Transforming Community Health by Mobilising Males for Peace and Safety’ (SCRATCHMAPS), which aimed to identify and mobilise spiritual capacity and religious assets, in particular communities in South Africa and the USA, in order to address interpersonal violence. This study was framed by a critical public health lens, and was guided by a Community-based Participatory Research (CBPR) orientation and community engagement strategy throughout every step of the development of the intervention and the initial evaluation of the manual development process. The overall research design was a participatory process evaluation. Methods used for this process evaluation included community asset mapping, surveys, focus group discussions, research-based workshops, diary reflections, a photo-documentary, meeting minutes, process notes and participatory observations. The analysis of the multiple sets of data was conducted appropriately, relevant to the particular data collection methods pursued and the demands of both qualitative and quantitative methods of analysis. Findings from this study confirm the utility and efficacy of using a critical public health framework enacted through CBPR for developing an intervention that addresses the complexity of violence. The results further demonstrated that a strength or asset-based, gender-sensitive approach, with men working alongside women, is conducive to promoting positive forms of masculinity to create safety and peace.
Psychology
Ph. D. (Psychology)

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Eskew, Kelly R. "Hysteria on the Hardwood: A Narrative History of Community, Race, and Indiana's "Basketbrawl" Tradition." Thesis, 2012. http://hdl.handle.net/1805/3040.

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Indiana University-Purdue University Indianapolis (IUPUI)
In 1964, Muncie Central High School got the “death penalty” at the hands of the Indiana High School Athletic Association’s (IHSAA) new commissioner, Phil N. Eskew, after post-game brawling at a boys basketball game led to a broader investigation of the entire program. In the closing moments of the game, a Muncie Central opponent was bloodied by an inbound pass to the face and fans erupted in violence, swarming the floor. The ensuing investigation revealed racial tensions, issues of sexual mores, political discord, and deep problems in the web of interrelationships that make up the phenomenon of Hoosier Hysteria. After a closed-door hearing and two days of deliberations, Eskew and the IHSAA Board of Control announced their decision, and the punishment prescribed made front page headlines across the state and beyond.

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Saohatse, Mokgadi C. 1957. "African language varieties at Baragwanath hospital : a sociolinguistic analysis." Thesis, 1997. http://hdl.handle.net/10500/17665.

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The initial purpose of this study was to describe and analyse the language situation at Baragwanath Hospital. This was seen as a microcosm of the language situation in urban South Africa. As such, this study set out to identify problems and offer suggestions in resolving the difficulties experienced in communication in this hospital as well as in other medical institutions in the rest of the country. Before attempting such an investigation, a sound theoretical framework had to be established. In order to gain familiarity with the research field, concepts on sociolinguistics had to be researched and described. In order to apply particular concepts to the situation under investigation, the concepts had to be defined and interpreted first. This study has made a contribution to the theoretical debate regarding various sociolinguistic concepts, in that it has shown how these concepts apply to the South African situation. The next step in the research process involved making a decision about which method would be most appropriate for collecting data. Therefore, various approaches were investigated in order to find the appropriate one. The techniques of data collection and the recruitment of respondents had to be refined before the main data collection process could begin. Then began the journey of discovery. The detailed description of the language situation at Baragwanath Hospital presented in chapter 3 forms the crux of this study. This is the first time that such a comprehensive, qualitative description of the entire language situation in this hospital has been done. An appropriate method for data analysis had to be devised. This entailed various levels of analysis and interpretation. A description of the language situation at Baragwanath Hospital would have been incomplete without presenting a few of the various scenarios that took place in this hospital. Many important conclusions were reached during the course of the research. The most important of these were: 1. A huge communication problem exists at Baragwanath Hospital. 2. Either interpreters will have to be hired to overcome this problem; or nurses will have to be paid more for their interpreting services.
African Languages
D. Litt. et Phil.

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Dissertations / Theses on the topic 'Sociological aspects of Community organization'

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