Using the culturally variant perspective and symbolic interaction theory, I examined the perceptions of Black partnered and nonpartnered mothers toward their children and how these perceptions shaped their views toward single-mother effectiveness. I conducted secondary analysis of National Survey of American Families [NSAF] (1999) with a sample of Black, non-Hispanic mothers with children between the ages of 6 to 17 years old. Black mothers significantly differed on age, education, income, and perceptions about their child's psychological and social behaviors, religious service attendance, and mental health. Mothers' age, education level, income, viewing child as having difficulty getting along with others and viewing child as harder to care for were significantly related to mothers' opinions toward single-mother effectiveness. Feeling angry toward their child and mothers' mental health score were moderately and significantly related to single-mother effectiveness. / Master of Science

This study investigates how tourism affects the quality of life of residents in tourism destinations that vary in the stage of development. The proposed model in this study structurally depicts that satisfaction with life in general derives from the satisfaction with particular life domains. Overall life satisfaction is derived from material well-being, which includes the consumer's sense of well being as it is related to material possessions, community well-being, emotional well-being, and health and safety well-being domains. The model also posits that residents' perception of tourism impacts (economic, social, cultural, and environmental) affects their satisfaction of particular life domains. Lastly, this study investigates that tourism development stages moderate the relationship between residents' perception of tourism impacts and their satisfaction with particular life domains. Accordingly, the study proposed four major hypotheses: (1) residents' perception of tourism impacts affects their QOL in the community, (2) residents' satisfaction with particular life domains is affected by the perception of particular tourism impact dimensions, (3) residents' satisfaction with particular life domains affects residents' life satisfaction in general, and (4) the relationship between residents' perception of tourism impacts and their satisfaction with particulate life domains is moderated by tourism development stages. The sample population consisting of residents residing in Virginia was surveyed. The sample was proportionally stratified on the basis of tourism development stages covering counties and cities in the state. Three hundreds and twenty-one respondents completed the survey. Structural Equation Modeling and Hierarchical Multiple Regression were used to test study hypotheses. The results revealed that the residents' perception of tourism impacts did affect their satisfaction with particular life domains significantly, and their satisfaction with particular life domains influenced their overall life satisfaction. The hypothesized moderating effect of tourism development stages on the relationship between the perception of tourism impacts and the satisfaction with particular life domains was not supported. The results indicated that the relationship between the economic impact of tourism and the satisfaction with material well-being, and the relationship between the social impact of tourism and the satisfaction with community well-being were strongest among residents in communities characterized to be in the maturity stage of tourism development. This finding is consistent with social disruption theory which postulates that boomtown communities initially enter into a period of generalized crisis, resulting from the traditional stress of sudden, dramatic increases in demand for public services and improving community infrastructure (England and Albrecht's (1984). Additionally, residents develop adaptive behaviors that reduce their individual exposure to stressful situations. Through this process, the QOL of residents is expected to initially decline, and then improve as the community and its residents adapt to the new situation (Krannich, Berry & Greider, 1989). However, when a community enters into the decline stage of tourism development, the relationship between the economic impact of tourism and the satisfaction with material well-being, and the relationship between the social impact of tourism and the satisfaction with community well-being may be considered to be the capacity of the destination area to absorb tourists before the host population would feel negative impacts. This is consistent with the theoretical foundation of carrying capacity, suggesting that when tourism reaches its maturity or maximum limit, residents' QOL may start deteriorating. Further, the relationship between the cultural impact of tourism and the satisfaction with emotional well-being, and the relationship between the environmental impact of tourism and the satisfaction with health and safety well-being were strongest in the decline stage of tourism development. Neither the theories of social carrying capacity nor social disruption offered much to explain this result. However, this result is consistent with Butler's (1980) argument that in the decline stage, more tourist facilities disappear as the area becomes less attractive to tourists and the viability of existing tourist facilities becomes more available to residents in the destination community. As residents' perception of negative environmental impacts increases, their satisfaction with health and safety well-being decreases in the decline stage of tourism development unless the area as a destination provides rejuvenating or alternative planning options. It has been well established that residents in certain types of tourism communities might perceive a certain type of tourism impact unacceptable, while in other communities, the same impact type may be more acceptable. Thus, the study suggests that the proposed model should be further tested and verified using longitudinal data. / Ph. D.

This study examined Texas high school teachers’ perceptions of their principals as culturally proficient leaders, focusing specifically on how teacher-, school-, and principal-related factors impacted these perceptions. A sample of 104 teachers in culturally diverse secondary schools from a large urban district in Texas participated. An electronic survey was utilized to collect data. Results yielded an average total cultural proficiency score of 111 out of a possible 175, indicating that teachers perceived their principals “sometimes use” culturally proficient practices. Teachers’ perceptions of their principal’s use of culturally proficient leadership practices varied significantly by years of teachers’ experience and school accountability rating (exemplary, academically acceptable, and academically unacceptable). Perceptions of teachers at an Exemplary school were significantly different (higher than the perceptions of teachers at other schools from the same district). Teachers with 11 to 20 years of teaching experience gave significantly lower ratings (22.45 points) than teachers with 1 to 5 years of experience (125.53) and teachers with over 20 years of experience (118.94). While differences were not statistically significant, black and Hispanic teachers rated their principals’ culturally proficient practices higher than white teachers. Age, subject area taught and teacher’s gender, or race being the same as the principal’s gender or race had no significant effect on total proficiency scores. This study supports prior findings that leadership policy and development programs must be refined to help leaders develop and utilize more culturally proficient skills that will lead to greater academic success for all students. Results indicate that principals need assistance in adapting to and managing the dynamics of difference as well as providing teachers with conflict resolution training. It is recommended that professional development departments conduct similar district-wide proficiency assessments as a first step in helping educators to understand the cultural proficiency conceptual framework. It is also recommended that school districts develop a rating system using the tenets of cultural proficiency to assist principals in improving their cultural proficiency scores.

A dissertation submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Magister Artium in the Department of Criminal Justice at the University Of Zululand, 2014 / Prior to 1994, South Africa was ruled by an authoritarian government known for its repressive policing methods which was replaced by a democratic, non-paramilitary police system, the South African Police Service (SAPS). Policing in both post-communist (Poland, Lithuania, Hungary, etc.) and post-apartheid societies managed to successfully ‘escape’ from chaotic transitional environments but still suffer similar concerns in terms of police legitimacy, police use of deadly force, accountability, etc. Over the past twenty years, the police image suffered severe criticism because of police involvement in serious crimes like murder, assault, corruption, armed robbery, etc. Inefficiency in dealing with crime and a lack of deterrent measures to prevent crime and the fear of crime are some of regular accusations against the police. Television watching, personal observation or experience about the manner in which the police perform their duty and newspapers are the most important image-forming sources. Although rated favourably, respondents’ perceptions of the true justification of the police appears to be misplaced in favour of the juridical basis and an over-emphasis of reactive policing. A deep-seated obligation to prevent crime is observable among respondents: they do not view policing as a threat to their personal freedom and privacy, and are willing to assist the police in preventing crime. Short-term police functions are rated more important than long-term police functions. Police characteristics during contact sessions with the public indicate arrogance, aggressiveness, abuse of power and authority, brutality and corruption. Non-reporting of crime emanates from negative attitudes and apathy of police officers. Public expectations of improved service delivery are necessary to enhance communication and improving their image. Police officers should be encouraged to change and accept the values of democratic policing.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018 / The study examined the perceptions of University of Zululand academic staff members towards adopting Science Shops. Science Shops represent a participatory action research programme which began in the Netherlands and introduced to the University of Zululand with a view to enhancing the university-community relationships. The study specifically focused on the academic staff members who participated in the NUFFIC training programme that gave birth to the idea of Science Shops. NUFFIC is a Dutch acronym of The Netherlands Organization for International Cooperation in Higher Education - translated into English. The study used a qualitative research approach to explore the perceptions of academic staff about SSs. Qualitative research techniques were adopted for the study. A semi-structured questionnaire with open-ended questions was designed and used to obtain information from the ten (10) academic staff members who participated in the study. Focus group interviews were also conducted with the participants as a way of seeking additional information which was not covered in the questionnaire. The purposive sampling technique was used to select the participants from the four (4) Faculties at the participating institution, namely Faculties of Arts, Commerce, Administration and Law (CAL), Education, and Science and Agriculture. Overall, results revealed that the participants perceived Science Shops as an important programme that merited adoption and integration into the University curriculum. The majority of the participants also believed that Science Shops had the potential to restructure the University for relevance (as its motto goes), in teaching, research and community service. Furthermore, Science Shops were seen as a possible means to generate alternative income for the University. However, some challenges were highlighted by the participants which they saw as needing attention before the Science Shop concept could fall on fertile ground. These challenges included the overpopulated classrooms, inadequate knowledge and orientation about community engagement research, and the nature of research in the Science Faculty which appeared not to be amenable to community participation.

Researchers have identified that parenting styles affect limit setting behaviors in childrearing practice. There are gaps in the research pertaining to examining patterns of limit setting for parents of preschoolers with special needs and the behavioral outcomes for these children. This study examined quantitatively whether parental perceptions influenced limit setting in parent child interactions. Belsky's process model outlining determinants of parenting, Baumrind's theory of parenting styles and socio-developmental theories of attachment and parental response style provided the theoretical framework for this study. 25 parents of preschoolers with IEPs and 4 special education teachers participated in the survey design study in a low socio-economic area of the South Bronx, New York. Parents were asked to complete a brief demographic questionnaire, The Parent-Child Relationship Inventory and Parent Rating scale of the BASC-2. Teachers for the children identified were also asked to complete the Teacher Rating scale of the BASC-2. . Data were analyzed using correlations, regression analysis, and multivariate analysis. Analysis revealed that none of the null hypotheses could be rejected. However, a correlational analysis did reveal a positive correlation between a report of less limit setting for parents and higher incidents aggression in children at home. In identifying factors that continue to influence parenting behaviors and the social emotional functioning of preschoolers with special needs, this study supports the need for continuity of education and intervention for parents of special needs preschoolers, especially within communities of lower SES.

Stigmatization has shown to negatively impact service members with Posttraumatic Stress Disorder (PTSD). Published research has shown stigma to significantly affect service members through increased suicide, homicide, unemployment, homelessness, and criminal justice system interaction rates. Additionally, stigma also affects overall readiness and cohesion of the military organization. However, little research has focused on the perceptions of Reserve Officer Training Corps (ROTC) cadets about service members with a combat-related stress disorder in which they will eventually be charged with leading. The purpose of this quantitative study was to measure a cohort of ROTC cadets and determine their perceptions about service members serving with PTSD. Socialization theory was used as the lens to measure ROTC cadet's acceptance into the military culture. The study population consisted of 14 cadets within 5 ROTC battalions in Louisiana. Fisher's exact test revealed no significant relationships among ROTC cadet's overall perceptions. However, valuable insight was discovered regarding religion and branch of service the cadets intended to commission with as potential significant variables regarding their perceptions about PTSD. Further research, including a larger population size, is still needed to determine how these perceptions impact currently serving service members. Implications for positive social change include improved knowledge about PTSD and the stigma associated with negative perceptions, which will improve education through socialization into the military culture and reduce suicide, homicide, criminal justice system interaction, homelessness, and unemployment rates in addition to improving the overall readiness and cohesion of the Armed Forces.

This research examined how people communicate and create knowledge about energy-related risks. Analysis of the discourse, frames, and content surrounding unconventional energy policy and development in the Western United States was conducted using three case studies. The results contribute to an understanding of energy-related risk perceptions in social and historical contexts. Discourses contained in newspapers and public comments to the Bureau of Land Management presented arguments on the basis of risks to the environment; climate; human health and safety; jobs and economic prosperity; property rights; and local governments. Governments were seen as risks when they were perceived to allow misuse of public resources or threatened to override democratic processes. The quantity of water, energy, and land resources that would be consumed in the production of unconventional fuels were perceived to be social and environmental risks. Findings indicate that national identity and expectations of democracy were commonly-held values. Other entities, such as energy, the oil and gas industry, and property rights, were constructed in ways that created polarization and conflict among discourses. Different underlying assumptions about the role of government and what should be protected created social tensions and competing accounts of risks. Overall findings lend support to theories of risk and indicate possible communication and trust-building strategies for scientists and policy-makers.

The critical lack of research in the area of in - law relationships leaves interested persons wondering about the nature of such relationships. The purpose of this study was to ascertain how the independent variables of sex, number of children , education and age of the sons or daughters-in-law effected the relationship with the mothers and fathers-in-law. The four directional hypotheses tested were: (1) as the age of the son or daughter - in-law increases , the chances for a more positive relationship with mothers and fathers-in-law and their sons and daughters, increases significantly; (2) females feel significantly closer to their parents-in-law than males; (3) as the number of children in the homes of the sons and daughters-in-law increases, the quality of their relationship increases significantly with their parents-in-law; and (4) the higher the educational l eve l of the sons or daughter s-in- law the greater the quality of their relationship with their mother or fatherin law. A total of 238 persons living in the married student housing responded to the questionnaire. The questions were answered accordi. ng to their current or most recent marriage. The questionnaire asked r espondent s to answer how they f elt towards their parent s -inlaw-- fee lings of closeness towards them; titles used to address them; how troublesome they were perceived to be; the type of help received from them; and how their parents-in-l aw compared to other parents-inlaw. The fo llowing findings were derived from the data using the chi square test, mean scores and F ratios: 1. Respondents 30 year s of age and older felt significantly closer emotionally to their parents-in-law than did those 25-29 years of age . 2. Those 30 years of age and older felt their fathers-inlaw were less troublesome than those 25-29. 3. Those 30 years of age and older felt emotionally closer to their mothers-in-l aw than those 25-29. 4. Females did feel emot ionally c l oser to their mothersin- law than males. They also addressed their fathers-in-law in a more positive and personal manner, but when their mean scores and F ratios were analyzed for the problematic and closeness index there were no significant differences. 5. Those with one child fe lt significantly closer to their mothers-in-law than those with two or more or no children. 6. Those with a high schoo l or less education felt significantl y c loser to their mothers-in-law than those with some college. The sample was drawn from a university related population, and from a heavily weighted religious group. Both of which could bias the above finding.

Play is an important part of childhood that helps to develop social skills and ensure proper mental and physical development. There is a growing concern among parents and play researchers that technology and urbanization are limiting children’s access to the natural environment. This is encouraging play designers to create playgrounds that are based more on natural elements, such as water, plants, hills, tree groves, and rock outcrops, rather than manufactured equipment. Because environments can affect the behaviors that occur in them, a growing number of studies have focused on how naturalized play environments impact the development of children as they play. However, few studies have addressed how people who are interacting with naturalized playgrounds view them. This thesis discusses the findings of a qualitative research project that aimed to understand if naturalized playgrounds at mostly educational facilities were being viewed as viable play environments by examining supervisors’ and teachers’ perceptions of how the playground was being used. The naturalized playgrounds in this study contained about two thirds natural elements and one third manufactured elements. Most participants in the study felt that the term "naturalized" adequately characterized the play facility under their supervision. They also showed an active interest in furthering their education about naturalized playgrounds and saw their role as a facilitator of play. Naturalized playgrounds were viewed by participants as providing viable play options for children and, in most cases, a better option than traditional playgrounds due to the open-ended play opportunities the natural elements promoted. Participants in this study saw the heavy and continual use of natural elements promoting benefits such as a connection to nature, educational opportunities, and creating a dynamic playground that was interesting all year. When looking at how children used the environment, the perception was that a less formally structured playground provided an environment that everyone could enjoy. This also promoted more creative play that allowed for many types of play as opposed to the mainly physical play of traditional playgrounds. Data also showed that individual elements tend to promote specific types of play, which makes having a broad diversity of elements important.