The objective of this study is to concentrate on the topic of education in the Cervantine works, by examining the importance and significance from a global perspective using a 17th century text, Don Quixote of La Mancha, as part of the teachings in the 21st century classroom. In order to fulfill this objective, the following exegesis will consider specific episodes of Don Quixote and it will delve into the following questions: How do specific episodes reflect how education influences those surrounding Don Quixote? How do Don Quixote and his squire Sancho have a continuous learning process of what is considered real versus what should be considered ideal? How are Don Quixote's values reflected in the 21st century? How the text Don Quixote impacted the 21st century's education? In order to answer these questions, this study will include cultural aspects of the period and its historical and social context.

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Since the 1979 World Conference on Agrarian Reform and Rural Development (WCARRD) and the 1992 United Nations Conference on Environment Development, international agricultural development organizations have been urged to strengthen their focus toward the sustainable development of the small-scale, resource poor farmer. A recent report from the Food and Agricultural Organization of the United Nations (FAO, 1996) indicated that many small-scale farmers were not being reached by agricultural extension, although approximately 75% of the worlds' farmers are small-scale, resource poor farmers. The report suggested that in some instances agricultural extension services reported reaching one out of three farmers in Africa. In other areas such as the Near East, the report stated that one out of seven farmers had been reached by the extension services. This study investigated the small-scale, resource poor farmer's ongoing level of participation, rate of adoption of agricultural technology, and the sustainable benefits of the implemented projects within the documents of several international agricultural development organizations to determine if the farmers can positively impact the forecasted food shortage expected during the early part of the 21st Century. To accomplish this, the methodology utilized the Light and Pillemer (1984) method of exploratory literature review. The Light and Pillemer method provided the foundation for data collection as well as numerical and narrative document analysis. Data collection: Eleven key governmental and non-governmental international agricultural development organizations were contacted by the researcher and supplied the following types of documents: (1) unpublished completed projects reports, (2) unpublished annual reports, and (3) published news reports. A planned systematic investigation of the documents was carried out (Girden, 1996). Numerical and Narrative Document Analysis: Both numerical and narrative data were collected from the documents. The Light and Pillemer (1984) method was used to determine the level of overall project change in those documents which provided numerical or quantitative data. Meta ethnography and the QSR NUD.ist computer software (Qualitative Solutions and Research Pty. Ltd., 1996) were used to investigate themes and characteristics of the narrative data within the documents. The findings of the study were placed in matrices which provided a systematic examination of the characteristics of the implemented projects of 51 international agricultural development organizations located within 38 developing countries. The narrative document analysis indicated the participation of the smal-lscale, resource poor farmers. The characteristic indicators of farmer participation were farmer participation in: farmers groups, select groups, community development, and in capacity building methods such as training, leadership development, and planning and decision making. The findings of the study suggest that though many international agricultural development organizations claim that they are making some progress there remains a grave need for international agricultural research and extension to provide more documentation of project outcomes especially those outcome which are concerned with more than 75% of the worlds' farmers, the small-scale, resource poor farmer. For example, of the study’s 51 projects, only six reported small-scale, resource poor farmers participation percentage. Seven projects reported numerical data on before and after rate of adoption of the technology. Sixteen of the 51 projects reported numerical data on sustainable benefits of the project to the small-scale, resource poor farmer. Only one document reported data on both the adoption of technology and sustainable benefits to the small-scale, resource poor farmer. However, in light of the world impacting Plan of Actions (i.e. 1979 World Conference on Agrarian Reform and Rural Development held in Rome, Italy; 1991 Plan of Action for Peoples’ Participation report of the Twenty-sixth Session held in Rome, Italy; 1992 Agenda 21 document a product of the United Nations Conference on Environment and Development held in Brazil; and the 1996 Plan of Action for Global Partnership in Agricultural Research held in Washington, D.C.) all of the documents should have indicated this type of essential data, and should be striving for a development which would be both productive and sustainable to the farmer. The results of this study suggested that the impending need for improved global food production as we move into the 21st century through the more than one million small-scale, resource poor farmer participants within the projects of this study may not be met due to the low amount of evidence in the implemented project reports of adoption of the technology, and the inadequate reporting of benefits essential to the small-scale, resource poor farmer. / Ph. D.

The purpose of this research study was to determine whether a project-based learning (PBL) academy utilizing the New Tech Network (NTN) model positively shaped the acquisition of 21st century learning skills based on the perceptions of graduates from the academy, and to what extent the graduates of this program were able to successfully use those skills after high school. This phenomenological case study focuses on the former students of a New Tech Network (NTN) academy contained within a larger high school in a rural school division in the southeastern United States. Graduates of the program participated in a survey and interview where they were asked to describe their perceptions about the impact that the NTN program had on their development of six 21st century skills. The data collected found that the NTN program had a positive impact on improving the participants skills in self-reliance, collaboration, communication and self-reflection, while also showing that participants felt they were better prepared to be successful in college and career opportunities after high school. / Doctor of Education / The purpose of this research study was to determine whether a project-based learning (PBL) academy utilizing the New Tech Network (NTN) model positively shaped the development of specific work-based skills using the perceptions of graduates from the academy, and to what extent the graduates of this program were able to successfully use those skills after high school. This study focuses on the former students of an NTN academy contained within a larger high school in a rural school division in the southeastern United States. Graduates of the program participated in a survey and interview where they were asked to describe their perceptions about the impact that the NTN program had on their development of six work based skills. The data collected found that the NTN program had a positive impact on improving the participants skills in self-reliance, collaboration, communication and self-reflection, while also showing that participants felt they were better prepared to be successful in college and career opportunities after high school.

Twenty-first century skills are important for secondary students to experience during school. The purpose of this qualitative study was to gauge the perception of senior students regarding their exposure to the Virginia 5C's (5C's) and the 21st century skills through a senior project experience. The central research question was, Did the senior project at a rural high school in Virginia expose students to the 5C's and 21st century skills? According to the Virginia Board of Education, the 5C's (critical thinking, creative thinking, collaboration, communication, and citizenship) are essential for every public high school student to learn. The 5C's have been incorporated into all public high schools in Virginia, beginning with the freshmen class of 2018-2019. Information was gathered to identify improvements that could be made to a senior project at a public secondary school to determine if 21st century skills and the 5C's were exposed. The senior project coursework included an introduction to 21st century skills and the 5C's, resume workshop, interview training, and an actual interview. Seniors worked 30 minutes each day with an instructor that totaled 2 hours for the senior project experience. After completion of the senior project, 22 students voluntarily completed an electronic survey that contained 12 questions. Results were analyzed and four specific findings were evident. Participants agreed that the senior project exposed them to the 21st century skills and the 5C's. Although the researcher could not prove that the students are better prepared for post-graduation because of the senior project, participants agreed to the survey question that the senior project helped better prepare them for post-graduation. Also the participants agreed that they enjoyed the senior project overall. The results of this study could support leaders with implementing a senior project if the desired outcome is for students to gain knowledge of the 5C's and 21st century skills. / Doctor of Education / Twenty-first century skills are important for secondary students to experience during school. The purpose of this qualitative study was to gauge the perception of senior students regarding their exposure to the Virginia 5C's (5C's) and the 21st century skills through a senior project experience. The central research question was, Did the senior project at a rural high school in Virginia expose students to the 5C's and 21st century skills? According to the Virginia Board of Education, the 5C's (critical thinking, creative thinking, collaboration, communication, and citizenship) are essential for every public high school student to learn. The 5C's have been incorporated into all public high schools in Virginia, beginning with the freshmen class of 2018-2019. Information was gathered to identify improvements that could be made to a senior project at a public secondary school in the western portion of Virginia to determine if 21st century skills and the 5C's were successfully addressed. After completion of the senior project, 22 students voluntarily completed an electronic survey that contained 12 questions. Results were analyzed and it was found that the overall senior project experience exposed students to the 5C's and 21st century skills. Although the researcher could not prove that the students are better prepared for post-graduation because of the senior project, participants agreed to the survey question that the senior project helped better prepare them for post-graduation. Also the participants agreed that they enjoyed the senior project overall.

The primary objective of this study was to describe and analyze visions of 21st century education articulated by prominent individuals involved with current school reform and restructuring efforts. A second objective was to describe and analyze those images of the most likely educational scenario in the 21st century and the perceived barriers that would prevent realization of those idealized visions.

The main aim of this study is to obtain the Master of Technologiae degree. Secondly, this study gives more clarity on the conditions of detention in maximum security prisons in South Africa and selected countries, namely the United States of America and Australia. Inmates detained in maximum security prisons are those who were sentenced to serve long terms in prison, including those who show violent behavior at lower security prisons. The development and treatment programs offered for inmates detained at maximum security prisons are taken into consideration, while certain negative aspects unique to maximum security prisons are examined as well. This study is important for the South African correctional system, due to the increase in the number of inmates detained in these facilities. / Penology / M.Tech. (Correctional Services Management)

The main aim of this study is to obtain the Master of Technologiae degree. Secondly, this study gives more clarity on the conditions of detention in maximum security prisons in South Africa and selected countries, namely the United States of America and Australia. Inmates detained in maximum security prisons are those who were sentenced to serve long terms in prison, including those who show violent behavior at lower security prisons. The development and treatment programs offered for inmates detained at maximum security prisons are taken into consideration, while certain negative aspects unique to maximum security prisons are examined as well. This study is important for the South African correctional system, due to the increase in the number of inmates detained in these facilities. / Penology / M.Tech. (Correctional Services Management)