Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-195). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 149-157). Also available for download via the World Wide Web; free to University of Oregon users.

In the face of 21st century economic challenges, community colleges must contend with complex pressures on their mission. The dueling missions of academic transfer and workforce preparation must sustain and grow the American economy in a global market and simultaneously meet the promise to community college students— open access to quality higher education for all. In the midst of this challenging environment, community college faculty attitudes and awareness to mission challenges are often ignored. This study examined the macro-level effects of external pressures of the 21st century economy at the micro-level of full-time faculty at Texas community colleges. The study design followed a post-positivist paradigm and sought generalizeable data about full-time faculty from Texas community colleges. Quantitative data from an online survey were analyzed to determine faculty awareness of and attitudes toward the community college mission. The findings of the study show that faculty blur the boundaries of what traditionally have been considered workforce and academic roles. They are not well- informed about the range of pressures on the community college, but they are willing to integrate the academic and workforce mission and change in other ways to respond to challenges. They are generally supportive of the community college mission. Faculty teach with their students’ long-term interests in mind, including career preparation and lifelong learning, more than they teach to prepare their students for immediate work in the community. / text

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The problem statement for this study is found in the relation between the community of believers and the service of the deacons. The aim of the study was to show the close relation between the terms koinonia and diakonia. In this Practical Theological study the method of Zerfass was used. By means of a literature search basis-theoretical principles were formulated. Through a hermeneutical interaction between the basis-theoretical principles and the meta-theoretical perspectives new practical-theoretical guidelines were established. In Chapter 2 basis-theoretical principles were formulated from Scripture and other literature. The meaning of the terms koinonia, diakonia and diakonos were traced as well as the use of the terms in the Old and New Testaments. With regard to this matter the focus was on Acts 6 as locus classicus for the institution of the office of deacon with special reference to the "Seven". The use of the terms in the church history and the church tradition is studied by way of literature studies, after which the use and application of the terms in the Reformed Churches of South Africa are discussed. In Chapter 3 the metatheoretical perspectives were compiled through study of the sociology and social welfare as ancillary subjects. The similarities were indicated. An empirical study in the Reformed Churches of South Africa showed that the terms koinonia, diakonia and the service of the deacons were undefined. In Chapter 4 some practical-theoretical guidelines were given with reference to the hermeneutical interaction between the basis-theoretical principles and the metatheoretical perspectives. The final conclusion in Chapter 5 stressed the close connection and relation between the community of believers and the service of the deacons. The relationship between believers, stems from their relationship with God. Therefore people who would earnestly like to do something for God, should be guided, equipped and involved by the deacons to serve each other. This diakonia must, in turn, serve to initiate and stimulate koinonia. In the practical implementation of this, the office of the deacon finds its niche. / Thesis (M.Th. (Pastoral))--North-West University, Potchefstroom Campus, 2005.

No description available.

The study examined whether Indiana school sites having Community Education programs exhibited Community Education elements as defined by the State Plan for Indiana Community Education 1989 - 1993. Ten core elements of Community Education (collaboration, partnerships, use of volunteers, citizen involvement, lifelong learning, community resources, parental involvement, facilities usage, systematic planning, and leadership) were studied.Five research questions were developed to describe the use of Community Education elements in Indiana schools. Names and addresses of sites were obtained from school superintendents, and questionnaires designed to report the presence of the ten core elements of Community Education were sent to the sites. A weighted index was developed to measure the elements and was used to provide a score for amounts of core element activity at each site. This allowed the sites to be ranked with higher scores representing more extensive use of Community Education elements.At least 113 school sites are making efforts to implement the Community Education elements. Sites exhibiting the greatest number of the Community Education elements were located in high schools or career/vocational centers in small towns or medium-sized cities, for the most part. The majority had part-time or full-time coordinators. Sites exhibiting the fewest elements tended to be located in elementary schools in small towns or rural areas; none were in urban or suburban areas, and the majority had no coordinator.In terms of the ten core elements, most sites did not collaborate or have formal partnerships with community organizations. Most sites also did not have community councils. Less than half had any formal citizen involvement in planning and decision-making. Most sites did not consistently use systematic planning processes to make program decisions.School facilities were used for Community Education purposes during non-school hours by over 80% of the respondents. Activities most frequently provided by the sites were personal enrichment courses, high school completion/GED preparation, adult basic skills classes, and recreation. Senior citizens were the most frequently served group by the sites. About one-third of the sites provided programs for illiterate adults. The study suggests that Community Education at Indiana school sites has a much stronger program orientation than a process orientation. / Department of Educational Leadership

The problem statement for this study is found in the relation between the community of believers and the service of the deacons. The aim of the study was to show the close relation between the terms koinonia and diakonia. In this Practical Theological study the method of Zerfass was used. By means of a literature search basis-theoretical principles were formulated. Through a hermeneutical interaction between the basis-theoretical principles and the meta-theoretical perspectives new practical-theoretical guidelines were established. In Chapter 2 basis-theoretical principles were formulated from Scripture and other literature. The meaning of the terms koinonia, diakonia and diakonos were traced as well as the use of the terms in the Old and New Testaments. With regard to this matter the focus was on Acts 6 as locus classicus for the institution of the office of deacon with special reference to the "Seven". The use of the terms in the church history and the church tradition is studied by way of literature studies, after which the use and application of the terms in the Reformed Churches of South Africa are discussed. In Chapter 3 the metatheoretical perspectives were compiled through study of the sociology and social welfare as ancillary subjects. The similarities were indicated. An empirical study in the Reformed Churches of South Africa showed that the terms koinonia, diakonia and the service of the deacons were undefined. In Chapter 4 some practical-theoretical guidelines were given with reference to the hermeneutical interaction between the basis-theoretical principles and the metatheoretical perspectives. The final conclusion in Chapter 5 stressed the close connection and relation between the community of believers and the service of the deacons. The relationship between believers, stems from their relationship with God. Therefore people who would earnestly like to do something for God, should be guided, equipped and involved by the deacons to serve each other. This diakonia must, in turn, serve to initiate and stimulate koinonia. In the practical implementation of this, the office of the deacon finds its niche. / Thesis (M.Th. (Pastoral))--North-West University, Potchefstroom Campus, 2005.

In this dissertation, I use a single qualitative case study methodology, participant observation, focus groups, and semi-structured interviews to explore how a rural school’s closure influenced the lives of residents in one rural farming community: Limerick, Saskatchewan, Canada. Three “stand alone” papers comprise this dissertation. In the first paper, I investigate the impacts of the school’s closure on rural families. In the second paper, I explore the ways Limerick School’s closure affected adults without school-aged children. In the final paper, I assess school closure’s impact on gendered volunteer roles. Using social ecological theory and socialist feminist theory, I argue that the school’s closure had far-reaching implications for community members and that these implications varied depending on stage of life, gender, and roles within the family and community contexts. Together, these papers not only make a contribution to filling the gap in existing literature pertaining to rural school closures, but they also strengthen our scholarly understanding of the school-community relationship in the rural context.