No description available.

No description available.

Despite the international shift to inclusive education, fundamental tensions and contradictions exist in most countries between stated policy and actual practice. An immediate concern is whether South Africa will add to this trend of adopting the rhetoric of inclusion at the expense of real reform. Implementing inclusive education policy involves not only redefining teaching practices, but requiring teachers to develop an alternative sense of themselves, not only professionally, but also as individuals. This research investigates how 20 African rural KwaZulu-Natal teachers construct their personal and professional selves in the light of inclusive education, and how they negotiate the tensions and contradictions which emerge in the process of becoming inclusive practitioners. The use of authentic narratives as the main strategy of inquiry is an attempt to better comprehend the subjective, context-specific, lived experiences of teachers in transition. Using an eclectic conceptual framework, my research leads me to recognise the complex and contingent nature of identity within the dynamic and highly complex character of the politics of difference and the politics of the personal. As teachers inhabit the murky terrain of transition, and negotiate their own transformative capacity, I am reminded of the unevenness of change, the multiplicity of factors which impact on identity construction, the diversity within and between individual teachers, and the necessity to resist reductionist, one-dimensional and linear assessments and interpretations of teachers in transition. While some teachers are beginning to rethink the role of education in emancipatory terms, and take seriously their responsibility as change-agents in creating greater social and educational equity and inclusion in schools and classrooms, thereby suggesting a renewed hope in the development of a vision of the world which is not yet, other teachers are choosing to avoid the risks of engaging with inclusion on any deep level, and are simply adopting a thin veneer of inclusion in order to appease the expectations of inclusive policy. What emerges strongly is the realisation of the powerful influence of traditionally dominant, unequal relations of power in communities at large, and within the Department of Education itself, which disempower, demobilise and discourage teachers from challenging existing social and institutional xvii structures, embracing transition and renegotiating what they might become – teachers for greater social and educational equity and inclusion. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

This thesis in a broad sense deals with the relationship between social change and violence. It is an exploratory investigation and examines in detail the urban riots of the sixties and the social, economic, political and psychological conditions that might have contributed to ghetto riots.Special attention has been given to the April 1968 riot in Chicago, and organized efforts to effect change in that city. For this purpose the activities of the Chicago Committee on Urban Opportunity (CCUO) from 1964 to 1969 have been analyzed to determine whether or not the he riots of the sixties affected them.These riots, the Chicago riot in particular, have been analyzed in terms of the conflict theory of society developed by Dahrendorf.

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

This study focuses on change in schools and the role played by principals as agents of change. An extensive literature study was done to determine the role of the principal. The principal cannot function without educators, parents and learners. Management tasks are some duties delegated to staff in order to develop them. The cornerstone of education change is the transformation of the curriculum, which determines the type of education South Africa needs for her people. The task of management is to provide an environment that is conducive for learning and teaching at schools. A well-functioning school is judged by performance. Classroom management is a shared responsibility between all educator and the principal. Policy provides guidelines and allows the executor to make decisions within a certain framework. Change in the context of education means that principals are exposed to new controls and regulations, growth-increasing competition, technological developments and changes in the work force. Characteristics of change can be that the principals lead, rather than instruct. The decision-making hierarchy becomes flatter and the roles played in schools become more flexible. The principals need skills in order to implement change. Principals hold the crucial position in schools. They act as a buffer, balancing the competing needs and contributions of educators with those of other stakeholders outside of the school. Change is a process, not an event. The major feature of change is to impart an increased authority to principals and gear them to democratize schools through renewal plans and collegial relationships. Principals should themselves change in order to make sense change and there rol within change. / This study focuses on change in schools and the role played by principals as agents of change. An extensive literature study was done to determine the role of the principal. The principal cannot function without educators, parents and learners. Management tasks are some duties delegated to staff in order to develop them. The cornerstone of education change is the transformation of the curriculum, which determines the type of education South Africa needs for her people. The task of management is to provide an environment that is conducive for learning and teaching at schools. A well-functioning school is judged by performance. Classroom management is a shared responsibility between all educators and the principal. Policy provides guidelines and allows the executor to make decisions within a certain framework. Change in the context of education means that principals are exposed to new controls and regulations, growth-increasing competition, technological developments and changes in the work force. Characteristics of change can be that the principals lead, rather than instruct. The decision-making hierarchy becomes flatter and the roles played in schools become more flexible. The principals need skills in order to implement change. Principals hold the crucial position in schools. They act as a buffer, balancing the competing needs and contributions of educators with those of other stakeholders outside of the school. Change is a process, not an event. The major feature of change is to impart an increased authority to principals and gear them to democratize schools through renewal plans and collegial relationships. Principals should themselves change in order to make sense change and there role within change. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2008.

The following key words were used: resistance, change, renewal, conflict, change management, resistance management, restructuring. All economies, and especially an economy like that of The New South Africa, depend on a well-educated, adaptable and continuously teaching work force to generate and implement change and innovation in schools. This requires a high quality and standard of education. Furthermore, education has a critical role to play in attempts to develop and maintain successful democratic societies. To address these objectives, order in the practical teaching situation is a prerequisite. Educators play a key role in creating quality and order in the practical teaching situation. Quality and order in education mean that the education process and outcomes must realise the best potential of the learners and meet the expectations of the community. Other factors such as resources may also contribute, but educators are mainly responsible for such quality and order since these aspects are rooted in their knowledge, skills and dedication. At present large numbers of pupils leave school with a school record of failure and without sufficient knowledge, understanding and competence to pursue successful careers. One of the reasons for this sense of failure is the almost complete absence of order in some schools since educators are resisting change which is brought about in the education system. There are many reasons for the apparent resistance to change. It is believed that educators can, to a certain extent, be regarded as a significant factor (perhaps a key factor) causing lack of order and discipline in schools, because of lack of support from the education department in meeting the needs of educators to enable educators to be productive. The management of resistance to change by school principals in Sedibeng-West (D8) was investigated in this study. Changes are continually occurring on all levels of a rapidly developing community. The school principal, as education manager, should be trained in a firm variety of skills, whlch will enable him to implement the management of resistance to change efficiently. Examples of large-scale changes that occurred in education during the past six years are the implementation of Curriculum 2005 and the transformation of Model C schools. It would therefore appear that it might be sensible to focus on reducing educators' resistance to change as part of a strategy to re-establish and promote order in education. The aim of this research centred on the following questions: How can the concept "resistance" be interpreted to create positive attitudes amongst educators to accept change in the education system? What is the role of principals as managers of resistance to change? Firstly, a literature study was undertaken to ascertain the nature of resistance to change, as well as methods and models according to which resistance to change can be managed. Findings from the literature study point to a number of aspects of resistance to change that play a decisive role in the management of change. These include factors giving rise to resistance to change, types of resistance to change, manifestation of resistance to change and reaction phases of resistance to change. Secondly, an empirical investigation was undertaken to investigate the degree and way in which school principals manage resistance to change and how educators' attitudes can be changed to accept change positively. For this purpose structured questionnaires were used. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2004.

<p> Enhanced warming and increasingly ice-free Arctic seas affect Arctic precipitation. We investigate increased Arctic precipitation due to declining sea ice by relating variations in moisture sources to stable isotope compositions of precipitation. We develop a novel method for deriving moisture sources using condensation profiles derived from cloud radar measurements to formulate initial heights for air mass back trajectories. This method was used to locate the moisture sources of seventy Barrow, AK storm events between 2009 and 2013. Trajectories were calculated by NOAA's HYSPLIT, using GDAS reanalysis wind fields. We demonstrate that the moisture source migrates with season, from distal in winter to proximal in summer. Moisture source dew point exhibits a semiannual cycle, with summer and winter maxima. The spring minimum reflects the reintroduction of the Arctic source. The autumn dew point minimum reflects pre-ice ocean cooling locally. 36% of isotopic variation is statistically explained by a combination of the moisture source dew point and trajectory cooling. Transport distance and path both influence the best descriptor of isotopic composition. For local events, dew point is the stronger influence on isotopic composition, explaining 21% of variance. For distal events, the effects of trajectory cooling supersedes the moisture source signal. The orographic effect of the Alaskan and Brooks ranges account for the influence of trajectory path on isotopic composition. Local moisture events during transition seasons were slightly enriched relative to distal events. If we measure further isotopic enrichment during future transition seasons, it may reflect increased contributions from the Arctic source and thus precipitation increase. Deuterium excess reflects various combinations of latitude, sea surface temperature and relative humidity. Moisture source dew point significantly but weakly predicts storm-specific d-excess. Similar analyses can be performed across the Arctic if reanalysis data can generate reliable condensation profiles. To evaluate the efficacy of condensation profiles produced by reanalysis data, we compared the condensation profiles derived from cloud radar to those from reanalysis. On average, reanalysis produced condensation profiles with mean cloud height 1.4 times higher than those from cloud radar. The greater elevation bias translated into a more distal, and thus warmer and drier, moisture source.</p>

Service Oriented Virtual Organizations (SOVOs) business processes and services are subject to change to meet the internal and external requirements of the competitive, complex and rapidly changing environment they operate in. More practical and efficient ways of change management are needed to allow different partners to initiate changes to their business process and services in a faster and user-transparent manner. This thesis proposes a Change Management Framework for service oriented virtual organizations including a structural and a procedural framework. The structural framework categorizes changes in the SOVO into three layers of change; which include the value network layer, the collaborative process layer and the service providers’ layer, and identifies the impact of change on each layer. Furthermore, the structural framework identifies various triggers of changes which eventually lead to actions taken at the three layers. The change management procedural framework is derived from the ITIL V3, ECM and ECOLEAD best practices and recommendations, customized to fit the SOVO change requirements. It provides different components including the six layers for change processes, change control, change actors and related management processes. The change management procedural framework provides a sequence of steps and methods that the SOVO and its participated organizations can follow in initiating changes to their business processes or services. We design an implementation architecture and a prototype for building the change management console which enables the SOVO change management participants to initiate, assess, collaborate, monitor and authorize changes. The prototype is developed to realize and validate the change management process of change in the SOVO environment. We employ the various capabilities of the IBM Business Process Management (BPM) (including its recent Web 2.0 capabilities) to increase the collaboration between partners in the process of change. We demonstrate that the proposed solutions facilitate and enhance the process of change by effectively engaging the SOVO partners in the process of change.