Magister Philosophiae (Land and Agrarian Studies) - MPhil(LAS) / The thesis seeks to investigate the extent to which the Comprehensive Rural Development Programme (CRDP) has succeeded in creating a platform for rural people, including marginalised groups, to be effectively involved in their development. Dysselsdorp was used as a case study in a qualitative approach in order to get an understanding of the experience, views and perceptions of stakeholders, particularly residents and government officials. Data was collected through qualitative research. In-depth interviews were held with relevant government officials, local leaders and ordinary residents and focus groups were held with residents, including local leaders. The research revealed that the involvement of residents in CRDP was limited to needs identification through information giving while needs prioritisation and decisions on implementation were done by government officials. Further, the research suggests that members of the local elite (those who had political connections and social status) captured most of the benefits (i.e. tenders and jobs). Therefore, CRDP in Dysselsdorp had failed to ensure that residents, especially the marginalised, participate fully in their own development. Instead, the status quo remains, where government officials and the elites as representatives of the people make decisions. This corresponds with mere tokenism, as illustrated in Arnstein’s Ladder of Participation Model. A number of factors contributed to the failure to ensure genuine stakeholder participation, including unrealistic expectations of job creation, the assumption of ‘collectivism’, political dynamics in the area and poor institutional design.

The Great Lakes region covers central, eastern and some parts of southern Africa. It is situated strategically in the middle of the African continent and its stability, peace and development is imperative for the African continent. Inter and Intra-state conflicts have gone on in the region for the past couple of decades. These conflicts, which threatened to become a regional war, seem to have come to an end, but have left terrible reminders including the presence of masses of internally displaced persons. Various attempts have been made within the Great Lakes at state and regional level to address the issue of internal displacement. This study has highlighted these attempts while outlining the major setbacks and the gaps manifesting in existing institutional and legal framework. The study further has proposed the need for a comprehensive legal framework which should among other things codify the standards of protection; provide for the means and institutions of coordinating protection and assistance in all phases of displacement; serve as a legal basis for coordinating various regional and international actors and agencies involved in providing protection and assistance for internally displaced persons in Africa; highlight the measure or level of political will to achieve this; and finally provide means of monitoring such protection and assistance and ensure compliance by states. The study has also highlighted that existing frameworks, legal and institutional within the Great Lakes region and through additional aid from international mechanisms and actors are not adequate to resolve the issue of internal displacement within the region permanently and find durable solutions to millions of people laboring from protracted displacement. The study suggests alternative reliance on African systems and their conceptual contribution to the resolution of conflict and displacement in Africa and the Great Lakes in particular. The Final part of the study looks at national attempts to address the problem of internal displacement. Kenya and Uganda are discussed and contrasted in depth whilst highlighting their similarities and differences in addressing internal displacement. Both countries have at one point or the other experienced internal displacement, although not necessarily on the same scale, dynamics, time frame or even severity. They both seem to have taken incredible steps to address the issue of internal displacement including drafting policies, laws as well as assigning responsibilities for the displaced to specific ministries of government. Internally displaced persons in both countries seem to be in the process of returning home, even though at very different scales, and not always necessarily as a durable solution. These two countries have been used as case studies for identifying the domestic process of addressing internal displacement as well as determining the degree of comprehensiveness of the frameworks set up to address internal displacement. / Thesis (LLD)--University of Pretoria, 2012. / Jurisprudence / unrestricted

AFRIKAANS: Die eksegeet word in die boek Habakuk gekonfronteer met probleemareas op verskillende vlakke. In die verlede is historiese oplossings vir die probleemareas aangebied. Die doel van hierdie studie was om 'n omvattende literêr-eksegetiese analise van die boek te maak en daarvolgens oplossings vir die probleemareas te soek. Uit 'n oorsigtelike navorsingsgeskiedenis van die boek het dit geblyk dat die histories-kritiese benadering geen bevredigende oplossings vir die probleemareas kan aanbied nie. 'n Komprehensiewe literêr-eksegetiese analise van die boek is ge-implementeer as werkbare alternatief vir 'n historiese benadering. Uit die analise het dit geblyk dat die boek Habakuk 'n literêre eenheid is. Elke onderdeel van die boek lewer 'n bydrae tot die verstaan daarvan. Twee sentrale temas speel dwarsdeur die boek 'n rol. Die eerste is die temporele spanning tussen hede, toekoms en verlede. Die boek begin met 'n krisis in die hede ( 1 :2-17). In die antwoord van Jahwe word die fokus na die toekoms verskuif (2: 1- 20). Eers wanneer die profeet die groot verlossingsdade van God in die verlede in herinnering roep (3: 1-19), kan hy sy vertroue in God stel. Die tweede tema is die rol van Jahwe, die goddelose en die regverdige. In die loop van die boek verander die rol van Jahwe van dié van 'n passiewe toeskouer na die van aktiewe Verlosser. Die goddelose is aanvanklik magtig, maar word uiteindelik vernietig. Aanvanklik ly die regverdige aan die hand van die goddelose, nogtans word die boek afgesluit met 'n ongekwalifiseerde vertrouensuitspraak. Die boek vertoon op semantiese vlak 'n antiteties-konsentriese struktuur. Hoofstuk 1 en 3 verteenwoordig twee pole, naamlik wanhoop en vertroue. Die keerpunt word in 2:4-Sb beskryf. Wanneer die boek as literêre eenheid gelees word, is dit nie langer nodig om elke onderdeel aan 'n spesifieke historiese gebeurtenis te koppel nie. Daardeur word die problematiek van die boek in 'n ander perspektief geplaas. ENGLISH: The book of Habakkuk presents many problems for the exegete. Historical solutions have usually been proposed to these problems. The aim of this study was to address the problems after a comprehensive literary-exegetical analysis of the book has been made. The history of exegesis of the book of Habakkuk was investigated. From this it became evident that the historical-critical approach could not provide adequate answers to the problems. Instead of a historical approach, a comprehensive literary analysis of the book was implemented. It became clear that the book of Habakkuk is a literary unit and that each part provides vital information for the understanding of the book. Two main themes occur throughout the book. The first is that of a temporal tension between present, future and past. The book commences with a crisis in the present (1:2-17). The answer of Yahveh moves the attention to the future (2:1-20). Only when the prophet remembers the great saving acts of Yahveh in the past (3:1-19), is he able to put his trust in God. The second recurrent theme is that of the role of Yahveh and that of the wicked and the righteous. At first, Yahveh is portrayed as a passive spectator. In the end he becomes the mighty saviour. The wicked, on the other hand, are mighty in the beginning, but are eventually annihilated. Although the righteous suffer in chapter 1, the book ends with an unqualified confession of trust. On the semantic level, the structure of the book can be described as antithetically concentric. Chapter 1 and 3 represent two poles, namely that of despair and trust. The turning point is represented by 2:4-Sb. By reading the book as a literary unit, the need for a historical interpretation of each seperate part thereof is obviated. A literary approach therefore presents a new perspective to the exegetical problems of the book. / Thesis (DD)--University of Pretoria, 2012. / Old Testament Studies / unrestricted

The purpose of this study was to examine parents’ motivational beliefs for involvement in a Comprehensive School Health approach (locally called Healthy Active Schools, or HAS) at their child’s school. Literature suggests that parents’ role construction and parents’ self-efficacy are the most salient influences on parents’ decision to become involved at their child’s school. Twelve parents involved at two urban public elementary schools were interviewed. Questions were based on Hoover-Dempsey and Sandler’s model of parental involvement (1995, 1997, 2005c). Qualitative multiple case study analysis additionally utilized Penner’s (2002) model of sustained volunteerism and Bandura’s collective efficacy theory (1997, 2000; Goddard, Hoy, & Woolfolk-Hoy, 2004) to clarify findings. Results suggest most parents’ strong active role construction and negative valence grounded their parent-focused role orientation. School case study analysis revealed that the principal’s leadership, the structure of the HAS committee and the school’s climate uniquely influenced parents’ beliefs. Individual parent case analysis revealed four distinct patterns of parents’ motivational beliefs for HAS involvement. Future research is warranted to further examine the decisive impact of parents’ health and prosocial values on their decision to become involved specific to a CSH approach type of involvement. Additional case studies in local schools, school districts and provinces are recommended to illuminate unique contextual influences and the potential for the emergence of collective efficacy; including consideration for parents’ belief construct general invitations from the school would contribute to gaining a deeper understanding within this domain. Finally, the link between parents’ motivational beliefs of empowerment and their sustained motivation for involvement needs to be explored further.

No description available.

In 2011, the Financial Accounting Standards Board issued ASU 2011-05, which mandates that Comprehensive Income (CI) and Other Comprehensive Income (OCI) be reported in the performance statements (i.e., either in the income statement or a separate statement of comprehensive income) rather than in the previously-allowed equity statement. Using this issuance as an exogenous event, I examine whether the presentation of accounting information in different statements affects earnings management behavior. In particular, I investigate whether the required presentation of CI/OCI in the performance statements reduces earnings management through selective sales of available-for-sale (AFS) securities in the banking industry. I first document that prior to ASU 2011-05, banks presenting CI/OCI in the equity statements engage in more management of realized gains and losses on AFS securities compared to banks presenting CI/OCI in the performance statements. More importantly, employing a difference-in-differences design, I show a larger reduction in (though not complete elimination of) earnings management for banks mandated to switch the reporting position of CI/OCI, relative to a control group of banks voluntarily using performance statements prior to the mandatory adoption. Overall, this evidence suggests that mandated reporting of CI/OCI in the performance statements reduces banks’ earnings smoothing behavior.

LEAP and TEACCH represent two comprehensive treatment models (CTMs) that have been widely used across several decades to educate young children with autism spectrum disorders. The purpose of this quasi-experimental study was to compare high fidelity LEAP (n = 22) and TEACCH (n = 25) classrooms to each other and a control condition (n = 28), in which teachers in high quality special education programs used non-model-specific practices. A total of 198 children were included in data analysis. Across conditions, children's performances improved over time. This study raises issues of the replication of effects for CTMs, and whether having access to a high quality special education program is as beneficial as access to a specific CTM.

From 2007 to 2011, select Virginia localities were legislatively mandated to update their respective comprehensive plans to include Urban Development Areas. The completion of the Urban Development Area comprehensive plan requirement was complicated by uneven application and codification of the legislative mandate. In 2012, the Urban Development Area legislation had been reduced from a legislative mandate to a state enabled optional comprehensive plan element. This research examines the practice of comprehensive planning in the Commonwealth of Virginia during the Urban Development Area comprehensive plan update requirement to determine legislation outcomes and the effects of citizen participation in the comprehensive planning process in relation to organizational and planning practitioner outcomes. Select local jurisdictional planning organizations were studied using the organizational learning theories of Argyris and Schön in a mixed method research setting. Conclusions find the presence of limited learning systems (single loop planning) and limited modal learning occurring within the Commonwealth of Virginia\'s local jurisdictions, directly affecting completion of legislative mandates. Recommendations suggest modification of existing communal planning procedures at a local and state level to encourage citizen involvement and investment in comprehensive planning and future economic development. / Master of Urban and Regional Planning

Comprehensive School Counseling Programs (CSCP) are data driven programs utilized by school counselors to ensure the students they serve receive measurable benefits in academic, career, and personal/social development. The purpose of this study was to better understand if differences existed in the perceptions of graduates from school counseling programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) and non-accredited programs regarding effective implementation of CSCP. This study is relevant to counselor educators, university administrators, and aspiring school counselors who are stakeholders in the decision to pursue CACREP accreditation or attend a CACREP accredited school counseling program. The theoretical foundation used to guide the study was competency based education (CBE), which emphasizes student competencies. Using a quantitative, contrasted groups design, the answers to 4 research questions were answered utilizing 132 school counselors who completed the School Counseling Program Implementation Survey (SCPIS). The participants' scores on the SCPIS were analyzed using a t test to compare the means of the 2 groups. The results indicated no statistically significant difference between the 2 groups regarding their perception of effectively implementing CSCP (RQ1),being professionally oriented to CSCP (RQ2), providing school counseling services (RQ3), or using computerized data to accentuate their CSCP (RQ4). The social change implications for this study include imparting the importance of school counseling masters' level students receiving the knowledge and training to effectively implement a CSCP, regardless of the program's CACREP status.

The current study examined the level of participation by families who have Vlll been involved between 1 and 3 years with the Community-Family Partnership (CFP) project. The CFP project is 1 of 34 Comprehensive Child Development Projects funded by the Administration for Children, Youth, and Families through the Head Start Bureau. The CFP makes available comprehensive, on-going services to enrolled families. Twenty-six families were identified as the Low Participation Group . Twenty-three families were identified as the High Participation Group. Children from each group were tested using the Battelle Developmental Inventory on a yearly basis. Results of a repeated measures ANOV A indicated that children of families with high participation had better child BDI scores than children of families with low participation. No difference was found in the economic status of these families. Multiple regression analyses were conducted using family demographic characteristics and other measures to create a profile of an actively participating family.