Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 219-225).

<p>Abstract Many secondary administrators, coaches, and security personnel have advocated for an intervention method to curtail the swell of referrals, ejections, and violence from the spectator sections in attendance at these events. The spirit of Olympism and sportsmanship is considered a core element of these events. The problem was that many of the events have seen a rise in these incidents. There is a correlation of the infusion of these elements, and the atmosphere at these events. The purpose of this experimental study was to explore whether a spectator covenant of behavior, would help to bind the parties to adherence to upholding these standards in a Central Arizona high school, located in the East Valley of Phoenix. This could help the administrators, coaches, and school personnel as an ancillary benefit, to the obvious decrease of these referrals. The analysis of archival against real-time data were based on the increase or decrease of said incidents, before the covenant was in place and while the covenant was in effect. These records are kept every year, and in each event. The implications of this study are that use of this type of intervention may be successful in similar situations and events. Recommendations for practice are for covenants to become a standard practice at sporting events. Recommendations for future study include conducting subsequent studies in several different areas of the country with varying crowd sizes. A future case study could be designed using parents who volunteer to sign an agreement and stay true to the binding covenant.

<p> The purpose of this directed project was to develop a nutrition education curriculum for competitive youth soccer players. This project is aimed to improve the nutrition knowledge deficit among female adolescents, thereby improving general health and athletic performance. This curriculum also considers the athletes&rsquo; familial dependence and provides nutrition resources to parents. </p><p> This is a five-part group and team education series designed to address the sport-, gender- and age-specific nutrition needs of the target population. Based on current research, adolescents perceive group education and discussion to be most useful. Each lesson includes handouts for reference and an interactive activity to enrich the educational experience. </p><p> An expert panel has reviewed this program and provided critical insight and recommendations for revisions. As verified by an expert review panel, this curriculum is evidence-based, current and applicable. This program was not pilot tested, but should be prior to implementation.</p>

This study was carried out in the Mthatha district of the Eastern Cape with the aim of assessing the respondents’ knowledge, attitudes and practices in successful inclusive classroom management at the Foundation Phase in their respective schools. The study adopted a mixed-method approach in which data was collected from secondary and primary sources. Secondary data were collected from literature sources and existing schools’ documents while primary data were collected from the respondents drawn from nine schools in Mthatha area (coded A to I for anonymity) using questionnaire, interview guides and focus group discussions checklists. The nine schools were purposively sampled based on schools with Foundation Phase Programme, while 15 respondents were randomly sampled from among the Foundation Phase teachers in the nine schools for this study. The data collected were subjected to various analytical techniques such as descriptive statistics, frequencies and cross tabulations as well as graphical representations using SPSS to be able to identify and list the main findings from the study. Results from the study based on 75% questionnaire response rate revealed that the respondents had high (79%) self-rating of inclusive education content knowledge despite the fact that they actually had low (over 80%) with poor or fair content knowledge on the knowledge scale. The respondents demonstrated a high degree (over 80%) of positive attitudes and good practices and management approach toward inclusive education despite the fact that they had low inclusive education content knowledge. Over 80% of the respondents revealed that their schools are not ready for inclusive classroom teaching and management due to lack of infrastructure, equipment, training, teacher support and teacher-special assistant. The results from the quantitative data were triangulated and validated by the findings from the qualitative in-depth interviews and focus group discussions which reinforced each other. The findings presented were limited to the respondents in the nine schools used in the study area. This study thus concludes that, a huge gap still exists between the desired level of the state of inclusive education and outcomes as expected from the White Paper 6 2001 in 2012. The study thus recommends the ample need for the departments of education as a matter of urgency, to emphasise the inclusion of inclusive education contents in the training and re-training of educators at the basic education phase. Furthermore, all schools should be provided with adequate infrastructural support in terms of equipment and classroom-friendly environment for learners with special needs.

<p> The Global Leadership and Organizational Behavior Effectiveness (GLOBE) study contributed a wealth of knowledge regarding the differences across national/societal cultures. However, it did not attempt to measure the potential variations in implicit leadership theories (ILTs; leadership prototypes) that could occur due to individuals being influenced by more than one national culture within countries, such as bicultural individuals. Variations found within a country can be described by their extent of acculturation or adoption of one or more cultural influences. The extent of a person&rsquo;s acculturation may predict individual ILTs, which are the patterns of attributes that bicultural persons associate with good leaders. In addition, the extent of a person&rsquo;s cultural intelligence (CQ) may interact with acculturation in impacting ILTs because CQ influences a person&rsquo;s ability to understand and adjust mental modes to cultural norm. This study explored the relationships among acculturation, CQ, and ILTs in a sample of respondents from Mexican descent living in the United States. The results of the study provide a better understanding of how variations in national culture impact ILTs. In addition, the findings suggest interpretation of cultural dimensions is complex. Significant findings include (a) differences across acculturation levels regarding expectation for a leader to be characterized by the ILT dimensions of sensitivity and tyranny; (b) very Mexican-oriented individuals (acculturation Level 1) showing more expectation for a leader to be characterized as well-dressed, well-groomed, compassionate, understanding, sympathetic, and sensitive and less expectation for a leader to be domineering and demanding than Anglo-oriented individuals (acculturation Level 3), acculturation serving as a predictor of metacognitive CQ; (c) acculturation and metacogntive CQ clearly interacting thus complicating the picture of cultural effects occurring during adjustments to a new cultural setting; and (d) metacognitive CQ serving as a partial mediator between acculturation level and the ILT dimension of sensitivity.</p>

<p> As the political and economic landscape of the United States shifts in coming years, American society&rsquo;s perception of the arts will likely change as well. Arts advocates must be ready to adapt their arguments for arts&rsquo; value to changing societal priorities. This paper summarizes the two leading frameworks for current arts advocacy arguments: extrinsic benefits and intrinsic benefits. The paper then introduces practical benefits, a pragmatic third framework for arts advocacy that focuses on skills gained through the creation of collaborative art that prepare participants for careers in the creative class, as defined by Richard Florida. The paper uses student-run theatre organizations on college campuses as incubators and case studies for these benefits, using original ethnographic research and surveys to develop assessment protocols for these benefits, with the intention of growing their applicability to larger and more varied arts organizations.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Stanley Ikenberry. Includes bibliographical references (leaves 197-205) Available on microfilm from Pro Quest Information and Learning.

Thesis (M. Ed. (Educational Management))--University of Pretoria, 2001. / Includes bibliographical references (leaf 106-116).

Thesis (M. Ed. (Educational Management))--University of Pretoria, 2001. / Includes bibliographical references (leaf 106-116).

<p> Servant leadership as envisioned by Robert Greenleaf (1970) is a philosophy whereby leaders put the interests and growth of the follower ahead of themselves. Though the concept has been around since antiquity, scholars and practitioners in organizations began to embrace and expand the idea since the early 1990s. There are currently 20 models of servant leadership with 16 associated survey instruments. Colleges and universities may want to instill servant leadership in their students. This study used Wong and Page&rsquo;s (2003) model and their Revised Servant Leadership Profile instrument along with interviews to conduct a mixed-method, concurrent triangulation phenomenology consisting of both qualitative and quantitative analysis. It proposed eight research questions to see if there are any relationships between eight independent variables and the seven dimensions of servant leadership in Wong and Page&rsquo;s model: (a) developing and empowering others; (b) vulnerability and humility; (c) authentic leadership; (d) open, participatory leadership; (e) inspiring leadership; (f) visionary leadership; and (g) courageous leadership. Specifically, the study examined whether exposure to servant leadership concepts at Southeastern University (SEU) make a difference in students&rsquo; self-perception of servant leadership. The eight independent variables are (a) gender, (b) ethnicity and nationality, (c) age, (d) academic college, (e) leadership-related courses taken at SEU, (f) SEU Leadership Forum attendance, (g) leadership positions held at SEU, and (h) number of years at SEU. The findings showed that gender, ethnicity, attending the SEU Leadership Forum, and taking leadership-related courses at SEU were not statistically significantly related to any of the seven servant leadership dimensions. A student&rsquo;s college was related to vulnerability and humility. Years at SEU was related to developing and empowering others. Age was related to developing and empowering others, inspiring leadership, visionary leadership, and courageous leadership. Holding a student leadership position at SEU was related to developing and empowering others, inspiring leadership, and visionary leadership. The study concluded with the implication of the findings, areas for future research, and advice on encouraging servant leadership development.</p>