This mini-dissertation deals with the market demand for campus recreation at the North-West University’s (NWU) Potchefstroom Campus. The market demand refers to the proposed needs for recreation activities on-campus among fulltime undergraduate students studying at the Potchefstroom Campus. For the purpose of the study, undergraduate students (n = 327) were requested to complete a questionnaire containing questions related to reasons for recreational sport participation and constraints hindering participation, as identified by literature. The study was undertaken by using historic, fulltime first- to third-year students studying at the Potchefstroom Campus of the NWU. Participants consisted of a diverse group residing both on-campus and off-campus and also from different faculties, with the exclusion of the Faculties of Law and Theology. Data collected by means of questionnaires was organised and analysed by the Statistical Consultation Services of the NWU (Potchefstroom Campus). Descriptive statistics were used to determine frequencies. It was found that the majority of students participate in the seven major sport codes of the university, and in particular hockey and soccer, followed by tennis and athletics. Even though participation figures for rugby are lower than those for the other seven major sport codes, the participation frequencies by the students are the highest of the major sport codes. The highest additional sport codes that students participated in are cycling, squash, golf, swimming and table tennis. The additional sport codes are predominantly participated in either through hostel teams or with private clubs. It was found that there are five main reasons why students participate in recreational sport, namely for the purpose of challenge and enjoyment, for recognition and achievement, to socialise, for health and physical wellness and to relieve stress. From the mean scores, it appears that the students’ primary reasons for participating in recreational sports are recognition and achievement and to a lesser degree for health and wellness. The study found participation constraints, namely lack of knowledge, lack of interest, individual psychological aspects and accessibility or financial constraints. The constraint experienced most by the students, according to the mean scores, is lack of knowledge about recreational sport. Regarding the students’ recreational sport needs, hockey was mentioned the most, followed by netball, cycling, swimming, tennis and squash. Students prefer to participate in the above mentioned recreational sport activities with hostel teams, whereas very few students prefer to participate on their own. The first recommendation would be to include student development, health and wellness as key components in the current vision of NWU sport. It is also recommended that the NWU revise the information obtained from the Marketing Department regarding the recruitment of future students. Valuable knowledge could be obtained regarding which sports the students were exposed to during their school years and to adjust the additional sport codes accordingly. The third recommendation is the introduction of leisure education during the orientation programme for first-year students. Leisure education will provide the students with the skills to prepare for future events peculiar to campus life. Fourthly it is recommended that, due to the increase in demand for multi-gender sport, the university shall focus on marketing and public awareness of sports such as women’s cricket and rugby for women. The last recommendation refers to the need for more information regarding the management of facilities and grounds. The implementation of a web-based system could increase productivity and may decrease the pressure placed on the utilisation of facilities and grounds. / MBA, North-West University, Potchefstroom Campus, 2014

published_or_final_version / abstract / Geography / Doctoral / Doctor of Philosophy

To explore the reported knowledge and skills held by secondary campus-based administrators pertaining to the instructional and programmatic needs of students with disabilities, a mixed-methods nationwide study of administrators was conducted. Data were collected through an internet survey delivered via email, yielding a total of 159 secondary campus-based administrators. The theoretical framework of Critical Pedagogy served as an analytical tool for investigating whether the lack of knowledge and skills of special education policy and procedures on the part of participating secondary campus-based administrators may contribute to the use of oppressive practices when serving the needs of students with disabilities. Additionally, using the lens of Critical Pedagogy, three national sets of leadership standards (CEC, 2008; ISLLC, 2008; and ELCC, 2011) for general and special education administrators were compared. The analysis of national leadership standards revealed a gradual yet limited progression toward a moral imperative (Burrello, Wayne-Sailor, & Kleinhammer-Tramill, 2012) to include more stakeholders in the education process and development of individual education programs at the secondary level for students with disabilities. Quantitative data obtained from the internet-based survey were analyzed using a frequency distribution. Using naturalistic inquiry without a predetermined focus or preordinate categories of analysis (Patton, 2002), qualitative responses to open-ended survey questions were investigated to discover and identify emergent themes. Findings indicate a breakdown in communication between administrators and students with disabilities and their families has occurred. Secondary campus-based administrators need and want more training in all areas of special education policy and procedures. Specifically they would like more coursework and professional development concerning special education law, information concerning specific disabilities, accommodations or modifications appropriate for said disabilities, RTI and Identification, discipline, understanding the IEP/BIP process, and how to work with teachers concerning special education requirements. Critical Pedagogy is advanced as a useful tool to be used by program directors for leadership preparation and professional development to assist them in determining the most appropriate and beneficial type(s) of leadership preparation, mentoring, and follow-up training to facilitate the transformation of secondary campus-based administrators' leadership practices on behalf of students with disabilities and their families. / text

長久以來，校園教學軟體一直是軟體廠商所關注的市場。對學校而言，每年經費相當有限，無法購足所有欲使用的軟體，故學校往往必須付出不小的成本，才能取得所需的軟體；另一方面，對軟體供應商而言，該如何與學校訂定適宜的授權費用，亦是重要課題之一。 因此，本論文欲建立一種雙贏的商業模式，用以解決軟體供應商與學校市場間，無法對稱的供需關係，以推導出一個新的校園教學軟體供應模式。一方面，使學校內的使用者能以較低的成本取得教學上需使用的各式軟體；另一方面，軟體供應商亦能收取合理的授權費用，並保障其軟體被合法地使用。故本論文將尋找出一個以往所沒有的經營模式，以建立一個嶄新的商業模式。 / The software vendors pay close attention to campus software all the time. In one side, to the education institutions, they don’t have enough budgets to purchase all the software they want to make good use of. In the other side, the software vendors, it’s an important subject about how to negotiate with the education institutions and gather the proper expenses of authorization. Therefore, the objective of the thesis is to implement a new business model in order to improve the asymmetric relation of supply and demand between the education institutions and the software vendors. There are some advantages in the new business model of this thesis. In one side, the education institutions can take use of all the software they want to make good use of. In the other side, the software vendors can gather the proper expenses of authorization and don’t worry about the unfair use of their software. So the thesis will implement an unprecedented and new business model.

Magistro studijų baigiamojo darbo tikslas yra parengti laivininkystės fakulteto architektūrinį projektą. Remiantis profesine literatūra, istoriniais tyrimais ir apžvelgus XXI a. analogus pirmiausia projektuojamas universitetinis miestelis, o tada detalizuojamas fakultetas. Universitetui pasirinkta teritorija Klaipėdoje tarp „Baltijos“ laivų statyklos ir piliavietės. Sukuriama nauja teritorijos koncepcija. Projektuojant universitetą spręstos uostamiesčio problemos: a) sukuriama aiški riba tarp pramonės ir paveldo; b) atgaivinamas senamiestis; c) sukuriama miestiečių prieiga prie Kuršių marių; d) piliavietės teritorija „grąžinama“ miestui. Universitetinis miestelis suprojektuotas atsižvelgus į Klaipėdos senamiesčio urbanistinį karkasą, masinės apžvalgos vietas, klaipėdietišką architektūrą, Klaipėdos miesto bendrąjį planą, nekilnojamojo kultūros paveldo apsaugos specialųjį planą ir kultūros vertybių registrą. Fakultetas suprojektuotas miestelio vakarinėje dalyje. Jis sudarytas iš I ir L formos korpusų. Atlikus šiuolaikinių mokymo metodų analizę, nuspręsta pasirinkti karkasinę konstrukciją, kadangi ji lengviausiai gali būti perplanuojama ir pritaikyta ateities mokymo metodams. Pirmuose aukštuose numatomos viešosios erdvės, o aukščiau – mokymo. Detalizuotas fakultetas – universitetinio miestelio išklotinės dominantė. Darbą sudaro analitinė, tiriamoji ir projektinė dalis. / The goal of the final master project is to design Klaipeda University Naval Faculty. Referring to professional literature, historical analysis and XXI century analogues, firstly, it was decided to design the campus and only then detail the naval faculty in it. The territory for the university is chosen in Klaipeda, between “Baltija” shipyard and a castle place. A new concept for the territory is created. While designing the university port’s main problems are solved: 1. a clear mark between industry and heritage is created; 2. the old town is revived; 3. public access to Curonian lagoon is created; 4. the castle territory is returned to Klaipeda. The campus is designed regarding to the old town urban frame, view points, local architecture, aggregate plan, immovable special plan of the cultural heritage preservation and cultural value list. The faculty is designed in the western part of campus. It is composed of I and L form blocks. According to the contemporary teaching methods it was decided to choose frame construction for building, as it is easy to adjust for future teaching methods. The ground floor is for public, there are educational spaces above it. The detailed faculty is the dominant of the campus layout. The project is composed of analytic, investigative and designed parts.

This thesis examines Indiana university/college campuses comfortable spaces and the need for a comfortable campus. Campus planning is evolving to meet the environmental and social needs of its residents. Today, there is a driving need from students, parents, and communities to have a comfortable campus as well. Ball State University, the University of Indianapolis, and Ivy Tech Central Indiana Campus have been evaluated to determine if each campus succeeds in providing its users comfortable spaces. The majority of campuses studied, meet the requirements for a comfortable space design established in City Comforts, 2003. / Department of Urban Planning

The primary purpose of the study was to investigate stakeholders' opinions concerning campus laboratory school program quality in three areas: (1) quality of teacher education, (2) research, and (3) childcare. There were 653 participants in the study: 246 parents whose children were enrolled in laboratory schools, 200 pre-service students who were taking early childhood or child development classes, and 207 faculty who were associated with campus laboratory schools. The study participants came from 122 campus children centers in the United States. These campus centers were members of either the National Coalition for Campus Children's Centers (NCCCC) or the National Organization of Laboratory Schools (NOLS). The first three research questions investigated whether parents, students, and faculty were satisfied with program quality. A one-way analysis of variance indicated a statistically significant mean difference between the three groups. The parents had a higher mean level of program quality satisfaction than students and faculty. The last three research questions investigated whether parents, students, and faculty supported the ongoing existence of campus laboratory school programs. Opinions were scaled from 1=not ever to 5=definitely. The overall mean ratings for Parents (4.54), students (4.18), and faculty (4.07) indicated that they supported the ongoing existence of campus laboratory programs. Future research should investigate cross-cultural issues related to campus laboratory school programs. It would also be important to study the effectiveness of Pell Grants that could provide funding of campus laboratory schools for a diverse group of children. A study could also be conducted that would explore differences in campus laboratory school programs and determine whether they respond differently to childcare demands.

In 1968, Dr. Margaret Walker Alexander, professor of English at Jackson State College, founded a Black Studies Institute in Jackson, Mississippi. This study is an intellectual, institutional and social movement history that utilizes archival research and textual analysis of Alexander’s writings, poetry, and work as teacher and director of the Institute in the context of the Black Campus Movement (BCM) and Black Freedom Struggle. It pushes the boundaries of historiographical scholarship on BCM that overshadows the epistemological and aesthetic politics of women faculty-activists who ushered forth racialized and gendered analysis as well as developed the foundations of Black Studies.

One of the newest organizational developments in the junior college world is the multicampus junior college system. The purpose of this study was to determine whether there is a difference in the understanding of authority relationships between chief district administrators and chief campus administrators in multicampus junior college systems. This information should be valuable to junior college administrators who are now, or will be, faced with the problem of clarifying this authority relationship in daily activities and future planning. The semantic differential was the measuring instrument used in this study. Its use required that a questionnaire be developed to include functions to be differentiated against a set of corresponding bi-polar adjectives. The functions selected were evaluated by several individuals experienced in multicampus junior college administration. The nine pairs of bi-polar descriptive adjectives selected were from general adjectives previous factorial studies showed to have high factor loadings on either the evaluative, potency, or activity dimensions of connotative meaning.

The purposes of this study were to describe the North Texas State University campus environment as perceived by the students, to compare perceptions of certain of the campus environmental characteristics with those of other colleges and universities throughout the nation, and to compare selected subgroups within the student body with respect to their perceptions of campus environmental characteristics.