Within the body of scholarly interpretation of the British Civil Wars (1642-1651), there is an absence of research into the politicisation of rituals of power and the struggle between monarchy, parliament, and the army to command these symbolic forms of authority. My thesis examines the performances of rituals as the methodical enforcement of political authority during the First Civil War (1642-1646). In synthesising notions of court culture and performances of political discourse, it traces the constriction of royal ritual, parliamentary subversion of monarchical rituals, and the rise of politico-military ritual, culminating with Charles I’s surrender on 5 May 1646. Situated within existing interdisciplinary research that explores the communication and image of power, this thesis examines (1) the battle to control symbols of political power, (2) polemical interpretations of the conflicting use and ownership of these performatives, (3) the efficacy of these performative acts among a divided public. It highlights the ways in which such performances limited the public to the role of audience, despite the apparent inclusiveness of many ritualised events. This enables a close reading of ritual performances and the subsequent literature produced around the events. It also calls upon the close reading of literary and non-literary texts that can be described as ‘virtual performances’ of ritual, most notably Charles’ royal entry into London (1641), and the funeral of the third Earl of Essex (1646).

Nesta dissertação analisamos o vocabulário relacionado a poder e autoridade na obra de Ibn-Almuqaffac, escritor persa do século VIII que desempenhou papel pioneiro na prosa árabe. Partimos da apresentação dos relatos da tradição histórico-literária árabe sobre sua personalidade e conduta, além de citações de dizeres do literato, de forma a corroborar a sua importância e influência na sociedade e no desenvolvimento da literatura árabe. Em seguida, apresentamos sua obra, levando em consideração a complexa transmissão de seus escritos, e delimitamos o corpus de estudo desta pesquisa, que consiste nos principais escritos do autor e que foram conservados por inteiro pela transmissão ao longo dos séculos, com poucas variações nos manuscritos disponíveis: Epístola sobre os servidores do califa, O abrangente livro de normas de conduta e O pequeno livro de norma de conduta. Ademais, delimitamos as dimensões política e ética em que se insere Ibn-Almuqaffac, diretamente relacionadas a sua produção escrita, na medida em que o autor se debruça sobre essas questões em sua obra, reflexo do momento histórico caracterizado por conturbada política, e tendo em vista sua atuação como secretário de governantes envolvidos em disputas pelo poder. Para a análise proposta nesta dissertação, utilizamos a abordagem objetiva de uma ferramenta computacional da Linguística de Corpus para a seleção das palavras-chave do corpus de estudo. As palavras-chave são agrupadas em campos semânticos para posterior análise de seus empregos e significações nos escritos. Tendo como foco o estudo dos vocábulos relacionados a poder e autoridade, são analisados, por exemplo, os diversos vocábulos que designam o governante, desde sua etimologia até os usos nos escritos de Ibn-Almuqaffac, comentando-se as particularidades encontradas para cada vocábulo que propiciam seu entendimento mais preciso, além de nos permitir o acesso a sentidos sutis dos textos de Ibn-Almuqaffac. / In this work we study the vocabulary related to power and authority in Ibn-Almuqaffacs writings. The Persian writer from the 8th century played a pioneering role in the Arabic prose. We begin with the presentation of accounts of the Arab literary tradition concerning his personality and conduct, as well as their quotations from his sayings. The interest on Ibn-Almuqaffac and the repeated quotations of him corroborates his importance and influence in the society and in the development of the Arabic literature. Afterwards, we present his work taking into consideration the complex transmission of his writings and we delimit the study corpus of this research. It consists of the author\'s main writings and which were entirely conserved throughout the transmission over the centuries, without many variations on the available manuscripts: Epistle on the Caliphs Entourage, The Comprehensive Book of Rules of Conduct and The Lesser Book of Conduct. Moreover, we analyse Ibn-Almuqaffacs political and ethical dimensions, which are directly related to his written production insofar as the author writes about these matters in his work. His writings reflect the historical period characterized by turbulent politics when he was working as a secretary of rulers involved in power disputes. For the analysis proposed in this work, we use the objective approach of a Corpus Linguistics computational tool to extract keywords from the study corpus. The keywords are then grouped into semantic fields for further analysis of their uses and meanings in the writings. Among the vocabulary related to power and authority analysed in this work, we study the various words that designate the ruler. We start from the etymology of the words, and then we analyse their uses in Ibn-Almuqaffacs writings, commenting on the particularities found for each word. The analysis allows a more precise understanding of the words, as well as it provides the access to subtle meanings in Ibn-Almuqaffac\'s texts.

The challenges facing resource management, including transboundary river basins, have become increasingly complex, requiring more holistic readings of governance processes that encompass a range of formal and informal collaborations between diverse actors. Innovation and transformative governance changes hold potential for addressing the increased complexity and multi-scaled nature of the challenges facing the world’s shared rivers. However, significant research gaps exist around this application in practice. This dissertation asks the following questions: Is governance of transboundary waters changing to integrate a more diverse set of actors beyond centralized governments? If so, what is the role of non-central state actors in contributing to innovations and transformative changes to transboundary water governance processes? In working towards answering these questions, the study explores the case of the Columbia River Treaty (North America) and the Lesotho Highlands Water Project (Southern Africa). This study has the following objectives: first, to determine the type of power, albeit conceived from a Euro-western perspective, that non-central state actors mobilize to engage in transboundary water governance processes, and assess if the power these actors mobilize is contributing to changes in governance. Second, to conceptualize the on-going bordering processes for transboundary water governance, and evaluate whether non-central state actors are shaping these processes. And, third, to identify which non-central state actors are involved in transboundary water governance, and examine whether and how these governance systems are becoming more polycentric. This dissertation is composed of five chapters, three of which have been prepared as standalone articles for submission to academic journals. Broadly, the dissertation findings suggest that changes to governance of transboundary waters, away from state-centric processes, may be emerging in some areas, such as the ability of non-central state actors to exercise and mobilize different forms of power to shape water governance processes. Findings illustrate that a clear distinction between international and national processes is no longer sufficient to address transboundary water governance challenges and issues. Further, findings illustrate that some non-central state actors have power and influence in these transboundary water governance processes. However, these insights also highlight that centralized government authority for transboundary waters remains, and evidence of the emergence of polycentric governance systems at the international scale is limited. / Graduate / 2019-04-30

The birth of a new South Africa in 1994 necessitated various reforms in education, and like in many other countries, decentralization was imperative in order to address, among other issues, the undemocratic governance practices and inequalities of the former apartheid educational system. This study interrogates the establishment of districts and circuits in Mpumalanga as nodes of service delivery, immediately after South Africa’s first democratic elections in 1994. It also focuses on their demise in 2001 and the birth of regions. The study investigates the rationale behind these processes that took place in Mpumalanga, through posing three main research questions: 1. Which decentralization model(s) informed the formation of districts and circuits in the Mpumalanga Department of Education? 2. What circumstances led to the dismantling of districts and their amalgamation into regions? 3. What has been the effect of this shift on service delivery in circuits and schools? (Did it lead to an improvement or decline in service delivery, education governance in the province, effectiveness and efficiency?) The methodology used in this study is the qualitative framework. The qualitative research approach is appropriate for investigating the rationale behind the shift from the district structure to the regional structure in Mpumalanga, with the Ehlanzeni region as a case study. This phenomenon can be best understood by using a qualitative approach to investigate how those involved conceptualized and experienced the whole process. The data collection method is face-to-face, unstructured, in-depth interviews. The study argues that the shift from districts to regions in Mpumalanga is the result of inadequacies in the district structure which caused districts to fail. These inadequacies filtered down to the performance of roles and responsibilities which led to the demise of districts and their amalgamation into regions, which were given more powers and resources in order to fulfill their mandate. This study uses Samoff’s (1990) decentralization typologies as a lens through which the establishment of districts and circuits, their demise, and the reorganization into regions can be conceptualized. This study found that districts and circuits were established in line with the government’s principle of taking government to the people; in that they were closer to the people they served. Districts and circuits were field offices that were strategically established to assist the province in delivering services to the people as well as encouraging community participation in education. Districts and circuits failed to perform their roles and responsibilities as expected, due to lack of power and authority, resources (physical; human and financial), capacity, coordination and financial support. This led to their restructuring into regions in order to reduce costs, consolidate expertise, provide resources, and grant more powers for them to perform well and achieve efficacy. This study contributes to the body of literature and understanding of the ramifications of decentralization. / Thesis (PhD)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

No description available.

The diploma thesis deals with the perception of teacher's authority at elementary school. The theoretical part introduces essential terms which are connected with this topic. For example the term authority and its changes of perception in the course of time, alternative schools and the different point of view on authority, the connection between the position of authority and discipline in class, the role of reward and punishment. In the practical part is used qualitative method. The research is based on interviews with teachers. The aim of this thesis is to obtain information related to teacher's authority. Collected data are evaluated in the seventh chapter.

This study had two major purposes: (a) to investigate and compare the perceptions of principals and teachers towards instructional supervision in Zimbabwe, and (b) to attempt to come up with a framework that would improve the effectiveness of instructional supervision in Zimbabwean schools. The study highlights the impact of political, cultural and social realities on instructional supervision in developing countries (including Zimbabwe) from which any theories of effective instructional supervision must derive. The phenomenon of instructional supervision and its related concepts is explored and analysed. The approach and methods used in the study are discussed and finally, the thesis provides a suggested framework for effective instructional supervision in Zimbabwean primary schools which concerns perceptual data which were obtained from 176 principals and 572 teachers drawn from three of Zimbabwe's ten provinces. Factor analysis of the existing situation in Zimbabwe's primary schools produced five major variables that were perceived to be associated with instructional supervision in Zimbabwean primary schools: Lack of a clear vision about what should constitute effective instructional supervision; instructional supervision models that do not promote the professional growth of teachers; ineffective leadership styles; internal and external overloads that significantly interfere with the principal's instructional supervision program; and inadequate principal capacity building for effective instructional leadership. This percetual data, subsequently crystallized into the following suggested instructional supervision initiatives: Utilization of instructional supervision models that encourage interaction between the principal and the teacher as opposed to using models that promote fault-finding or principal dominance during the instructional supervision process; establishment of a school climate that is conducive to effective instructional supervision; establishment of a staff development program that promotes effective instruction; establishment of government policies that reduce interference with the instructional supervision programs of principals; and establishment of mechanisms for building skills for principals so that they can effectively conduct instructional supervision / Educational Studies / D. Ed. (Education Management)

This study had two major purposes: (a) to investigate and compare the perceptions of principals and teachers towards instructional supervision in Zimbabwe, and (b) to attempt to come up with a framework that would improve the effectiveness of instructional supervision in Zimbabwean schools. The study highlights the impact of political, cultural and social realities on instructional supervision in developing countries (including Zimbabwe) from which any theories of effective instructional supervision must derive. The phenomenon of instructional supervision and its related concepts is explored and analysed. The approach and methods used in the study are discussed and finally, the thesis provides a suggested framework for effective instructional supervision in Zimbabwean primary schools which concerns perceptual data which were obtained from 176 principals and 572 teachers drawn from three of Zimbabwe's ten provinces. Factor analysis of the existing situation in Zimbabwe's primary schools produced five major variables that were perceived to be associated with instructional supervision in Zimbabwean primary schools: Lack of a clear vision about what should constitute effective instructional supervision; instructional supervision models that do not promote the professional growth of teachers; ineffective leadership styles; internal and external overloads that significantly interfere with the principal's instructional supervision program; and inadequate principal capacity building for effective instructional leadership. This percetual data, subsequently crystallized into the following suggested instructional supervision initiatives: Utilization of instructional supervision models that encourage interaction between the principal and the teacher as opposed to using models that promote fault-finding or principal dominance during the instructional supervision process; establishment of a school climate that is conducive to effective instructional supervision; establishment of a staff development program that promotes effective instruction; establishment of government policies that reduce interference with the instructional supervision programs of principals; and establishment of mechanisms for building skills for principals so that they can effectively conduct instructional supervision / Educational Studies / D. Ed. (Education Management)

Despite the feminisation of the workplace as one of the key developments of this domain, the meaning of work for women is little understood. A phenomenological approach was adopted in this study to gain in-depth understanding of the meaning ascribed to work by a sample of ten South African, women graduates. Literature was used to generate three models - a male-centred, stereotyped and contemporary conceptualisation. Unstructured interviews were conducted and the protocols analysed using the modified Stevick-Colaizzi-Keen method (Creswell, 1998; Stones, 1985; 1986). Themes illustrated that the meaning of work for women is multifaceted and comprises a number of components including sense of identity and self-worth, meeting instrumental needs, social relatedness, serving others, intrinsic satisfaction and the exercise of power and authority. Findings suggested that the meaning women ascribe to work changes when they experience autonomy. Recommendations were made for future research and organisational practices. / Indust & Org Psychology / MA(IND AND ORG PSYCHOLOGY)

Text in Afrikaans / The URCSA's synod of Northern Transvaal consists of 128 congregations of which 48 are at present without a minister. Of the 48 congregations, 23 are small rural congregations. This does not include the numerous ward churches of large rural congregations that are in essence also small congregations. The URCSA has two historical legacies; namely, material poverty and the Presbyterian form of church governance known as the tipple office-bearers' doctrine (manus triplex) with a built-in hierarchy that affords pastors a prominent leadership role in congregations. The assumption can thus be made that each congregation should have a church council and pastor. As small rural congregations cannot afford the expense of their own minister, they therefore have to cope without one. Against this background one must understand the importance of elders in small rural congregations of the URCSA where the role of pastor is assumed and performed by elders, yet without any official training. This compels the church to probe alternative ways to become a pastor. The former DRMC and DRCA subscribed to an ecclesiastical practise whereby proven church leaders could be admitted as pastors on the grounds of their unique spiritual gifts. This practise has been accepted by the general synod of the URCSA. It is clear from this empirical study that the top leadership of the URCSA should adapt this accepted practise to accommodate the situation of the rural congregations. The possible synthesis of the apprentice, in-service-training, and tent-making models as general models for ministerial training amongst Protestants in the past, could pave the way for an adapted Pauline tent-maker model that will lead to the admittance of proven local church leaders as pastors in the URCSA's rural ward churches and small congregations. The prevailing situation of the rural church necessitates this mode of ministry as a supplementary alternative to the existing training of ministers. As it addresses a critical situation, it does not stand in opposition to the full-time ministry or the thorough theological training of especially the younger people. What does emerge from the context of the rural church, is the need for both modes of ministry. / Practical Theology / D.Th.