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Thesis (Ph. D.)--University of Wisconsin--Madison, 1921. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The study explored the experiences of black women in a rural community regarding domestic violence. It was aimed at discovering what causes domestic violence to women and how to prevent this type of violence. Twenty black women participated in the study. These women were from Ganyesa Village in the North West Province of South Africa. Demographic characteristics included marital status, employment status, qualifications as well as age distribution. Data was collected through individual interviews, and questionnaires were completed anonymously. All participants responded to the stimulus question: "How do you feel when being abused and what efforts do you take to solve the problem?" The method of investigation was a literature study and an empirical research. Guidelines for a social work prevention programme were developed. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2006.

The main purpose of this study was to actively engage with members of the rural community to establish how they understand the implementation of inclusive education in their community and how they perceive their role in the implementation process as it unfolds in their communities. The researcher acknowledges that inclusive education has been widely researched in South Africa. A number of studies focused on the parents’ role, teachers’ attitudes, addressing barriers to learning, people living with disabilities and the implementation of the policy on inclusive education. However, very limited research has been conducted on the community’s perceptions and its role towards the implementation process. A qualitative phenomenological design was followed to obtain an in-depth understanding of members’ experiences regarding the implementation of inclusive education. Participants in this study were from a marginalised rural community (characterized by the lack of access to resources and service delivery) in the Ehlanzeni region in Mpumalanga. The participants were purposively selected by employing the snowball sampling technique to ensure the inclusion of community members who represent the voices of the community. Data collection involved a six hour work session with 58 participants and six semi structured individual interviews with five members who attended the work session and the sixth, who did not, to crystallise the themes that emerged in the work session. Findings in this study revealed that the community understands inclusive education as creating spaces for all to learn, a project that involves the whole community and the facilitation of collaboration between stakeholders. They perceive the role that they could play in the implementation of inclusive education as accepting responsibility to include all members of the community, supporting those who care for people with disabilities, changing infrastructure to accommodate disability in communities and challenging the unequal distribution of resources. Conclusions drawn from the study suggest that inclusive education is a continuous and ongoing process that requires the development of collaborative relationships and support for all role players in enhancing the inclusion process. It is recommended that the Department of Education involve all stakeholders from different sectors at all levels to facilitate the implementation of inclusion in their communities. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

The main purpose of this study was to actively engage with members of the rural community to establish how they understand the implementation of inclusive education in their community and how they perceive their role in the implementation process as it unfolds in their communities. The researcher acknowledges that inclusive education has been widely researched in South Africa. A number of studies focused on the parents’ role, teachers’ attitudes, addressing barriers to learning, people living with disabilities and the implementation of the policy on inclusive education. However, very limited research has been conducted on the community’s perceptions and its role towards the implementation process. A qualitative phenomenological design was followed to obtain an in-depth understanding of members’ experiences regarding the implementation of inclusive education. Participants in this study were from a marginalised rural community (characterized by the lack of access to resources and service delivery) in the Ehlanzeni region in Mpumalanga. The participants were purposively selected by employing the snowball sampling technique to ensure the inclusion of community members who represent the voices of the community. Data collection involved a six hour work session with 58 participants and six semi structured individual interviews with five members who attended the work session and the sixth, who did not, to crystallise the themes that emerged in the work session. Findings in this study revealed that the community understands inclusive education as creating spaces for all to learn, a project that involves the whole community and the facilitation of collaboration between stakeholders. They perceive the role that they could play in the implementation of inclusive education as accepting responsibility to include all members of the community, supporting those who care for people with disabilities, changing infrastructure to accommodate disability in communities and challenging the unequal distribution of resources. Conclusions drawn from the study suggest that inclusive education is a continuous and ongoing process that requires the development of collaborative relationships and support for all role players in enhancing the inclusion process. It is recommended that the Department of Education involve all stakeholders from different sectors at all levels to facilitate the implementation of inclusion in their communities. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

The study explored the experiences of black women in a rural community regarding domestic violence. It was aimed at discovering what causes domestic violence to women and how to prevent this type of violence. Twenty black women participated in the study. These women were from Ganyesa Village in the North West Province of South Africa. Demographic characteristics included marital status, employment status, qualifications as well as age distribution. Data was collected through individual interviews, and questionnaires were completed anonymously. All participants responded to the stimulus question: "How do you feel when being abused and what efforts do you take to solve the problem?" The method of investigation was a literature study and an empirical research. Guidelines for a social work prevention programme were developed. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2006.

In this dissertation, I use a single qualitative case study methodology, participant observation, focus groups, and semi-structured interviews to explore how a rural school’s closure influenced the lives of residents in one rural farming community: Limerick, Saskatchewan, Canada. Three “stand alone” papers comprise this dissertation. In the first paper, I investigate the impacts of the school’s closure on rural families. In the second paper, I explore the ways Limerick School’s closure affected adults without school-aged children. In the final paper, I assess school closure’s impact on gendered volunteer roles. Using social ecological theory and socialist feminist theory, I argue that the school’s closure had far-reaching implications for community members and that these implications varied depending on stage of life, gender, and roles within the family and community contexts. Together, these papers not only make a contribution to filling the gap in existing literature pertaining to rural school closures, but they also strengthen our scholarly understanding of the school-community relationship in the rural context.

Made available in DSpace on 2014-06-11T19:24:37Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-11-29Bitstream added on 2014-06-13T19:25:37Z : No. of bitstreams: 1 gomes_tps_me_arafcl.pdf: 1567392 bytes, checksum: c3a70a4191ef9725143bc49ae31efea1 (MD5) / Este trabalho é parte dos estudos desenvolvidos durante a trajetória acadêmica de pesquisa vinculada ao NUPEDOR- Núcleo de Pesquisa e Documentação Rural. Esta vinculação ofereceu subsídios de pesquisa e aprofundamento em comunidades assentadas da região de Araraquara que conduziram a uma analise mais especializada dos conhecimentos tradicionais do Assentamento Bela Vista do Chibarro. Neste trabalho, estudamos a importância do patrimônio imaterial na transformação dos espaços do assentamento em lugares de afetividade, desenvolvendo um novo modo de vida carregado de memória e cultura tradicional, no qual rende estratégias familiares de resistência na terra. O objetivo deste estudo foi entender de que forma estes saberes devem ser pensados para que os registros, as catalogações e as pesquisas não transformem a cultura em aspectos ideológicos, empobrecendo as compreensões e as devidas valorizações dos sujeitos. Como resultado da pesquisa foi realizado um inventário de saberes não-oficiais descritos nos principais lugares onde são transferidos: na casa registramos receitas tradicionais e os cuidados com a saúde; no lote as técnicas de plantio e respeito a natureza. E finalmente, a rua, lugar de troca do conhecimento agrícola tradicional entre agricultores familiares assentados / This research is part of the studies developed during Masters in community settled in the rural region of Araraquara called Bela Vista do Chibarro. We studies the importance of immaterial patrimony in the transformation of space in places full of affection, with results in a new way of life Born of memory and traditional culture, wich yields familiar strategies resistence in the land. The objective of this study was to understand how these pratices should be designed so that records, cataloging, and researchers dis not transform the culture in the ideological, impoverishing the understandings and valuations of the appropriate subject. As a result of the reserch was na inventory of know ledgede scribed in the main popular places where they are transferred, the tradicional home record revenue care; in batch harvesting techiniques and respect nature. And finally, the street, insetead of traditional agricultural knowledge exchange between farmerssettled

Orientador: Dulce Consuelo Andreatta Whitaker / Coorientador: Denis Domeneghete Abadia / Banca: Vera Lúcia Silveira Botta Ferrante / Resumo: Este trabalho é parte dos estudos desenvolvidos durante a trajetória acadêmica de pesquisa vinculada ao NUPEDOR- Núcleo de Pesquisa e Documentação Rural. Esta vinculação ofereceu subsídios de pesquisa e aprofundamento em comunidades assentadas da região de Araraquara que conduziram a uma analise mais especializada dos conhecimentos tradicionais do Assentamento Bela Vista do Chibarro. Neste trabalho, estudamos a importância do patrimônio imaterial na transformação dos espaços do assentamento em lugares de afetividade, desenvolvendo um novo modo de vida carregado de memória e cultura tradicional, no qual rende estratégias familiares de resistência na terra. O objetivo deste estudo foi entender de que forma estes saberes devem ser pensados para que os registros, as catalogações e as pesquisas não transformem a cultura em aspectos ideológicos, empobrecendo as compreensões e as devidas valorizações dos sujeitos. Como resultado da pesquisa foi realizado um inventário de saberes não-oficiais descritos nos principais lugares onde são transferidos: na casa registramos receitas tradicionais e os cuidados com a saúde; no lote as técnicas de plantio e respeito a natureza. E finalmente, a rua, lugar de troca do conhecimento agrícola tradicional entre agricultores familiares assentados / Abstract: This research is part of the studies developed during Masters in community settled in the rural region of Araraquara called Bela Vista do Chibarro. We studies the importance of immaterial patrimony in the transformation of space in places full of affection, with results in a new way of life Born of memory and traditional culture, wich yields familiar strategies resistence in the land. The objective of this study was to understand how these pratices should be designed so that records, cataloging, and researchers dis not transform the culture in the ideological, impoverishing the understandings and valuations of the appropriate subject. As a result of the reserch was na inventory of know ledgede scribed in the main popular places where they are transferred, the tradicional home record revenue care; in batch harvesting techiniques and respect nature. And finally, the street, insetead of traditional agricultural knowledge exchange between farmerssettled / Mestre

The purposes of this study are to determine the scope and nature of music programs in rural public community colleges in the United States; to determine the unique characteristics of the rural public community college music program when compared to music programs of the total population of two-year colleges; to propose criteria to serve as a basis for a music program at rural public community colleges and to recommend a music program for rural public community colleges based upon the proposed criteria.