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The legibility of the digitized copy is limited due to the quality of the original document. McMaster Digitization Centre, 9 March 2019. / 1. Brief summary of location, topographical, and agricultural features. 2. History. The history of R.M. of Fertile Belt, largely the history of settlement by “colonies”. 1884 – Founding of Round Lake Indian Mission (Presbyterian) by Rev. H. (Dr.) McKay. A short history of the work of this mission. 1886 – Founding of Kaposvar Hungarian Colony by Count Paul Esterhazy under direction of Lord Mount Stephen. C.P.R. and Federal Government co-operating. Grant of 125,000 acres. Location. First settlers from the United States. Reinforcements from Hungary in 1888. 1900 – Stockholm Hungarian colony daughter colony of Kaposvar. 1888 – Settlement of Bohemian, Slovak and other Slavonic elements in district north of Kaposvar. First settlers from mines of Pennsylvania. Bulk of settlers after 1900 from Austria and Poland. 1886 – July 1st – Founding of New Stockholm Scandinavian colony on the north bank of Qu’Appelle River above Round Lake. P.O. “Ohren”, founded in 1889. Building of the C.P.R. Kirkella-Saskatoon branch through Fertile Belt in 1902, also G.T.P. through the same area ten miles north in 1907. The significance of these roads and the consequent settlement and development. 3. Material Population Present status of the main national groups: Hungarian, Bohemian-Slavonic, and Scandinavian. Population of Fertile Belt and approximate numbers of each. Social life in early days of the colonies. The place of the church in community life. Traditions and customs of the old land transferred to the new. History and influence of churches in Fertile Belt. Church leaders as immigration and colonization agents for railroads and governments. Assimilation. The use of the Continental and English languages. The problem of the second generation, Education. Inter-marriage. 4. Institutional Development. Churches and schools. From Local Improvement District to Rural Municipality. Farm organizations. 5. Periods of Depression and Methods of Relief. Difficulties of early settlement including: Drought of 1891-92. Low prices of agricultural products and their relation to other commodities. Long distance to markets. The period centering on 1906-07, with some statistics relating to prices of farm products. Period following The Great War. Review of Loan, Mortgage and Debt situation which developed chiefly in and during the five years following the War. Approximate numbers of farmers involved. Possibilities of recuperation. Three dry years, 1929-30-31. Average yields. Summer 1931 R.M. Fertile Belt included in Provincial Relief area. Taxes, the mill rate, methods of collection. School taxes, difficulties of keeping schools in operation, low rates of teachers’ salaries. The compulsory tax collection act of 1932 passed by the Provincial House. The forced return to the farm and the community as an economic unit. The greater emphasis on mixed farming. The “Bennett” wagon, the spinning wheel, and home grown “coffee”. Depression psychology, including attitude to creditors. Some remarks on the depression as it affects the standard of living, education, morals and the opportunities of the rising generation. Effects of depression on the social and religious life of the community. Inclusion of R.M. Fertile Belt in Provincial Relief Area, “C” division, August 1931. (1) Direct Relief: Red Cross operating through municipal office. Notes in payment for clothing. Direct relief given by municipality in form of orders on local stores. (2) Indirect Relief: Road work paid for by orders on local stores, a public work program supported jointly by province and municipality. Road work in payment for taxes, a municipal project. Construction of Highway No. 9 through R.M. of Fertile Belt. A provincial relief project, the farmer working under government contractor. Payment in cash. General comments on the efficiency, utility, and feasibility of the above projects. (3) Feed Relief. Price. Quality. Terms of repayment. Amounts of hay and grain distributed. Administration. (4) Seed Relief. Price. Quality. Amounts. Terms of repayment. Administration. / Thesis / Master of Arts (MA)

Yes / Whilst thinking on economic policy for development has undergone many shifts with the perceived weak results of earlier adjustment reforms a new donor consensus has emerged based around the central themes of economic growth, good governance and social development. This paper examines the logic behind this new Aid paradigm and discusses the empirical evidence to support it. A nuanced story is revealed with country circumstances playing a critical role and particular interventions varying in impact across countries. For example, growth does not always lead to gains for the poor that match the national average; public expenditure needs to be targeted to achieve social development but effective targeting is difficult; governance reform may be critical but there is no simple governance blueprint and the corruption-growth association need not always be negative.

This study explored the relationships between school counselors' motivational orientation, perceptions of the importance, and levels of implementation of Academic and Personal/Social Development Standards as a strategy for supporting academic achievement. A secure online survey was sent to 539 Virginia elementary school counselors; 212 completed the questionnaire reflecting a response rate of 39%. Participants rated their perceptions of the importance and their levels of implementation of 26 Virginia Academic and Personal/Social Development Standards (Virginia Department of Education, 2004). The Situational Motivation Scale (SIMS; Guay, Vallerand, & Blanchard, 2000) assessed participants' type of motivation for incorporating personal/social development interventions into their programs as a strategy for supporting academic achievement. Participants' ratings confirm both types of Standards are perceived as highly important for supporting academic achievement and are implemented at relatively high levels. A correlation matrix demonstrated three of the four motivation scores were not related to either perceptions of importance or to levels of implementation of either type of Virginia Standard. Four regression models indicated that the motivation predictor variables accounted for no more than 6.3% of the variance in participants' perceptions of the importance and levels of implementation of either type of Virginia Standard. Finally, the hypothesis that Intrinsic Motivation would be the most salient type of motivation for implementing Virginia's Personal/Social Development Standards as a strategy for supporting academic achievement was not supported. However, high mean scores on the Identified Regulation subscale suggest participants do possess internal motivation for incorporating personal/social development into their programs. Based on the results, several recommendations were offered. School counselors should collaborate with school leaders, embrace accountability practices, and advocate for the necessity of maintaining a comprehensive program focus. Counselor educators can familiarize students with research pertaining to the contributions of different types of development on achievement and emphasize the importance of utilizing the American School Counselor Association (ASCA) National Model (ASCA, 2005). Implications for future research include replicating this study with principals and secondary school counselors, evaluating how Standards are interpreted and applied between school counseling programs, and examining other constructs found in the motivation literature that may better explain school counselors' desire to maintain a comprehensive program focus. / Ph. D.

An area of Shetland is examined in order to identify how Iron Age settlements might have related to each other. The study area contains two brochs. An inter-disciplinary approach is used to identify evidence for other Iron Age settlements and the information is presented as a model illustrating the pattern of settlement at different points during the Iron Age. A distinction is drawn between locations containing field archaeology and locations where occupation is predicted on the basis of evidence such as soil quality or place name. The whole model is then examined in order to identify patterns which may suggest changing relationships between settlements and groups of settlements, and the trends and influences behind these. Next an appraisal is made of the settlements¿ relative status and authority during Shetland¿s Early, Middle and Late Iron Age. By looking at the whole landscape through time - before, during and after the Iron Age ¿ the brochs are set in a wider chronological context which takes into account the changing role that these highly visible monuments may have played as socio-economic focal points in a developing landscape. The outcome reveals complexity. Initially the brochs appear to be a focus of settlement patterns but by the end of the Late Iron Age they are rivalled by a non-broch area which shows signs of heightened Pictish influence. Elsewhere in Shetland at this period there is retrenchment to broch-settlements, raising the question of how far developments in the study area are unique to that location.

This study will endeavor to make a comparative study of seventeen children in the second grade in an elementary school in Dallas that attended private schools and omitted the first year of the public school, and seventeen children that are in the second grade after completing the first grade in the public school. The purpose of the study in comparing the social and academic status of the two groups is to determine if the non-scholastic child after a year of private school is able to adjust and accomplish an academic and social status on the level of the second year of the public school as compared with children of school age that have been through the first year and are now in their second year.

This study, as stated in Chapter I, is designed for the purpose of determining the relationship between an individual's degree of social acceptance and social adjustment in the classroom and the presence or absence of pre-school training.

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Text in Afrikaans / Hierdie studie handel oor die effek van tuisskoling op tuisleerders, met die fokus op hul sosiale ontwikkeling en akademiese prestasie. Deur middel van 'n literatuurstudie word bevestig dat ouers tuisskoling onderneem, onder andere op grond van ontevredenheid met die verlaging van akademiese standaarde en negatiewe sosialiseringspatrone wat in die staatskole voorkom. Daarteenoor is die kritiek teen tuisskoling gewoonlik ten opsigte van die moontlike benadeling van die tuisleerders wat betref hul akademiese standaard en verminderde en ontoereikende sosialiseringsmoontlikhede. 'n Empiriese studie is onderneem deur fokusgroeponderhoude met tuisskolers te voer en vergelykbare statistiese gegewens in te win deurdat die graad 4-tuisleerders 'n akademiese prestasietoets aflê en die graad 7-tuisleerders 'n verhoudingevraelys invul. Hierdie studie bevestig dat: • tuisleerders, in vergelyking met leerders in staatskole, beter in 'n prestasietoets presteer en dus nie akademies benadeel word nie • tuisleerders se stand van sosialisering goed met dle gestandaardiseerde norm vergelyk. This study deals with the effect of home schooling on the home leamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statistical data through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm / This study deals with the effect of home schooling on the home Ieamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statisticaldata through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm. / Psychology of Education / M. Ed. (Voorligting)