The purpose of the study was to gain insights into how selected groups of students--activists, followers, and non-participators--enrolled in five selected medium-sized Michigan public secondary schools temporarily disrupted during the 1969-70 and/or 1970-71 school years, perceived student unrest. The primary intent was to determine if the three groups responded differently to student unrest approaches which were used and should be taken durinq and after a disruption. Approaches were stated in four sections of the questionnaire.

This report is a study of the development of strategies of political conflict surrounding the Mexican Student Movement of 1968. It analyzes strategies of the students' organization of the National Strike Committee and the Government Party of Revolutionary Institutions (P.R.I.), in order to understand why violent repression was applied by the government to suppress the student group. The understanding of repression is undertaken in a review of the development of governmental structures and the history of conflict in Mexico beginning in 1910. In looking through the history of Mexico and examining the student movement, the report weaves together three theories: 1) the conflict of different political groups in history; 2) the development of a one-party system of government; and 3) the routinized use of repression in political conflict since the Mexican Revolution of 1910. In review of the historical development of the P.R.I., the study indicates that the early period in the 1930's contained an opportunity for a viable political democracy with a control and orderly conflict between interest group on the left and right. The push to a centralized government came from Cárdenas who was sympathetic to the needs of the peasants and workers and whose administration worked on their behalf. But following the leadership of Cárdenas, the presidential successors, Avila Camacho and Alemán, used the Central Party, and by strengthening its control, suppressed labor and peasant movements. It is at this time that the legacy of violence in policy matters is introduced — a strategy of repression in modern Mexican politics. Evidence on the composition of the P.R.I. points to a structure in which control of the government flows, from the top down in a unidirectional manner with little or no influence from the workers, peasants or small businessmen. Representation in the party does not bring with it the ability to participate in the decision making, nor does the populist ideology of the party mean that the masses are able to influence the leadership of the government. This being the case, the problem for the government becomes one of persuasion and control. A chronological account of the events of 1968 reveal that the strategy of the student movement, was that of calling for a public debate with the government in order to provide a means of restoring the influence of the masses of the people upon public officials, and the strategy of the government was to applied physical force through the police and the army in order to avoid a public debate and to quickly eliminate the student movement. / Arts, Faculty of / Sociology, Department of / Graduate

Thesis (M.A.)--University of Wisconsin--Madison, 1972. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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Text in English, abstracts and keywords in English, Afrikaans and Zulu / Secondary educational institutions need to constantly scan their environment for crises that could hamper their operations and hinder the achievement of their organisational objectives. These institutions should also engage their strategic stakeholders in a mixed motive communication to collaboratively discuss the crises and find amicable solutions; thereby avoiding crises like the proliferating student strikes in secondary educational institutions in Kenya. This study explored the need for a customised Proactive Crisis Communication Process (PCCP) framework for secondary educational institutions in Kenya to avoid student strikes. A two-phased approach was adopted to collect the data. The first phase involved 12 one-on-one semi-structured interviews with the principals of the secondary educational institutions in Mirangine Sub-County, while the second phase involved five focus group discussions with the students of Ruiru Secondary School. The results indicated that student strikes in secondary educational institutions in Kenya were proliferating and that despite this, these institutions lack proactive measures to avoid strikes. Hence, this study posited a PCCP framework that proposed various proactive measures to avoid student strikes in secondary educational institutions in Kenya. / Sekondêre opvoedkundige instellings moet konstant hul omgewing ondersoek vir krisisse wat hul bedrywighede kan belemmer en die bereiking van hul organisatoriese doelwitte kan verhinder. Hierdie instellings moet ook hul strategiese belanghebbers by gemengdemotief- kommunikasie betrek om gesamentlik die krisisse te bespreek en minlike oplossings te vind; en sodoende krisisse soos die toenemende studentestakings in sekondêre opvoedkundige instellings in Kenia te vermy. In hierdie studie is die nodigheid vir ʼn doelgemaakte ProaktieweKrisiskommunikasieproses (PCCP)-raamwerkvir sekondêre opvoedkundige instellings in Kenia ondersoek om studentestakings te voorkom. ʼn Tweefase-benadering is gevolg om die data in te samel. Die eerste fase het 12 halfgestruktureerde onderhoude behels wat een-tot-een met die hoofde van die sekondêre opvoedkundige instellingsin Mirangine Sub-Countygevoer is, terwyl die tweede fase bestaan het uit vyf fokusgroepbesprekings met die studente van RuiruSecondarySchool. Die resultate het getoon dat studentestakings in sekondêre opvoedkundige instellingsin Kenia vinnig toeneem en dat hierdie instellings, ten spyte daarvan, nie oor proaktiewe maatstawwe beskik om stakings af te weer nie.Gevolglik het hierdie studie ʼn PCCP-raamwerk aangeneem wat verskeie proaktiewe maatstawwe voorstel om stakings deur studente in sekondêre opvoedkundige instellings in Kenia te verhoed. / Izikhungo zemfundoyomkhakhawamasekhondari kumele zihlale ziqaphele ukuthi akukho yini endaweniezikuyookungasusaudweshubesekuphazamisaukusebenzakwazokuvimbe impumeleloyazoezinhloswenizayo.Lezizikhungokumelezibuyezisebenzisane nabathintekayo balawule amasu okusebenza ukuba kubenokuxhumana okunhlobonhlobo kuxoxwe ngokubambisana ngodweshu olungavela nokuthi lungasonjululwa kanjani ngendlela egculisayo; ngaleyo ndlela-ke ingagwemeka imibhikisho yabafundi elokhu isabalala ezikhungwenj zamasekhondari eKenya. Lolu cwaningoluhlola isidingo sohlaka lwekhethelo lokusheshe kusukunyelweudweshu lungakenzeki,i-Proactive Crisis Communication Process (PCCP) olungasebenza ezikhungweni zemfundo yamasekhondari eKenya ukuze kugwenywe imibhikisho yabafujni. Kwemukelwaindlela ezigaba zimbili yokuqoqainingwane. Isigaba sokuqala ngokuxoxisana okuyi-12 komuntu ebhekene nomuntu okuthi akuhleleke nje, okwenziwa nothishanhloko bezukhungo zemfundi yamasekhondaribaseMiringane Sub-County, kanti isigaba sesibili sabandakanya izingxoxo eziyisihlanu zamaqembu agxike kokuthile nje, zenziwa nabafundi besikole iRuri Secondary School. Imiphumela yaveza ukuthi imibhikisho ezikhungweni zemfundo yamasekhondari eKenya yabe yanda nokuthi nangaphandle kwalokhu izikhungo lezi zazingenazo izinyathelo ezingazithatha ngaphambi kwesikhathi ukuvimba ukwenziwa kwemibhikisho. Yikho-ke lolu cwaningo luphakamisa uhlaka lwe-PCCP oluncoma izinyathelo ezahlukene okumele zisheshe zithathwe ukugwema imibhikisho yabafundi ezikhungweni zamasekhondari eKenya. / Communication / M.A. (Communication)