Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Abstracted in Dissertation abstracts, v. 25 (1964) no. 6, p. 3303. Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 112-117).

Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (D. Min.)--Logos Evangelical Seminary, 2003. / Vita. Includes bibliographical references (leaves 279-292).

Thesis (Th. M.)--Regent College, 2001. / Abstract and vita. Includes bibliographical references (leaves 198-214).

Thesis (M. Hous. M.)--University of Hong Kong, 2007.

abstract: The current practice of municipal stormwater management in the United States has failed to effectively reduce the amount of pollutants discharged into surface waters. Water impairment as a result of polluted stormwater runoff from urbanized areas remains a significant concern despite federally mandated efforts to reduce the impact of these discharges. To begin addressing these shortfalls the Environmental Protection Agency contracted the National Research Council to investigate the extent of the stormwater program and to identify areas that require improvement in order to more effectively implement the program. Their findings indicated widespread, foundational flaws with the stormwater regulatory structure and proposed new permitting guidelines. The purpose of this study was to explore the specific shortcomings of stormwater management in the Maricopa County region and to suggest the establishment of a regional authority. Doing so would require an alternative permitting regime to replace the current approach of population based municipal permitting with a permit that considered the entire urbanized region. The organizational structure, legality concerns and intergovernmental partnerships needed to properly establish such a regional authority were part of this study. The effect of this approach suggested a more effective, efficient and economical model of municipal stormwater management that better addressed certain Integrated Urban Stormwater Management strategies and began to address the program weaknesses identified by the National Research Council. / Dissertation/Thesis / M.S.Tech Technology 2011

>Magister Scientiae - MSc / This thesis deals with the design of a business model for rural telephony based on a wireless mesh network for a rural community, the Mankosi community, located in the Eastern Cape Province of South Africa. Its aim is to understand the social, economic and technical issues that are involved in the adoption of information and communication technologies for development and how they relates to trust in e-services. Externally funded projects tend to be expensive and are often unsustainable once the external funding ceases. The cost of a mesh network (once implemented) is almost negligible, apart from its maintenance. The pillars of the project are sustainability and community ownership, and the aim was to design the wireless mesh network, provide telephony service to the community and use solar power to charge mobile phones. The community leaders of Mankosi indicated that they do not want the service to be completely free, but would charge a small fee for each call in order to generate the funds needed for the maintenance of the system. In order to do so, a prototype billing system was configured and adapted to the needs and expectations of the community. The principles and steps of soft systems methodology were used to manage the research process of this case study. This methodology was a powerful tool to carry out the research and address the research problem in a participative way with the stakeholders. The participatory design process used in the design phase of the project had the added advantage that the community understood the purpose of the network, and since they contributed to its design, they felt that they owned it and could trust its billing system. A further benefit was that a core group of participants were committed to the project and felt that the overall quality of community members' lives would be improved by it and similar projects. The process contributed to the personal development of the participants by giving the community a voice and sense of power – the ability to change things – and it vastly expanded community members’ vision of what they are capable of. It was found that the current means of communication, i.e. using mobile phones, is expensive for local users in relation to their average income. The proposed billing system – designed with the help of the community – will be trusted by the community and provide Mankosi with a low-cost communication system by making use of the existing experimental mesh network. The community will be able to sustain their network with the income generated. The network will in future provide access to the Internet and will be able to handle breakout calls to external networks.

Japan’s early modern period (1568-1868) achieved a break from the violent political and social upheaval of the preceding Warring States period (1467-1568). The return to a stable and more centralized rule was made possible by the development and implementation of an emerging politico-religious trend, in which powerful leaders were posthumously apotheosized and worshiped as tutelary deities. Ieyasu, the first of the Tokugawa shoguns, was deified and venerated at the Tōshōgū Shrine in Nikkō, and the politico-religious movement that was propagated by Ieyasu’s descendants became a central tool for the government’s legitimacy. Because Ieyasu’s cult was the only source of ideological legitimacy that was exclusive to the Tokugawa, the sources of Tokugawa success can be found by examining the development of the Nikkō shrine and its accompanying religious movement.

M.Ed. / The way in which an adolescent experiences authority is an important element of the educational process. Without authority, it can be said, there is no education. But adolescents’ experience of authority is something that is developed outside the classroom, primarily during their interactions with parents. This study explores how South African adolescents experience authority, but focused on the effect of living in institutions, and not at home with their parents. A 47-item questionnaire was constructed on the basis of current international and South African research on the adolescents’ experience of the authority of parents/caregivers and educators. Twelve independent variables were included in the questionnaire. These independent variables included questions on age, gender, language, religion and the academic qualifications of their parents. The questionnaire was completed by 247 adolescents in grades 10 and 11, living in the Johannesburg area of South Africa. Of this total, 183 adolescents lived with their parents and 36 lived in institutions where they were being cared for by foster parents. A factor analysis of the questionnaire revealed two statistically significant constructs and they were termed Experience of parental authority (Cronbach alpha of 0.8333) and Experience of educator’s authority (Cronbach alpha of 0.8434). When various independent variables were used to statistically compare the participants with respect to these two factors, the following was found: • Learners who lived at home and learners who were being taken care of by their parents were found to score significantly higher than learners from institutions or those who were being taken care of by others on both factors, Experience of parental authority as well as Experience of educators’ authority. This difference, though statistically significant, was not substantial with respect to Factor One. With respect to Factor Two, Experience of parental authority, the difference was both statistically significant and substantial. The significant finding, then, is that, learners who live at home and those who are being taken care of by their parents appear to have a more positive experience of their parents’ authority than learners who live in an institution or those who are being cared for by persons other than their parents. • Although learners who were older scored significantly higher than younger learners on both factors, the difference was not substantial. • No significant differences could be found on the two factors for a learner’s gender, the learner’s level of education (this also held true when girls and boys were tested separately), the level of education of the learner’s parents or when the learner was orphaned through losing one or both parents. • No significant differences could be found in their experience of adult authority between the scores of learners speaking Afrikaans, English, Nguni or any other language. The impact of this research would indicate that adolescents who live in institutions or those who are being cared for by persons other than their parents, display a significantly more negative experience of parental authority than those who live at home and who are being cared for by their parents. / Prof. C.P.H. Myburgh

M. Ed. (Education Management) / The problem of the exercisinq of authority by the headmaster, is twofold in nature. Firstly, many headmasters seem to be in doubt as to the limits of their authority. Secondly, the way in which the headmaster exercises his authority, has an effect on the motivation and work satisfaction of the staff and the pupils. Formal line authority is delegated to the headmaster in order to carry out the responsibilities concerning his post. This authority includes executive and legislative functions. The legislative function is related to the competence of the headmaster to create internal order in the school by the formulation and implementation of a school policy and rules. School policy and rules must be compatible with the government policy regarding educational affairs and must satisfy the requirements of law enforcement and legal practice. Headmasters' uncertainty about the extent and limitations of their formal authority is the result of the magnitude of statutory stipulations and prescriptions contained in official educational policy. Many headmasters also lack knowledge of law enforcement and legal practice. The dynamic nature of an authority relationship brought about by delegation, can also lead to the headmasters' uncertainty about the limits of their authority. Informal authority can be invested in the headmaster by the staff and the pupils, on account of their respect for and confidence in the headmaster. Two types of informal authority are identified: authority of competence and personal authority. It is of vital importance for the headmaster to achieve a high standard of informal authority, as the effective application of his formal authority is dependent on the quality of his informal authority.