Thesis (Ed D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 66-69). Also available on the Internet.

The purpose of this study was to answer several questions concerning distribution of student financial aid in the proprietary school sector. The study was conducted in the Spring of 1989 using a Fall, 1986, nationally representative sample of 3,837 students attending less than two-year and two-year proprietary schools in the 50 states and the District of Columbia. The sample was drawn as part of the National Postsecondary Student Aid Survey (NPSAS) conducted by the National Center for Educational Statistics in the 1986/87 academic year. Data came from edited NPSAS tapes dated May 12, 1988. Several statistical procedures from the Statistical Analysis System (SAS) and Lotus 1-2-3 were used to answer research questions related to (1) types of educational services provided by proprietary schools, (2) types of students receiving financial aid; and, (3) types of aid packages distributed in these schools. Several of the major results are: (1) Proprietary schools provided short-term, high-cost vocational training leading to relatively low-paying entry-level jobs. (2) Over four-fifths (84%) of the students received financial aid. The majority of these students were unmarried (74%), female (67%), less than 23 years of age (52%), lived off-campus (98%) and attended school on a full—time basis (81%). Nearly one-half (48%) of dependent and 70 percent of independent recipients had incomes of less than $20,000. About 30 percent lacked a high school diploma. Almost 43% percent were from minority backgrounds with over 70 percent having incomes under $11,000. (3) Nearly 80 percent of the recipients received either a single source of aid or two sources of aid in their aid packages. About 88 percent of this aid came from the federal government with the Guaranteed Student Loan and Pell Grant programs the predominate sources. / Ed. D.

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Arts, 1989. / This dissertation explores the establishment of reformatories and industrial schools in South Africa between 1882 and 1939. It focuses on the political and economic context of their emergence; the social and ideological construction of delinquency and the child in need of care; the relationship of the class, colour and gender divisions in the reformatory and industrial school system to the wider racial and sexual division of labour in a colonial order, and the implications and significance of the transfer of these institutions from the Department of Prisons to the Department of Education in 1917 and 1934 respectively Thematically, the study is divided into three parts. Part One composing chapters one. two. three, four, five and six situates the reformatory and industrial school in their political and economic, social and ideological context. Beginning with the origins of the reformatory in the nineteenth century Cape Colony it then shifts focus to the Witwatersrand where the industrial revolution re-shaped and brought into being new social forces and institutions to deal with children defined as delinquent or in need of care. It also examines the place of the reformatory and industrial school in relation to the wider system of legal sanctions and welfare methods established during this period for the white and black working classes by a segregationist state. Part Two comprising chapters seven, eight, nine and ten contrasts and compares social practices in the institutions in terms of class, colour and gender between 1911 and 1934. Included here is a consideration of the different methods of discipline and control, conditions, education and training, and system of apprenticeship provided for black and white, male and female inmates Responses of inmates to institutionalisation are explored in the final chapter of this section. The third section comprises chapters eleven (a) and (b) and chapter twelve These chapters expand on themes developed in earlier sections for the period 1934-1939. Shifts in criminological thinking and changing strategies towards juvenile delinquency in the nineteen thirties are considered in chapters eleven a) and b). The final chapter examines the nature and significance of the changes brought about particularly by Alan Paton in the African reformatory, Diepkloof, between 1934 and 1939 The conclusion provides an overview of the main arguments of each section.

A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (PhD) in Community Psychology in the Department of Psychology at the University of Zululand, 2004. / The general aim of this study was to determine the effectiveness of the psychological intervention programs in the two schools of industries (SOf's) namely, Mimosadafe and Newcastle Schools of Industries. A third school, Bersig SOI was used for piloting the study and the results were incorporated in the main study findings. Twenty-seven educators, one social worker and one consulting clinical psychologist, and sixty-one learners participated in the study. The major findings of the study were as follows: the psychological intervention programs at SOI's are ineffective; learners are benefiting only partially by being at SOI's. According to educators, learners are benefiting partially because they bunk classes, reconstruction social workers are not supportive, Department of Education is not supportive, no follow up programs for learners post-SOl, emphasis is placed only on structure - not therapeutic programs. Only 15% of educators were found to be adequately trained to teach at SOI. Although psychological intervention programs exist at SOI's, they are not structured and they are only administered on a need-to-basis (reactive rather than proactive/preventive). Intervention strategies used at SOI's are based on individualistic, reactive, traditional mainstream psychology that is based on a disease/medical model. Based on these findings, the current study suggested a change of intervention strategies at these schools into strategies based on community psychological methods of intervention, ft was also suggested that the non-mental health professionals e.g. teachers and house parents should be involved in conducting psychological intervention. To be equal to this challenge these non-professionals should be trained.

Thesis (MEd (Specialised Education))--University of Stellenbosch, 2009. / The site for the study is a Western Cape school for industry that became a school of skills in 1999. According to the S.A. National Association for Specialised Education (SANASE) (2001:1), a school of skills, also referred to as a special school, caters for intellectually mildly disabled learners (IMD learners) who are characterised by their poor scholastic abilities in reading, writing and arithmetic skills, low self-esteem, poor self-concept, lack of motivation to study and their inability to cope with academically orientated work. These would be learners who were previously in mainstream schools but whose learning difficulties resulted in their being placed at special schools. These learners pose particular challenges to their school environments, and teachers who work with such special needs learners require specialised training to equip them for their tasks. Teachers at schools of skills, however, generally have no additional training. This study had as focus teachers' understanding of their roles at a school of skills. This study uses an ecosystemic approach within an interpretive research framework to obtain in-depth data on teachers' understanding of the learners' learning needs and the concomitant challenges to classroom learning and their teaching. It also explored teachers' interpretations of their professional positioning amidst the demands posed by an outcomes-based curriculum. The study found that, despite ongoing in-service training initiatives, teachers insist that they need learner-specific guidance as they were incapable of providing suitable learning to their learners. They believe that their learners will need life-long learning support. Such beliefs create barriers to successful learning and can also marginalize learners, preventing them from being part of the mainstream of community life. The study found that the successful implementation of inclusive classroom learning is left largely to teachers' personal initiative. Although some teachers achieved positive results, the majority of teachers at the site failed to provide successful learning. It seems that learning success at schools of skill is dependent on positive teacher expectations of learners learning.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Identity formation is a multifaceted process that has implications for how one feels about oneself and the decisions one makes about one's future. Developmental theorists have therefore become increasingly interested in the impact of contextual factors on the development of identity formation, especially the school context. The aim of this research was to explore how adolescents who have attended a school of skills perceive their identity. In order to do this, this research made use of a basic qualitative research design that is embedded within the interpretive paradigm. Participants were purposively selected and invited to take part in the study, after which four participants and their parents willingly participated. Interviews were used as the primary method of data collection along with the researcher's reflexive notes and an inductive process of qualitative thematic content analysis was used to analyse the data. The results revealed variability in responses, as individuals made meaning according to their own construction of past experiences within and outside the school context. The study showed that the participants entered the school of skills with a poor sense of self due to the lack of support and guidance and the effects of being labelled and excluded in the mainstream primary school. The results further indicate that schools of skills face severe negative public evaluation, which had a negative impact on how the participants felt about being referred to and having to attend a school of skills. However, most of the participants felt that their attendance at a school of skills had shaped their sense of identity in a positive way, as public forms of evaluation were mitigated by significant relations with teachers and a sense of belonging among their peers. Finally, although the participants feel more positive about themselves, they are concerned about their future vocational opportunities, as they feel that the school has not offered a contribution for a viable identity. The findings of this study will inform counsellors, school personnel and parents regarding identity-related issues in the school context. / AFRIKAANSE OPSOMMING: Identiteitsvorming is 'n proses met baie fasette en het baie implikasies vir hoe 'n mens oor jouself voel en hoe jy besluite oor die toekoms neem. Ontwikkelingsteoretici het dus toenemend begin belangstel in die impak van kontekstuele faktore op die ontwikkeling van identiteitsvorming, veral in die skoolkonteks. Die doel van hierdie navorsing was om ondersoek in te stel na hoe adolessente wat 'n vaardigheidskool bygewoon het hul identiteit sien. Ten einde dit te doen, is gebruik gemaak van 'n basiese kwantitatiewe ontwerp, wat interpretasie-paradigma insluit. Deelnemers is doelbewus gekies en uitgenooi om aan die studie deel te neem, en vier deelnemers en hul ouers het ingewillig om deel te neem. Onderhoude is gebruik as die primêre metode van data-insameling tesame met die navorser se besinnende aantekeninge. 'n Induktiewe proses van kwalitatiewe tema-ontleding is gebruik om die data te ontleed. 'n Verskeidenheid resultate is gevind as gevolg van individue se interpretasie van ervarings in die verlede binne en buite die skoolkonteks. Die studie toon dat deelnemers wat by 'n vaardigheidskool skoolgaan 'n swak selfbeeld het. Die studie dui verder aan dat die gebrek aan ondersteuning, leiding, etikettering en uitsluiting in die hoofstroom-laerskool 'n impak gehad het op deelnemers se lae selfbeeld. Die studie wys verder ook dat die negatiewe publieke persepsie 'n negatiewe invloed het op hoe deelnemers voel oor die verwysing na en bywoning van 'n vaardigheidskool. Tog het die meeste van die deelnemers gevoel dat hul bywoning van 'n vaardigheidskool hul sin van identiteit op 'n positiewe manier beïnvloed het. Goeie verhoudings met onderwysers en 'n gevoel van behoort onder hul eweknieë het die impak van die negatiewe persepsie versag. Hoewel die deelnemers positiewer oor hulself voel, is hulle bekommerd oor hul toekomstige beroepsgeleenthede, aangesien hulle voel dat 'n vaardigheidskool nie 'n bydrae tot 'n lewensvatbare identiteit bied nie. Die bevindinge van hierdie studie sal beraders, skoolpersoneel en ouers bewus maak van identiteitskwessies in die skoolkonteks.

The location for the project is in the downtown area of Staunton, Virginia, a small town in the Shenandoah Valley. The site is a parking lot with a wall of nineteenth century warehouse buildings on one side that suggest the completion of a public square. The means by which l tried to find a resolution to this architectural suggestion involve a historical search for connection as well as a vision for the future. The circumstantial demands of place and occasion allow the project to materialize between the archetype and the ideal. / Master of Architecture

The aim of this study work is the analysis of Fair Trade Products and activities in the Czech Republic. The analysis focuses on projects "Fair Trade Schools" and "Fair Trade Towns". The analysis includes an overview of other activities to support Fair Trade. The product analysis is directed to online stores and changes in the segment of chain stores.

The problem with which this study is concerned is that of determining the possible differential effects of the alternative training patterns of handcrafted textile design students in universities and polytechnics in Nigeria on the scores in courses for their final-year training as well as the type of first employment that students secure after graduation.