Army posts in the Trans-Mississippi West from 1866 to 1898 were more like small towns than forts. Military posts provided their inhabitants with urban services, and possessed a social structure that was a microcosm of nineteenth-century American society, complete with a ruling middle class, and a lower working class. The officer class constituted the ruling middle class of garrison society, while the enlisted men comprised the lower class. This study will show that the social structure of the western military garrisons, based on a military caste system, dominated the daily lives of the inhabitants, both military and civilian.While frontier service and the dangers of combat may have lessened the social division between officers and soldiers in the field, this distinction was maintained while at the posts. Officers dined, lived, and attended social functions separately from the enlisted men. This social division also applied to the civilian members of the garrison community. Prominent civilians such as ranchers and prosperous business people associated with the officer class, while less prominent civilians were identified with the enlisted class. / Department of History

The aim of this study was to identify problems experienced by African educators in developing the school curriculum. The kinds of attitudes and beliefs of African educators in developing the school curriculum are also determined. The study indicates that African educators experienced problems in developing the school curriculum. Learners in urban areas had more advantages than those in rural areas such as availability of facilities and well qualified staff. Schools need adequate resources in order to be effective. The implication the study suggested was that, building schools was not a guarantee for society's success. The advantages of multicultural institutions are caused by the socio-economic backgrounds of various learners of diverse cultures. The differs from the environment of public schools of the rural area where learners had the same background and same culture and have many things in common. Educators at public schools need more training and workshops. African educators should become so confident that they could produce good results at the end of the year. / (M. Ed.) North-West University, Mafikeng Campus, 2005

Educators are affected by the HIV and AIDS pandemic in many different ways. At this stage, most people are focusing on how to support people that are infected by the HIV and AIDS pandemic. The youth of South Africa are in the hands of these educators that are struggling under the effects of this pandemic. The Resilient Educators (REds) programme was especially created to support educators that have been affected by the pandemic by means of the correct knowledge and skills to remain resilient. The aim of this research was to evaluate the effectiveness of the programme. To reach this aim, the programme was evaluated by means of two articles. The first article ascertains the nature and content of the REds programme. This article gives an overview of the group work process, the method of how this programme was presented, as well as a thorough explanation of the content of each session. The second article evaluates the programme as a whole by means of the results obtained from the study. Within this article, data obtained from quantitative and qualitative measuring instruments are discussed. From results obtained it was clear that this programme can be a powerful tool to support educators affected by the HIV and AIDS pandemic. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2009.

The movements of Western Chorus Frogs (Pseudacris, triseriata triseriata) were studied from March, 1970, to March, 1971, at the Robert H. and Esther L. Cooper Woodland Area near Muncie, Delaware County, Indiana. The objectives of the study were to determine: (1) the time and rate of dispersal from the breeding pool; (2) the day-to-day movements, including the time and minimal distance traveled; (3) the preferred cover or microhabitat; and (4) the site of hibernation.Seventy-three Chorus Frogs were tagged with approximately 50 μc Co60 and toe-clipped, and each was released at its capture site. The frogs were then sought at intervals by surveying the area with a portable survey meter equipped with a scintillation probe. The location of each recovered specimen and a description of the recapture site was recorded.Sixty-two individual specimens were recaptured at least one time. The number of recaptures for each specimen was variable, and the maximum number of recaptures for a single specimen was 26 times. In all, 324 recoveries of tagged specimens were made. The tagged specimens graduallybecame lost to the investigator, and the last specimen was found on August 4. The longest period of contact for an individual frog was 134 days.Some Chorus Frogs began leaving the breeding pools soon after the first eggs were observed on April 1. The exodus appeared to be gradual as a few (one to eight) additional tagged specimens were found out of the pools throughout April and early May. Four of these specimens returned at least once to their original pool and seventeen frogs entered a second pool.From a single attempt to monitor the overnight activities of these frogs, it appears that they remain quiescent during the daylight hours and become active between dusk and dawn.The minimal distances traveled by the tagged, specimens during the study are more a function of the length of the contact period and the number of recaptures than of the activity of the frogs. The average rate of movement for all of the specimens over the entire study period was 11.3 feet/day. However, the fastest observed rate of movement for a single specimen between two recapture sites was 138 feet/day. The greatest straight distance any specimen was found from its original pool was 700 feet. Most recaptures were within 500 feet of the pools where the specimens were tagged.In 213 (91.3%) of the 234 recaptures made daylight hours after the frogs left the breeding pools,the frogs were hidden in the leaf litter of the woods or dead grasses of the grassland. In the remaining recaptures the frogs were hidden under small objects. The frogs seemed to prefer moist rather than dry or wet cover, but this is possibly more a reflection of conditions at the time of the study than a preference on the part of the frogs.The gradual disappearance of the tagged frogs from the study area, the woodland situation of the breeding pools, and the concentration of searching efforts in the vicinity of the pools prevented the determination of the preferred habitat type (woodland or grassland). Also, because of the loss of all tagged specimens by the end of summer, hibernating sites were not located.There is evidence that the gradual disappearance of tagged specimens may be explained by predation or movement of the frogs underground or out of the study area. Other frogs lost their cobalt wires and could no longer be located.

This thesis identifies the managerial challenges facing Catholic school leaders in East Jerusalem and the West Bank and isolates those that have a relation to and influence on school Catholicity. Data were collected from 14 schools using a non-experimental, descriptive design that involved interviews with school leaders as well as conversations with staff members or teachers. To nuance all discussions and to provide concrete examples, observations of school operations and evaluation of institutional documents occurred. Analysis of the data revealed 10 functions, tasks, and behaviours (collectively called managerial challenges) that Catholic school leaders regularly carry out. Once these were identified, they were compared to the elements of school Catholicity described by Thomas Groome. A discussion about the managerial challenges facing administrators revealed that Catholic schools of East Jerusalem and the West Bank reflect one area of excellence, four areas of growth, and three areas of concern. This seven-chapter thesis was undertaken to show the collective challenges facing Catholic school leaders in East Jerusalem and the West Bank and to provide insight into how these might affect local Catholic education in the future.

Educators are affected by the HIV and AIDS pandemic in many different ways. At this stage, most people are focusing on how to support people that are infected by the HIV and AIDS pandemic. The youth of South Africa are in the hands of these educators that are struggling under the effects of this pandemic. The Resilient Educators (REds) programme was especially created to support educators that have been affected by the pandemic by means of the correct knowledge and skills to remain resilient. The aim of this research was to evaluate the effectiveness of the programme. To reach this aim, the programme was evaluated by means of two articles. The first article ascertains the nature and content of the REds programme. This article gives an overview of the group work process, the method of how this programme was presented, as well as a thorough explanation of the content of each session. The second article evaluates the programme as a whole by means of the results obtained from the study. Within this article, data obtained from quantitative and qualitative measuring instruments are discussed. From results obtained it was clear that this programme can be a powerful tool to support educators affected by the HIV and AIDS pandemic. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2009.

No description available.

The thesis is concerned with the emergence of Nigeria as a regional power since 1966, through a study of political ' relations between Nigeria, France and selected francophone West African states between 1960 and 1975 - Ivory Coast, Niger and Dahomey. Until 1966, Nigeria's policy substantially contributed to the preservation of francophone influence in West Africa. The first change in Nigeria's relationship with its neighbours was prompted by its disagreements with. Ivory Coast during the Nigerian civil war. Subsequently, Nigerian influence spread into francophone West Africa at the expense of that of Ivory Coast, a change stimulated by shifts in France's policy towards Africa. The study concludes with the climax of this evolution, Nigeria's successful creation of the Economic Community of West African States in May 1975. This is seen as the embodiment of Nigeria's emergence as an active West African power, along with its corollary, the weakening of the historic francophone-anglophone division. The study of Nigeria's changing relations with Ivory Coast in brought into sharper perspective by the inclusion of Dahomey and Niger into the analysis. Indeed, these two countries were closely bound to Nigeria in a subordinate relationship through unequal economic and social ties. Furthermore, they belonged to the core of the francophone group in Africa, for here were two of those states which, under the leadership of Ivory Coast, retained the closest links with France at the time, of their independence in 1960.

No description available.

No description available.