Thesis (Ph. D.)--Fletcher School of Law and Diplomacy, 1995. / Vita. Includes bibliographical references (leaves 339-361).

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iii, 78 p. : ill. (some col.), map (part col.). Includes abstract. Includes bibliographical references (p. 53-55).

Research into the divergent results achieved by developing countries has traditionally been separated into two distinct approaches. While some scholars have attributed failures to weak governance at the national level, many others have criticised the pursuit of a narrow set of pre-defined liberal market reforms. Using the experiences of China and Botswana as case examples this research moves beyond the limitations of existing explanations to examine the necessity for both national accountability and contextualised policy making. Qualitative and quantitative analysis of the connection between good governance and substantive human development indicates that while national accountability is vital, the individual circumstances of a state are equally important to consider.

This is to certify that the thesis comprises only my original work except where indicated in the preface; due acknowledgment has been made in the text to all other material used; the thesis is 30,000 words in length, inclusive of footnotes, but exclusive of tables, maps, appendices & bibliography.This thesis explores the area of Community Cultural Development (CCD) through a longitudinal Case Study. It postulates that the potential long-term outcomes of a successful CCD process, including the creation of communities and networks, as well as continuing cultural development for the participants, are frustrated by arts policy and funding. The analysis of the Case Study is contextualised by an examination of the history of CCD in Australia and the cultural policy framework for the funding of CCD projects.This thesis addresses the following question: Do the long-term outcomes - of creating networks, creation of communities and continued cultural development - succeed? It is hypothesised that CCD can achieve social change through two types of long term outcomes. The two types of long-term outcomes are - personal level outcomes and community level outcomes. Both levels of outcomes are examined in relation to the Case Study.However, the cultural policy framework for CCD does not support long-term CCD. It is problematic on many levels - funding, evaluation, and the infrastructure support of CCD. It is asserted that there is urgent need for a re-assessment on the way in which CCD is supported in Australia. And that this assessment examines whether the sector is in fact supportive of the aim of CCD - to effect social change.CCD is a process and an artform underpinned by a social change agenda. This research aims to further develop the academic body of work in the field of CCD, to create new questions, ideas and problems for further research to build upon.

Thesis (Ph. D. - Anthropology)--University of Arizona. / Includes bibliographical references.

Thesis (Ph. D.)--Washington State University, May 2008. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1965. / Includes vita. Includes bibliographical references (leaves 183-188). Available online via OhioLINK's ETD Center.

No description available.

In order to make school camping programs educationally more effective, teachers, school administrators and educational policy-makers should be provided with data on the important issues of conducting school camping programs. Some of these issues include goals for school camping programs and constraints in conducting such programs and knowledge and value perception of teachers and school administrators concerning school camping programs. However, little research has been obtained to get empirical data on these issues. The purposes of this study were to: (1) diagnose teacher and school administrator attitudes toward the value of outdoor education and school camping and skill level necessary for conducting outdoor education and school camping programs, (2) identify broad goals and program objectives for school camping as well as constraining factors based on the teacher and school administrator opinions, (3) ascertain variables that influence teacher and school administrator attitudes toward the outdoor education and school camping. Among one thousand fifty questionnaires sent, seven hundred thirty-three were returned and seven hundred twenty three responses were analyzed by ANOVA, MANOVA, and Factor Analysis. The results and conclusions of this study can be summarized as follows: (1) In general, teachers and school administrators are quite positive toward the value of outdoor education and school camping. (2) Teachers and school administrators are not equipped with knowledge and skills related to outdoor education and school camping. (3) Five sets of broad goals were extracted through Factor Analysis and all of them were considered desirable as the goals for school camping. However, teachers and school administrators prefer the goal "To improve human relationships" to other goals. (4) Seven constraining factors were identified through Factor Analysis. Among the seven constraining factors, "Administrative difficulties and teacher inconvenience" was considered the most constraining factors. (5) Several variables were found to influence teacher and school administrator attitudes toward outdoor education and school camping.

No description available.