The purpose of this study was to implement and assess a curriculum on African and African-American art and artists appropriate for elementary school children in a multicultural urban setting in the northeastern part of the United States. The program involved 145 students in a curriculum that includes biographical sketches, slide presentations, studio visits to prominent artists, and hands-on activities. The students were in grades three, four and five. The students learned the three eras of African-American art: the Apprentice, the Journeyman, and the Harlem Renaissance. They also studied the art of Egypt in the time of King Tutankhamen, as well as that of Nubia. More recent African art, including the artifacts of the Dogon people and the thumb painting of the Ndebele women, exposed the children to techniques and designs they could copy. The effects of the program were qualitatively evaluated through a pre-test and post-test administered to these classes. Two sets of open-ended questions were used to assess changes in the children's understanding. The students' perceptions of themselves as artists and their awareness and appreciation of art in their communities were also important components of this program. The program had an impact on the children and can become a segment in the elementary art curriculum guide. At present, there is none included in the guide representing the art of Africans and African-Americans.

Christian women's organizations in Zimbabwe have a long history. Prior to independence, both the Catholic church and the major Protestant denominations had mother's unions or women's clubs. These groups met at the congregational level weekly for prayer, singing, Bible study and support. Education was also an important function of these groups. After independence, many ecumenical and non-denominational Christian women's groups were formed. The purpose of these groups was to assist in national development and in women's development. This dissertation explores the role of these women's organizations in facilitating women's participation in development. The premise of the study was that the church in Zimbabwe plays a large role in development and that women are heavily involved in church life. It was not clear, however, that women's involvement resulted in their benefiting from the church's development activities and efforts. It was assumed that women's organizations would be one way that women could access those activities and the resultant benefits. The literature review includes feminist theories, women in development (WID) and women's organizations. This provided a foundation for exploring the theoretical underpinnings of WID efforts and women's organizations, as well as the appropriateness of those theories, efforts and organizations for women in Zimbabwe. The field research consisted of in-depth interviews with the heads of various types of Christian women's organizations as well as leaders within the Christian Council of Zimbabwe. Unpublished documents produced by the organizations were analyzed. And observations were done of one indigenous community development organization and one church-related women's club. The data revealed that women are benefiting from church development efforts and that women's organizations are largely responsible for that. Also, that women's organizations on their own contribute greatly to community development. Christian women's organizations in Zimbabwe have a major role to play in facilitating the full participation of women in development.

The purpose of this dissertation is to research aspects of the historical development of Nursing Education and Nursing Management at the Carinus Nursing College from 1949 to 1987; to determine and explain how the College has adapted and coped with historical change and to determine whether proposals for the future can be made. Research has been done by applying the general systems theory and by using the standard methods of historical analysis. Data has been collected by means of oral history, literature search and documentation. The variables isolated are the College as a system; the government or influential super systems; resources such as financial, personnel and students and material inputs; and throughput or processing the work in the output, which leads to the professional nurse. The models used are Bucheles' organizational system, Sharma's flow chart pattern, Mintzberg's parts of organizational systems, and power flows and as shown in Emery, Feibleman and Friends relations and rules of interaction in systems thinking. Parsons' "imperatives of maintenance of a system" as well as Alvin Toffler's "second and third wave phenomena as responses to change" were two further models that were used. By using Robert Buchele's model, the work is divided into four parts: - i) the College as a system ii) the super systems iii) the resources iv) the throughput or processing. A further design that emerged was that two eras could be distinguished, within which three historical phases: - Early, Middle and Late are developed.

The following examines the historical development of English education available prior to university entrance in order to discover the impact of humanist ideas on the educational system. The survey of the structure and theory of pre-university English education begins in the early Middle Ages and continues through the Elizabethan period.

No description available.

Note:

No description available.

This study has addressed the need for greater understanding of the part education for social change plays in the process of creating a more just, equitable, and humane society. The purpose of this study has been to develop a better understanding of education for social change through examining the case of Highlander Center, a leader and pioneer in American education in the Appalachian region, and its efforts to create greater economic democracy and a more just and democratic society. Initially the author presents the case of Highlander Center and a review of the literature of education for social change to establish a conceptual foundation for this phenomenon and to provide examples of this alternative educational approach. The study then focuses on the qualitative case study methodology that was used in collecting data through open-ended, in-depth interviews with Highlander Center staff and program participants, participant observation at Highlander Center education for social change workshops and trainings, site observations of program participants' efforts in four communities in three Appalachian states, and document analysis. Five themes are used to present the findings of the study: (1) The Economic Problem in Appalachia, (2) Forces That Aid Social Change Toward Greater Economic Democracy, (3) Forces That Constrain Change Toward Greater Economic Democracy, (4) Highlander Center Education for Social Change, and (5) The Part Education for Social Change Plays in the Process of Creating a Society That Is More Democratic and Just. Finally, a summary and interpretation of the research findings are presented, implications for education for social change including a Social and Human Reality Framework of Education for Social Change are discussed, and suggestions are made for further research.

Note:

No description available.