Thesis (Ed.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (April 26, 2007) Vita. Includes bibliographical references.

Becoming an effective agent of development in the challenging and complex context of the development NGO in Sub-Saharan Africa necessitates prioritizing learning and adaptation. But NGOs are often not characterized by such a strong learning culture and commitment; and Christian NGOs are no exception. Reforming both the commitment to learning and the structures that support it is a pressing challenge facing Christian NGOs committed to being effective agents of development. Such reform requires careful analysis of the context of Sub-Saharan Africa, special consideration of the complex broader socio-political structure of the NGO world, and systematic research into understanding organizational dynamics that facilitate learning. Data from this research contributes to building an integrated learning model. Applying this model through a case study of specific Christian NGO—World Vision Burundi—leads to both identifying factors that undermine learning and proposing a set of recommendations that will help this NGO become a more effective learning organization.

This thesis uses the discourse analysis methods developed by T. Van Dijk and J. P. Gee to examine public debate over the Faith-Based and Community Initiatives in 2001 as it arose in testimony before the U. S. House of Representatives and related news articles published in the New York Times and Washington Post. In analyzing the language used in the congressional hearings and news articles printed between January 2001 and December 2004, Van Dijk‘s categories and related questions were methodologically combined with Gee‘s approach to provide a framework and method for analyzing the underlying discourse. While debate participants expressed strong beliefs in complex social ideals, many see America‘s social problems as intractable in nature, where key decisions about distributions of funds are based on political considerations, as opposed to merit or need.

Becoming an effective agent of development in the challenging and complex context of the development NGO in Sub-Saharan Africa necessitates prioritizing learning and adaptation. But NGOs are often not characterized by such a strong learning culture and commitment; and Christian NGOs are no exception. Reforming both the commitment to learning and the structures that support it is a pressing challenge facing Christian NGOs committed to being effective agents of development. Such reform requires careful analysis of the context of Sub-Saharan Africa, special consideration of the complex broader socio-political structure of the NGO world, and systematic research into understanding organizational dynamics that facilitate learning. Data from this research contributes to building an integrated learning model. Applying this model through a case study of specific Christian NGO—World Vision Burundi—leads to both identifying factors that undermine learning and proposing a set of recommendations that will help this NGO become a more effective learning organization.

As provision of social services is increasingly handled by the non-profit sector, specifically through faith-based organizations (FBO's), current scholarship has suggests that FBOs have the possibility to either reinforce neoliberal ideology or progress social justice. This study provides an examination of the shift in conceptions of justice for participants in the Mission Year program, an FBO program naming justice as a goal. For the participants, this experience creates a new understanding of the causes of poverty, injustice and American culture which I name 'justice as knowing.' This understanding culminated within participants a desire to “live out justice” as ‘intentional neighbors’ by relocating to a high-poverty neighborhood, reconciling racial relations by building relationships, and contributing to a redistribution of wealth by investing resources in a high-poverty neighborhood. I call this action ‘justice as doing.’ Participants shift from liberal-based notions justice, rooted in liberalism, toward more equity-based conceptions of justice as fairness.

Becoming an effective agent of development in the challenging and complex context of the development NGO in Sub-Saharan Africa necessitates prioritizing learning and adaptation. But NGOs are often not characterized by such a strong learning culture and commitment; and Christian NGOs are no exception. Reforming both the commitment to learning and the structures that support it is a pressing challenge facing Christian NGOs committed to being effective agents of development. Such reform requires careful analysis of the context of Sub-Saharan Africa, special consideration of the complex broader socio-political structure of the NGO world, and systematic research into understanding organizational dynamics that facilitate learning. Data from this research contributes to building an integrated learning model. Applying this model through a case study of specific Christian NGO—World Vision Burundi—leads to both identifying factors that undermine learning and proposing a set of recommendations that will help this NGO become a more effective learning organization.

Becoming an effective agent of development in the challenging and complex context of the development NGO in Sub-Saharan Africa necessitates prioritizing learning and adaptation. But NGOs are often not characterized by such a strong learning culture and commitment; and Christian NGOs are no exception. Reforming both the commitment to learning and the structures that support it is a pressing challenge facing Christian NGOs committed to being effective agents of development. Such reform requires careful analysis of the context of Sub-Saharan Africa, special consideration of the complex broader socio-political structure of the NGO world, and systematic research into understanding organizational dynamics that facilitate learning. Data from this research contributes to building an integrated learning model. Applying this model through a case study of specific Christian NGO—World Vision Burundi—leads to both identifying factors that undermine learning and proposing a set of recommendations that will help this NGO become a more effective learning organization.

The presenter will introduce the characteristics and social-behavioral challenges associated with autism and their incompatibilities with the nature of and types of activities in faith based-communities and congregational activities. The presenter will then discuss various programs, training models, and interventions that are used by various faiths in their worship. He will stimulate discussion on best-practices and research-based interventions in an effort to include individuals with autism and their families in congregational activities.

No description available.

Philosophiae Doctor - PhD / Adolescent sexual development forms a crucial role in the process of identity formation and the establishment of healthy romantic and social relationships. However, some adults are uncomfortable with the notion of adolescent sexuality, and would choose to remain in a state of denial or ignorance. It is pivotal that adults address the topic of adolescent sexuality. Numerous adolescents are not adequately guided by parents, educators, and church leaders. Hence, their lack of basic sexual knowledge or simply having erroneous ideas appertaining to sexuality may cause them to make very unwise sexual decisions. A number of adolescents routinely engage in behaviours that unknowingly put their health at risk. Amongst South African adolescents, sexual risk-taking behaviours including early coitarche, unprotected sex, multiple sex-partners and low contraceptive use are quite common.