Thesis (M.Sc.(Crop Science) North-West University, Mafikeng Campus, 2011

Doctor of Philosophy / Department of Counseling and Educational Psychology / Fred O. Bradley / The purpose of this phenomenological study was to examine the impact of student support services on the engagement and satisfaction of undergraduate non-traditional students at Kansas State University. For the purposes of this study, student support services were defined as non-academic departments or offices providing support services to students. The research questions were: (1) How do the experiences of non-traditional students, when utilizing the services of university student support staff, impact their engagement and satisfaction? (2) How do non-traditional students regard their experiences with student support services at Kansas State University? (3) What types of programming do student support services at Kansas State University provide for non-traditional students? (4) What level of involvement with student support service functions do non-traditional students find as enhancing their learning experience? Following the completion of in-depth interviews of 20 non-traditional students, five student support staff members and observation of five student support staff offices, the researcher identified the emergence of six themes related to the engagement and satisfaction of non-traditional students: (1) commitment - student’s perceptions of efforts to engage and satisfy them through a commitment of university resources, (2) expectations - demonstration of investment in the students and validation of their presence on campus by communicating clear expectations, (3) support - provision and utilization of support services that promote student success (4) involvement - perceptions of the relationship between student and support staff and opportunities for academic and social integration, (5) learning - efforts to enhance the learning experiences of non-traditional students, (6) feedback – gathering of suggestions for change and improvement to the non-traditional student experience. These themes captured the experiences of non-traditional students while utilizing student support services. Students who develop or experience a positive connection with a student support staff member or faculty member reported that those experiences leave them feeling engaged in the life of the university and satisfied with their student role. Non-traditional students were confused about what student support services were available and how to utilize them. When students seek the help of support staff, the student often left feeling as though the staff do not understand their needs. Student support service offices did not differentiate between programs specifically for non-traditional and traditionally-aged students. Students could identify student support service staff as connectors as playing the role of; academic advisor, admissions representative, financial aid advisor, housing staff member, faculty member or others who take the opportunity to engage with the student.

7 pp. / This article introduces the popular mole (pronounced: MOH-lay) sauces that are typically served in three regions (the North, Central, and South) of Mexico. It also discusses how this popular Mexican food can promote healthy meal cooking, which can reflect traditional foods of the land.

Researchers differ in their views of the structure of traditional middle and high schools in public education on student performance. They question the effectiveness of school and age level configuration, and its comparability with the age-appropriate cognitive, social and emotional development needs of students. Some believe that eliminating the traditional break between elementary and middle schools would enhance students' overall learning opportunities, particularly for ethnic minority and economically disadvantaged students and reduce the current disparity in student performance between traditional middle schools and K-8 academies. This research is founded on a study of (a) curricular and co-curricular richness of the core program; and (b) the organizational elements of the elementary and intermediate school configurations. This mixed-methods investigation utilized both quantitative and qualitative methods to develop the data. The quantitative method incorporated a comparison of six schools that were once either K-5 elementary schools or 6-8 traditional middle schools but were later reconfigured to encompass all grade levels making them K-8 Academies. The quantitative method was used to evaluate the quality of (a) student performance in mathematics and language arts as determined by state assessments (b) the school climate as perceived by the teachers, parents and community members. Creswell (2005) noted that the combination of quantitative and qualitative data gathering, analysis, and interviews strengthens the understanding of the problem and related research findings. Many school districts with 6-8 traditional middle schools have experienced students not making adequate progress and are considering changing their grade structure to K-8. DeJong and Craig (2002) list the reasons for this conversion to cause fewer transitions for students, to keep students in neighborhood schools, to reduce transportation costs, to improve safety, and to accommodate declining enrollment. The researcher hopes that, along with other current research, this study may serve to compel more school districts to consider adopting alternative grade configurations when students are not making adequate progress in the traditional 6-8 grade configuration. / text

Research was conducted among the Hispanic population of Casper, Wyoming for the purpose of determining the extent to which the Hispanic ethnic medical system had been modified in response to local living conditions. Since Casper is relatively remote from areas where there are high concentrations of Hispanics it was reasoned that this isolation would influence the way in which Hispanics adapted to life in a predominantly Anglo community and that, by extension, aspects of the ethnic medical system would undergo significant alterations as a result. Research was carried out by using a mail out survey which was sent to a random sample, by personal interviews and contacts, and by collecting life histories of selected individuals within the Hispanic community. The results indicated that few local Hispanics adhered to the precepts of the ethnic medical system and that those who did were likely to retain only those cures which were easily administered within the home. There were virtually no reported instances of anybody having contracted one of the ethnic illnesses in the recent past. The attenuated nature of the ethnic medical system was accounted for in terms of the local Hispanic community structure and of the local sense of Hispanic group identity. Hispanic community structure is weak due to the small number of Hispanics who reside in Casper, their relatively recent arrival in Casper, their residential dispersal which inhibits the formation of strong neighborhoods, and the absence of formal institutions and organizations which might serve as focal points for community interaction. As a result of this weak community structure ethnic identity is expressed primarily in the domestic sphere rather than the public sphere. The ethnic medical system follows the same pattern, with those elements of the system which require strong community support being cropped and those elements which can be controlled domestically being retained.

This dissertation explores the complex structures and diverse experiences of globalization through the specific analytical lens of community-based natural resource management (CBNRM). CBNRM is an undertaking which is fundamentally local but also integrally connected to transnational conservation ideology and national structures of authority. While recent critiques of community-based conservation projects have challenged the universal efficacy of the approach, CBNRM continues to be a ubiquitous conservation paradigm and to provide lingering hope for local empowerment through resource management. Focusing on two community-based conservation groups formed in Tanzania and Zanzibar, this dissertation looks at the experience of local groups attempting to engage with broader national or international conservation networks by focusing on three tropes of globalization theory: intersections between traditional ecological knowledge and western science, the relationship between civil society and the state, and the specific mechanisms for local engagement with national and global entities. The community groups in this study use dynamic and adaptive strategies to channel resources into their communities. However, they also face significant structural constraints, many of which reveal the neocolonial effects of transnational conservation ideology. This work explores both the factors limiting or manipulating local participation in resource management and the strategies used by these two community-based conservation groups to ensure their participation in spite of those limitations.

Pain is a growing national public health problem that contributes to spiraling health care costs and significant societal burden in the United States. It is the most common reason for seeking health care services, and is the leading cause of disability (CDC, 2008). Inadequately treated pain has profound social, psychological, economic, and physiological consequences for patients, their families, and society (American Pain Society, 2009).A community-based participatory research (CBPR) approach was used for this project to develop a knowledge base about issues associated with chronic pain and its treatment among Native American people in Winslow, AZ. Mixed methods (qualitative and quantitative) were used to gain insight into the local factors that contribute to the self-management and treatment of chronic pain.The results of a provider survey indicated that there are negative psychological traits toward patients with chronic pain such as authoritarianism, intolerance of ambiguity, reliance on technology, and locus of control which are factors that are known to negatively influence pain care (Weinstein et al, 2000). Lack of knowledge regarding pain and pain management along with perceptions and fears related to drug regulatory agencies were additional factors that were found, constituting additional barriers. Patient participants were generally dissatisfied with the pain care practices at Winslow Indian Health. Patient reported treatment goals that included relief of pain, improved quality of life, the ability to return to work, the ability to perform household chores, and the ability to participate in more physical leisure activities.This results of this practice inquiry indicate there is a disconnect between patient and provider views and expectations around pain treatment and the need for further studies to determine the best ways to address chronic pain at the local level. The development of a pain management program is recommended to address the unmet needs of patients with chronic pain. Education in pain management is recommended for healthcare providers, including information regarding the benefits of non-pharmacologic therapies for pain management. The practice inquiry also supports the need for new policies at the local, tribal, and national levels to address pain as a growing public health issue.

While Western science education has always been ubiquitous in the Canadian educational system and society, many researchers have recognized the scientific and educational values of Traditional Ecological Knowledge (TEK). This study aims to contribute to the understanding of TEK and the integration of TEK into science curricula. The prevalence and representation of TEK in grades 7 and 8 official science curriculum documents used in Canada were examined. To describe TEK in the documents, both quantitative and qualitative content analyses were conducted. The results show the high variation of the prevalence and representations of TEK. Overall, Nunavut and Saskatchewan show the highest prevalence and representation of TEK in their curriculum documents, which could establish a benchmark for developing a national learning framework for integrating TEK.

The ecological design considerations are focusing on the built environment and the living process of the building. It considering the environment impact in designing building, and integrating ecological responsive design methods. While the traditional Chinese building shared the same design philosophy. Our ancestors are really concerning the connection between their living space with the broader environment, not only in the time they occupying the building, but also when they construct and demolish it. They use the word "harmony" to describe this relationship with the environment, and consider it as the high-quality pursuit of life. Wooden building has been a major building type in China for thousands of years, however, over 40 thousand traditional Chinese building has been demolished in the past 30 years, most of them are wooden buildings. Since the steel, concrete and other emerging materials has become the major materials for the modern building, wooden building seems to step down from the stage of history. Not until in recent years, wooden building come into people’s view again, it’s increasingly appeared in all over the world and take part in a major role in mordent architecture. Since the wood is a sustainable and renewable building material, and a good carbon sink, it is more environmental friendly than steel, concrete or some other building materials. The wooden building has a great potential to discover its ecological benefits and as a carrier of traditional Chinese culture. In seeking the development of wood as a building material, and the future of sustainable buildings, I integrate the theory with practice that human population is growing rapidly, the high-rise wooden building might be a best solution for this quest. I expect to explore the application of wood in high rise building’s envelope and structure, integrate the wood with other material to expand its performance, emotionally and reality connect the traditional Chinese culture and people’s memory of the land to the present day.

This study is a curriculum research project that focuses on teaching the traditional arts of Ghana and enduring artistic ideas to Ghanaian basic school students. It has been designed based on data from a survey conducted with experts in Ghana arts history and on the traditional arts of Ghana. The curriculum covers the major arts practiced by the traditional artists. It also recognizes some contemporary Ghanaian artists and their artworks. This study offers insights into Ghanaian basic school art teachers’ philosophies and experience with their traditional arts. Through analysis of the findings, the major themes that emerged were changes in the assessment strategies of the national curriculum for Creative Art subject, the opportunities this new curriculum might bring to multicultural education, and the positive effect this curriculum has had on teachers’ understanding and designing of traditional art lessons.