Thesis (Ph. D.) -- Lincoln University, 2008. / Also available via the World Wide Web.

Thesis (M.Arch.)--University of Detroit Mercy, 2007. / Includes bibliographical references (p. 122-124).

Thesis (doctoral)--Technische Universiteit Delft, 2005. / Vita. Includes bibliographical references (p. 289-297).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, Dept. of Political Science, August 1999. / Includes bibliographical references. Also available on the Internet.

Inauguraldissertation (Ph. D.)--Universität Basel. / Includes bibliographical references (p. 159-166).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This dissertation is about the learning and use of science at the level of local community. It is an ethnographic account, and its theoretical approach draws on actor-network theory as well as neo-Marxist practice theory and the related notion of situated cognition. This theoretical basis supports a work that focuses on the many heterogeneous transformations that materials and people undergo as science is used to help bring about social and political change in a quasi-rural community. The activities that science becomes involved in, and the hybrid formations as it encounters local issues are stressed. Learning and knowing as outcomes of community action are theorized. The dissertation links four major themes throughout its narrative: scientific literacy, representations, relationships and participatory democracy. These four themes are not treated in isolation. Different facets of their relation to each other are stressed in different chapters, each of which analyze different particular case studies. This dissertation argues for the conception of a local scientific praxis, one that is markedly different than the usual notion of science, yet is necessary for the uptake of scientific information into a community. / Graduate

In response to changing social, political and economic realities in their own societies, many universities and colleges in the developing countries are departing significantly from a philosophy which strictly adheres to traditional academic, familiar and basic functions of teaching and research, and are moving towards a more utilitarian role; several of these institutions have made the adage: 'take the college out to the community and bring the community into the college', an implicit part of their working philosophy. By 'community', they mean the vast majority of people living in the rural countryside. However, the task of understanding this emerging role is complex, and past efforts have met with increasing frustrations. Observers in education and development in the developing countries are now asking the question: What are the factors which characterize a successful relationship between higher educational institutions and the process and practice of rural development? The purpose of this research study is to examine, by a case study approach, the rural development activities of a number of higher learning institutions in India, using an analytical framework based on an intensive research of theories and practice of education and development. This is further supplemented by a series of actual field interviews and discussions with staff/faculty, and students of more than six educational institutions in India, two of which were finally selected for the purpose of specific and detailed analysis. The analytical framework consists of major concepts, processes, roles, and linkages underlying the institution's philosophy, goals and objectives, staff and student participation, rural people participation, relationship with government agencies including the political apparatus, methodologies including program planning and implementation, integration of functions (research, teaching and community service), and internal organization and administration. Using this framework, the study identifies the major constraints and implications underlying well-meaning university efforts in rural development. New perceptions and insights derived from the analysis are further proposed as generalizations for the benefits of educational planners, researchers, policy makers, university administrators, staff and faculty.

Community-oriented policing implementation has been examined under the context of large agencies whereas the literature on smaller agencies has ultimately been lagging behind The purpose of this study is therefore to examine the degree of community policing implementation within these smaller agencies, controlling for characteristics derived from the theory of social disorganization, to gather further insight into what variables may be impacting crimes rates Pearson correlation and OLS regression analysis is employed to obtain the necessary results The findings indicate that although community-policing implementation does not significantly impact or explain the variation of crime rates in small cities, the statistically significant results of particular social disorganization characteristics should be an indicator of the need to incorporate theory with practice / Includes bibliography / Thesis (MS)--Florida Atlantic University, 2016 / FAU Electronic Theses and Dissertations Collection