The purpose of this dissertation is to investigate the nature and potential of an integrated strategy for non-formal education and development that will alleviate the problem of milieu-deprivation in Third World communities. This integrated strategy includes compensatory education, community development, and development communication strategies. Learning need structures were investigated and the most important categories of learning needs that exist in socially disadvantaged communities were identified. Community education is a relatively new concept, through which innovation, adaptation and extension of educational opportunities can be achieved, and thus suggests the most suitable infrastructure for the integration of educational and developmental strategies, namely compensatory education, community development and development communication. Community education can be defined as the educational process in which the provisions (services, programmes, resources) of all the educational agencies in a community are utilised in a co-operative and co-ordinated manner, to provide for all of the learning needs of all the people of a community, to develop the community and solve the problems of the community. The milieu-deprived Third World communities of the world are thus depend en t on community education. I n the present practice of community education, the community school serves as community learning centre, and becomes the focal point of the community whereby the school functions as a centre and delivery system for lifelong learning and community development. The operation of educational programmes is realized through a ten phase process. The appointment of a Director of Education, creating an educational milieu and the establishment of an organizational structure for participative planning, establish the necessary infrastructure for community education. The planning and bringing into operation of educational programmes takes place in the next six phases, namely: identification and analysis of problems and needs, formulation of programme objectives, identification and mobilization of community resources, operation of educational programmes, evaluation, and continuous research. The community education process can be implemented for the integration of all the programmes, practices, projects, and learning experiences of compensatory education, community development and development communicaton. The following categories of compensatory education can be realized in a community education set-up:<ul> <li> pre-school educational programmes and parent education</li><li> work-study programmes for youths</li><li> higher education and adult education</li><li> counselling</li><li> reading and language education</li><li> extracurricular innovations</li></ul> In dealing with community education, one is dealing with a community development strategy: a comprehensive community development strategy is actualised through some variation of the co-ordinating, co-operating process of community education. The following development communication strategies can be implemented and realised in a community education set-up: the open broadcasting strategy, the organised group strategy, multimedia strategy. Through the integration of the above-mentioned strategies within a community education set-up, with its network of educational agencies and social services, the problems of mi1ieu-deprived communities can be alleviated to a meaningful extent. / Thesis (PhD)--University of Pretoria, 2012. / Educational Psychology / PhD / Unrestricted

Read abstract in the document / Dissertation (MInt(Prof))--University of Pretoria, 2014. / Architecture / MInt(Prof) / Unrestricted

<p>This study examines whether taxpayers intentionally avoid IRS third-party reports. In 2017 an IRS amendment created an exogenous shock that impacted how third parties report gambling winnings to the IRS. In thoroughbred racing, this shock had a substantial impact on certain types of wagers. This paper considers how gamblers reallocated their money following the shock. Using a difference-in-differences research design that compares U.S. tracks to Canadian tracks, I find that gamblers increased their investment in wager types that had become less likely to trigger third-party reports by 27 percent. In the U.S., over $400 billion in tax revenue goes uncollected annually, largely due to unreported income. Third-party IRS reporting is considered the most effective way to reduce underreporting, but there is limited understanding of how taxpayers interact with third-party reporting rules. This paper provides evidence on this interaction, showing that taxpayers purposefully avoid third-party reports to facilitate tax evasion.</p>

The purpose of this study was to determine the relationship between articulation ability and reading ability, between articulation ability and language development, and between language development and reading ability. This study examined children with minor difficulties and children with a history of more severe articulation problems separately in order to determine whether severity of articulation disability is related to reading ability.

This study is a critical evaluation conducted by a Youth-led Participatory Action research team that has, over the course of five years, sought to investigate culturally responsive pedagogies in international schools populated with Third Culture Kids. Previous to this work, the youth researchers and I developed an interdisciplinary, choice and project-based honors program which we called the Small Learning Community. As such, this program became the object of and context for this review. We were guided by the question, What are, if any, the perceived learning benefits for students in the Small Learning Community?, and we sought to critically evaluate the program’s perceived impact on meaningful learning experiences, student agency, and transference of skills. We leveraged constructivist-oriented Grounded Theory—in part because of the value this approach assigns to emic knowledge—to examine interview transcripts of SLC participants. I then developed case studies and argue for pedagogical shifts in the international classroom that center more deliberately on (1) active participation, (2) the perception of new, (3) choice, (4) attention to process, (5) personal interest, and (6) social emotional learning, while addressing the need for more intentional and systematic practitioner research.

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A recent trend in the study of forgiveness is to look at forgiveness outside of traditional victim-perpetrator dyads. One way of going beyond these dyads is to look at third-party forgiveness. A recent advance in the study of relationship valence is to look at the amount of positivity and negativity in a relationship as on independent scales rather than on two ends of the same spectrum. This allows for categorization of relationships that are high in both positivity and negativity—ambivalent relationships. This study attempts to combine these two recent advances. I hypothesized that participants would have more difficulty forgiving offenders with whom they had ambivalent relationships, that participants would be more forgiving when they were personally offended compared to when they were a third-party to an offense committed against a friend, and that participants would be more forgiving of a perpetrator when an offense was committed against an ambivalent relation than when the same offense was committed against a positive relation. Strong support was obtained for the first hypothesis, but little support for the second and third hypotheses. The implications of these results are discussed and possible directions for future research are recommended.

The purpose of the study was to develop, implement, and evaluate a learning center for arts education in a third grade classroom. Specifically, the learning center was designed to increase opportunities for arts education in an elementary classroom, to emphasize the unity of the arts by offering parallel instruction in several art media, and to provide a resource for arts instruction which would not require direct teacher supervision, Arts included in the study were visual art, music, and movement.

Previous researchers have established that social networks can influence an individual’s romantic relationship. Two studies examined whether one third party’s opinion was more influential than another when multiple parties’ opinions conflict or concur. The first study was a 2 (Parent Opinion: approval, disapproval) x 2 (Friend Opinion: approval, disapproval) between-subjects factorial design experimental survey which examined how third party opinions influenced an individual’s current romantic relationship state. Analyses revealed that both friend and parent opinion had significant effects on an individual’s romantic relationship. The second study incorporated a virtual dating game in which participants received feedback about one of their interaction partners. The study employed a 2 (Parent Opinion: good match, bad match) x 2 (Friend Opinion: good match, bad match) x 2 (Interaction Partner: Target, Control – within-subjects) mixed factorial design. Friend opinion emerged as playing an important role in individuals’ perceptions and choices of a potential romantic partner.