This thesis studies the secular schools sustained by two rural municipalities of majority Indian population in the Sierra Norte de Puebla in the periods before and after the 1910 Revolution (1875-1930). In order to assess the role of schools in the community and their contribution to nation-state building, it examines changes in the tax system that affected educational provision, the mutual interaction between schools, politics and inter-ethnic relations at the local level, and the methods used and problems faced when teaching Indian children to read and write in Spanish. The approach of social history is followed to address these questions, seeking to strike a balance between the necessary recognition of the agency of subordinate groups and the complexities of power relations that kept them dominated. Taking a local perspective and using a variety of sources including previously untapped municipal archives, this study both complements and challenges the history of education and nation-state building in modem Mexico. This thesis shows how, before 1910, municipal schools were successfully sustained by locally-controlled taxes and how post-revolutionary policies, contrary to the prevalent view in Mexican historiography, did not necessarily have positive consequences for education. In this case they had a negative impact by abolishing the tax system that had sustained schools, without providing an effective alternative. In organising themselves to fund schools, communities proved to be stronger than the post-revolutionary state. Seeking to contribute to an incipient but growing history of Indian education, this study analyses classroom practice, showing how speakers of Indian languages were at a disadvantage in school. After the revolution, there was a growing awareness of the specific needs of Indian children, but the methods adopted did not necessarily result in more effective learning of Spanish. In fact, the thesis argues that throughout the period of study schools contributed to non- Indian domination by reproducing and reinforcing Indians' linguistic disadvantage.

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This dissertation comprises two essays. While the topics of both essays are different both are interrelated on the base of economic development. The first essay examines ethnic wage gaps on segmented labor markets with evidence from Latin American countries. The second essay revisits the determinants of fiscal decentralization with an emphasis on the role that geography plays in determining fiscal decentralization. The first essay contributes to limited literature on ethnic wage gaps in Latin America. It examines ethnic wage gaps for workers in formal and informal labor markets. Using data from Latin American countries we estimate and examine across-ethnic wage gaps for informal and formal markets, their changes over time, factors that explain their differences, and the wage gap distribution. More specifically, we verify that different ethnic wage gaps do exist across formal and informal markets; they behave differently not only at their means but also along the wage distribution. The results indicate that higher ethnic wage gaps in informal sectors exist not only on average but also throughout the distribution. In addition, we find that wage gaps have declined significantly over the last 10 years. we explain this by examining changes in the prices of institutional factors and changes in human capital endowments. The distributional analysis shows a decrease in the unexplained component, especially in the top part of the distribution. The second essay contributes to the existing literature on the determinants of fiscal decentralization by motivating theoretically and exploiting in depth the empirical relevance that geography has as a determinant of fiscal decentralization. The relationship between decentralization and geography is based on the logic that more geographically diverse countries show greater heterogeneity among their citizens, including their preferences and needs for public goods and services provisions. Communications and physical distance are also a very important issue and play a key role on the effect of geography over time. (Lora et. al., 2003) argue geography plays a key role in economic and social development, as well as in the institutional design of the countries; yet, this effect could be enhanced (or diminished) in the presence of better physical infrastructure or communications. The theoretical model in this paper builds on the work by Arzaghi and Henderson (2002) and Panizza (1999). For the empirical estimation, we use a panel data set for approximately 91 countries for the period 1960-2005. Physical geography is measured along several dimensions, including elevation, land area and climate. We construct a geographical fragmentation index and test its effect on fiscal decentralization. In addition, we interact the geographical fragmentation index with time-variant infrastructure variables in order to test the effect that infrastructure and communications have on the relationship between geography and fiscal decentralization. For robustness, we construct Gini coefficients for in-country elevation and climate. We find a positive and strong correlation between geographical factors and fiscal decentralization. We also find that while the development of infrastructure (in transportation, communications, etc.) tends to reduce the effect of geography on decentralization, this effect is rather small and mostly statistically insignificant, meaning that the impact of geography survives over time. The strategy has additional value because geography may be used as an instrument for decentralization in future econometric estimations where decentralization is used as an explanatory variable, but may be suspected to be endogenous to the economic process being studied (economic growth, political instability, macroeconomic stability, income distribution, etc.).

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<p>This dissertation examines the changing concepts and experiences of slavery and freedom in South Carolina from its founding in 1670 through 1747, a period during which the legal status of "slave" became solidified in law. During the course of South Carolina's first eight decades of settlement, the legal statuses of "slave" and "free" evolved as the colony's slaveholders responded to both local and imperial contexts. Slaves and slaveholders engaged in a slow process of defining and refining the contours of both slavery and freedom in law. The dissertation explores how this evolution occurred by focusing on three topics: constant conflict that afflicted the colony, free white colonists' reliance on the loyalty of slaves, and South Carolina's law and legal system. </p><p>Through its use of social and legal history, as well as close reading, the dissertation shows that South Carolina's legal and military contexts gave unplanned meaning to slaves' activities, and that this had the effect of permitting slaves to shape slavery and freedom's development in practice and in law. In various ways, the actions of slaves forced slaveholders to delineate what they considered appropriate life and work conditions, as well as forms of justice, for both slaves and free people. As such, slavery as an institution helped give form to freedom. Drawing on legal records, newspapers, pamphlets, and records of the colonial elite, the dissertation argues that slaves' actions--nonviolent as well as violent-- served as a driving force behind the legal trajectory of slavery and freedom in South Carolina. These processes and contexts change our understanding of colonial America. They reveal that slaves influenced the legal regulation of slavery and that slavery and the enslaved population played a critical role in defining freedom, a central tenet of American democracy. Contrary to modern assumptions about freedom and even the ideals expressed in the Declaration of Independence, this dissertation shows how slavery actually constrained freedom.</p> / Dissertation

The coming into force of "free trade agreements" across the Western Hemisphere since the late 1980s has been a historic change that is still in the process of development. This essay seeks to explain this development. To do so, it investigates examples of the historical development of social relations in the hemisphere. The political will to carry out such a plan can be found in each country in the social base that sees benefit in the course. While this political will exists, everywhere the process has been a contested one, both domestically and internationally. This policy will continue to find support especially from large capital interests and their representatives who will continue to find their opposition in a wide variety of labour and social movements and socialist tendencies. The balance determines the type of contract struck.

Today we are witnessing an increased demand for Aboriginal people to assume teaching roles previously held by white Western people in their communities (L. McAlpine, personal communication; Matthew, 1982). To date, there is little research documenting the teaching strategies of different Aboriginal peoples in Canada. The present study documents Cree and Mohawk teachers' beliefs about and use of play as an educational strategy at the primary and early elementary levels, and contrasts this with three non-Aboriginal teachers working in the same communities. Nine Aboriginal teachers were interviewed regarding their beliefs about play as an educational strategy; seven of these teachers were also videotaped teaching. A coding scheme was used to analyse the teachers' videotaped lessons. Similar data were obtained for the non-Aboriginal teachers. The Cree and Mohawk teachers held similar beliefs about play as an educational strategy; their beliefs differed from those of the non-Aboriginal teachers. In terms of their use of play, some differences between the Cree and Mohawk teachers were found; differences between the Aboriginal and non-Aboriginal teachers also surfaced. Results support the notion that Aboriginal teacher may differ from non-Aboriginal teacher's in their beliefs about play, and that Cree and Mohawk teachers themselves may use different patterns of play in their lessons.

This dissertation explores individuals' approaches to information search and use in consumer decision making in two dissimilar cultures: China and North America. The research consists of two exploratory studies designed to develop a deep description of information search and use in each of the two cultures studied. Since the two cultures are so different, the research also examined cultural dimensionality and the specific dimensions that appear to impact information search and use in each culture. In addition, the studies probed the implications of these findings for other stages of consumer decision making in Chinese and North American culture. / The dissertation utilizes primarily qualitative approaches to investigate the topic in an interpretive fashion. Throughout the research, an emphasis is placed on a multi-method approach in an attempt to develop descriptions and theories of information search and use for the two cultures being investigated. The Chinese study was directed from a base in Beijing, China, and the North American study was directed from two bases in Montreal, Canada, and Boston, Massachusetts. The two studies each utilize three product categories chosen to maximize understanding of information search and use characteristics of each culture. The methods employed include focus groups and interviews, observation, content analysis, and store layout and product availability analyses. / The contributions of this research are both theoretical and practical. The dissertation provides a deeply descriptive study of information search and use for two disparate cultures. In addition, the insights gained from the two separate studies should lead to a better understanding of the role culture plays in information search and use more generally. Moreover, the research should help managers to adapt their promotional efforts to the differing cultural needs of two disparate cultures, and to understand how differences in information search and use between cultures can impact other phases of the decision making process, such as the evaluation of alternatives and post-purchase satisfaction.

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Recreation programs for youth are increasingly being asked to justify their purpose beyond providing fun and games. Stakeholders (e.g., taxpayers, parents, or donors) expect youth programs to develop specific outcomes in young people that will assist them in becoming fully functional adults. More empirical evidence is needed to support the idea that recreational programs indeed provide added educational or developmental benefits. One key outcome that transcends many recreational programs, regardless of setting, is leadership development. Therefore, the purpose of this study was to evaluate leadership development in a Boy Scouts of America (BSA) High Adventure Program. Two research objectives guided this study. First, the researcher sought to determine whether youth participants in Philmont’s 12-Day Trek High Adventure Program reported increases in leadership measures as a result of their experiences. Based on the goals of this program, the researcher hypothesized that self-reported leadership qualities would increase after youth had participated in the program. Second, the study went one step further to explore what characteristics of the High Adventure Program potentially promoted or detracted from leadership development within the BSA High Adventure Program. The research design for this study was a non-experimental retrospective research design using quantitative and qualitative data obtained from a single sample of participants at the Philmont Scout Ranch. The method of data collection employed a self-administered survey instrument given to participants upon completion of their program. The survey used the Youth Leadership Life Skills Development Scale in addition to two open-ended questions designed to extract elements that promoted or detracted from leadership development. Results from the Youth Leadership Life Skills Development Scale indicated that there was a statistically significant difference between the mean of participant attitudes before the Philmont experience and the mean of participant attitudes after the Philmont experience. Results from the open-ended questions isolated nine emergent themes that participants reported to promote leadership development and four that detracted from leadership development. Overall, this study provides much needed empirical evidence to contribute to the idea that recreational youth programs, while providing fun leisure experiences, can utilize their settings to make an even bigger contribution to the lives of young people.