Thesis (M.S.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 27-29).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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This research examines the horizontal and vertical equity of public school funding in the Commonwealth of Virginia from 2004 to 2018. This study analyzed and measured the horizontal and vertical equity funding allocations across each reporting division in the Commonwealth of Virginia from FY2004 to FY2018 in two-year increments reflective of the final year in each biennium where the local composite index (LCI) is calculated. Data were collected for the 132 reporting divisions in the Commonwealth of Virginia including funding amounts, student counts, categorical counts, and average daily membership. Weights were applied to specific groups within the study (i.e., economically disadvantaged students, special education students, and English language learners) in order to obtain vertical equity measures. The chosen measures of wealth neutrality and fiscal equity were range, restricted range, restricted range ratio, coefficient of variation, the Theil Index, the Pearson Correlation, regression, slope, elasticity, the Gini Coefficient, and the McLoone Index. At fixed intervals reflecting FY2004, 2006, 2008, 2010, 2012, 2014, 2016 and 2018, the measures were used to analyze the selected data points for each district across the Commonwealth of Virginia with both unweighted and weighted values. The information from these analyses will help inform researchers and educational leaders about the current state of equity for divisions across the Commonwealth of Virginia. Furthermore, it will inform stakeholders about whether or not horizontal and vertical fiscal equity measures have increased or decreased in the selected fiscal years for the Commonwealth of Virginia. / Doctor of Education / This research examines the equity of public school funding in the Commonwealth of Virginia from 2004 to 2018 two different ways. First, the research measures equity where every student is mathematically identical, which is how funding currently works; this is called horizontal equity. The second measure of equity in this research applies mathematical weights of different amounts to students with different classifications that historically cost more to educate (i.e., economically disadvantaged students, special education students, and English language learners) (Berne and Stiefel, 1984; Verstegen and Knoeppel, 2012); this is referred to as vertical equity. This study analyzed and measured the horizontal and vertical equity funding allocations across each reporting division in the Commonwealth of Virginia from fiscal year 2004 to fiscal year 2018 in two-year increments. This is because every two years, the amount of funding a division receives is recalculated as is the division's ability to pay, also known as the local composite index (LCI). For the purposes of this study, the final year of each two-year cycle was analyzed. Data were collected for the 132 reporting divisions in the Commonwealth of Virginia including funding amounts, student counts, categorical counts, and average daily membership. Weights were applied to specific groups within the study (i.e., economically disadvantaged students, special education students, and English language learners) in order to obtain vertical equity measures. The chosen measures of wealth neutrality and fiscal equity were range, restricted range, restricted range ratio, coefficient of variation, the Theil Index, the Pearson Correlation, regression, slope, elasticity, the Gini Coefficient, and the McLoone Index. At fixed intervals reflecting FY2004, 2006, 2008, 2010, 2012, 2014, 2016 and 2018, the measures were used to analyze the selected data points for each district across the Commonwealth of Virginia with both unweighted and weighted values. The information from these analyses will help inform researchers and educational leaders about the current state of equity for divisions across the Commonwealth of Virginia. Furthermore, it will inform stakeholders about whether or not horizontal and vertical fiscal equity measures have increased or decreased in the selected fiscal years for the Commonwealth of Virginia.

Introduction: There is growing interest among health sciences researchers in incorporating equity, diversity, and inclusion (EDI) principles into their work. However, there is a lack of established best practices. This knowledge gap poses a risk of harm, particularly for equity deserving communities. This study aimed to identify the needs of health sciences researchers conducting EDI-related research and to learn from their experiences. Methods: This study used qualitative description through semi-structured interviews with health sciences researchers who self-identified as conducting EDI-related research or using an EDI lens in their research. Participants included faculty, staff, and students with diverse identities, experiences, and research areas. The interviews were transcribed then analyzed using conventional content analysis. Results: Motivations for conducting EDI-related research were a mix of personal experiences and professional pressures. Participants avoided labeling themselves as “experts,” emphasizing the importance of lived experiences in their research. However, lived experience alone was not a substitute for formal research expertise; both were needed on research teams. Challenges included systemic pressures, representation issues, evolving terminology and landscape, emotional burdens, and bureaucratic barriers resisting and opposing EDI-related research. Early career researchers struggled with power dynamics in academia and finding supervision aligned with their interests and ethics. Participants shared valuable advice and resources to support higher-quality research including the creation of brave spaces for conversations around EDI to help alleviate the emotional burden on researchers, the importance of team-based approaches to ensure diverse perspectives and critical representation on research studies, and several ways EDI considerations can be embedded in educational and institutional processes. Conclusion: This study addresses the gap in formal EDI research education in the health sciences—an oversight that risks harmful research practices. The outcomes can be used to develop educational resources that promote critical thinking and best practices, thereby improving the quality and impact of health research. / Thesis / Master of Science (MSc) / Health sciences researchers are increasingly interested in incorporating equity, diversity, and inclusion (EDI) principles into their work, yet many lack the appropriate education. This knowledge gap poses risks, particularly for research involving equity- deserving communities. This thesis explores EDI adoption in health research using a qualitative descriptive approach. Researchers who self-identified as conducting EDI- related research or using an EDI lens participated in semi-structured interviews analyzed using conventional content analysis. Participants’ motivations involved personal experiences of inequity and professional pressures. The challenges they experienced included systemic pressures that can lead to tokenism and harmful research practices, evolving terminology and landscapes, emotional burdens, and bureaucratic resistance and opposition. By understanding advice and resources from current researchers, including better emotional and institutional support, this study takes a crucial first step toward improving EDI education among health sciences researchers. This effort aims to prevent harmful research practices, thereby improving the quality of health research.

Universität Erlangen, 1749, Thesis (doctoral) / Goldsmiths'-Kress no. 08459.1. - Includes bibliographical references. - OCLC, 23434538. - Reproduction of original from Harvard Law Library

Thesis (doctoral)--Universität Erlangen, 1749. / Reproduction of original from Harvard Law Library. Goldsmiths'-Kress no. 08459.1. Includes bibliographical references.

This study explored non-profit organization using a qualitative method (in-depth Interview). The research objective of this paper is to analyze the content of Strong Brand to develop the internet marketing strategies and to establish differential and sustainable competitive advantage to achieve the goal of Sustainable Development of the organization. The study found that the Brand Equity of website of non-profit organization is mainly from constructing Strong Brand of non-profit organization, internet marketing strategies and methods, website design, website experience, emotional connections and trust. For non-profit organization limited in marketing resources, website is helpful to establish ¡§brand awareness,¡¨ ¡§brand image,¡¨ ¡¨loyalty,¡¨ and ¡§reputation of organization¡¨ and to achieve the marketing objectives of resource attraction, resource allocation, and persuasion to enhance the impact and performance of organization on society. Suggestions of the managing brand equity of website of non-profit organization could be made as follows: focus on the social network of internet to build loyalty of website, use the special characteristics of internet to target customers, to produce website experiences, to combine eality and vitality, carefully choose partners to internet cooperation, and improve the integration and innovation capability of information communications technology and marketing communication. The study aims to provide the findings as the reference basis for website operating of non-profit organization and internet marketing strategies developing to assist non-profit organization in more effective resource to expand the virtual market of non-profit organization and use the initial study of Brand Equity of website of non-profit organization for the foundation of the future studies.

The issue of the division of equity is one that founders of joint ventures inevitably face during the start-up phase of business development. Whilst this is an issue of great importance in that it shapes the capital structure of the business (Roberts and Zender, 2008) and impacts on the future productivity of founder members (Holstrom, 1982), it is an area that has received little systematic attention in academic literature. Hellman and Wasserman (2011) conducted a large scale study of equity splits in start-up’s and noted that the three factors of (1) the value of the idea, (2) past entrepreneurial experience and (3) capital contribution played a significant role in determining the division of equity. This study employs a qualitative research methodology to investigate the process of equity negotiation with the aim of identifying further factors that may guide decisions in equity negotiation. The key findings of the research are that the dynamics of the interpersonal relationships that exist between founder members appear to influence equity negotiations, in that preserving goodwill in these relationships was a factor that motivated founder members to lean towards equal equity splits. The two phenomena that are associated with a need to preserve goodwill within the relationship are the existence of a relationship prior to entering into business, and the business venture being based on a shared idea.Copyright / Dissertation (MBA)--University of Pretoria, 2011. / Gordon Institute of Business Science (GIBS) / unrestricted

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