Objective. This thesis examines the invariance of a battery of neuropsychological tests to known education-associated differences in strategy implementation and neural resource allocation underlying cognitive task performance in older adults without cognitive impairment. Methods. Confirmatory factor analysis was used to evaluate the fit of a three-factor measurement model (Verbal Ability, Visuospatial Ability, Long-term Retention; Tuokko et al., 2009) to scores from the neuropsychological battery of the Canadian Study of Health and Aging (CSHA) for the purpose of confirming the latent constructs measured by its 11 tests. Measurement equivalence of the model across lower- (LE; ≤8 years) and higher-educated (HE; ≥9 years) participants was then evaluated using invariance testing. Results. The measurement model demonstrated adequate fit across LE and HE samples but the loadings of the 11 tests (indicators) onto the three factors could not be constrained equal across groups. Two non-invariant tests of verbal ability (Animal fluency, token test) were identified that, when freed from constraints, produced an invariant model. Constraint of factor covariances did not compromise the partial invariance of this model. Because demographic characteristics of the LE and HE samples differed significantly, findings were replicated on age-and sex-matched subsamples. Conclusions. Two measures of verbal ability were not invariant across HE and LE samples of older adults, suggesting that the cognitive processes underlying performance on these tests may vary as a function of educational attainment. / Graduate

While it is generally agreed that First Nations in Canada are facing a housing crisis in their communities, the Canadian public has largely misunderstood what the crisis of housing is, thus frustrating efforts to improve the situation. A re-conceptualization of the problem of on-reserve housing as a crisis of governance with roots in processes of colonialism (both historical and ongoing) offers the possibility of addressing the crisis and moving forward. This research seeks to situate housing as an important site of engagement for First Nations and settler society (as important in decolonization efforts as it was in colonization) and points to the importance of relationships both within Indigenous communities and with settler society in restoring governance and improving housing. Housing has been a contested site throughout the history of First Nations-settler relations, with colonial policies focusing on reshaping how First Nations lived. These policies have been consistently resisted by First Nations. This history of struggle provides the crucial context for understanding how and why housing has reached an impasse. This impasse is illustrated by examining federal housing policy, which appears to offer increased community control over housing but does so without addressing underlying governance and capacity issues. First Nations are becoming increasingly responsible for on-reserve housing without corresponding supports or redress for the history of colonialism that has created the crisis. Current approaches to solving housing problems on-reserve are then critically assessed, focusing on policy and legislative moves toward homeownership and privatization on-reserve. I argue that this approach circumscribes self-determination for First Nations in particular ways, reducing these claims to a set of market based options. Finally, several innovative community housing initiatives are examined, moving beyond the debate to privatize. Priorities identified are consistent across the examples: housing is at the service of the community, is affordable, builds local capacity, is self-sustaining, is culturally and environmentally appropriate, and the locus of authority remains in the community. The initiatives were achieved by cultivating relationships, both within First Nation communities and with settler society. In this thesis, I suggest the importance of housing for decolonization efforts for First Nation and settler alike. / Graduate / 0334 / 0740

Thesis (B.A.(Hons.)) -- Dept. of History, University of Adelaide, 1972.

Thesis (Ph. D.)--University of New South Wales, 2002. / Also available online.

Report (M.S.)--Virginia Polytechnic Institute and State University. M.S. 1992. / Includes bibliographical references (leaf 326). Also available via the Internet.

Thesis (Ph. D.)--Columbia University, 1937. / Vita. Published without thesis note. Bibliography: p. [269]-272.

Thesis (Ph. D.)--Columbia University, 1938. / Vita. Thesis note on label mounted on half-title. Bibliography: p. 277-280. Bibliographical foot-notes.

Thesis (Ph. D.)--Columbia University, 1938. / Vita. Thesis note on label mounted on half-title. Bibliography: p. 277-280. Bibliographical foot-notes.

Thesis (Ph. D.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 177-196).

Master-Arbeit Univ. St. Gallen, 2005.