Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Sharon Walpole, School of Education. Includes bibliographical references.

This project is both a wartime biography and an examination of the American effort in France during the First World War. At its core, the narrative follows the military career of Major General James G. Harbord. His time in France saw Harbord serve in the three main areas of the American Expeditionary Forces: administration, combat, and logistics. As chief of staff to AEF commander General John J. Pershing, Harbord was at the center of the formation of the AEF and the development of its administrative policies. He organized and managed the AEF General Staff and served as Pershing's most trusted subordinate. In May of 1918, Harbord transferred to the fighting line, taking over command of the 4th "Marine" Brigade. During his time with the 4th Brigade, and later as commander of the 2nd Division, Harbord played a significant part in the battles of Belleau Wood and Soissons. A dedicated supporter of Pershing's tactics of "open" warfare, Harbord's failings as a combat commander showed the limits of American tactical experience. For the final four months of the war, Harbord took over control of the AEF's logistical system, the Services of Supply. Though he proved an able administrator, the American supply system approached total collapse in the fall of 1918, and was prevented only by the signing of the Armistice. In all three of these roles, Harbord embodied the emergence of the military manager in the American army. The First World War illustrates that war had grown so large and complex that it required officers whose primary talents lay not in leading men in combat, but in the areas of administration and management of large bureaucratic organizations. James Harbord was one of the first, and best, examples of this new type of officer.

First North är en alternativ handelsplats för aktier, som är till för att små bolag med stor tillväxtspotential ska kunna plocka in externt kapital för att möjliggöra en snabbare expansion än om de varit privatägda aktiebolag. First North ställer dock inte samma formella krav på de listade bolagen som det ställs på företag som är noterade på Stockholmsbörsen då dessa är betydligt mycket större. Under år 2007 har de växt fram en stark förtroendekritik mot bolag som är listade på First North. Analytiker och media har framfört stark kritik och menar att bolagen är alldeles för kortsiktiga i sitt tänkande och att de blygsamma krav som ställs på bolagen inte garanterar en trovärdig förvaltning. Kritikerna menar att detta tillsammans med ledningens girighet leder till att företagen vill lura externa intressenter på kapital. För att undersöka om de finns någon sanning i dessa påståenden har vi undersökt hur strategierna ser ut för bolag som nyligen listats på First North. Detta har möjliggjorts genom fem stycken intervjuer med listade bolag på First North. Under intervjuernas gång har vi frågat antingen verkställande direktör eller styrelseordförande på hur de ser på strategierna för bolaget. Med hjälp av olika teorier om strategier samt institutionell teori har vi försökt söka svar i hur ledningen ser på strategier samt försöka förklara varför de valt de strategier som de gjort. De resultat som vi kommit fram till är att den kritik som riktats mot bolag listade på First North är befogad gällande kortsiktighet. Men till vår förvåning är att det inte ledningen som i första hand ska ställas till ansvar för valen av strategier, även om dessa såklart är de som genomfört strategibyten, utan att de är analytikerna själva som bär störst skuld i detta. Mycket beroende för att analytikerna har ett väldigt stort inflytande över vad som anses vara de bästa för bolagen och att de är svårt för ett enskilt nyligen listat bolag att stå emot de externa påtryckningar som de finansiella institutionerna har.

Schizophrenia is among the most debilitating mental disorders, yet the pathophysiology remains unclear. The basal ganglia, a region of the brain involved in motor, cognitive, and sensory processes, may be involved in the pathophysiology of schizophrenia. Some, but not all, neuroimaging studies suggest abnormalities of the basal ganglia in schizophrenia. However, previous studies have examined whole basal ganglia nuclei as opposed to using a unified basal ganglia complex that incorporates anterior-posterior divisions, dorsal-ventral divisions, and gray-white matter segmentation. The hypothesis for the present study was that basal ganglia sub-regions forming functionally relevant subdivisions might be different in schizophrenia. Magnetic resonance imaging scans were acquired from 25 first-episode schizophrenia subjects and 24 healthy subjects. Using manual and automated neuroimaging techniques, total and segmented (gray-white matter) volumes were obtained for the caudate, putamen, and globus pallidus. For the striatum (caudate and putamen), total and segmented volumes were obtained for their respective sub-regions. These sub-regions were restructured into associative, limbic, and sensorimotor subdivisions. Schizophrenia subjects had 6% smaller gray matter volumes for the caudate and 8% smaller gray matter volumes for the associative striatum relative to healthy subjects. Basal ganglia function was studied by examining performance on a neuropsychological test that assesses frontostriatal functioning. For male subjects there was a significant negative correlation between volume of the associative striatum and performance on the neuropsychological test (r=-0.57, p=0.03). Smaller volumes of the associative striatum were associated with more errors on the neuropsychological test. This test was specific to the associative striatum, as another neuropsychological test did not reveal any correlation. In schizophrenia subjects, the relationship between basal ganglia volumes and motor symptoms severity was examined. For antipsychotic-naive subjects there was a significant negative correlation between volume of the motor striatum and severity of Parkinsonism (r=-0.65, p=0.03). The present study suggests that total basal ganglia nuclei volumes are not different in schizophrenia, but gray matter volumes of total basal ganglia nuclei and subdivisions forming functional units may be different in schizophrenia. Structural abnormalities involving the basal ganglia may lead to disrupted functional circuits in schizophrenia.

The migration of Registered Indian people to and from their reserves has attracted much scholarly attention over the decades. A significant theme in early literature suggested Indian people migrated back and forth between their rural homes and urban destinations because they could not cope with life in the city and their movement in between the two places was seen by some as urban failure. To some extent Indian peoples authenticity was challenged if they chose city life. In later years scholarly literature began to explore the notions that many Indian people were quite capable of succeeding as urban dwellers, but there was still no rich understanding of migration patterns. Some scholars cautioned other scholars not to misinterpret federal statistics that lack in qualitative detail which may result in misinformed policy and program initiatives. There was a call for more qualitative studies to explain the statistics and present a better understanding of Indian migration patterns and hence population changes in cities and on reserves. Additionally, there was sufficient evidence that more Indian women were migrating to cities than Indian men, a phenomenon that required some attention.<p> Interviewing Registered Indian women about their migrating experiences was an attempt to provide additional detail and understanding of the migration patterns between rural origins and urban destinations. The interviewees in this study clearly revealed that the circular migration of Registered Indian people to and from reserves showed the significance a particular migrant has to their home reserve. This significance should not be understood only as an a reflection of inability to succeed in the city as many registered Indian women return to their reserves with higher educations to work in their communities, only to leave again for further education. Some women leave their reserves to escape domestic problems, only to return to try to work things out with their partners. Many women end up leaving again. But economies, educations, domestic problems etc. are not the only influences on migration. The sanctity of the land and the many years of history that are symbolized by reserves are also factors of circular migration between reserves and cities.

This research project explores the Tri-mentoring Program’s impact on enhancing the student experience, specifically for the new emerging population of racialized and first generation undergraduate students in a Canadian urban university. The study examines how the TMP model attempts to address these students’ unique challenges by creating a holistic student experience, that acknowledges and addresses their lived experiences; encourages them to retain their racial/cultural identities (and values) and external community commitments and beliefs; and facilitates them becoming more empowered and engaged on campus. This research also contributes to the production of knowledge in the area of student engagement. This study introduces and validates the voices and lived experiences of racialized students into the literature, which will be valuable in the future development of new models of student engagement where power is shared and indigenous knowledge and epistemologies are valued- leading to a more engaged and successful student experience.

This research project explores the Tri-mentoring Program’s impact on enhancing the student experience, specifically for the new emerging population of racialized and first generation undergraduate students in a Canadian urban university. The study examines how the TMP model attempts to address these students’ unique challenges by creating a holistic student experience, that acknowledges and addresses their lived experiences; encourages them to retain their racial/cultural identities (and values) and external community commitments and beliefs; and facilitates them becoming more empowered and engaged on campus. This research also contributes to the production of knowledge in the area of student engagement. This study introduces and validates the voices and lived experiences of racialized students into the literature, which will be valuable in the future development of new models of student engagement where power is shared and indigenous knowledge and epistemologies are valued- leading to a more engaged and successful student experience.

In recent years we have witnessed an increase in the number of two unrelated phenomena in Canada collaborative partnerships and First Nations casino development. This thesis focuses on the integration of these two phenomena by examining the gaming partnership that the Federation of Saskatchewan Indian Nations (FSIN) and the Province of Saskatchewan established in 1995. The thesis explores the factors that produced the partnership, the issues of negotiations that influenced the partnership arrangement, and the general nature of the partnerships framework from 1995 to 2002. In analyzing these aspects of the partnership, the thesis will address its fundamental question what is the precise nature of the regulatory framework and its implications for the gaming partnership in Saskatchewan? This study reveals that there were deficiencies in the nature of the partnerships framework, particularly with respect to the accountability provisions of the partnering arrangement. Those deficiencies created an accountability crisis in the year 2000, which caused problems both for and between the partners. Eventually, however, the partners decided to move forward in a relatively positive and constructive manner towards a sustainable and successful partnering arrangement.

The purpose of this study was to determine the perceptions of Aboriginal school-site administrators regarding effective leadership behaviors in First Nations schools. Thirteen Aboriginal educational administrators were interviewed over a period of one month and a half using a semi-structured interview approach. The sample of participants was drawn from a list of Tribal Councils and Independent First Nations in Saskatchewan. The interviews lasted approximately 45 minutes to 70 minutes. Participants were asked to reflect on: (1) what leadership characteristics an effective administrator of a First Nation school must possess; (2) whether ethnicity and gender of the educational administrator were important considerations in First Nations schools; (3) positive characteristics of role models of Aboriginal educational administrators; (4) personal and social problems on First Nations that affected the role of the educational administrator; and (5) what training activities were helpful in the preparation of potential educational leaders. <p>Findings suggested that the main characteristics of effective administrators in First Nations schools included being person-oriented and flexible. All thirteen administrators interviewed considered the ability to speak a First Nation language important, although not essential, if the major language spoken on the First Nation was English. Ethnicity of the administrator may not be a necessary consideration for administrators in First Nations schools. Being able to adapt to the cultural milieu of the First Nation was more important. Findings further suggested that gender of the administrator in a First Nation school was not an important consideration. Female administrators could be effective if given the opportunity. Role models in the lives of the participants played a major part in the overall success of the participants. <p>Findings of this study further suggested that effective administrators had definite plans and programming in place when dealing with social problems which exist on First Nations. Being knowledgeable about the types of support services available at the Band level was important. The main strategy employed by the interviewees involved the utilization of a team approach to problem solving. When dealing with student behavioral problems, most administrators followed policies set by the school board. Last of all, the participants made recommendations which potential Aboriginal educational leaders could use in order to move into administrative positions at the First Nation level.

This thesis focuses on first generation college students and their unique social positions in social and institutional networks. First generation students are less likely to attend college than non-first generation students. I examine what factors make a student more likely to self-report student success by considering formation of a new identity, “college student,” as well as looking at networks and role behaviors consistent with the new identity. It was predicted that those that were consistent with behaviors and identity would self-report academic success at a higher rate. I also predicted that overall, first generation students would be at a disadvantage compared to non-first generation students. Survey data collected from a large university in the southwest was utilized for analysis. First generation students are less likely to report academic success compared to their non-first generation peers. However, when more variables are considered within a binomial regression analysis, first generation status is no longer a significant influence on success. Other factors such as hours per week engaged in homework, involvement in learning communities, and ethnicity had an effect on self-reported success. Those who spent more hours per week doing homework or were involved in learning communities were more likely to self-report academic success. Whites were also more likely to report academic success than non-whites. Several policy implications are discussed.