This dissertation examines the integral role of identity in first-year composition, a crucial site of writing instruction predominantly taught by contingent, often inexperienced faculty. It explores how identity is manifested in composition textbooks, which are pivotal in transmitting knowledge about writing and pedagogy across various programs nationwide. Utilizing established identity theory, this project aims to establish a baseline for future research in identity and writing development. Chapter 2 lays the theoretical groundwork, drawing on the works of Gee, Ivanič, Matsuda, and Hyland to offer a comprehensive understanding of identity in writing. It explores generalized definitions of identity, delving deeper into its nuanced role in first-year writing classrooms. The chapter justifies the focus on identity due to its significant influence on the writing process and composition. The literature review in Chapter 2 synthesizes prominent theories, including Gee's "Identity as Discourse and Community," Matsuda's "Identity as Voice," Ivanič's perspective on "Identity and Writing," and Hyland's concept of "Academic Disciplinary Identity." This review also establishes key terminology such as discourse, voice, literacy, ideology, and identity, crucial for the study's context. Chapter 3 details the methodology, introducing the "Textbook Identity Analysis." This case study, using corpus linguistics software, analyzes key terms within the Norton Field Guide to Writing 4e with Readings. Drawing on Gee's "How to do Discourse Analysis," the method provides a baseline framework focusing on identity. Chapter 4 is divided into two sections for systematic data presentation and analysis. Chapter 4a focuses on the relationship between identity and literacy in the Norton Field Guide, examining their intersection and impact on first-year composition students. Chapter 4b shifts to analyzing discourse, ideology, and voice within the same textbook, exploring their implications on student writing experiences. Finally, Chapter 5 evaluates the findings, assessing the effectiveness on how identity manifests in the Norton Field Guide, and how the study could be applied to other texts, groups of texts, and fields of scholarship. It synthesizes the key insights, overarching themes, and implications of the study. This chapter provides practical insights for instructors and outlines future research, emphasizing a shift toward identity in future first-year composition texts.

CHDS State/Local / Past history and recent intelligence have shown that New York City (NYC), a critical node of the U.S. economy, is clearly in the terrorist's crosshairs. In order to reduce the probability, lessen the risk, and minimize the consequences of a Radiological Dispersion Device (RDD), or "dirty bomb," attack, NYC's first responders must be adequately prepared for its seemingly inevitable occurrence. This particular type of attack on NYC has the potential to create immense panic and confusion on behalf of the general public. Adding to the complexity of the problem is the notion that, since 9/11, the expected actions taken by employees in NYC high-rise office buildings in response to shelter-in-place instructions can be extremely difficult to predict. Therefore, a proposed public awareness campaign and a shelter-in-place plan are two cost-effective and easily implemented terrorism preparedness programs that would build the confidence and increase the capability of the citizenry. Since an RDD incident would likely result in a major inter-agency emergency operation, the unification of command, control, and coordination among NYC's first responder community is an essential element to its overall success. Hence, an informed and collaborative response by both public and private sector entities could potentially reduce casualties and save lives. / Deputy Chief, New York City Fire Department (FDNY)

Education for First Nations must be understood within the historical context which saw their cultural, linguistic, and traditional knowledge undermined and devalued (Final Report of the Truth and Reconciliation Commission of Canada, 2015). The conditions that exist for First Nations today are a result of First Nations people having been disadvantaged in a multitude of ways by colonization and nowhere more so than in the First Nations education system, because the structure of formal schooling has as its foundation colonial institutions (Battiste, 2013). It is for these reasons that I use a postcolonial theoretical framework to guide this study. As the education leaders in First Nations communities, I examine the nature of the work of First Nations Directors of Education working or who worked recently in First Nations band-operated on-reserve school systems in Manitoba, Canada. This qualitative research study explores selected aspects of their experiences, perspectives, preparation, and training. Through the eyes, voices, and stories of the participants, this study seeks to understand the milieu that is First Nations on-reserve education. The results of the study identify what can be done to bring about transformational change for First Nations students. The study found that the role of the First Nations Director of Education is multi-faceted and complex. The roles and responsibilities that the participants identified were categorized using Cuban’s (1988) typology of core roles: managerial, political, and instructional. Their work is influenced by many factors including underfunding, lack of resources, high teacher turnover, and the on-going impacts of the residential schools and colonialism. The study identifies the need for specific training and provides recommendations for practice and future research. / October 2016

The Life of Ben and Other Poems consists of two sections. The first, The Life of Ben, is a series of seventeen poems about the life of a first-generation American and his family's immigration. The second section, Other Poems, includes twenty-one poems on a variety of themes.

The need for brushing before the first thinning has increased during the last few years. This brushing involves taking away small trees and bushes making it able for the harvester operator to see better and choose the correct trees to be harvested. In today’s silviculture the brushing is often neglected which means that the undergrowth becomes dense and leads to less efficiency for harvesters and a rise in costs. A well brushed first thinning will make the harvesting costs low and time efficient.   In brushing before the 1st thinning all stems below 9 cm d bh are traditionally taken down. This has a tendency to become stereotyped; i.e. brushes are also taken away in areas where  stronger nature conservation should be applied, as in wetlands, edge zones, etc. The harvester operator then gets stuck in these zones which threaten the biodiversity.    This study aims at examining two different types of brushing methods before the thinning, the traditional one and another (new) method where environmental and nature protection aspects were taken into account to a greater degree; i.e. where more stems and undergrowth have been left over and edge zones were not brushed. The study results show that the latter one is to prefer as the more cost efficient one. It also protects the harvester to drive out into the edge zones. This method is also beneficial for the wildlife.   Most harvester operators were positive to a new brushing manual.

The new Constitution of the Republic of South Africa (1996) announced that “the official languages of the Republic are Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, Afrikaans, English, isiNdebele, isiXhosa and isiZulu” (Constitution of the Republic of South Africa, 1996, p. 4). However, only English and Afrikaans have continued to be used as languages of learning and teaching (LoLT) in higher education. The Language Policy for Higher Education (DoE, 2002) in South Africa has also made a call to all institutions of higher learning to develop African languages. The Bill of Rights (Constitution of the Republic of South Africa, 1996, p. 10) asserts “everyone has the right to receive education in the official language or languages of their choice...”. Up to now, there have not been practical plans to meet the aspirations of these language policies. Many African students face challenging linguistic contexts when they enter institutions of higher learning. The purpose of this project was to create a comfortable “safe space” where a group of ten first year Sepedi home language students discussed Education Studies concepts. These students used their first language, Sepedi to discuss these concepts, although English was the language of learning and teaching at the University of the Witwatersrand. I aim to identify, describe, analyze and reflect on the kinds of learning practices that emerge in these small groups. The research design was a qualitative case study. I collected data in two phases: a pilot study that I conducted in 2010 and a main study in 2011. Both phases took place on the premises of the School of Education of the University of the Witwatersrand. Interviews, observation of group discussions, students’ reflective reports and field notes were used for data collection. A thematic content analysis method was used to analyse the data. The results indicate that when students are afforded a comfortable “safe space” to discuss academic concepts using their first language, key learning practices emerge that lead to learning and thinking about content. Students experienced freedom, enjoyment and camaraderie during the group discussions. Their participation skills in formal lectures and tutorials improved after the group discussions. They participated in bilingual and multilingual practices, such as code-alternation processes: code-switching, code-mixing, code-borrowing and code translation. They engaged in exploratory talk, using assertions, explanations, questions, challenges and so on to deepen understanding of concepts. I also observed that students used culturally oriented habits that motivated and encouraged them to learn. They also began to respect their mother tongue as a language that could be used in academic contexts.

Demographic and sociological theories usually do not incorporate biological variable into their explanations. This dissertation addresses this void by examining the influence of age at menarche on age at first birth, the event of a first birth, and the number of children ever born (CEB). I expand on Demographic Transition theory by incorporating biology as one of the effects of modernization that has an effect on reducing fertility. Age at menarche decreases as a society modernizes. I use data from the 1995 Survey of Family Growth, Cycle V for the U.S., and the 1997 China Survey of Population and Reproductive Health. I further stratify the data into five race/ethnic groups: Chinese Han, Chinese minorities, U.S. Non-Hispanic Whites, U.S. Non-Hispanic Blacks, and U.S. Hispanics of Mexican origin. I use four different statistical methods to model my dependent variables: Ordinary Least Squares Regression, Cox Proportional Hazard Analysis, Poisson Regression, and Negative Binominal Regression. My first major finding is that the younger a woman is when reaching menarche, the younger she will be when giving birth to her first child. Second, the younger a woman is when reaching menarche, the longer the duration to a first birth and the less likely she is to experience a first birth. These two results are consistent in all the groups I analyze. Third, the younger a woman when reaching menarche, the fewer children she will produce. The U.S. Mexican-Origin women are an exception in this final outcome. It is well known that as a society modernizes, age at menarche decreases. Analyses in my dissertation indicate that as women’s ages at menarche decrease, their ages at giving birth to the first child also decrease, but their chances of having a first birth also decrease and their waiting time for having the first birth increases. Also, fertility will decline as age at menarche declines.

This study focused on the perceptions students have about the effectiveness of learning communities, a focus of the First-Year Success initiative at Texas A

Graduation date: 1992

This thesis examines the relationship between the provincial Crown and Aboriginal peoples in the particular context of the prairie provinces to determine whether or not it can be described as fiduciary and, if so, what obligations arise from it. <p>While very few judicial decisions have dealt with this specific issue, an analysis of the existing jurisprudence suggests that there are two types of fiduciary relationships in which Aboriginal peoples are involved. The first type is a manifestation of the more traditional fiduciary concept. It is similar to classic fiduciary situations, such as doctor/patient, director/corporation, partner/partner, in which a fiduciary having control over the property or person of another must act in that other person's best interests. In the Aboriginal context, the power of the federal Crown over surrendered Indian reserve lands and over Indian moneys is limited by its fiduciary obligations of this traditional type. The second type is unique to the situation of Aboriginal peoples. It arises out of the constitutional protection provided to Aboriginal and treaty rights and gives rise to obligations that limit the jurisdiction of federal and provincial governments over them. <p> This thesis concludes that the provincial Crown in the prairie provinces possesses no fiduciary obligations arising directly out of its relationship with First Nations peoples, in the classic fiduciary sense, because history and the Constitution have established that that relationship is with the federal Crown. Provincial fiduciary obligations are limited to those arising from the constitutional protection of Aboriginal and treaty rights and thus arise only in respect of constitutionally valid provincial laws that infringe on such rights. In Saskatchewan, the only infringing provincial laws that are possible are those made under the authority provided by paragraph 12 of the Natural Resources Transfer Agreement, 1930, which authorizes Saskatchewan to make limited laws relating to hunting, fishing and trapping applicable to Indians.