The central problem addressed in this thesis was formulated in 1965 and 1966 during participation in a study of administrative and other problems relating to the Indians of Canada. As it is now generalized, it has become a problem of conceptualization posed by population aggregates within any larger polity. Most studies of contemporary Indians in Canada and the United States employ as a major model and unit of analysis concepts such as society and community, in which spatial and social boundaries are treated as coterminous. In the first chapter of this thesis, I have discussed the limitations of these concepts when they are applied to smaller population aggregates such as Indian bands or reserve populations. In the second chapter, I have constructed an alternative framework in which the conceptual distinction between people and systems of social relationship is made a central feature. In this model the unit of analysis is an aggregation of people either spatially or socially distinct, for which I have used the term population in an attempt to avoid the unwanted connotations of such terms as "community". The population is regarded not as having a social system in the way that societies and communities are conceived, but as being a nexus of many systems of social relationship, some of which may be contained within its boundaries and some extending far beyond them. The population is thus envisaged as the context or social field within which individuals act. The systems of social relationship intersecting in a population are conceived of as existing as models in the minds of the actors and the observer, with each actor holding at least two: an ideal model of his social context as he would like it to be, and a concrete model of how he believes it actually to be. Actors make choices of behaviour within the framework of constraints and incentives provided by these models, their situation, and the choices of others. In Chapters III, IV, and V, three Indian Reserve populations are described and discussed in terms of this conceptual scheme, using data I collected in 1965 and 1966. The potential of the scheme for explaining and interpreting behaviour and events is demonstrated in Chapter VI, where the position of the bands in the larger polity is analysed, and interaction between Indians and government personnel, the formation of reserve power groups, factionalism, and the quality of reserve life are discussed as further tests of the scheme's utility. In Chapter VII, it is concluded that in spite of differences in organization, location, cultural heritage, and economic activity, the three reserve populations have many features in common, and that these features may be accounted for in terms of the particular interconnections of systems that they represent. It is further concluded that the framework of concepts developed in Chapter II provides an improved model for the description, analysis, and comparison of aggregations of people that do not fit the standard definitions of community and society. / Arts, Faculty of / Anthropology, Department of / Graduate

The aim of my study was to try to bring forth the basic aspects and characteristics of the Siletz Reservation as it was in the nineteenth century. Concentration was placed on the life activities and concerns of a typical resident, while at the same time extremes in behavior and actions were also noted. Thus an entire spectrum of human life was recreated. Government policies and events and changes of the time were noted as to how they affected the life at the reservation. I did not include all of the information available to me .and all information is not known by any single authority or source of information. I feel that I have presented a broad and, satisfactory picture of my topic. It is hoped that someday more information and insight will be presented that will add depth to my initial study. Also out of necessity I could only briefly cover many topics which could easily be worthwhile covering in more detail. Thus there is more ground to cover. Despite its importance, there is correspondingly not much written about the Siletz Reservation. This is largely probably due to the fact that the reservation fades fast from a center of attention. The population fell below five hundred by the turn of the century, thus making the place far from a population center. A second factor was that the people became a new people in a new world and so, instead of continuing to be a home to change Indians, it was merely a home for people who lived like other Americans but were Indian by heart and appearance. Aside from a few studies and sources of information, there are two main sources of information. The first is the annual reports sent to the Secretary of Interior. These can be found in any major library. The second source is the manuscripts. These are the records and correspondence of the agency. The Siletz Manuscripts are in six boxes at the Oregon Historical Society Library in Portland. The material is unorganized and much of it is damaged. There is also material not related to Siletz. Some of Joel Palmer's Indian Treaties are there as well as quite a lot of records of the Grand Ronde Reservation. Unfortunately, it is largely correspondence to the Agency rather than that sent out. The government archives may have some of the correspondence. As every student and author knows, writing poses many problems. There are any number of ways to put together a study of this kind. I divided mine into three basic parts. The first section is a year by year analysis. The second is topic by topic, and finally the third is again yearly. This helped me keep on the general topic of the reservation itself while still being able to diverge and enlarge on important issues. It was a challenging and rewarding task which I hope will be enjoyed by others and will add to their knowledge and understanding of the Siletz Indians and their life on the Reservation.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Final Report, Efficient and Equitable Solution of Indian Reserved Rights, USGS Grant #14-08-0001-G1320, June 21, 1989. / The water rights claims of many Indian reservations in the West are now under adjudication. Frequently, the parties to these adjudications acknowledge that their interests may be better served through negotiated settlements, but they lack comprehensive means for determining mutually acceptable solutions to the conflicts. The research conducted under the title of "Efficient and Equitable Solution of Indian Reserved Rights" (Project #14-08-0001-G1320) sought to 1) develop a conceptual basis for determining Indian water rights; 2) develop an analytical procedure to provide the information needed to resolve water rights conflicts; and 3) apply this analytical procedure to a test case involving the Gila River Basin in Arizona. The methodological core of the research is a set of linked models, encompassing historical, hydrologic, economic, psychological, and institutional elements of the conflict. Hydrologic, institutional, and economic analyses of conjunctive management of surface and groundwater supplies were facilitated by the use of MODSIM, a network optimization model. Data from the model enabled the investigators to construct an impact matrix, defining the effect of each possible settlement option on the goals of the parties. The preferences of the parties were elicited through social judgement analysis. Twelve settlement options were defined on the basis of knowledge of other negotiated settlements, and a final option, representing possible outcomes should the negotiation process fail, was included in the analysis. The next step was to model the possible choices available the contending parties, utilizing an n-person cooperative game framework. This analysis indicated that a set of three settlement options dominated the adjudication option for all players. Each of these included the provision of imported water in lieu of water currently being used in the basin. It is anticipated that the results of this research will be developed as a book-length manuscript by the principal investigators and the research team.

No description available.

Thesis (M.S.) -- University of Montana, 2008. / Title from title screen. Description based on contents viewed May 5, 2009. Includes bibliographical references (p. 113-119).

Thesis (M.A.)--Clemson University, 2007. / Includes bibliographical references (p. [105-111]).

Thesis (MS )--Montana State University--Bozeman, 2008. / Typescript. Chairperson, Graduate Committee: William Wyckoff. Includes bibliographical references (leaves 186-200).

Thesis (M.S.)--University of Massachusetts Amherst, 2008. / Includes bibliographical references (p. 78-80).

The purpose of this study was to describe the role of the C.E.O. (Education Coordinator) in Band Controlled Schools on selected Indian reserves in Saskatchewan. A number of key functions and leadership components were identified from the literature and were formulated into a structural framework. In this framework, the C.E.O. position was explored and studied under three major components: role, autonomy, and contextual conditions. The aspects of role which were examined were the identifying of the C.E.O., role expectations, role tasks, and obstacles. The functions related to autonomy were identified as performance, overlaps, perceptions, and organizations. Job satisfaction, personal qualities and attributes, and politics were related to contextual conditions.<p> The population was five administrative teams working on Indian reserves in Northern Saskatchewan. These teams consisted of a Chief Executive Officer, the Principal, and, where applicable, the Administrative Assistant. The schools were selected because two have been Band operated for five years or more, whereas the other three were Band operated for less than two years when this study began.<p> A case study approach was used. Data were collected through semi-structured interviews with the C.E.O.s, Principals, and Administrative Assistants. An interview guide containing 18 questions designed for the Education Coordinator, and 18 questions designed specifically for Principals was used.<p> It was concluded that broad, general similarities existed from Band to Band. However, the role was influenced by the needs, wants, and thrusts of the individual Bands. The personality, background, and interests of the individual C.E.O. had an impact upon how the role was enacted. It was difficult to isolate and compartmentalize the job of the C.E.O. on an Indian reserve.<p> Although this study was limited in scope, a number of conclusions were reached and some implications were discussed. The C.E.O. position is a relatively new one and is in many ways unique. It would be of benefit for administrators to learn more about this position since nearly every on-reserve school in Saskatchewan is controlled by the Band. The C.E.O. position will grow and develop and have a great impact upon the future of Indian Education.