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.

Indian people in every agency in British Columbia suffered an injustice when the McKenna-McBride joint commission of the federal and provincial governments adjusted Indian reserve lands between 1913 and 1916. The report of this Royal Commission was amended before it was adopted by both governments in 1924, but the amendments only served to compound the inequity. This history of reserve land cut-offs in British Columbia considers the individual development of federal and provincial Indian land policies, the negotiations to homogenize them after union in 1871, and the efforts of Indians to resist reserve cut-offs. The primary sources, many of them generated by the reserve adjustment process of the Royal Commission, have allowed me to calculate the relative values of lands cut off or added by the commission, to discern the practical effects of the 1924 amendments, and to identify the principal consultants of the commission. These results, considered together with secondary sources which treat various aspects of reserve land cut-offs, indicate that the injustice was done at the insistence of the British Columbia government. Nevertheless, the federal government must share in the blame. It betrayed its role of protector of the Indians for the sake of creating a uniform Indian policy, no matter how unjust. / Arts, Faculty of / History, Department of / Graduate

Adolescent substance use research has yet to consider victimization as a potential risk factor contributing to alcohol and marijuana use among American Indian youth living on or near reservations, despite the presence of traumatic experiences, childhood adverse events, racism, and discrimination. Contribution to this lack of attention may be due to little being known about American Indian youth victimization. Even less is known about its association with alcohol and marijuana use in general and for those youth living on or near reservations in particular. This study utilizes mixed methods with a nationally representative sample of American Indian youth living on or near reservations in the first phase. A qualitative study in the second phase followed up with a group of practitioners serving American Indian youth living on or near a reservation to explore the association between victimization and alcohol and marijuana use. Understanding the perceptions of practitioners presents an opportunity for collaborative knowledge creation on the conceptualization of victimization and its relationship to alcohol and marijuana use. A secondary data analysis utilizing ordinary least squares regression yielded several significant contributions to alcohol and marijuana user levels when the models were run with the sample intact and when run by gender and compared side-by-side. Extending these findings to a qualitative follow-up produced themes that illustrated practitioner conceptualizations of victimization and perceptions about the influence of these experiences on alcohol and marijuana use among the American Indian youth they serve. Study findings inform or enhance substance use treatment design, delivery, and policy, and to advocate for tribal sovereignty and self-determination.

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Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 244-262). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Texas Woman's University, 1992. / Includes bibliographical references.

Thesis (Ph. D.)--Texas Woman's University, 1992. / Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 244-262). Also available for download via the World Wide Web; free to University of Oregon users.

From the Proceedings of the 1977 Meetings of the Arizona Section - American Water Resources Assn. and the Hydrology Section - Arizona Academy of Science - April 15-16, 1977, Las Vegas, Nevada / The Laboratory of Native Development, Systems Analysis and Applied Technology (NADSAT) was established to provide technical assistance to southwestern Indian Tribes as an aid in the development and use of their natural resources according to their goals and objectives. NADSAT 's role is assistance and technology transfer, with an emphasis on alternative formulation and performance analysis and communicating the technological approach to tribal decision makers. The cost-effectiveness methodology provides a coherent framework and affords a mechanism for technology transfer, which makes it a useful tool in achieving tribal goals. This method was applied to the formulation of possible alternatives for use of the land and water resources of the Gila River Basin within the San Carlos Apache Indian Reservation. Criteria for devising various alternative utilization schemes are discussed, and the advantages of the cost effectiveness methodology.