Thesis (M.S.)--University of Wisconsin--Madison, 1964. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 54.

Thesis (Ph. D.)--Indiana University, 1995. / Vita. Includes bibliographical references (leaves 439-457).

The purpose of this descriptive-quantitative study was to examine which models of academic governance are utilized by Southern Baptist related liberal arts colleges and universities. Special attention was given to the distribution of institutional power among seventeen campus leadership groups or power holders. Using J. Victor Baldridge's models of academic governance (i.e., bureaucratic, political, and collegial), the study produced data of which models are most utilized on Southern Baptist related colleges and universities across the United States. The research additionally conducted a replica study of Edward Gross and Paul Grambsch's 1974 research on the distribution of institutional power in secular, nonreligious academic institutions. Gross and Grambsch's study produced ordinal data concerning which campus leadership group had the most and the least institutional power. The replica study was performed on Southern Baptist related colleges and universities. The findings of each were then compared identifying key similarities and differences between the two samples. The findings proved that similarities do exist between secular and Southern Baptist related institutions in regards to the three top power holders, the role and power of the faculty, and how academic leaders rank below administrators. Significant differences also exist between secular and Southern Baptist related institutions in the heightened influence of denominational leaders and financial donors and the minimal influence of state and federal government in campus decision making. KEYWORDS: academic governance models; institutional power; Christian colleges; Christian universities; Edward Gross, Paul V. Grambsch, J. Victor Baldridge, Southern Baptist related; International Association of Baptist Colleges and Universities; bureaucratic; collegial; political

<p>The debate on international intervention is a very difficult topic. As a main issue in it, the differences lies on decisions regarding - what, when and who. This essay will address the importance of accurate intervention in disaster affected states. It will identify what types of interventions that is most commonly used and if there is one type of intervention that are the most effective one. It will show if the disaster in it self related to the area in question will determine what kind of intervention that should be used – is the identification of them two the deciding factor or is there one particular intervention model that is better to use? The essay will also question whether intervention might lead to a weakened state sovereignty and if sovereignty has to be protected and be taken in consideration before any intervention can be done. To address this, recent history is analysed with two cases as examples – the Darfur conflict and Cyclone Nargis that struck Burma in 2008. The conflict in Darfur is a man-made disaster which  lead to plenty of suffering and many lost lives. Cyclone Nargis was a natural disaster which in it self caused many deaths. In Darfur the discussion regarding what, when and who delayed actions from the international association. It was also disrupted by the government in Khartoum constant refusals of help from the outside world. In Burma, relief could be sent in the initial phase, however, the government was hard to cooperate with, which made it quite impossible for the relief to reach all the affected areas. Putting the empirical part against those theories that has been brought up in this essay, the thesis of it has been answered with the conclusion that whether one type of intervention model is being used or another model, the most important part in any kind of intervention is that the humanitarian assistance along with the provision of needs for survival will reach those who has been affected by a disaster, also, not to create any kind of pressure against the affected state in question, this to prevent further conflicts.</p>

The debate on international intervention is a very difficult topic. As a main issue in it, the differences lies on decisions regarding - what, when and who. This essay will address the importance of accurate intervention in disaster affected states. It will identify what types of interventions that is most commonly used and if there is one type of intervention that are the most effective one. It will show if the disaster in it self related to the area in question will determine what kind of intervention that should be used – is the identification of them two the deciding factor or is there one particular intervention model that is better to use? The essay will also question whether intervention might lead to a weakened state sovereignty and if sovereignty has to be protected and be taken in consideration before any intervention can be done. To address this, recent history is analysed with two cases as examples – the Darfur conflict and Cyclone Nargis that struck Burma in 2008. The conflict in Darfur is a man-made disaster which  lead to plenty of suffering and many lost lives. Cyclone Nargis was a natural disaster which in it self caused many deaths. In Darfur the discussion regarding what, when and who delayed actions from the international association. It was also disrupted by the government in Khartoum constant refusals of help from the outside world. In Burma, relief could be sent in the initial phase, however, the government was hard to cooperate with, which made it quite impossible for the relief to reach all the affected areas. Putting the empirical part against those theories that has been brought up in this essay, the thesis of it has been answered with the conclusion that whether one type of intervention model is being used or another model, the most important part in any kind of intervention is that the humanitarian assistance along with the provision of needs for survival will reach those who has been affected by a disaster, also, not to create any kind of pressure against the affected state in question, this to prevent further conflicts.

Texte remanié de: Diss.--Fachbereich Geschichts- und Kulturwisssenschaften--Berlin--Freie Universität, 2000. / Bibliogr. p. 283-314.

Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed on May 17, 2007. Dissertation Committee: Edward R. Hines (chair), Dianne Gardner, Ross A. Hodel, W. Paul Vogt. Includes bibliographical references (leaves 85-88) and abstract. Also available in print.

A presente tese constitui-se em um estudo sobre as políticas públicas que podem transformar-se em alternativa à lógica fragmentada na forma de pesar e projetar a vida nas cidades. O objetivo central foi realizar um paralelo entre Cidades Educadoras com mais de uma década de engajamento à proposta da AICE,m analisando a perspectiva de reinvenção das relações urbanas e,a partir das políticas públicas ali efetivadas, discutir os limites e as possibilidades de avanço. A pesquisa ocorreu em três cidades que se assumem como Cidades Educadoras, com engajamento à proposta há mais de uma década, para verificar a perspectiva colocada de reinvenção das relações urbanas a partir das políticas públicas ali desenvolvidas. As Cidades Educadoras estudadas - Barcelona, Espanha; Porto Alegre, Brasil e Rosário, Argentina – constituem uma amostra da possibilidade de transformação de municípios em redes educativas, com uma carga de intenções que busca concretizar em políticas públicas uma nova visão de cidade, onde a educação e os direitos humanos sejam reconhecidos e exercitados. As cidades assumidas como Cidades Educadoras trabalham para transformar a utopia de uma cidade educar e ser educada pelos cidadãos em realidade, através de novas formas de participação nas decisões coletivas, praticando e incentivando o exercício da construção dos consensos necessários para a vida de todos os habitantes ter mais dignidade e qualidade. A manifestação dos gestores das cidades pesquisadas mostra um conceito de “cidade educadora” ainda em construção, que necessita um aprofundamento, pois está aberto para pensar em rede, no multiculturalismo, na interculturalidade, enfim, pensar a educação em consonância com a vida das pessoas e da sociedade. A proposta das Cidades Educadoras se organiza em uma associação de cidades – AICE – que está presente em todos os continentes e age como uma rede técnica auxiliar de todos os municípios que buscam uma nova forma de produção de conhecimento. / This thesis constitutes a study on public policies that can become an alternative to the fragmented logic in the form of regret and design life in cities. The research results in thesis occurred in three cities that are assumed to Educating Cities, engagement with the proposal for more than a decade, to verify prospect placed reinvention of urban relationships from there developed public policies. Educating the studied cities - Barcelona, Spain; Porto Alegre, Brazil and Rosario, Argentina - are an indication of the possibility of transformation of municipalities in educational networks, with a load of intentions in seeking to implement public policies a new vision of the city, where education and human rights are recognized and exercised . Cities assumed to Educating Cities working to transform the utopia of a city to educate and be educated citizens into reality through new forms of participation in collective decisions, practicing and encouraging the pursuit of building the necessary consensus for the life of all inhabitants have more dignity and quality. The manifestation of the managers of the cities surveyed show a concept of "educating city" still under construction, you need a deeper because open for networked thinking, multiculturalism, interculturalism in short, thinking of education in line with people's lives and society. The proposal of Educating Cities is organized in an organization of cities -AICE - that crosses all continents and acts as a technical network assist all municipalities seeking a new form of knowledge production.

A presente tese constitui-se em um estudo sobre as políticas públicas que podem transformar-se em alternativa à lógica fragmentada na forma de pesar e projetar a vida nas cidades. O objetivo central foi realizar um paralelo entre Cidades Educadoras com mais de uma década de engajamento à proposta da AICE,m analisando a perspectiva de reinvenção das relações urbanas e,a partir das políticas públicas ali efetivadas, discutir os limites e as possibilidades de avanço. A pesquisa ocorreu em três cidades que se assumem como Cidades Educadoras, com engajamento à proposta há mais de uma década, para verificar a perspectiva colocada de reinvenção das relações urbanas a partir das políticas públicas ali desenvolvidas. As Cidades Educadoras estudadas - Barcelona, Espanha; Porto Alegre, Brasil e Rosário, Argentina – constituem uma amostra da possibilidade de transformação de municípios em redes educativas, com uma carga de intenções que busca concretizar em políticas públicas uma nova visão de cidade, onde a educação e os direitos humanos sejam reconhecidos e exercitados. As cidades assumidas como Cidades Educadoras trabalham para transformar a utopia de uma cidade educar e ser educada pelos cidadãos em realidade, através de novas formas de participação nas decisões coletivas, praticando e incentivando o exercício da construção dos consensos necessários para a vida de todos os habitantes ter mais dignidade e qualidade. A manifestação dos gestores das cidades pesquisadas mostra um conceito de “cidade educadora” ainda em construção, que necessita um aprofundamento, pois está aberto para pensar em rede, no multiculturalismo, na interculturalidade, enfim, pensar a educação em consonância com a vida das pessoas e da sociedade. A proposta das Cidades Educadoras se organiza em uma associação de cidades – AICE – que está presente em todos os continentes e age como uma rede técnica auxiliar de todos os municípios que buscam uma nova forma de produção de conhecimento. / This thesis constitutes a study on public policies that can become an alternative to the fragmented logic in the form of regret and design life in cities. The research results in thesis occurred in three cities that are assumed to Educating Cities, engagement with the proposal for more than a decade, to verify prospect placed reinvention of urban relationships from there developed public policies. Educating the studied cities - Barcelona, Spain; Porto Alegre, Brazil and Rosario, Argentina - are an indication of the possibility of transformation of municipalities in educational networks, with a load of intentions in seeking to implement public policies a new vision of the city, where education and human rights are recognized and exercised . Cities assumed to Educating Cities working to transform the utopia of a city to educate and be educated citizens into reality through new forms of participation in collective decisions, practicing and encouraging the pursuit of building the necessary consensus for the life of all inhabitants have more dignity and quality. The manifestation of the managers of the cities surveyed show a concept of "educating city" still under construction, you need a deeper because open for networked thinking, multiculturalism, interculturalism in short, thinking of education in line with people's lives and society. The proposal of Educating Cities is organized in an organization of cities -AICE - that crosses all continents and acts as a technical network assist all municipalities seeking a new form of knowledge production.

A presente tese constitui-se em um estudo sobre as políticas públicas que podem transformar-se em alternativa à lógica fragmentada na forma de pesar e projetar a vida nas cidades. O objetivo central foi realizar um paralelo entre Cidades Educadoras com mais de uma década de engajamento à proposta da AICE,m analisando a perspectiva de reinvenção das relações urbanas e,a partir das políticas públicas ali efetivadas, discutir os limites e as possibilidades de avanço. A pesquisa ocorreu em três cidades que se assumem como Cidades Educadoras, com engajamento à proposta há mais de uma década, para verificar a perspectiva colocada de reinvenção das relações urbanas a partir das políticas públicas ali desenvolvidas. As Cidades Educadoras estudadas - Barcelona, Espanha; Porto Alegre, Brasil e Rosário, Argentina – constituem uma amostra da possibilidade de transformação de municípios em redes educativas, com uma carga de intenções que busca concretizar em políticas públicas uma nova visão de cidade, onde a educação e os direitos humanos sejam reconhecidos e exercitados. As cidades assumidas como Cidades Educadoras trabalham para transformar a utopia de uma cidade educar e ser educada pelos cidadãos em realidade, através de novas formas de participação nas decisões coletivas, praticando e incentivando o exercício da construção dos consensos necessários para a vida de todos os habitantes ter mais dignidade e qualidade. A manifestação dos gestores das cidades pesquisadas mostra um conceito de “cidade educadora” ainda em construção, que necessita um aprofundamento, pois está aberto para pensar em rede, no multiculturalismo, na interculturalidade, enfim, pensar a educação em consonância com a vida das pessoas e da sociedade. A proposta das Cidades Educadoras se organiza em uma associação de cidades – AICE – que está presente em todos os continentes e age como uma rede técnica auxiliar de todos os municípios que buscam uma nova forma de produção de conhecimento. / This thesis constitutes a study on public policies that can become an alternative to the fragmented logic in the form of regret and design life in cities. The research results in thesis occurred in three cities that are assumed to Educating Cities, engagement with the proposal for more than a decade, to verify prospect placed reinvention of urban relationships from there developed public policies. Educating the studied cities - Barcelona, Spain; Porto Alegre, Brazil and Rosario, Argentina - are an indication of the possibility of transformation of municipalities in educational networks, with a load of intentions in seeking to implement public policies a new vision of the city, where education and human rights are recognized and exercised . Cities assumed to Educating Cities working to transform the utopia of a city to educate and be educated citizens into reality through new forms of participation in collective decisions, practicing and encouraging the pursuit of building the necessary consensus for the life of all inhabitants have more dignity and quality. The manifestation of the managers of the cities surveyed show a concept of "educating city" still under construction, you need a deeper because open for networked thinking, multiculturalism, interculturalism in short, thinking of education in line with people's lives and society. The proposal of Educating Cities is organized in an organization of cities -AICE - that crosses all continents and acts as a technical network assist all municipalities seeking a new form of knowledge production.