Thesis (Ph. D.)--Columbia University, 1940. / Vita. "First published 1940." Error in imposition of pages: ix and x follow xii; [iii] and [iv] follow viii. Bibliography: p. 229-241. Bibliographical footnotes.

Thesis (M.A.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (PH. D.)-Columbia university, 1940. / Vita. "First published 1940." Error in imposition of pages: ix and x follow xii; [iii] and [iv] follow viii. Bibliography: p. 229-241. Bibliographical footnotes.

Multinational Corporations (MNCs) increasingly realise the importance of acknowledging their dispersed subunits as individual organisations with the potential to formulate strategies and implement autonomous decision making in order to ensure the MNC‟s competitive viability. As MNCs need to remain responsive to the distinctive host markets‟ needs in order to retain and grow their market share, knowledge of the evolution of its subsidiaries becomes vital. Vodacom‟s new role as a subsidiary of Vodafone since its acquisition by the MNC in 2009, make it an ideal test subject to evaluate the roles of a subsidiary‟s mandates and its evolution in relation to the parent company from a South African perspective. The study summarised in this paper highlights a theoretically-based evaluation of the subsidiary-role frameworks, and presents new knowledge gained from in-depth interviews conducted with key personnel. The investigation suggests Vodacom is becoming an Active Subsidiary, showing high decision-making autonomy, operating and executing its decision making within the Vodafone procedures, policies and strategy. This has a marked effect on all business functions. Further research could focus on the processes of evolution of the subsidiary roles, and the contribution and strategic positioning of Centre of Excellence in the MNCs. / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1956. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 296-303.

A historical perspective on healthcare regulation is provided along with the details of the process of fingerprinting and background checks. Issues are raised concerning the validity and reliability of background checks. Information on the status of the individual states is provided by means of a chart and a discussion ensues regarding the rationalization for requiring background checks and fingerprinting. Finally, questions and recommendations are posed regarding making background checks a requirement for licensure and/or entry into nursing schools.

The Title IX Coordinator is the chief administrator tasked with ensuring institutional compliance with Title IX, but scant literature exists about how Title IX Coordinators come to their role, how they gain the skills, competencies, and knowledge required to ensure institutional Title IX compliance, and how they juggle ethical considerations of fidelity, justice, autonomy, beneficence, and nonmalfeasance. The purpose of this study is to understand how TIX Coordinators make meaning of their role on campus and their role in institutional compliance with Title IX mandates. This qualitative research project uses a semi-structured interview protocol to enable participants to reflect on the skills, competencies, and knowledge they use to develop and implement policy change in their role, and in response to federal unfunded mandates, as well as the ethical considerations that they must balance in executing these duties. This research focuses on seven participants who are Title IX Coordinators at four-year institutions located in the United States. Findings indicate that Title IX Coordinators believe that they gain their skills and knowledge about being Title IX Coordinators from prior experiences, including their own childhood experiences. Participants believe that empathy, communication skills, and an ability to persevere are major competencies that Title IX Coordinators need to possess. Findings also indicate that participants exhibit strong fidelity to institutional compliance with TIX regulations and procedures, even when they may not fully agree with them. Findings also indicate that participants do not believe that the current Title IX regulatory scheme promotes justice, leading to a conclusion that, as currently constituted, the role of the Title IX Coordinator is impossible. This study also identifies some practice and policy areas future discussion and research. / Doctor of Philosophy / Title IX is a federal non-discrimination law that requires educational institutions receiving financial assistance from the federal government, often in the form of student loans and research grants, to ensure that their educational programs and activities are free from gender-based discrimination. Sexual assault on college campuses is viewed as an issue of gender-based discrimination because it can create an environment where individuals, regardless of their gender and gender-identity, are victims of sexual harassment in violation of Title IX. Through a series of guidance documents and federal rules, institutions are now required to have a Title IX Coordinator, a person who is in charge of ensuring compliance with Title IX. While still a relatively new role on college campuses, little research has been conducted about Title IX Coordinators, their roles, what types of skills they need, and how they approach their work. Seven Title IX Coordinators at four-year institutions in the United States were interviewed for this study. Analysis of these interviews found that Title IX Coordinators bring what they have learned from prior work and personal experiences to their work in Title IX and believe that their jobs primarily exist to ensure that their institutions are not sued for violating Title IX. Because participants believe that ensuring institutional compliance is expected to be their highest priority, they do not think that the current Title IX rules allow either people who are victims of gender-based discrimination, or those accused of engaging in gender-based discrimination, to receive any form of justice. This duty to serve and protect, in the face of a system that does not provide justice, leads to the conclusion that, as currently constructed, achieving the goals of Title IX on college campuses is impossible because the Title IX Coordinator is stuck in a system that does not achieve its ultimate goal: to eliminate, or at least reduce, gender-based discrimination and ensure access to education.

A study was conducted involving the American Association of School Administrators (AASA) State Superintendents of the Year to gain information related to their perceptions and strategies for success and longevity. The study examined the factors of personal traits, school board relationships and current instructional issues such as No Child Left Behind and IDEIA to determine which, if any, contributed to their longevity and success of tenure. Surveys were mailed to all 150 State Superintendents of the Year, as identified by AASA. Descriptive were analyzed to examine trends and possible correlations. Strategies used to build board-superintendents relationships and deal with educational mandates, their perceptions of the effectiveness of their boards, the impact of educational mandates, and personal and professional characteristics of these superintendents were found. / Ph. D.

This study investigates how four urban school districts, serving low socioeconomic status (SES) student populations, define, prepare teachers for, and implement integration of computer technology into the K-12 classroom in response to a Virginia state mandate. Factors influencing computer integration into the curriculum were also studied. Semi-structured interviews were conducted with 50 educators representing 2 state-level administrators, 12 district level-administrators, 8 school-level administrators, 23 classroom teachers, and 5 school-level technology specialists. Interviews were supplemented by classroom observations, teacher lesson plans, and district technology plans to provide data for an in-depth, multi-case study. Based on the access provided, one to two weeks were spent in each setting conducting interviews and recording the availability and use of computer technology in the classroom and its integration into instruction. All four districts met the mandate as stated and used similar definitions of integration and approaches to teacher preparation and implementation. Results indicate, however, that computer technology use within these schools is still confined primarily to laboratory settings and that students' technology experiences are not directly integrated into daily classroom instruction or lesson planning. Leadership, planning, funding, access to resources, time, training, and support were identified as factors when integrating technology into daily instruction. The mandate required a level of accountability, which served as a device to encourage and motivate more reluctant users of computer technology to gain necessary technical skills and adopt technology as a tool to support instruction. Response to the mandate has (1) increased dialogue between administrators, support staff, and teachers regarding technology and its integration; (2) provided an impetus for districts to use funds to purchase computers and other technology resources; and (3) provided an impetus for districts to begin to look at and monitor, if not evaluate teachers' use of technology for instruction. / Ph. D.