Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 169-188).

Thesis (M.A.)--Brigham Young University. Dept. of History. / Includes bibliographical references (leaves 125-129).

Thesis (M.S.)--Brigham Young University. Dept. of Geology, 2007. / Includes bibliographical references (p. 86-88).

Thesis (M.A.)--Brigham Young University. Dept. of History. / Electronic thesis. Includes bibliographical references (leaves 125-129). Also available in print ed.

abstract: Although racial minorities are heavily represented in student bodies throughout the United States, school administrators who work with minority children have been overwhelmingly White. Previous research by race scholars has demonstrated that systems of racial dominance in the larger society are often replicated in schools. However, the role of White school administrators in perpetuating or disrupting racism has not been documented. This study examined the racial attitudes and resulting professional practices of White school administrators who worked in a unique environment. These administrators lived and practiced their profession in towns that lay just outside the borders of the Navajo Nation, a large Indian reservation in the Four Corners region of Arizona, New Mexico, and Utah. Termed border towns, these communities were populated by a large majority of Native Americans, with a heavy representation of Hispanics. This placed White school administrators in the uncommon position of living and working in a place where they were a numeric minority, while simultaneously representing the majority culture in the United States. Twelve White border town administrators in four different communities agreed to participate in the interview study, conducted over a two-month period in 2010 and 2011. Using a semi-structured interview format, the researcher gathered data on participants' racial attitudes and analyzed responses to find common themes. Common responses among the interviewees indicated that there were clear racial hierarchies within border town schools and that these hierarchies were sometimes atypical of those found in mainstream American society. These racial hierarchies were characterized by a dichotomy of Native American students based on residence in town or on the reservation, as well as deferential treatment of White administrators by Native American constituents. The intersectionality of race and socioeconomic class was a key finding of the study, with implications for school administrators' professional actions. Racial attitudes also impacted White border town administrators' actions and sometimes reinforced institutionally racist practices. Finally, results of the study supported several established models of race relations and White identity formation. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011

abstract: This study examines the contemporary school placement decisions of Navajo parents in the reservation community of Piñon, Arizona. School placement decisions are defined as the school where the parent chooses to enroll his/her child for schooling. Twelve Navajo parents participated in this qualitative study, which explored their past educational experiences in order to garner insight into the current school placement choices they have made for their children. Navajo parents who live within the community of Piñon, AZ who currently have school-aged children living in their household were recruited to participate in this study. Participants took part in 60- to 90-minute interviews that included questions related to their prior educational experiences and current school placement choices for their children. Parents were given an opportunity to reflect about the school placement decisions they have made for their children. The variety of schools Navajo parents are able to choose from were illuminated. These findings have implications for education decision makers by providing insight into which schools parents are choosing and why. The study will assist Navajo Nation policy makers in future educational planning, and may have more general implications for American Indian/Alaskan Native education. This may assist Navajo Education policy makers in making future decisions regarding the newly developed Navajo Department of Education and its education planning. Participants will also benefit from the study by being able to understand how the past has impacted the school placement choices they have made. In doing so parents may be better able to articulate the impetus behind the choices they make for their children, thereby becoming better advocates for themselves and their children. The results of this study impacts scholarly literature as a new viewpoint in the area of school choice. Navajo parents represent a distinct group who make educational choices within a specific context. This study is unique as the impact of historical Indian education policies is considered. Future studies can further expand on the topic creating a unique area of research in the field of Indian education. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011

Orientador: Gustavo Vitti Môro / Resumo: Programas de genética e melhoramento de milho possuem o foco de lançar híbridos com alta produtividade, sendo uma das principais dificuldades a obtenção de linhagens. Melhoristas de milho buscam novas alternativas para tornar esse processo mais rápido e com menor custo, sendo a tecnologia do duplo-haploide viável para esta finalidade. A pesquisa teve como objetivo avaliar a eficiência de indução de indutores de haploidia e a identificação de linhagens duplo-haploides em milho. Utilizou-se cinco híbridos simples de milho e três grupos de indutores de haploidia, os quais foram semeados e cruzados nas safras 2013/2014, 2014/2015 e 2015/2016. Das sementes provenientes dos cruzamentos selecionou-se os possíveis haploides pelo marcador morfológico visual R-navajo, pela avaliação de comprimento de raiz, vigor e coloração de plântulas. Realizou-se a duplicação cromossômica dos possíveis haploides e após a aclimatação em casa de vegetação, as plantas sobreviventes foram transplantadas para campo. As análises de citometria de fluxo foram realizadas com os genótipos sobreviventes em campo para confirmação das ploidias e descarte dos falsos haploides. Como resultados, há diferenças entre os três grupos de indutores de haplodia. Na safra 2015/2016 a taxa de indução de possíveis haploides foi de 1 a 20%, 1 a 35% e 1 a 42% para os grupos 1, 2 e 3, respectivamente. Houve diminuição do número de plantas no decorrer das avaliações, sendo que, do total de 332 plantas transplantadas em campo, fo... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Maize breeding programs are focused on releasing novel high productive hybrids and one of the main difficulties in maize breeding programs is obtaining inbred lines. Plant breeders have been looking for new alternatives to make this process faster and with a lower cost and doubled-haploid technology is an alternative. The objective of the research was to evaluate the efficiency of induction of tropical haploid inducers and the identification of doubled-haploid inbred lines in maize. Five maize hybrids and three haploid inducing groups were used, which were sown and crossed in the 2013/2014, 2014/2015 and 2015/2016 seasons. Possible haploids seeds were selected by the visual morphological marker R-Navajo, by the evaluation of root length, vigor and seedling staining. Chromosome doubling of the possible haploids was performed and after acclimatization in the greenhouse, the surviving plants were transplanted to the field. The flow cytometric analyzes were performed with the surviving genotypes in the field to confirm the ploidy and discard the false-haploids. As results, there are differences between the induction rates of the three haploid inducers groups. In the 2015/2016 crop season the induction rate was 1 to 20%, 1 to 35% and 1 to 42% for groups 1, 2, and 3, respectively. The number of plants decreased during the evaluations, and of the total of 332 plants transplanted in the field it was possible to perform flow cytometric analysis in 228 plants. Diploid and diploid/tetra... (Complete abstract click electronic access below) / Doutor

Submitted by Lucas Tadeu Mazza Revolti (lucasrevolti@yahoo.com.br) on 2018-08-15T01:06:00Z No. of bitstreams: 1 Tese Lucas Revolti_2018.pdf: 3338516 bytes, checksum: ae0389a42dbf27c8278045638f99f1b4 (MD5) / Approved for entry into archive by Neli Silvia Pereira null (nelisps@fcav.unesp.br) on 2018-08-15T18:45:19Z (GMT) No. of bitstreams: 1 revolti_ltm_dr_jabo.pdf: 3338516 bytes, checksum: ae0389a42dbf27c8278045638f99f1b4 (MD5) / Made available in DSpace on 2018-08-15T18:45:19Z (GMT). No. of bitstreams: 1 revolti_ltm_dr_jabo.pdf: 3338516 bytes, checksum: ae0389a42dbf27c8278045638f99f1b4 (MD5) Previous issue date: 2018-06-29 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Programas de genética e melhoramento de milho possuem o foco de lançar híbridos com alta produtividade, sendo uma das principais dificuldades a obtenção de linhagens. Melhoristas de milho buscam novas alternativas para tornar esse processo mais rápido e com menor custo, sendo a tecnologia do duplo-haploide viável para esta finalidade. A pesquisa teve como objetivo avaliar a eficiência de indução de indutores de haploidia e a identificação de linhagens duplo-haploides em milho. Utilizou-se cinco híbridos simples de milho e três grupos de indutores de haploidia, os quais foram semeados e cruzados nas safras 2013/2014, 2014/2015 e 2015/2016. Das sementes provenientes dos cruzamentos selecionou-se os possíveis haploides pelo marcador morfológico visual R-navajo, pela avaliação de comprimento de raiz, vigor e coloração de plântulas. Realizou-se a duplicação cromossômica dos possíveis haploides e após a aclimatação em casa de vegetação, as plantas sobreviventes foram transplantadas para campo. As análises de citometria de fluxo foram realizadas com os genótipos sobreviventes em campo para confirmação das ploidias e descarte dos falsos haploides. Como resultados, há diferenças entre os três grupos de indutores de haplodia. Na safra 2015/2016 a taxa de indução de possíveis haploides foi de 1 a 20%, 1 a 35% e 1 a 42% para os grupos 1, 2 e 3, respectivamente. Houve diminuição do número de plantas no decorrer das avaliações, sendo que, do total de 332 plantas transplantadas em campo, foi possível realizar a análise de citometria de fluxo em 228 plantas. Constatou-se plantas diploides e diploides/tetraploides pela realização da citometria de fluxo. Os indutores do grupo 3 apresentaram maiores taxas de indução de haploides putativos sendo mais promissores para a adoção em programas de melhoramento de milho visando obter linhagens duplo-haploides. A técnica de citometria de fluxo permitiu o descarte de falsos haploides e é uma técnica de fácil execução e rapidez. / Maize breeding programs are focused on releasing novel high productive hybrids and one of the main difficulties in maize breeding programs is obtaining inbred lines. Plant breeders have been looking for new alternatives to make this process faster and with a lower cost and doubled-haploid technology is an alternative. The objective of the research was to evaluate the efficiency of induction of tropical haploid inducers and the identification of doubled-haploid inbred lines in maize. Five maize hybrids and three haploid inducing groups were used, which were sown and crossed in the 2013/2014, 2014/2015 and 2015/2016 seasons. Possible haploids seeds were selected by the visual morphological marker R-Navajo, by the evaluation of root length, vigor and seedling staining. Chromosome doubling of the possible haploids was performed and after acclimatization in the greenhouse, the surviving plants were transplanted to the field. The flow cytometric analyzes were performed with the surviving genotypes in the field to confirm the ploidy and discard the false-haploids. As results, there are differences between the induction rates of the three haploid inducers groups. In the 2015/2016 crop season the induction rate was 1 to 20%, 1 to 35% and 1 to 42% for groups 1, 2, and 3, respectively. The number of plants decreased during the evaluations, and of the total of 332 plants transplanted in the field it was possible to perform flow cytometric analysis in 228 plants. Diploid and diploid/tetraploid plants were observed by flow cytometry. The inducers from group 3 present higher rates of putative haploid induction, being more promising for its adoption in breeding programs to obtain doubled haploid inbred lines. The technique of flow cytometry allowed the discarding of false-haploids and it is a technique of easy and fast execution. / 159397/2014-6

abstract: In 2005 the Navajo Nation Tribal Council passed the Navajo Sovereignty in Education Act (NSEA). The NSEA has been herald as a decisive new direction in Diné education with implications for Diné language and cultural revitalization. However, research has assumed the NSEA will lead to decolonizing efforts such as language revitalization and has yet to critically analyze how the NSEA is decolonizing or maintains settler colonial educational structures. In order to critically investigate the NSEA this thesis develops a framework of educational elimination through a literature review on the history of United States settler colonial elimination of Indigeneity through schooling and a framework of decolonizing education through a review of literature on promising practices in Indigenous education and culturally responsive schooling. The NSEA is analyzed through the decolonizing education framework and educational elimination framework. I argue the NSEA provides potential leverage for both decolonizing educational practices and the continuation of educational elimination. / Dissertation/Thesis / Masters Thesis Social Justice and Human Rights 2015

abstract: ABSTRACT Past research has determined the glass ceiling is still unbroken and that few women hold top positions as administrators as opposed to men. Men continue to dominate women in occupations of superintendent and secondary principals of schools. Cultural beliefs and traditions set limitations for Navajo female administrators regarding the taboo of “women can’t lead” mentality. The research questions in this study addressed perceived obstacles and barriers facing Navajo female school administrators, the extent Navajo female administrators believe Navajo beliefs limit their career advancement, and if Navajo female administrators believe they encounter more obstacles than their male counterparts. Data were collected from 30 Navajo female administrators in public and bureau-operated schools in New Mexico. The survey consisted of 21 questions in a Likert-scale format with restricted responses, accessed on a Survey Monkey website. Results of the survey indicated that the respondents generally believed their career choice and opportunities were supported. However, approximately a quarter of the respondents believed support and opportunities were limited. And the overall data suggest there is room for improvement in all areas. In spite of the negative views, the respondents believe other women should be encouraged to go into school administration. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2016