Thesis (Ed.D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 121-127).

the scheduled castes of Chengalpattu District

The non-aligned movement

Some aspects of the management of Heavy Electricals

Anti-Arrack agitation

Rural leadership in Vidarbha

Urban planning administration

Maharashtra from 1956 to 1966

The purpose of this study was to assess Air Force compliance with the Endangered Species Act of 1973, as amended (16 USC 1531, et seq.) through an examination of the natural resource management programs on selected installations. The method of approach was an internal document search and personal involvement. Four installations with an endangered species in common, the red-cockaded woodpecker (Pocoides borealis), and a single installation, Andersen Air Force Base, Guam, with nine endangered species were selected for analysis. The Air Force is not in complete compliance with the Act. Natural resource managers are not employed at three of the five installations. The endangered species programs do not dominate the resource management programs as strict interpretation of the law would require. Determination of compliance is not only a factor of the evaluation of the biological program, it must include an assessment of the guidance and regulation provided by the law. A sufficient body of case law has not been developed to fully define compliance, however, the indications are that strict interpretation of the Act is neither ecologically nor politically possible. The Air Force cannot comply with the law, biologically, politically, or budgetarily. The Air Force recognizes the pragmatism of wildlife management and will continue "business as usual" with endangered species management programs until a threat of legal action puts emphasis on an installation. Ultimately, court decisions will determine the appropriate compliance in each situation.

<p> Information seeking, a key aspect of information literacy, is relevant to student academic success as well as to leadership, organizational and public policy issues within higher education. Although librarians contend that students should consult formal mediators for help during an information search, students are much more likely to prefer consulting what are defined in the literature as informal mediators. This contradiction suggests the current literature of information seeking may not fully depict the aspects of search mediation that are actually the most important to student information seekers. </p><p> <u>Purpose and Questions:</u> The purpose of my study was to explore lower-division undergraduates&rsquo; thoughts, feelings, and actions as they engage in and reflect on their information search mediation encounters over the course of an information search process. My study was guided by two central questions: 1. What are the characteristics of information search mediation encounters as experienced by lower-division undergraduate students? 2. How do students use search mediation encounters to navigate the information search process? </p><p> <u>Methods and Theory:</u> To explore these questions, I employed Stake's (2006) multiple case study methodology. Each student's assignment-related experiences of information search mediation and information seeking were considered a case for the purposes of this study. After analyzing individual cases in isolation for key findings, I considered them as a set to identify cross-case assertions that describe the essence of the topic under investigation. I then examined and discussed the cross-case through the lens of the Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education, the primary theoretical framework for the study.</p><p> <u>Findings:</u> Six cross-case findings emerged from the data. These findings describe aspects of mediator selection, the mediation encounter, the role of information search mediation in the information search process, the influence of lessons learned via mediation on the final research assignment, and the ways that mediation encounters influenced later information searches, as well as search mediation as a whole. These provocative findings both support and problematize the ACRL Framework for Information Literacy, and have important implications for information literacy theory, research, and practice.</p>