Nearly half of all frontline leaders in U.S. federal agencies during 2015 were unprepared to improve employee engagement. The lack of successful strategies to improve employee engagement in federal government agencies has led to decreased operational performance. Guided by the employee engagement theory as the conceptual framework, the single case study design was selected to explore the successful strategies that frontline leaders use to improve employee engagement at a federal agency in central Maryland. Data collection involved face-to-face, semistructured interviews with 4 frontline leaders and federal agency documents indicating employee engagement. The data analysis process included Yin's 5-step method and revealed 2 major themes: effective organizational communication, and enhancing employee development. Employee engagement improves if frontline leaders use strategies that involve effective organizational communication and enhancing employee development to promote open, transparent communication, teamwork, collaboration, skills development, incentives, rewards, and improved work-life balance. The implications for social change include the potential to implement successful engagement strategies in the federal agency, because employees who are more engaged generate better performance and productivity, build valuable work relationships, enhance career, and increase wages to improve the well-being and prosperity of themselves and their families. Improved performance and productivity could help to lower operating cost at the federal agency; thus, creating opportunities to reinvest savings into local community outreach programs that contribute to healthy living, well-being, and economic prosperity.

In 1974 the Federal Government abolished tuition fees for all government institutions and took over full funding responsibility for universities and colleges of advanced education from the States. This study investigates the process of funding tertiary institutions and the somewhat different position and importance in the funding process of technical and further education colleges compared with universities and colleges of advanced education is clarified and explained. The influence of the changing economic circumstances of the late nineteen seventies upon the level and method of funding is considered. The role of the Tertiary Education Commission as a major influence within the funding process and its role in decisionmaking is outlined and its power acknowledged. The Federal Government attitude to the level and pattern of funding tertiary education has altered significantly since 1974. To illustrate the extent and nature of changed government priorities,trends in funding and the implications of such trends are examined and analysed. From this data emerging problems as universities and colleges of advanced education face the difficulties of expenditure restraint are identified. It is noted that not all the effects of restraint have negative consequences, in fact there may be some positive benefits to be derived. The field study investigates the currently increasing demands for our tertiary institutions to be more accountable for the public funds they spend. Questions associated with the demand for accountability- the difficulty of defining what is meant by accountability; accountability for what, to whom, when, how and why in relation to the funding of tertiary education are discussed, associated problems and possible solutions highlighted. Finally, some reflections upon the process of funding tertiary education are expounded and conclusions are drawn from the investigation undertaken and data presented.

Financial reporting in the public sector is influenced by the private sector accounting standards. The Swiss Federal Government has recently started to prepare consolidated financial statements. The purpose of this study is to describe how the Swiss Federal Government is doing its consolidated financial statements. Theoretically there are different consolidation theories and methods. The choice of consolidation method can explain which consolidation theory is used when the financial statements are put together. The research is done on the latest consolidated financial statements, 2010, from the Swiss Federal Government and in combination with an interview with the Head of Consolidation of the Swiss Federal Government. The finding in this research is that the Swiss Federal Government has an Entity Theory approach when consolidating its financial statements.

Thesis (Ph. D.)--University of Chicago, Dept. of History, December 2003. / Includes bibliographical references. Also available on the Internet.

Thesis (LL. M.)--York University, 2001. Graduate Programme in Law. / Typescript. Includes bibliographical references (leaves 205-237). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ66408.

Traditionally, the High Court of Australia has regarded the States of Australia as being "separate countries" for conflict of law purposes and has applied, in a rather formalistic manner, the English common law rules of private international law to resolve intrafederation conflict of laws problems. This paper argues that this approach to intrafederation conflict of laws is inappropriate. Instead, this paper argues that the High Court should follow the approach of the Supreme Court of Canada as exemplified by its decision in Morguard Investments Ltd v De Savoye. That is, the High Court should forsake its formalistic reasoning and instead approach intrafederation conflict of laws rules in a purposive way i.e. identify the purposes of the conflict of laws rules and ensure that the rules operate in a manner that meets these purposes. The purposes and operation of the intrafederation conflict of laws rules can only be understood in the context of the Australian federal environment. Aspects of this environment, such as a unified national legal system and a constitutional "full faith and credit" requirement, point to the conclusion that Australia is "one country and one nation." The States of Australia should be regarded as partners in federation and the conflict of laws rules that mediate the relationship between the laws of the different States should reflect this overall unity. Applying this purposive, contextual approach to the three major questions of the conflict of laws, this paper suggests the following features of an Australian intrafederation conflict of laws: 1. Unified substantive jurisdiction and broad judicial jurisdiction for Australian courts with effective transfer mechanisms to ensure litigation is heard in the most appropriate court; 2. The elimination, to the extent possible, of the "homeward trend" in choice of law rules so that uniform legal consequences will attach throughout Australia to any particular set of facts; and 3. The effective, unqualified enforcement of sister-State judgments throughout Australia.

This dissertation uses historical analysis to understand the political and social conditions that allowed for the creation of a cabinet-level Department of Education when many congressional representatives, state governments, and citizens of the United States were ideologically against federal involvement in education. A cabinet-level Department of Education posed problems for the United States because nowhere in the nation’s Constitution is education mentioned, thus leaving education to be a function of the states according to the 10th Amendment. This dissertation looks at calls for a department of education leading up to and including the one initiated by Jimmy Carter. Conducting a historical analysis of the creation of a cabinet-level Department of Education allows for the analysis not only of educational policies but also of culture and society both outside of and within the political sphere. This study relies on documents from the Carter presidency, the National Education Association, the American Federation of Teachers, Congressional records, education polls, and the New York Times and Washington Post, as well as secondary sources related to the various calls for a creation of a cabinet-level Department of Education and policy pieces associated with the creation. The study concludes that while the legislation for the creation of a cabinet-level Department of Education was politically motivated, it would have been difficult to pass if the groundwork for federal involvement in education had not already been put in place through previous congressional legislation and court decisions. By easing public sentiment and creating a need for managerial and administrative reform these prior acts of Congress and the courts paved the way for a cabinet-level Department of Education.

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