This qualitative multiple case study aims to describe the experiences of two Black women who chose to leave the classroom and transition to other roles within the field of education. Using metaphorical analysis, this study employed the four-capital theoretical framework. This framework connects human capital, structural capital, social capital, and positive psychological capital as factors related to teacher attrition and retention. This study illustrates how the participants' experiences fit into the four-capital theoretical framework and highlights the metaphors the participants use to describe their transition. The researcher conducted two semi-structured open-ended interviews in which the participants were asked to describe their experiences in the classroom as well as their experiences in their new positions. The researcher analyzed the metaphors used by the participants and categorized their responses based on the four capitals. The identified metaphors offered a vivid description of the participants' experiences. The results indicated that although the experiences of the participants are similar to those found throughout the literature, the four-capital theory helps describe their experiences more holistically. Rather than having isolated reasons for leaving the classroom, the attrition of the participants can be explained by examining the interconnectedness of the various capitals. These findings suggest that teacher retention and attrition be studied by looking at a variety of causes as opposed to isolated factors.

The rapid increase and popularity of Unmanned Aircraft Systems (UAS) in civil usage around the world is due to their versatility. With advancement in technology across the globe, there are UAS of different sizes and capabilities in the market. It is imperative to note that the use and operation of UAS have numerous merits and equally, potentially poses serious risks to aviation safety, unlawful interference with States’ security as well as invasion of the privacy of persons. This reality poses a challenge to integration of UAS into the civil airspaces of different States. Accordingly, the international community developed the Chicago Convention that provides the principal framework to address the threefold concerns. At the international level, however, there is lack of a unified system of regulation of UAS. Consequently, the Chicago Convention requires States to develop national institutions and legal frameworks to not only effectively address these concerns, but also create a delicate balance between national security and right to privacy. This thesis evaluates how the legal, institutional and policy frameworks for UAS in the US, South Africa and Kenya have addressed the current needs and challenges in operation and integrating them into regulatory frameworks for civil aviation. It follows that the three States have developed constitutional frameworks, legislation, regulations, policies and strategic plans as they seek to address the challenges that emanate from integrating UAS into the civil aviation airspace. This encompasses ineffective enforcement mechanism of regulations. The thesis maps out experiences of integration in the three countries, emanating from research goals including investigating the extent to which existing international regulatory frameworks address the threefold concerns. The study establishes that the common thread running through UAS regulation is each country’s unique issues and paths to integration. Additionally, that the approach for integration of UAS into civil aviation needs be gradual and pragmatic. For this reason, this thesis recommends the development of institutional capacity, coordination and funding, and increase in regional efforts to revamp UAS integration efforts into civil aviation. / Public, Constitutional, and International Law / LL. D. (Public, Constitutional and International Law)

The study examines the life and educational experiences of five Generation 1.5 students at California State University, San Bernardino and analyzes how the first cultural socialization affects later English academic language learning. The study used three methods of gathering data: a survey questionnaire, participant-observation, and one-on-one interviews. The study also reviews other case studies that describe life and educational experiences as well as the language and cultural connections of Generation 1.5 students. An analysis of lexical, structural and interactional differences of the spoken and written modes of the English language is also included. The study's findings indicate that learning the vocabulary of the written language was a key factor in being a member of the academic community.

No other government agency receives as much attention as the National Aeronautics and Space Administration (NASA). The high-profile agency frequently captures attention of the media in both positive and negative contexts. This thesis takes a case study approach using organizational learning and sensemaking theories to investigate crisis communication within NASA's 2003 Columbia tragedy. Eight participants, who in some capacity had worked for NASA during the Columbia tragedy in a communication centered position, were interviewed. Using a grounded theory framework, nine themes emerged pertaining to organizational learning, leadership, structure, and organizational culture. The results of the study aid in understanding how high risk organization's (HROs) can learn from previous failures and details how organizational culture can hinder organizational change.

This study investigates the work of the performer, composer, educator, music therapist and activist Sharon Katz. Beginning in 1992, Katz made history in apartheid South Africa when she formed a 500-member choir that showcased both multi-cultural and multi- lingual songs in their staged the production, When Voices Meet, which incorporated music, songs and dance, intended to assist in promoting a peaceful transition to democracy in South Africa. The success of the concerts of When Voices Meet led to Katz securing sponsorships to hire a train, “The Peace Train”, which transported 130 performers from city to city with media crews in tow. The performers’ mission on this journey was to create an environment of trust, of joy, and of sharing through music, across the artificially-imposed barriers of a racially segregated society. This investigation includes several areas of inquiry: The South African Peace Train; the efforts of the non-profit Friends of the Peace Train; Katz’s work with Pennsylvania prisoners and boys at an American Reform School; the documentary When Voices Meet, and the American Peace Train Tour of July 2016, bringing the message of peace and harmony through song to racially and socio-economically divided Americans on a route that started in New York and culminated with a concert at UNESCO’s Mandela Day celebrations in Washington D. C. These endeavours are examined within the framework of musical activism. The multi-faceted nature of Katz’s activism lends itself to an in-depth multiple case study. Qualitative case study methodology will be used to understand and theorise musical activism through detailed contextual analyses of five significant sets of related events. These include Katz’s work as a music therapist with prisoners in Pennsylvania and a Boys’ Reform School; as activist with The South African Peace Train of 1993; as humanitarian with Friends of the Peace Train; in making the documentary, When Voices Meet, and as activist with the American Peace Train Tour of 2016. In documenting the grass-roots musical activism of Sharon Katz, I hope to contribute towards a gap in South African musicological history that would add to a more comprehensive understanding of musical activism and its role in social change. / Art History, Visual Arts and Musicology / D. Litt. et Phil. (Musicology)

Indiana University-Purdue University Indianapolis (IUPUI) / This study examines the essential features of women’s experiences as members of a service association. It uses a qualitative method to understand how women make meaning from their membership in an all-female association and a mixed-gender association. The experiences were examined in comparative contexts. The study finds three common features in each association: joining, volunteering, and leading. In the mixed-gender association, women also experienced a process of assimilating into membership activities. The study provides scholars and association practitioners insights into the complex blend of members’ personal and professional interests with implications for membership recruitment and retention.

Indiana University-Purdue University Indianapolis (IUPUI)