Access to federal contracts is often a challenge for service-disabled, veteran-owned business (SDVOB) leaders because of business size and competition in the environment. The purpose of this qualitative, multiple case study was to explore the strategies that 5 SDVOB leaders from 5 different businesses in the Northeastern United States used to win federal contracts. Porter's generic strategies for competitive advantage was the conceptual framework for the study. Five company leaders who won $1 million or more in federal contracts were contacted from the Vendor Information Pages database of the Department of Veterans Affairs to participate in the study. Data were collected via semistructured interviews and archival documents. Data analysis consisted of compiling the data, coding for emergent and a priori codes, disassembling the data into common codes, reassembling the data into themes, interpreting the meaning, and reporting the themes (strategies). Eight themes regarding winning federal contracts emerged. The eight themes were process improvement/optimization, understanding requirements, preventing trial and error, personalizing services, understanding the client, access to external capital/resources, understanding the procurement process, and forward-planning. SDVOB leaders may use the results of this study to secure larger contracts in less time by adopting successful strategies that have won federal contracts. Positive social change implications include the potential for further empowerment, success, and profitability of SDVOBs, as well as other minority-owned firms. Further success of SDVOBs may provide long-term employment and increased tax revenue for communities.

Background: For decades, teacher shortages brought concern in educational systems throughout the United States. As more classrooms were left without teachers, prior researchers focused on strategies and policies to address the problem of teacher turnover and attrition. States such as Wisconsin had fewer qualified candidates to fill positions and saw a 35% decrease in teacher education programs in the past decade. Purpose: This study sought to examine how the induction process was related to teacher attrition for experienced or veteran teachers (five or more years of experience). In addition, the study sought to determine factors that contributed to professional satisfaction or dissatisfaction as related to teaching longevity. By examining these components collectively and including conversations with current teachers, the researcher presented a holistic view of why veteran teachers make the decision to leave the profession. Setting: Northeastern Wisconsin public school districts serving populations from kindergarten through 12th grades in urban, suburban and rural locations. Subjects: The participants were five veteran teachers with five or more years of experience who left the profession before retirement. Research Design: Qualitative phenomenological study Data Collection and Analysis: The participants were interviewed about their induction processes, professional satisfaction and professional dissatisfaction during their teaching careers. The data were analyzed for commonalities and emergent themes among the shared teaching experiences of the participants to determine the reasons they left the profession. Findings: Common themes were identified through the participants’ interviews. The findings showed the induction process for veteran teachers did not meet the needs of these participants. Further, professional satisfaction during their teaching careers were related to intrinsic motivating factors such as improving and aiding in student academic achievement, collegial support, and “making a difference.” The findings indicated the former teachers’ professional dissatisfaction stemmed from challenging behaviors, lack of support, overwhelming responsibilities, monetary deficiencies, and lack of respect for the profession. Conclusion: This study demonstrates that veteran teachers leave the profession as a result of a combination of challenges during their teaching assignments. The study also uncovered that the participants of this study contemplated their decisions to leave their positions years before actually departing the profession.

No description available.

There is a higher rate of recidivism for U.S. veterans compared to the general population of offenders. To address the unique needs of veterans, separate housing units for veterans (VSUs) are now operating within correctional facilities in 29 U.S. states. Despite reports that VSUs are having a positive impact on recidivism, little is known of the experiences of correctional administrators who have implemented a VSU. The purpose of this qualitative phenomenological study was to explore the lived experiences of several individuals who have implemented a VSU in their correctional facility. Guided by the quality implementation framework (QIF), data collected through semistructured interviews conducted with 7 U.S. correctional administrators were analyzed by reducing the information to significant statements, when combined into themes provided a descriptive analysis. Results from this study affirm that implementing a VSU is a feasible option for many correctional administrators with the desire to address the needs of veteran offenders. Key findings indicate most steps taken to implement a VSU align with quality implementation. Additional results indicate that presently there may be less consideration for VSU implementation processes associated with quality in the areas of ensuring staff training to work with the veterans, and in conducting process evaluations including outcomes tracking. VSUs have a profound and nearly immediate, effect on veteran inmate behaviors and reducing recidivism. This examination of the phenomenon of VSU implementation may offer implementers with evidenced-based practices to advance understanding of VSU implementation in the future, ultimately to benefit veteran offenders and the communities in which they reintegrate.

This thesis investigates the Swedish Veteran’s day as celebrated in Stockholm in 2018. This is investigated in relation to a theoretical background of nationalism and through a lens of ritual theory.The study finds that the formal definition of the veteran that is presented during the Swedish Veteran’s day is not strictly defined. Instead, veteranship is defined by ideological traits such as peace and the nation, and experience-based traits such as risk of violence, suffering or competence. The study finds that different actors put emphasis on different traits. In the ceremony possible paradoxes of some of the traits are hidden in the ritual form. Veteranship occurs in the ceremony in a close relationship to the idea of the nation ofSweden. At times, the nation is depicted as an actor bearing the desirable traits of the veteran.The day in full is furthermore interpreted as a part of a social drama which balances therelationship between the veterans and the nation.

Indiana University-Purdue University Indianapolis (IUPUI) / This thesis applies the ontological turn to the war fiction of veteran authors, Kurt Vonnegut and Tim O’Brien. It argues that some veteran authors desire to communicate truth through fiction. Choosing to communicate truth through fiction hints at a new perspective on reality and existence that may not be readily accepted or understood by those who lack combat experience. The non-veteran understanding of war can be more informed by entertaining the idea that a multiplicity of realities exists. Affirming the combat veteran reality—the post-war ontology—and acknowledging the non-veteran reality—rooted in what I label “pre-war” or “civilian” ontology—helps enhance the reader’s understanding of what veteran authors attempt to communicate through fiction. This approach reframes the dialogic interaction between the reader and the perspectives presented in veteran author’s fiction through an emphasis on “radical alterity” to the point that telling and reading such stories represent distinct ontological journeys. Both Kurt Vonnegut and Tim O’Brien provide intriguing perspectives on reality through their fiction, particularly in the way their characters perceive and express morality, guilt, time, mortality, and even existence. Vonnegut and O’Brien’s war experiences inform these perspectives. This does not imply that the authors hold an identical perspective on the world or that combat experience yields an ontological understanding of the world common to every veteran. It simply asserts that applying the ontological turn to these writings, and the writings of other combat veterans, reveals that those who experience combat first-hand often walk away from those experiences with a changed ontological perspective.

No description available.

Submitted in fulfillment of the requirements for the degree of Doctor of Philosophy in Management Sciences: Public Management, specialising in Peacebuilding, Durban University of Technology, Durban, South Africa, 2016. / Post-conflict countries have a range of needs of interventions in the reconstruction efforts. These efforts require immediate, medium and long term interventions. DDR process require the immediate restoration of security which requires demobilization in the both the regular army and armed groups. Demobilized combatants need to be economically and socially re-integrated in their local communities. Therefore governments through demobilization commissions or programmes ensure that ex-combatant is re-integrated as matter of governments’ responsibility. In the specific case of this research, former members of armed groups from DRC and former RDF soldiers all members of an Agricultural cooperative based in Jabana (Kigali City) have been participants to this research which is by nature an action research project aiming most importantly on participation outputs oriented to learning. Before this project, economic, political, social and psychological dimensions among the ex-combatants were frustrating. However, after this project, the following were discovered: Economically, the approaches that have been used allowed ex-combatants to learn basic and necessary skills of creative entrepreneurship while working in corporate setting. Socially, this research discovered that the nature of research requires working in group settings in addition to personal and collective participation toward the attainment of the project’s objectives. Working in group settings is the social cohesion that originates from sharing common goals, interests, successes and failures if any. In addition, group members became best friends among themselves and relied on each other in time of need. At psychological level, ex-combatants have gained self-confidence, self-trust, and removal of past negative clichés that they used to hold against each other. Finally, in the implementation of this research, aspects of peace-building, together with unity and reconciliation and peace-building in its broad term has been witnessed from its outset to the concluding phase of the research. Recommendations were devised; some are formulated towards ex-combatants at individual level and others for RDRP. / D

Educational institutions offer transformative opportunities for veterans transitioning from military service. Veteran-specific cultural supports in educational environments offer participation in occupations and development of skills needed to complete educational goals. However, veterans experience complex life circumstances atypical from traditional student culture which influences use of available environmental supports. Currently, the student veteran population is growing following fifteen years of combat and with systematic downsizing of the military. Therefore, rehabilitation professionals and educators must understand the unique experiences which shape veteran life flow during the transition process. This dissertation contains three studies investigating veteran experiences transitioning to postsecondary education. The first study surveyed the attitudes and beliefs of veterans coping with the transition to postsecondary education. Results identified veterans’ preference to using skills learned in the military for solving problems in the transition and reported limited use of university supports made available. A second study examined lived experiences of veterans transitioning and their interactions with traditional students and university supports. Results identified veterans emerge in college culture following a transactive process of sorting through military experiences, building on military skills, and developing new relationships for civilian identity. The final constructivist grounded theory study investigated the individual and collective constructions of veteran transitioning experiences in relation to culture and context. Twelve veterans were theoretically sampled and developed Kawa (River) metaphorical diagrams of their transition experiences. Intensive interviews discussed the meaning ascribed to veterans’ diagrams. Interview data was analyzed with the constant comparison technique until theoretical saturation was achieved. The emergent theory explained student veteran life flow by two major theoretical concepts: seeking understanding and gaining stability to shape life flow in transition from military to student culture. Veterans shared understanding in each cultural environment by socially interacting with others perceived to be reaching out and connecting with veterans. Veterans also performed autonomous actions of gaining stability by using their skills, pinpointing useful resources, and cultivating the growth and expression of personal skills. Both theoretical processes simultaneously, enhanced veteran’s transition to postsecondary education and promoted harmony within veteran life flow over time.

Beginning May of 2013 and ending in September, I worked with Grace After Fire (Grace), a virtual nonprofit organization that focuses on issues related to female veterans. Grace’s mission is to provide female veterans with the means to gain knowledge, insight and self-renewal. Grace’s mission is accomplished through peer support and resource referral. The aim of my thesis project was to conduct an analysis of Grace’s peer support system, Table Talk: Color Me Camo (Table Talk). Because Table Talk is a fairly new program for Grace, just over a year old, the outreach coordinators were eager to learn: 1) if they were indeed meeting their mission of empowering female veterans, and 2) the point-of-view of the peer facilitators who conduct Table Talk. To help Grace gain perspective, I interviewed women who had previously attended Table Talk, as well as peer facilitators responsible for coordinating the peer support system-all of whom are female veterans. The following is their story.