Thesis (M.S.)--University of Hawaii at Manoa, 2006. / Includes bibliographical references (leaves 105-118). / xiv, 118 leaves, bound ill. (some col.) 29 cm

Thesis (M.A. in History)--University of California, Berkeley, Dec. 1918. / Includes bibliographical references (leaves 220-229).

This dissertation develops a new organizational model based on sustainability criteria within which the organizational and technical solutions to the problems of management of extensive livestock production systems on the commons grazing lands can be provided. Due to the multifarious forces of modernization the traditional range/livestock systems developed by tribal peoples in arid and semiarid areas world-wide have largely been abandoned. The outcome has been extensive rangeland deterioration and expansion of desertification in many cases. The Apache Indian cattle association operations examined herein, the Mescalero single-brand and the San Carlos multiple-brand, are examples of livestock organizations operating extensive livestock production programs on commonly held rangelands. The results of these investigations provide the basis for developing this model.

The purpose of this study was to describe and compare the post-school adjustment of Native American youth who received special education or regular education services on White Mountain Apache Indian reservation in Arizona. This study reflects what the students have been doing since they left school, whether their school experiences have prepared them for life in general, and how their personal history helps identify their values, outlooks, and current community standing. In an effort to assess the transition status of these former students, a 38 item survey instrument was developed. A total of 132 students were identified from the Alchesay high school records. Of this number, face-to-face interviews were conducted with 106 former (80%) students. Students were compared in five areas which have been identified as important to successful transition from school to adult life. Comparisons were made on the respondents opinions of their secondary school education, employment status, independent living, maladjustment, and culture/traditionality. SES stated that mathematics, resource programs, and English prepared them for the job market whereas mathematics, office skills, science, and business education were selected by the RES. All the respondents wished for computer education. Only 31% of the total sample was employed up to five years after leaving school. Seventy-four percent of the students still live with their parents. Forty-four percent of both groups had arrest records, and 68% of both groups had a history of substance abuse. Sixty-four percent of the respondents use and speak the Apache language most of the time. Parents and the extended family provide the majority of guidance and support as these young adults seek employment, community integration and social adjustment. There is a pressing need for transitional programs, better job programs, and substance abuse preventive programs for both groups of Apache post-high school students.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 382-405). Available also in a digital version from Dissertation Abstracts.

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Written texts of Navajo and Western Apache speakers in English revealed rhetorical patterns which seem to be tied to the native languages. The theoretical framework of interlanguage is used to analyze language transfer of two rhetorical features at the discourse level: (1) rhetorical redundancy and (2) narrative technique. Both features can be viewed as fossilizations of discourse which are forced upon the surface of written Navajo and Western Apache English interlanguage by the process of language transfer. Rhetorical redundancy exists in Navajo and Western Apache for emphasis and is transferred to English discourse as emphasis by the repetition of lexical items, syntactic strings and sentential paraphrases. The purposes for rhetorical redundancy in Navajo and Western Apache English interlanguage include the emphasis of emotional concerns, clarifications, and conventions of courtesy. A discourse rule is suggested which summarizes rhetorical redundancy transfer. Narrative technique in Navajo and Western Apache English interlanguage involves idiosyncratic tense shifting patterns at the discourse level. Navajo and Western Apache speakers seem to transfer the semantics of Navajo and Western Apache modes and aspects to English tenses. It is suggested that Navajo and Western Apache speakers find standard English tense usage inadequate for their underlying narrative discourse motivations. The Navajo and Western Apache usitative mode, imperfective mode, and continuative aspect are expressed through the English present tense. The Navajo and Western Apache perfective mode is realized in English through the past tense. The Navajo and Western Apache progressive mode, optative mode, iterative mode, and repetitive aspect surface in English as two possible nonstandard forms of the progressive aspect. A set of three mode and aspect transfer rules at the narrative discourse level is suggested.

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