Thesis (M.Ing. (Development and Management))--North-West University, Potchefstroom Campus, 2009.

Thesis (M.Ing. (Development and Management))--North-West University, Potchefstroom Campus, 2009.

Diencephalic amnesia is thought to be the result of damage to a single thalamic structure that is responsible for the memory impairment. However, an alternative view is that different thalamic structures contribute to the memory impairment in subtly different ways. Paired-associate learning is one important measure of learning and memory that is highly sensitive to disruption in people with amnesia or dementia. The current study will investigate the influence of lesions to two thalamic subregions, the anterior thalamic nuclei (AT) and the lateral thalamic nuclei (LT) in an object-odour paired associate learning task. Each of these subregions has been suggested by the literature as critical for amnesia after thalamus injury. The current study does not involve a place/ space component. Both AT and LT lesions caused impairments in the object-odour paired associate task, but not in the simple discrimination tasks. The results of this study provide new evidence to suggest that the anterior thalamic region may be responsible for more than spatial memory processing. This result is inconsistent with those of Aggleton & Brown (1999) that consider the AT to be part of an 'extended hippocampal system'. The deficits observed from LT lesions in this study provide new insight into the lateral thalamic region's role in pattern processing.

Thesis--University of Michigan.

Thesis (D. Min.)--Erskine Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 155-158).

Thesis (D. Min.)--Erskine Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 155-158).

Thesis (D. Min.)--Erskine Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 155-158).

Thesis--University of Michigan.

Thesis (D. Min.)--Westminster Theological Seminary, 1987. / Includes bibliographical references (leaves 425-433).

abstract: This study provides an understanding of how administrative leaders make decisions regarding enrollment management within academic units at a major research university in the southwestern United States. Key enrollment management functions of recruiting, admissions, marketing, orientation, financial aid/scholarships, academic advising, student engagement, retention and career services were identified from the literature. Typically applied at the institutional level, this study provides an understanding of how leaders in academic units decide to implement enrollment management. A case study was conducted using qualitative data collection methods which emphasized interviews. Senior administrators, such as associate deans within academic units who have responsibility for enrollment management, served as the sample. Three main theoretical constructs were derived after analysis of the data: Theoretical Construct 1: To meet enrollment and retention goals, leaders strategically plan structures and manage resources for enrollment management functions in their academic units. Theoretical Construct 2: To increase retention, leaders intentionally strive to develop a sense of community through customized programs and services for students in their academic units. Theoretical Construct 3: To achieve enrollment objectives within a school-centric model, leaders build relationships with centralized enrollment management functions and other academic units. The discussion and analysis of the study suggests that academic units follow a similar evolutionary model to institutions as they develop enrollment management functions. Five recommendations on how leaders in academic units can more strategically utilize enrollment management principles in decision making are offered. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2012