Tattooing in the federal Indian boarding school system appears to have been common among the student body, but the practice is not well documented. A search of the literature on Native education, focusing on boarding schools, yielded only fragments of references to tattooing because there has been no substantive or detailed research on Indian boarding school tattoos. One brief narrative from Celia Haig-Brown (1988), however, illustrates the commonality and the dangers of tattooing. This study examines tattoos among female students who attended Indian boarding schools in the Southwest during the 1960s-1970s. The personal accounts of my mother's experience in tattooing at the Phoenix Indian School provide a baseline for this study. My study explores an undocumented area of boarding school history and student experiences. Many students from various tribes tattooed. The tattoos most often included small initials and markings, and my analysis concludes that the meanings were mostly related to resistance.

Thesis (Ph. D.)--University of Notre Dame, 2004. / Thesis directed by George M. Marsden for the Department of History. "April 2004." Includes bibliographical references (leaves 601-620).

Thesis (M. Arch.)--University of Hong Kong, 2000. / Includes special report study entitled: Playtherapy & playful settings for children with autism. Includes bibliographical references.

Thesis (M.Arch.)--University of Hong Kong, 2000. / Includes special report study entitled : Playtherapy & playful settings for children with autism. Includes bibliographical references. Also available in print.

M.Comm. / The study was concerned with the problem of the long-term survival and success of SMEs in the tourism industry in a turbulent global operating environment, as well as in hostile conditions, such as unexpected changes, or disaster in the operating environments of the small businesses. The study was prompted by the high failure rate of SMEs worldwide and in SA. The tourism industry has a predominance of small business and was identified by SA as the industry of choice to support for the achievement of macroeconomic goals that include economic stability, poverty alleviation and employment creation. The overall objective of the study was to explore and examine factors located within the three operating environments (macro, industry and micro), that contribute to the survival and long-term success of tourism SMEs (five guest houses on the Dolphin Coast), operating in a turbulent global environment and hostile conditions such as disaster and unexpected events. The study explored and explained factors from four interrelated perspectives, namely a macro, meso, micro and chrono contexts; to examine the way in which the guest houses engaged with their environments; to determine the role of networks and clusters in the process; and to determine the impact of industry-specific and sector-specific factors on success. The study used an embedded case study methodology to assess five tourism SMEs, guest houses, located on the east coast of SA in a region known as the Dolphin Coast. The area was studied over a three year period from 2005 to 2007, a period of favourable economic and industry conditions globally and nationally (SA). Slowing economic conditions, severe coastal storms, rates increases and changes in the external environment provided conditions of turbulence and hostility in which to assess the responses of the guest houses, compared to activity and perceptions in the prior stable conditions. Porter’s (1980; 1990; 1996; 2000) theoretical frameworks, including the Diamond Model, the Five Forces Model and augmentations to these models were used to guide the research and interpretation of results. The study concluded that various sets of interlinked factors located in the macro, industry and internal (micro) operating environment of the firm, contributed to the success and constraints experienced by the guest houses. The presence of elements in the environments does not facilitate or ensure success, but success is dependent on the actions and choices of leaders and managers. These actions and choices are, in turn, guided by the values and culture present in the environment and are affected by human agency and efficacy.

Indiana University-Purdue University Indianapolis (IUPUI) / Two boarding schools existed in the state of Indiana to educate Native American children between the ages of six and eighteen. Both schools received a government contract to teach native students which provided the institutions with money for each student they enrolled. St. Joseph’s Indian Normal School in Rensselaer operated from 1888 to 1896. White’s Indiana Manual Labor Institute in Wabash educated Native American children as part of a government contract from 1882 until 1895. These two schools were not the only institutions to educate Native American students in Indiana. However, they are the only boarding schools referenced in the literature on native tribes in Indiana and the only institutions I have found referenced which participated in a government contract to educate native children. This thesis will study both institutions during the period of their government contracts from 1882 until 1896.

The aims of this study were to define an Australian boarding school, provide a summary of international and Australian boarding school literature, and complete a small-scale qualitative investigation of students' views in a co-educational boarding school. At first glance, it appeared that contemporary Australian boarding schools were a reproduction of the influential public boys' schools of Great Britain. Although there have been a number of histories of Australian independent schools, the boarding element has often been portrayed as Dickensian and remains an overlooked area of educational research. In particular, the literature available about Australian residential schooling over the past 20 years has been limited to a handful of significant studies by Cree and Trimingham Jack. In this study 45 Australian and overseas students were asked to write memoirs of 4-5,000 words about their boarding experience emphasising their thoughts, feelings and aspirations. The limitation was that all respondents were full-time boarders for at least one year when the questionnaire-survey was completed. The memoir-based humanistic approach of the Polish- American sociologist Florian Znaniecki, as developed for the analysis of personal and group social systems in the culturally diverse context of Australia by J. J. Smolicz, was employed to interpret the memoir data. The memoir method has been well documented in Australia, as a means of collecting and analysing concrete and cultural facts, mainly in relation to the study of minority ethnic groups and their cultural actions. The humanistic approach emphasized that the researcher must accept cultural phenomena from the viewpoint of its participants and not from that of an outside observer. In the present study, this approach permitted the researcher to understand the experiences and attitudes of individual students towards an Australian co-educational boarding education through their own eyes. The memoirs analysed were generated from 26 concrete questions, which revealed place-of-birth, ethnic identity, and languages spoken at home. This provided the researcher with verifiable information about the everyday lives of the respondents. The second half of the memoirs required response to 23 questions - these yielded cultural data. These questions required students to reflect on their situation, attitudes and experiences of boarding as a system of education. This information could only have been provided by the participants themselves and gave the researcher direct access to the memoir writers' individual and group consciousness. The study discovered that a number of the students were in the process of re-evaluating and re-interpreting the advantages and disadvantages of boarding school as a social system transmitted to them by parents, friends, family, and teachers. The respondent's personal statements revealed that the relationships among students and among students and staff in the boarding House tended to be primary in nature, in that they were personal, informal, and involved the entire human personality. From these data, it appeared that the success of a boarding school was determined by the personal atmosphere, support, and comfort of the boarding House. Consideration of the empirical data found that 43 of the 45 respondents' memoirs believed that their overall experiences at the research boarding school were positive. Negative observations stressed the pressures of homesickness, tedium of school life and a lack of freedom thereby supporting Goffman's view of a "total institution". The majority of students' memoirs were ambivalent towards religion at the research school. Nevertheless, 11 stressed its significant implication in their day-to-day lives. The memoirs suggested that an education at the research boarding school was a crucible that forged students through a variety of experiences, positive and negative, individual and collective, for life. Overall, the memoirs support the observation that boarding school acts as a social system for the acceptance of new cultural values, such as the cultural diversity respondents' experienced in their lives at boarding school. The study revealed an attitudinal shift in the group that welcomed the cultural pluralism of the school and recognised the cultural monism of the home. These memoirs revealed that boarding school was a significant factor in fostering independence and embracing cultural diversity as experienced in the crucible of the boarding school. These findings challenged the popular maxim that an Australian residential education was an anachronistic, inflexible, colonial-British model and suggested that it has the potential to act as a system of education that prepares its students for the challenges of life. / Thesis (Ph.D.)--School of Education, 2004.

At present, Richmond, Virginia only has bus transit services provided by the Greater Richmond Transit Company (GRTC) and primarily concentrated within the boundary of Richmond City. GRTC is impacted by both supply-side and demand-side factors, notably socioeconomic characteristics of bus riders, bus ridership is unevenly distributed across different bus stops. This thesis will conduct statistical and geographical analysis on the impacts of socioeconomic characteristics on bus-stop daily boarding in Richmond City. The statistical analysis includes both correlation analysis and regression analysis, assuming one dependent variable (bus-stop daily boarding) and fourteen independent variables (most of which describe socioeconomic characteristics of bus riders) at aggregated census block group levels. The research concentrates on local bus routes and the block groups with local bus stops in Richmond. This empirical study aims to identify the significant factors impacting bus ridership and assess the bus service situation for affected block groups (under-served or over-served). The study outcomes, such as the number of bus lines as the most important factor impacting ridership, will have important implications for Richmond’s local transit planning and decision-making.

Thesis advisor: Ted Youn / This study is about access for low-income students at an elite boarding school. As "feeder schools" to elite colleges and universities, elite boarding schools play a significant role in determining which students will be in the upper class in America; however, little is known about the history of low-income students at these schools. The purpose of this study is to examine the history of access at one elite boarding school through the frameworks of organizational saga and institutional theory to enhance understanding of how the concepts of access and opportunity at elite institutions have developed over time. Employing a historical, organizational case study approach, this study uses archival research, document review, and interviews with school leaders to construct a developmental history of Phillips Academy, in Andover, Massachusetts. Findings from data collection and analysis revealed a profound organizational saga oriented towards access that has guided Phillips Academy through its development. Phillips Academy's powerful organizational saga of access is embraced by senior leaders, faculty, and alumni, and has deepened their commitment to the historical traditions of the institution. This organizational saga allowed the school to survive and thrive, despite major changes in its organizational field over the last century. By fostering deep commitment among multiple actors throughout the institution's history, Phillips Academy's organizational saga has become a dominant influence in its organizational decision-making. This research extends Burton Clark's (1970) concept of organizational saga to the concept of organizational fields, and explores the interaction of a strong organizational saga with an institution's organizational field. It contributes to the literature on elite boarding schools, and enriches that of elite colleges and universities by better understanding their historic "feeder schools." It also contributes to our understanding of social production, reproduction, and mobility in the United States. Implications for theory and elite boarding schools, colleges, and universities are discussed, along with calls for further research. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

The aim of this thesis is to create the business plan of boarding house with restaurant. The theoretical part of this study describes definition, structure and financial resources of business plan. The next part deals with selection of location and accommodation capacity, which are based on results of elaborated analysis. The main point of this thesis is creating of business plan. The thesis incluedes technical drawing of process layout too.