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In this thesis, I will discuss the influence of education on the identity formation of African American students. Based on the scholarly literature in education theory, I will argue in Bourdieuan theory education, formal education, fails to accommodate the specific needs of African American students because education influences African American students to develop constructions of whiteness" that education reinforces. As education attempts to uphold the status quo of American society, education simultaneously forces African American students to question the relevance of education. In questioning the relevance of education through high-achieving African American students use of language and pursuit of academic achievement, low-achieving African American students offer a critique of education that characterizes education as a white-dominated system where individuals must embody whiteness in order to achieve social acceptance. As a result, African American students choose to disidentify with education rather than to assimilate into White culture to avoid being identified as white− speaking Standard English, following rules and regulations, and maintaining a high grade point average. This critique of education− though not an anti-intellectual response to education because most African Americans still view education as a means to social mobility− signifies education does not educate African American students but instead produces white African American students in order to reproduce societal norms. I will also propose the incorporation of self-knowledge into critical education will facilitate an awareness of personal history and self-worth among African American students not only to disrupt an educational structure of inequality but also to foster a positive self-concept within these students.

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A dramatic increase in the past three years in the Indonesian defense budget, from approximately US $800 million (FY2002$) in 2002 to approximately US $2.4 billion (FY2005$) in 2005, has created the need for the Indonesian Department of Defense (DOD) and National Armed Forces (TNI) to enhance performance and accountability for effective and efficient use of state funding. It is imperative that DOD and TNI move to better inform the public and high level government officials by increasing transparency on how the defense budget is allocated and spent. Current DOD and TNI performance evaluation tools and financial management measurement and reporting methodologies are ineffective, particularly because they do not link performance assessment to the budget and the budget process. Reform is needed to implement Performance Based Budgeting (PBB) to create direct linkages between allocation of resources in the budget, performance measurement, and strategic planning relative to defense policy objectives so as to bolster public accountability for the DOD and TNI. This thesis analyzes implementation of the Government Performance Results and Act of 1993 in the US Federal Government and specifically in the US Department of Defense, to develop a PBB model for the Indonesian DOD/TNI. The thesis addresses critical factors and the steps and processes necessary to create a performance-based budget including strategic planning, performance measurement, and methods to link performance to budgets.

A process, the research concludes that problems with integration prevent the department from reaching the goal of performance-based budgeting. Improvements can be made in (1) creating conditions to allow the models to better incorporate the effects of naval transformation, (2) assuring knowledge about these models transfers across organization and over time, and (3) linking the budget justification material with the justification used for programming decisions.

In this dissertation, I have analyzed the migrant experience of Chinese immigrants in North America through their representation in literature and photography. Each of its three chapters focuses on three major ethnic issues affecting the lives and identity of Chinese immigrants and their offspring in North America: the first concerns the ways in which occupation, home, and family affect the destinies of Chinese immigrants; the second deals with the role of language in the lives of Chinese immigrants and the career of Chinese migrant writers; the third addresses stereotypes about Chinese immigrants and their offspring and the redefinition of their identity. In this interdisciplinary study, literature inspires us to picture verbally Chinese immigrants struggles under the discriminatory laws and prejudices of society, and their search for respect and equal rights. As for the medium of photography, it provides ample visual evidence that reinforces and complements the literary representations of them. I have chosen to study the literary works by Frank Chin, Maxine Hong Kingston, Qiu Xiaolong, Ha Jin, Fae Myenne Ng, David Henry Hwang, Li-Young Lee, Wayson Choy, and Ying Chen. All of them are pivotal figures and explorers of contemporary Chinese ethnic literature in the United States and Canada. Their work offers a multifaceted history of the Chinese immigrants in North America from the late nineteenth century to the present. Along with the study of Chinese American photographers, Mary Tape, Benjamen Chinn, Corky Lee, and Wing Young Huie, I have added a discussion of the work of two American photographers, Arnold Genthe and George Grantham Bain. The contrasting views that emerge help to illuminate the processes of stereotyping as well as identity construction. The work of the Americans focuses on the immigrants Chineseness, while that of the Chinese Americans seeks to present Chinese immigrant life and the fight for equality from within the Chinese American community. My discussion of the work of these writers and photographers will bring further attention to the difficulties and the challenges facing the Chinese ethnic group in North America.

A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine. / The United States (U.S.) is currently facing a shortage of primary care physicians, an issue particularly salient in Arizona. The purpose of this project is to investigate predictors of students entering primary care specialties that may be apparent from their American Medical College Application Service (AMCAS) applications, in order to best serve the needs of the physician workforce. We hypothesized that factors such as female gender, older age at application (“non‐traditional” students), and being raised in a rural/underserved community background may be predictors of students who choose primary care fields. AMCAS applications are completed by aspiring medical students and contain demographic information including gender, age, race, languages spoken, and family/community characteristics. Data provided also include academic factors such as college major, grade point average (GPA), and Medical College Admissions Test (MCAT) scores. Other subjective data reported by applicants include descriptions of extracurricular activities and a personal statement. The National Resident Matching Program (NRMP) is the system used by graduating students during the last semester of medical school to match students with their choice of specialty and the residency program wherein they will spend an additional three years, minimum, in training. Based on the Association of American Medical Colleges (AAMC) designations, we are considering primary care to be Family Medicine, Pediatrics, Internal Medicine, and Medicine‐Pediatrics. We examined data from AMCAS applications of all 149 students who graduated from the University of Arizona College of Medicine‐Phoenix between 2011‐2014, and compared to their NRMP match outcomes. Comparisons were made between non‐primary care versus primary care‐overall, as well as Family Medicine alone versus all other matches given the increasing rate of specialization within Internal Medicine and Pediatrics. Multiple logistic regression revealed two predictors of primary care career choice compared to non‐primary care: having more siblings (P=.003) and non‐physician parents (P=.017). Specific to Family Medicine, several predictors were identified compared to the non‐Family Medicine cohort: a slightly greater percentage of earned community college credits (P=.03), lower MCAT physical science (P=.009), higher MCAT verbal scores (P=.02), and lower paternal education (P=.003). Our analyses suggest having a greater number of siblings and non‐physician parents may predict primary care career choice. Specific to Family Medicine, academic factors including community college enrollment and MCAT scores may be of predictive value. Though the exact implications behind these findings are unclear, it is important to continually examine such data as medical schools can shape admissions selection criteria targeted at increasing the number of graduates seeking careers in primary care.