There is no abstract available for this thesis.

This paper traces over time changes in concepts of child care using two care centers in Oregon as examples. Early in the twentieth century, the ideas of the time stressed the need to institutionalize dependent , neglected, and retarded children in a setting which focused on simple custodial care. The lack of environmental stimulation was evident. With the advances in the nation’s social, economic, and medical services in midcentury, besides the advances in technology, attitudes started to change which stressed the importance of care-giving institutions such as foster homes, child clinics and mental health facilities as well as specialized residential care for more disturbed or delinquent children. Child care has improved greatly because of the greater availability of both federal and state funds for private and public institutions and the increased use of diagnostic centers. One of the significant results from this change in simply housing children in need to housing and treating them in multifaceted and environmentally improved care facilities is the stimulus given to constantly develop and innovate knowledge and methods in the care of children.

The amalagamation of St. Mary's College and St. Joseph's High School, Lismore was a process that began in 1965 when a decision was made to combine Senior classes for the first Higher School Certificate curriculum. There was no thought of amalgamation in 1965 but the decision made then lead to the developments of 1977. Increasing enrolments and the need for a building programme set the scene for a merger of Junior classes and the introduction of coeducation throughout the schools. This process extended from 1977 to 1981. It was a period of conflict and resistance to change but it laid the foundation for the complete amalgamation of the schools to form Trinity Catholic College in 1985. The amalgamation process provides a study of decision-making in a Catholic school context. Changes in the Church, Catholic schools and Religious Orders are reflected in the changes in the way that decisions were made at the three key-points in the story. The study draws attention to the fact that in amalgamations of schools much of the planning is done in terms of the present schools rather than for the new school which is always twice as large and much more complex. The non-educational aspects of amalgamation are also considered because they are a time-consuming but important part of the planning. This study shows the importance of rituals in laying the old schools to rest so that the new school may come into being. A visible indication that things are different is essential when the students, staff and buildings remain as they had been. Since amalgamations are becoming more common as student numbers decline some lessons learned over the past twenty years are recorded so that others may benefit from them.

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 2005. / Abstract and vita. Includes bibliographical references (leaves 159-160).

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 2005. / Abstract and vita. Includes bibliographical references (leaves 159-160).

Thesis (Ph. D.)--St. Mary's University, San Antonio, Texas, 2007. / "December 2007." Includes bibliographical references (leaves 135-154) and appendices.

Thesis (Ph. D.)--St. Mary's University, San Antonio, Texas, 2007. / "December 2007." Includes bibliographical references (p. 87-100).

Thesis (Ph. D.)--Catholic University of America, 1929. / The first chapter gives a résumé of Bruté's career from 1779 to 1810, and the last chapter, of the concluding years of his life, 1834-1839. Published also in slightly different form as part of the author's larger work, "Simon Bruté de Rémur, first bishop of Vincennes." Bibliography: p. 123-125.

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, Crestwood, N.Y., 1997. / Includes bibliographical references (leaves 84-88).

Thesis (Ph. D.)--Catholic University of America, 1929. / The first chapter gives a résumé of Bruté's career from 1779 to 1810, and the last chapter, of the concluding years of his life, 1834-1839. Published also in slightly different form as part of the author's larger work, "Simon Bruté de Rémur, first bishop of Vincennes." Bibliography: p. 123-125.