Thesis (M.S.)--Ohio University, November, 2004. / Title from PDF t.p. Includes bibliographical references (p. 115-123)

Thesis (Ph. D.)--Ohio State University, 1979. / Includes bibliographical references (leaves 159-163). Available online via OhioLINK's ETD Center.

Thesis (M.S.)--Naval Postgraduate School, 2005. / Title from title screen (viewed 05/10/2006). "June 2005." Includes bibliographical references.

Thesis (M.A.)--Indiana University, 2007. / Title from screen (viewed on August 8, 2007). Department of History, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Kevin C. Robbins, Melissa Bingmann, Robert G. Barrows. Includes vitae. Includes bibliographical references (leaves 123-127).

Thesis (M.A.)--Eastern Illinois University, 1987. / Includes bibliographical references (leaves [55]-[57]).

Thesis (M.A.)--University of Wisconsin--Madison, 1944. / Typescript. Title from title screen (viewed Sept. 5, 2007). Includes bibliographical references. Online version of the print original.

Thesis (Ph. D.)--Cornell University, 1896. / "Lists of works cited": p. 420-425.

The problems arising from the emergence of micro-States have recently received a great deal of attention in the international community. These problems can be seen to have two major aspects. One is the question of the future statehood of micro-States in the international community, the other is the potential problems resulting from their participation in international affairs. The object of this paper is to point out the visible problems involved in the process of the participation of micro-States in international affairs in order that possible solutions can be proposed. In investigating the historical background of these problems, we are aware that the continuing efforts of the United Nations on decolonization are the main stimuli to the birth of micro-States. Historically, the League of Nations has faced the same problem as the United Nations over the question of the admission of small States. Although no definite criteria had been set out by the League of Nations for determining the admission of small States, it did prevent in due course the admissions of certain small States. The increasing number of micro-States poses serious problems to the United Nations. On the one hand, the question is whether the micro-States, most of which are hardly able to meet the admission requirements of the Charter, should be eligible for membership in the United Nations. In this respect, it has been suggested that a distinction should be made between "the right to Independence and the question of full membership in the United Nations." On the other hand, the imbalance of the voting power and real power resulting from the rule of "one-State one-vote" will become more profound unless some solutions to the question of admission of micro-States in the United Nations can be worked out. Finally, we reach the conclusions that, first of all, the Security Council and the General Assembly should set out criteria guiding the admission of new Members; secondly, certain special arrangements for the micro-States are needed so that micro-States can fully benefit from these arrangements without straining their resources and potential through assuming the full burdens of United Nations membership which they are not in a position to assume. As to the future statehood of the small territories, there is a general awareness that total "independence" may not be desirable for all of them. On this point, several solutions shall be recommended in the last Chapter of this paper. / Law, Peter A. Allard School of / Graduate

This study addresses the growth of multicultural education through a policy analysis paradigm. This study focuses on the growth and current status of multicultural education through policy formation, the administration of multicultural education through policy implementation and the effects of multicultural education through policy impact. To obtain data regarding the three areas of multicultural education policy status, implementation and impact, a survey was sent to all fifty chief state school officers (CSSOs). The survey inquired about the current status of multicultural education policy mandates and administrative processes used in policy implementation. Policy impact was assessed through CSSO's responses to ten perceptual statements about the impact of multicultural education. The findings reveal that thirty-three states have at least multicultural programming policy mandate in the areas of multicultural education, bilingual education, ethnic studies, affirmative action, textbook adoption procedures, or inservice education and technical assistance. The frequency of these policy mandates has decreased since 1980. The usage of certain common administrative practices were examined to determine multicultural education policy and program implementation. The most frequently used practices are (1) the involvement of students, teachers, administrators and community members in planning at the state level (2) a reflection of multicultural education in state education agency organizational structure and (3) assignment of specific personnel the responsibility for implementing multicultural programming. The impact of multicultural education is viewed by CSSOs as a positive force in schools; however, it has not been evenly implemented within or across the states nor has it been a major focus in most states. An examination of the response patterns of two groups of CSSOs (those with mandated multicultural education policies in their respective states and those without) reveals that the two groups view multicultural educational impact differently. Those CSSOs with mandated state policies responded more positively to the impact of multicultural education. From examining the data regarding policy status, implementation and impact, certain inferences are drawn about the current status and future of multicultural education.

Typescript (photocopy). / Digitized by Kansas Correctional Industries