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Transnationals have long been a subject of academic discussion. Described differently according to discipline and study, the primary characteristic of transnationals is that they cross borders in support of a broad range of purposes, including advocacy and service provision, and profession and research. While not explicitly engaged within the nonprofit conversation up to this point, transnationals do have an implicit association with the nonprofit sector. This dissertation locates the transnationals in the nonprofit sector bringing a particular type of transnational into the nonprofit conversation: the native/indigenous transnational nonprofit leader. Based on findings of an exploratory case study, this leader is a skilled leader original to a country outside of North America or Europe who frequently crosses borders to obtain resources and foster relationships, both locally and internationally, to achieve their nonprofit mission benefitting their country of origin. This dissertation expands the case study findings to investigate in greater detail how the leader negotiates his insider/outsider position as part of his nonprofit work.The purpose of this case study is to explore more fully the insider/outsider nonprofit negotiation of two native Guatemalan transnational nonprofit leaders who travel regularly between Guatemala and North America in order to engage his understandings of the key nonprofit topics. The question for this dissertation asks: how does the native/indigenous nonprofit leader's positionality, as insider/outsider, inform his theory of action for his organization? An exploratory study concluded the leader negotiates his local to international interactions positioning him as both insider and outsider simultaneously despite the location he occupies. Findings of this dissertation suggest these leaders use the privileges of their insider/outsider situation as bridges to iv advance their nonprofit work while simultaneously engaging in gatekeeping activities to control the message about their organizations. As a result, the leaders negotiate nonprofit understandings that often collide with the current nonprofit discourse on accountability, advocacy, development, effectiveness, and sector professionalization. The study concludes the dominant nonprofit conversation may not be particularly translatable to a Guatemalan context suggesting a more comprehensive, proactively participatory, and collaborative nonprofit conversation is needed.

This study discriminated between students who used a university counseling center and those who did not on the basis of several simple measures. Highly neurotic subjects, those who acknowledged problems freely, and subjects with low self-concepts were more likely to use the counseling center. Canonical function predicted use of a counseling center for a second group of students. Such information may be used to plan preventive counseling early for those with potential problems.

Medical faculties have the responsibility to train tomorrow's doctors and in a crisis face the challenge of delivering students into the workforce promptly and safely. Worldwide, medical faculties have faced unprecedented disruptions from viral outbreaks and pandemics including SARS, Ebola, H1N1 and COVID-19 which bring unique challenges. Currently there is worldwide disruption to medical faculties and medical education due to COVID-19. Despite close links with clinical medicine and the known risks of pandemics, many medical faculties have been caught off guard without pandemic planning in place, to deal with an exponential rise in infections and deaths, overwhelmed health services and widespread community risk of transmission. Assessing transmission risk of COVID-19 in teaching, clinical and community attachments and continuing medical education is paramount as medical faculties face subsequent pandemics waves. Consensus statements based on best available evidence and international expertise from medical faculties in Asia, Australia and Europe were developed to help guide the protection of staff and students, priorities on teaching activities and further educational development. Infection prevention, infection control, contact tracing and medical surveillance are detailed to minimise transmission and to enhance safety. Recommendations on teaching activities planning can enhance responsiveness of medical faculties to tackle subsequent waves of COVID-19 infection. A global approach and dialogue are encouraged.

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