The purpose of this study was to evaluate and compare two laboratory training systems for teaching integrated circuit concepts which surveys of industry have indicated as having a high priority in industrial education electronics programs. More specifically, the study sought to determine if either system could be effectively used to teach those concepts which industry recommended. The population from which the sample was obtained consisted primarily of industrial arts and industrial technology majors in the Industrial and Occupational Education Department at Mississippi State University. An intact class enrolled in an industrial electronics course was selected as the sample for the experiment. It consisted of thirty-five students who had similar educational backgrounds and abilities. The sample was randomly divided into two experimental groups. Each experimental group received the same instruction in integrated circuit theory through the conventional lecture technique. Experimental Group A utilized existing laboratory equipment while experimental group B utilized a teacher-designed and constructed laboratory training system to conduct assigned laboratory activities. The instructional series which was used in the experiment included four instructional units which were: (1) introduction to integrated circuits, (2) digital integrated circuits, (3) linear integrated circuits, and (4) digital and linear integrated circuit applications. The following hypotheses were investigated in this study: 1. There is no significant difference between the pretest and posttest scores when selected integrated circuit concepts are taught using the lecture method supplemented by either System A or System B. 2. The participants' median posttest score in either experimental group A or experimental group B will be less than the cutoff score of 75. 3. There is no significant difference between the two laboratory training systems in terms of overall student achievement on the complete instructional series when selected differences are controlled. 4. There is no significant difference between the two laboratory training systems in terms of the students' overall retention of information taught during the integrated circuit instructional series. 5. There is no significant difference between the two laboratory training systems in terms of student achievement on individual units when selected student differences are controlled. Six criterion measures were used to measure student achievement and retention on integrated circuit subject matter material. These included four unit tests, a posttest, and a retention test. Statistical procedures chosen for the analysis of the data included: the t-test for correlated samples, the median confidence interval, and the analysis of covariance. On the basis of the data analysis, the following conclusions were drawn: 1. Existing laboratory equipment, not including commercial laboratory training systems, can be effectively used to teach integrated circuit concepts which industry has recommended and at an industry-accepted level of performance. 2. Teacher-designed and constructed laboratory training systems, of the type evaluated in this study, can be effectively used to teach introductory concepts of integrated circuits and digital and linear integrated circuit applications which industry has recommended and at an industry-accepted level of performance. 3. Existing laboratory equipment and teacher-designed and constructed laboratory training systems of the type evaluated in this study produce equal levels of retention of selected integrated circuit concepts. 4. Teacher-designed and constructed laboratory training systems and existing laboratory equipment of the type evaluated in this study produce approximately equal student performance levels when used to teach: (1) introductory concepts of integrated circuits, (2) digital integrated circuitry including gates and flip-flops, (3) linear integrated circuitry including operational amplifiers and timers, and (4) digital and linear integrated circuit applications. / ED. D.

The public enterprise sector has shown an increasing trend in many countries. As the public enterprise sector competes with the private sector for the limited resources, it becomes paramount to evaluate the effects of undertaking the productive activity under public ownership as opposed to private ownership. The scope of this dissertation is the economic efficiency of public enterprises. The analyses attempt to identify the role of alternative institutional arrangements on the behavior of decision-makers. This attempt is based upon the proposition that differences in the underlying structure of property rights within firms affect systematically the choices of utility maximizing managers. The economic efficiency of public enterprises is viewed from two perspectives. On the "demand-side" the pricing behavior of public enterprises is analysed by examining the impacts of public ownership on manager-politicians. On the "supply-side," the choice concerning the employment of productive factors is analysed by examining the impacts of alternative forms of property rights on the decision-makers involved. In both cases the analyses imply that the lack of an enforceable specification in the manager-voter contract regarding the performance of-public enterprises can lead to political manipulations of these enterprises which, in turn, can retard economic efficiency. / Ph. D.

The primary purpose of this study was to determine to what extent the "Rat" (freshman) training program at the Virginia Military Institute alters the anxiety and self-concepts of participants. "Rat" training consists of various activities involving physical and psychological stress, that have been modeled after activities contained in Outward Bound and various military programs. Sixty-eight male first-year cadets at the Virginia Military Institute were randomly assigned to one of five experimental groups. The "Rat" Training Experimental Group (RTE) (N=l3) and the Gas Stressor Experimental Group (GSE) (N=l2) were administered the Tennessee Self-Concept Scale (TSCS) prior to and after participation in the "Rat" training program, while the primary Control Group (C) (N=l4) received only the pre-test and post-test without participating in the "Rat" training program. The RTE group was also administered the State-Trait Anxiety Inventory (STAI) immediately prior to its initial participation in "Rat" training and again following 11 weeks of participation and just prior to a session of "Rat" training activities. The GSE group was administered the STAI prior to participation in a military gas chamber exercise. A post-test of the STAI was administered after 11 weeks participation in "Rat" training and immediately prior to what appeared to be a second exposure to the gas chamber. The C group also received a pre-test and post-test of the STAI, but did not participate in the "Rat" training program. The "Rat" Training Control Group (RTC) (N=l4) participated in the "Rat" training program, but received only post-tests of the TSCS and the STAI. The Gas Stressor Control Group (GSC) (N=lS) was not pre-tested, but participated in "Rat" training and was administered a post-test of the STAI immediately prior to participation in a gas chamber exercise identical to that participated in by the GSE group. A post-test of the TSCS was administered to the GSC group following participation in the program. The "total positive" score from the TSCS and the "state" and "trait" anxiety scores of the RTE, GSE, and C groups were analyzed using a Groups x Tests analysis of variance with repeated measures on the latter factor. In addition, a one-way analysis of variance was performed on the post-test "total positive" TSCS scores and the "state" J and "trait" anxiety scores of all five groups (RTE, RTC, GSE, GSC, C). Where significant differences were found through ANOVA, the Scheffe test was utilized to locate the specific cell mean differences. Comparisons of mean self-concept scores revealed that no significant alterations in self-concept took place as a result of participation in "Rat" training. A reduction in "state" anxiety to the gas chamber exercise did take place, but it was not statistically significant. No such reduction took place with regard to the activities within the "Rat" training program and mean "trait" anxiety scores were not altered significantly as a result of participation in "Rat" training. It was concluded that "Rat" training does not positively alter the personality variables examined. / ED. D.

An approach and technique for optimizing mine environmental planning was developed. As a basis for discussion, the perspective of the environment was reviewed for several disciplines. The characteristics of environmental planning and some common methods in environmental planning were reviewed. As a further basis for discussion, mining and environmental practices were reviewed. A specific discussion of various subjective and qualitative approaches to and ways of optimizing mine-environmental relations were presented, prior to development of the new quantitative approach. This approach relies on analysis of three-component resource-action-receptor chains and the real and subjective value flows associated with these. Two techniques for optimizing these chains were presented as (1) graphical solution and (2) linear programming. A case study of a simple mining project is analyzed by the graphical and linear programming techniques. Then a discussion is presented of the various limit cases in mining and how they would be resolved in such a type of analysis. / Ph. D.

The food stamp and commodity distribution programs both attempt to provide nutritional aid to the domestic poor. This makes them welfare programs. But they also represent efforts to make use of excess farm production. This means they are agricultural surplus disposal programs. Although both programs claim an ability to provide both services, commodity distribution is thought to be the better surplus removal method, while food stamps are preferred as a welfare program. The history of these two programs illustrates the conflict between a preference for welfare and a preference for surplus disposal, and the compromises which were made between them. It is the story of a political power struggle which began during the Great Depression. In the three decades which followed, agriculture's power waned and welfare power increased. The purpose of this dissertation is to examine the functioning of the various government institutions as illustrated by their handing of these two programs. Naturally, some of the observations pertain specifically to these two programs, to agriculture and to welfare. Others, such as voting behavior, logrolling, and political rhetoric are more representative of government in general. Evidence concerning political deals proved to be quite interesting. This vote-trading, or logrolling, is an accepted part of the legislative process, but it does not enjoy what could be described as a "good reputation," even among the traders. Various studies have made use of simple or complex analyses of recorded voting behavior. But these cannot tell the whole story. Committee hearings and floor debates provide a different insight into the motives behind legislators' actions. The final vote on a bill may not be as revealing as the efforts to pass amendments. In other words, the type of amendment can show motivations which voting behavior does not. If a legislator finds he must vote for a program which he really does not support, as part of a deal for example, he may try to weaken the bill. While a food stamp bill finally passed in 1959, it only gave permission for the Secretary of Agriculture to act. It was no secret that he had no intention of using food stamps. In addition to the analysis of the historical events, there is a chapter highlighting some of the program's operating regulations and one which examines some of the program's effects on various sectors of the economy. An amended version of the Food Stamp Act is found in the Appendix. / Ph. D.

Foraging methods and habitats used by downy, hairy, pileated, red-bellied, and red-headed woodpeckers, and common flickers were studied in southwestern Virginia during the breeding season, post-breeding season, and winter. The food resource used by the six species was partitioned by species' use of different macro-habitats (forest structure), micro-habitats (positions within trees), and foraging methods. Differences in foraging behaviors of male and female downy and hairy woodpeckers were also detected. Seasonal changes in foraging methods of woodpeckers were observed. Downy, hairy, and pileated woodpeckers used subcambial foraging methods to a greater extent in the winter than in the breeding and post-breeding seasons. This was probably a response to the location of prey items at different seasons. Food items were apparently more superficially available during the breeding and post-breeding season than in the winter. Red-headed woodpeckers responded to the winter food shortage by feeding on acorns collected and stored in the previous season. Many of the common flickers avoided winter shortages by migrating out of the area as the population density of flickers was greatly reduced in the winter from the levels present in the breeding and post-breeding seasons. It is suggested that bill and body size of downy, hairy, and pileated woodpeckers may be related more to the depth to which each species penetrates trees when foraging rather than to prey or food size as has been suggested in other species. Downy, hairy, and pileated woodpeckers showed varied responses to changing resource availability in their breadths of foraging methods and micro-habitat used. Predicted changes in breadth indicate that breadth should increase as the food resource becomes less dense, and decrease as the resource becomes more dense, Downy woodpeckers were the only species to fit the predicted response pattern for all aspects of foraging behavior examined. Pileated woodpeckers decreased in breadth of foraging methods and micro-habitats used during the winter. Net overlap between downy and hairy, and downy and pileated woodpeckers decreased in the winter from what it had been during the post-breeding season. Overlap between hairy and pileated woodpeckers, however, increased in all three aspects of foraging behavior examined suggesting the possibility that some unused "ecological space" existed between these two species allowing their foraging behaviors to become more similar in the winter. It is suggested that changes in overlap were the result of competition in the past. Pressures causing differences in foraging methods between sexes may be greater than those between species for the groups examined. Overlap of foraging methods in species pair comparisons of the downy, hairy, and pileated woodpeckers was greater than that between sexes of downy and hairy woodpeckers. / Ph. D.

Poultry manure was applied (half plowed down in Fall, half disked in Spring) at the rates of 27, 54, 85 and 110 MT/ha/yr to field plots of Davidson clay loam soil in Virginia. Both fertilized and unfertilized control plots were included and maize was grown on all plots. After 5 years, changes in the soil were investigated, primarily in the upper 36 cm. The heavily manured plots held more moisture, especially in spring, than the controls. However, high levels of soluble salts (2,000 - 4,000 ppm) caused severe osmotic moisture stress in the maize throughout the summer on the 54-110 MT/ha plots. High levels of NH₄-N (800 ppm) and NO₂-N (60 ppm) were measured in the soil in spring. Poor emergence and high seedling mortality reduced maize grain yields from 120 Q/ha (controls) to 43 Q/ha (110 MT poultry manure). Within the two types of controls, no response to N or K was observed after 5 years without any additions of these nutrients. Soil organic matter at 110 MT poultry manure/ha was over 7% in spring, 1976; but declined to 5.4% by November. The controls had a relatively constant 2.6 - 3.2% organic matter. Bulk density of the manured soil averaged from 0.97 to 0. 78 g/cm³ as compared to 1.07 to 1.14 g/cc in the controls. Water stable aggregation was increased by the manure from 73-76% in the controls to 94% in the 57 and 85 MT/ha plots. The increased aggregation was entirely in the 5-8 mm and 2-5 nnn sizes. Faunal activity caused the seasonal development of a very open surface structure with many vesicular pores and earthworm channels. Manure plowed down in Fall caused a plowsole layer, inhibiting downward water movement and exhibited water repellency in spring and early summer. At these times saturated infiltration rates were greatly reduced, but in November infiltration rate on the 110 MT/ha plots was near 10 times (57 cm/ha) that on the controls. Effects on the soil biology were pronounced but complex. The most probable numbers of Nitrosomonas sp. were 100 times higher on the manured plots in spring. Nitrobacter sp. numbers were less affected by manure. Soil respiration in samples taken in November evolved 0.02 mg C day⁻¹ g⁻¹ for the controls and increased with manure rate up to 0.101 mg C day⁻¹g⁻¹ , but dropped off to 0.069 mg C day⁻¹g⁻¹ at the highest manure rate. Disappearance of maize leaf pieces from litter bags buried in September was initially retarded on the manured plots. This effect was greatest in the large mesh bags. Disappearance of leaf pieces was generally greater in the 1.0 and 7.0 mm mesh bags than in the 0.02 and 0.1 mm meshes, indicating a significant contribution by the meso- and macrofauna. Arthropods were extracted from soil samples taken in May, July, September and November. The manure plots were characterized by high numbers (3.8 x 10⁶ arthropods/m²) and low species diversity as measured by Simpson’s C. Acarid mites indigenous to the manure accounted for over 90% of the arthropods in the manured plots and heavily contaminated the populations of the control plots. Diversity increased and numbers declined during the summer. Correlations of between and among arthropod taxa and soil properties were investigated. / Ph. D.

Purpose of the Study The purpose of this study was to investigate, analyze and classify court decisions as they related to the question of the legal liability of science teachers and school districts for injuries or deaths resulting from student involvement in laboratory, classroom or classroom-related science activities. Research Methods and Sources of Data An extensive search of all cases in point which have been decided by appellate court jurisdiction was made. The American Digest System provided a bibliography of cases and the entire opinions were read as they appeared in the National Reporter System. Other legal aides useful in the study were the American Law Reports, Corpus Juris Secundum, American Jurisprudence and Shepards' Citations. The primary cases were briefed and then identified according to principles, issues and elements illustrated. The results were then studied and similar items grouped together. Other cases were cited in order to strengthen points or to clarify issues and principles of law. Findings The relationship and involvement of a science teacher and school district in a tort claim is dependent on the laws in effect in the state or the absence thereof. In accord with this and on the basis of the appellate court decisions presented in this study, the following conclusions may be justified with respect to the tort liability of school districts, of school officers, of agents and employees, as it relates to student injuries sustained in science or science-related school activities. School Districts and Boards of Education School districts or other authorities in charge of public schools may be liable for personal injuries to pupils resulting from negligence in failing to: (1) supervise or to properly supervise the conduct or activities of pupils under their control, (2) exercise ordinary prudence in keeping dangerous instrumentalities from pupils except under close supervision, (3) use reasonable care in keeping and distributing materials which are potentially dangerous in themselves or in combination, (4) hire suitable teachers, (5) properly govern, supervise and regulate the activities of its personnel, (6) provide proper and safe instrumentalities. Science Teachers Science teachers may be held liable for their acts or failure to act under a variety of circumstances. Laboratory instructors are particularly vulnerable because of the potentially dangerous instrumentalities involved. Science teachers may be liable in tort if they: (1) fail to explain basic procedures, (2) fail to warn students of possible danger, (3) require students to perform acts which might jeopardize personal safety, (4) fail to reasonably foresee and anticipate events which might injure students, (5) fail to exercise reasonable care in providing and labeling dangerous materials, (6) improperly instruct and supervise the selection, compounding and handling of ingredients used in certain experiments, (7) limit instructions regarding dangerous experiments to the handing-out of textbooks only, (8) leave the classroom or laboratory while potentially dangerous activities are being performed, (9) allow students to perform activities in the absence of safe and proper equipment, (10) fail to insist that students use the proper safeguards. / ED. D.

Purpose of the Study The primary purpose of the study was to develop a procedure for evaluating pre-service training programs for VISTA trainees. Secondary purposes of the study were to: 1. Identify the training styles of a group of VISTA trainers in Region II. 2. Determine the success of several groups of VISTA trainees in reaching the desired training objectives. 3. Determine whether the training style of the VISTA trainers affected the success of the VISTA trainees in reaching the desired training objectives. 4. Compare the VISTA_ trainers' perceptions of their training style with a team of expert observers' judgment of the training style. of the VISTA trainers. Methodology The data were collected in January 1976 in New York City and Buffalo, New York. Six VISTA trainers and fifty-seven VISTA trainees participated in the study. Each VISTA trainer was video taped delivering a two hour training session on communications to VISTA trainees in small groups. Pre-tests were administered to the trainees before the training and post-tests were administered to the trainees after the training session to determine the number of trainees who were successful in reaching the desired training objectives. A characteristic profile was established on each VISTA trainer and trainee by requesting them to complete a characteristic profile form. At the conclusion of the training session, VISTA trainers were asked to identify their training style using the guidelines of the Modified Cheffers Adaptation or Flanders lnteraction Analysis System (MCAFIAS). The MCAFIAS was a modification of the Cheffers Adaptation of Flanders Interaction Analysis System (CAFIAS). A team of expert observers was trained in the use of the MCAFIAS. The expert observers identified the training styles of the.VISTA trainers by analyzing the training style of each VISTA trainer in the two hour video taped training session, using the guidelines of MCAFIAS. Findings Research Question One: Are there differences in the training styles of VISTA trainers? The team of expert observers identified five different training styles of the six VISTA trainers. They were the high indirective, moderate indirective, low indirective, low directive, and nondirective. Research Question Two: How successful are VISTA trainees in reaching title desired objectives in training classes? The results of the pre-test administered to each group of VISTA trainees before the training session and the post-test-after the training session indicated that thirty-five out of fifty-seven VISTA trainees (61.4 percent) were successful in reaching the desired objectives. Research Question Three: Does the training style of the VISTA trainers affect the success of the VISTA trainees in reaching the desired objectives? The comparison between the training style of the VISTA trainer identified by the team of expert observers and the percentages of trainees successful in reaching the desired training. objectives indicated that the non-directive, low directive, and high indirective training styles were the least effective training styles. The low indirective training style was moderately effective. The most effective was the moderate indirective training style. Research Question Four: Is there a difference between the trainer's perception of his training style and the judgment of a team of expert observers' of his style? The comparison between the trainers' perception of their training styles and the team of expert observers' judgment of training style of the trainers indicated that five of six VISTA trainers' perceptions of their training styles were different from the team of expert observers' judgment of their training styles. Conclusions 1. Some VISTA trainers and trainees object to participating in research studies. 2. Most of ·the training styles of the VISTA trainers fell into one of the indirective training styles. 3. VISTA trainees are being given the kind of learning experience that enables them to reach the desired training objectives as outlined by VISTA managers and executives. 4. The training style of the VISTA trainers affects the success of the VISTA trainees in.reaching the.desired training objectives. 5. The VISTA trainer's ethnic background and education have little effect on the success of the trainees in reaching 'the desired training objectives since the most effective trainers had a group different from their own ethnic background 6. Most VISTA trainers are unable to identify their own training styles. 7. The high indirective training style is perceived by m:ost trainers as the most desirable training style. / Ed. D.

The problem of this research study was to ascertain the answer to the following question: What are the degrees of divergence or congruence between the perceptions of the instructional leadership behavior of the elementary school principal as held by elementary school principals and elementary school teachers in school divisions which have varying contractual arrangements. The Instructional Leadership Behavior Questionnaire (ILBQ), designed by the researcher, was used to measure certain instructional leadership behaviors of elementary school principals. Elementary school principals' self-opinions, as well as the opinions of their full-time teaching faculty were obtained on 76 items contained in two equal parts (actual behavior and ideal behavior) of the instrument. Statistical significant differences were noted through the Two-Way ANOVA procedure when the combined perceptions of the elementary school principals and elementary school teachers in school divisions with collective negotiated master contracts were compared with the combined perceptions of elementary school principals and elementary school teachers in school divisions with no contractual arrangements. Each of the twelve subtests (six for actual behavior and six for ideal behavior) registered a statistical significant difference (p < .05) for this main effect. Further analysis of this main effect by employing the independent t-test on the cell means indicated that statistical significant differences were apparent on each of the twelve subtests among the two teacher groups. It was then concluded that the main effect's statistical significant differences were attributed to the statistical significant differences among the teacher groups. Therefore, based upon the research, the data was not such to reject ten of the twelve sub-hypotheses. The null hypothesis put forth in this study that no significant differences exist in the perceptions held by elementary school principals governed by collective negotiated master contracts, elementary school principals governed by no contractual arrangements, elementary school teachers governed by collective negotiated master contracts, and elementary school teachers governed by no contractual arrangements with respect to the instructional leadership behavior of the elementary school principal, therefore, was rejected in part. The research findings indicate that behavior definitions that were perhaps different under collective negotiated arrangements might lead to the inference that the contractual arrangement does serve as a variable in defining the behavior of the elementary school principal. Conclusions based on the results of the study, recommendations for further study and the implications of the study are also included. / ED. D.