Food is a fundamental necessity of life. However, millions of Americans do not have access to adequate food and are considered to be "food insecure." Research has shown that low-income individuals have limited food preparation skills and low levels of self-efficacy to prepare healthy meals, further complicating their food situations. The purpose of this pilot study was to determine the effectiveness of a community cooking demonstration at increasing self-efficacy to prepare healthy meals with limited resources. Twenty-three low-income adults participated in the intervention and completed a pre- and post-test assessment to measure changes in self-efficacy to cook, as well as changes in general food and nutrition knowledge. Results indicated that although there were no significant improvements in participants’ self-efficacy to prepare healthy meals (39.3 ± 11.3 vs. 44.5 ± 9.1; t=1.76, p=0.25), subjects did experience significant gains in knowledge related to the MyPlate food guide (1.2 ± 0.5 vs. 1.8 ± 0.8; t=2.82, p=0.01) and basic food safety (0.7 ± 0.9 vs. 2.5 ± 1.0: t=6.05, p<0.001). Increased knowledge is a critical building block toward behavior change and increased self-efficacy. / Department of Family and Consumer Sciences

The purposes of this study were to ascertain and categorize the benefits of GED graduation as reported by recent Indiana GED graduates, and to produce a report on these benefits for local adult educators to use in their ongoing counseling and teaching of current and future Indiana adult learners who are preparing to take the GED tests. An additional purpose was to provide demographic data on the population being studied to local, state, and national systems which can benefit from having research data on what types of individuals tend to use TV to prepare for GED tests.Data collection involved the administration of a sixty-five item questionnaire developed for the study, utilizing questionnaire items from three previous studies of GED benefits conducted in New Jersey, Wisconsin, and Iowa. The questionnaire was mailed to 1,172 GED recipients who received their credentials during 1990-91 school year through the GED ON TV Program administered by the LEARN AT HOME Division of the Muncie Community Schools Adult Education Department. Responses were received from 294 respondents to the initial and follow-up mailings, which accounted for an adjusted response rate of 30.3%. The average age of the respondents was 44.6 years. The respondents were 81.6% female and 91.5% Caucasian-American.Analysis of the data was performed utilizing simple descriptive statistics, including frequency distributions and means, to determine demographic characteristics and benefits perceived by the population. Benefits were empirically reduced by factor analysis, utilizing oblique rotation, into smaller groups of factors of benefit.The findings indicated that there were significant benefits, both tangible and intangible, to be attained by successfully passing the GED Test. The tangible benefits were further education, self-improvement, occupational advancement, and GED participation of others. The intangible benefits were empowerment, improved self-image, higher aspirations, and personal satisfaction. Although the findings of this study confirmed many of the findings of previous studies of GED graduates in other geographical areas of the United States, three types of benefits were newly identified: self-improvement, empowerment, and personal satisfaction. / Department of Educational Leadership

While the impact of inclusion has been researched and debated for years, less effort has been directed at assessing how those individuals responsible for implementing the practice perceive the effects. This research study was designed to determine the attitudes and perceptions of staff members at Western School Corporation concerning the current inclusion model. The census consisted of educators who held the role of general education teacher, special education teacher, paraprofessional (aide), or administrator. There were 196 staff members who were asked to complete a paper survey; 98 educators responded, which generated a response rate of 50%. The survey, The Inclusion Inventory: A Tool for Measuring the Implementation and Use of Inclusive Practices, was used. The Texas University Affiliated Program for Developmental Disabilities, the Education Service Center Region XIII, the Education Service Center Region 20, and Inclusion Works developed the instrument jointly. The results of the study indicated that the administration at Western School Corporation supports inclusion, but there are not ample resources in place to support the overall model. This was commensurate with the findings that the respondents did not feel that sufficient opportunities were being given for staff members to discuss inclusion issues. Overall, the staff members appear to have a fairly positive perspective of the inclusion model, as well as the effects of student success they have seen. Staff members are utilizing a variety of instructional strategies to promote an inclusive setting, but they must continue to be trained in these to recognize their importance. Possible reasons for these results were discussed and a need for further research was offered. / Department of Educational Leadership

The purpose of the study was to examine the development of Learning for Everyday Living, the Indiana curriculum guide, for the adult performance level (APL) program in the State of Indiana and to determine its use and value to adult basic education (ABE) programs throughout the State of Indiana.An examination of the Guide and its usefulness was undertaken in four areas: First, administrators' judgments of the management aspects of the Guide and its ease or difficulty of use by teachers. Second, teachers' and administrators judgments of the Guide's curriculum value. Third, teachers' judgments of the value of the auxiliary materials in the use of the Guide. Fourth, the degree of administrators' and teachers' inservice and/or preparation prior to the use of the Guide. Respondents were asked to respond to Part A of the questionnaire if they used the Guide, to Part B if they didn't. The respondents consisted of 24 directors and 81 adult basic education (ABE) teachers working in 28 programs.Findings1. Fifty-eight percent of the administrators responding indicated that Learninq for Everyday Livinq material was used in their programs.2. Approximately 93% of the administrators judged that the Guide was effective with students.3. Both teachers and administrators viewed the auxiliary materials as inadequate in working with adult basic education (ABE) students.4. Opportunity for additional staff development opportunities were judged valuable to both teachers and administrators in further use of the Guide.Conclusions1. A general updating of the Guide was recommended by both teachers and administrators with attention directed to the addition of activities and objectives in several content areas, i.e. family, lifelong learning, parenting, problem-solving, etc.2. The Guide was judged by both teachers and administrators to be effective as a curriculum guide and is very manageable in the areas of record-keeping and preparation of lessons. It allows adult students easy entry and exit to Adult Basic Education(ABE) Programs.3. Staff development workshops to acquaint new teachers and administrators with the materials are needed if the Guide is to be further implemented throughout the state.

An instrument measuring Perceived Vulnerability was administered to grades three through twelve across a rural school district. The background literature base for the concept and validity of the Perceived Vulnerability measurement is reviewed. A series of means is calculated for the above data and subjected to a simple analysis of variance. Resulting data support a relative unchanging level of Perceived Vulnerability with a possible rise in the fifth grade level only. It is concluded that an adequate control value for this rural school district is established which can be used to measure impact of teaching programs. The need for further research to investigate the fifth grade "window" is noted.Ball State UniversityMuncie, IN 47306

The goals of the report were to present: 1) the rich historical, cultural, and George A. Ball estate environmental education Incorporating thisheritage; context of environmental education at the Oakhurst Historic House and Environmental Center; and 4) design guidelines for the physical manifestation of site experiences which will occur to meet environmental education objectives.Chapters One and Two begin with the history of the Ball Brothers in Muncie and their development of Minnetrista Boulevard. Oakhurst, the George A. Ball estate, is discussed at greater length including its architectural history and physical setting and development over the years to its probable future as the Oakhurst Historic House and Environmental Center.Chapter Three discusses the opportunity to facilitate use of the Oakhurst Historic House and Environmental Center by special populations, such as the elderly, the young, and the handicapped and their special characteristics, needs, and interpretive orientations. Chapter Four discusses environmental education and suggests three approaches while Chapter Five details specific activities incorporating the three methods of environmental education. Chapters Six and Seven discuss appropriate methods of interpreting historic landscapes for educational purposes and suggest design guidelines for the physical development of the property as the Oakhurst Historic House and Environmental Center. / Department of Landscape Architecture

This creative project develops a conceptual plan for a "green", Ball State University Field Study Environmental Education Center, LandLab and Dormitory. The proposed design is ecologically responsible in construction and operation, relying upon natural qualities and resources of the site, as sources of renewable energy.In addition to enabling formal environmental education, the proposed facility is intended to foster within its students and guests, a love of life and nature, and an environmental ethic. Strategic and environmentally responsible use and placement of facility systems, variously composed of infrastructure, building, winter garden, and landscape components, results not only in interdisciplinary, experiential learning opportunities, and in replications of natural biomes; but, inherently provides healthy living conditions, in an interior environment ideally suited for human occupancy, with lush vegetation, gushing, gurgling, and splashing water, naturalistic scenery, fresh air, abundant sunlight, and warm temperatures. / Department of Landscape Architecture

Education experts' predictions of increasing demand for vocational and technical education presents a unique opportunity for technical colleges to position themselves to take advantage of this trend. However, it also places a great deal of pressure on the leaders of those colleges to aggressively develop and manage institutional image in order to remain competitive.The leadership of Ivy Tech State College (formerly Indiana Vocational Technical College) realized in the early 1990s that they must institutionalize marketing and image management to remain in the forefront of technical education in Indiana. To counter public confusion about Ivy Tech that resulted from 30 years of decentralized marketing and advertising, the college changed its name, developed a new logo, and launched its first statewide advertising program to increase public awareness of the institution and to improve its public image.The primary purpose of this study was to determine and assess the current institutional image of Ivy Tech and what image the college should project, all from an internal perspective. The hypothesis asserted in this study is that a difference exists between what internal publics think Ivy Tech's current image is and what they desire the college's image to be.In conducting the study, 90 representatives of Ivy Tech's internal constituencies were asked to sort two sets of 91 statements. One set of statements indicated the image they believe the public has of Ivy Tech, while the other set indicated the image they believe the college should project. Each statement was ranked on an eleven-point most agree/most disagree scale. The completion rate for both sets of sorts was 74 percent (67 of 91). Responses were computer tabulated using the QMETHOD factor analysis program.The first sort, which dealt with what Ivy Tech's internal publics think the college's current image is, revealed a two-factor solution. Factor One is referred to in the study as the Realists. Factor Two is referred to in the study as the Boosters. The two-factor solution indicated that a difference does exist among the college's internal publics regarding what they believe Ivy Tech's current image is.Factor One, the Realists, believe the college has an image problem. This group believes the public has, at worst, a negative image of Ivy Tech, and at best, a lack of understanding and/or knowledge of the college. Factor Two, the Boosters, believe Ivy Tech has a favorable image with the public and the reputation of a quality institution.The second sort, which dealt with the image Ivy Tech's internal constituencies think the college should project, revealed a one-factor solution. The one-factor solution indicated consensus among internal publics relative to the image Ivy Tech should project.Responses to both Q sorts indicated five basic messages that should be conveyed specifically and clearly to the public. They are:1. Ivy Tech is a real college.2. Ivy Tech has a wide variety of educational programs.3. Ivy Tech provides a quality education that prepares graduates for the jobs that will be in demand in the next century.4. Ivy Tech instructors are as knowledgeable asinstructors at other institutions.5. Ivy Tech graduates can and do continue theireducations at four-year institutions. / Department of Journalism

Eight Directors of Religious Education (DREs) were randomly chosen in Indiana and asked to participate in this study to assess the media technology used in their religious education programs. DREs directly control the general curriculum for each class and grade level while mentoring teachers' development and execution of lessons. Catholic parochial schools were not included in this study; the sole focus of this study was Catholic religious education programs.The methods for accessing the media technology consisted of a triangulation between observations, interviews, and document analysis. After the DREs agreed to participate, the researcher spent a day shadowing them and conducted an interview. Also, the researcher collected documents in the form of the church's bulletin and web site when applicable. Only the DRE's perspective was assessed, and not the teacher's, student's or parent's. / Department of Telecommunications

There is no abstract available for this thesis.