This thesis evaluates two theories purporting to explain the rise of right-wing extremism in the Midwest during the farm crisis of the 1980s. The pluralist argument suggests that Midwestern right-wing extremism was rooted in previous episodes of agrarian radicalism. The political tradition perspective, on the other hand, claims that right-wing extremism in the Midwest was rooted in traditional conservatism. To evaluate these theories, an analysis of ten counties was performed. Particular attention was paid to seven variables which theorists argue point agriculturally based communities down political paths of radicalism or conservatism. Regional analyses were also performed on those counties which resided in similar areas of the Midwest. The findings offer stronger support for the political tradition perspective than for the pluralist argument. These finding suggest that those counties in which right-wing extremist activity did not occur were ones which supported past agrarian radical movements while those counties which experienced right-wing extremism were for the most part opponents of past radical agrarian movements. The thesis suggests that future research on rightwing extremism should focus attention on the political traditions of the communities were such movements become established and that a number of alternative variables should be considered.

Thesis (M.A.)--Wheaton College Graduate School, 2002. / Abstract. Includes bibliographical references (leaves 138-140).

Many researchers agree that the best employee publications offer job and company-related information in an honest and timely manner. The challenge of balancing the mission of the organization and providing objective analysis of issues and events on campus also falls in the editor of university internal publications. The objectives of this study were to analyze the content of thirteen university employee publications and determine what type of content their employees were receiving and whether those non-profit organizations provide content that is similar to findings in previous research on for-profit organizations.The current research was a content analysis of employee publications at thirteen Mid-American Conference universities during the year 2000. Each publication was analyzed using two methods. First, each story or piece of content was categorized according to Click's (1967) established categories for employee publication content. Next, the researcher placed each content piece into one of two categories: issue-oriented or event-oriented content, based on research by Ryan and Owen (1976).Publications produced by the Mid-American Conference Universities provided significantly more employee content, 58 percent, than company/university content, 27 percent, supporting the first hypothesis. Findings from the current research were similar to the original research by Click (1967) in many ways. Results showed that the ranks of corporate publication content and university publication content are similar. Publications used for this study produced significantly more event-oriented content, 91.5 percent, than issue-oriented content, 8.5 percent, which supported the second hypothesis. / Department of Journalism

The objective of this research was to determine the acceptability and preference of peanut butter and three different flavors of soynut butter among humans. Six hundred and sixty-two volunteers (401 females, 258 males and 3 unknown) between the ages of 18 and up were randomly asked to fill out a demographic survey and taste 1 tsp. (5.33 g) of three different soynut butters (creamy, creamy with honey, and creamy with chocolate) and 1 tsp. (5.33 g) of peanut butter on saltine crackers. After taste testing the soynut butters/peanut butter, volunteers were asked to rate each product on a 9-point hedonic rating scale based on appearance, texture, and flavor; the subjects were also asked as to whether they would purchase the nut butters. Demographic information such as participants' age, gender, year in school, and ethnicity were collected, along with questions concerning their frequency of exercise, eating and smoking habits, and health status of themselves and their families.The creamy with honey and creamy soynut butters were rated highest by both genders for all variables (i.e., appearance, texture, flavor, purchase). The purchase variable determined statistical significance between females and males. The females indicated by their rating that they would be more likely to purchase the chocolate soynut butter vs. the peanut butter, while the males indicated purchasing preference of peanut butter over the chocolate soynut butter.Given that both creamy with honey and creamy soynut butters were accepted by this population based on appearance, texture, and flavor, future research in this area should focus on soy foods in humans and biochemical parameters, marketing niches, specific ethnic or age preferences, and education of the health benefits of soy. / Department of Family and Consumer Sciences

An investigation of architecturally significant buildings constructed within the last fifty years, in the Midwest and the application of preservation theories to these significant buildings, to aid in evaluation strategies and preservation implementation.Recognition of recent past construction as candidates for architecturally significant cultural resources and the application of preservation theories to these buildings make for good design and preservation practice. Part of our responsibility, as preservation professionals is to promote the preservation of significant structures, regardless of the date of construction. Since there is no established process to aid in preserving recently constructed buildings of architectural significance, it is necessary to develop strategies to assist in the evaluation process. / Department of Architecture

Despite education reform efforts to improve the quality of education in urban lower-income areas, a continued correlation between social status and academic achievement that disproportionately disadvantages those from a lower class background remains. This thesis explores the connection between social class and the meanings placed upon education and presents a number of distinguishing elements that middle class and working-class individual's value about education in a predominantly white working-class urban neighborhood in the Midwest. More specifically, while both middle-class and working-class individuals espoused a value for parent involvement, "caring" or quality teachers, and relevant curriculums, unique schemas and meanings were evoked by each of these elements. For example, the meaning of a "caring" teacher was different for each group as each looked for different attributes as signs or markers of quality. / Department of Anthropology

There is no abstract available for this thesis. / Department of Family and Consumer Sciences

The purpose of this study was to question a selected group of 28 adult undergraduate students to gain an understanding of the thoughts and experiences that led to their full time enrollment (12 semester hours or more) in a public, four-year postsecondary educational institution. Students targeted were age 25 or older and enrolled as full-time freshmen.Telephone interviews were conducted with 28 students. The interviews were recorded and transcribed. The transcriptions were then analyzed to look for emerging themes. The interviews were semi-structured and based upon an interview guide that was designed containing a section of open-ended questions and a set of demographic questions. Questions were developed largely using the findings of previous studies found in adult education and higher education literature. The Chain-of-Response Model (Cross, 1981) was used as a conceptual framework for the study.Findings indicate that the underlying reasoning behind adult participation was the realization of what a college degree would bring in terms of career opportunities. However, it was life transition that brought the participation at this particular time. Many of the adults have had a positive attitude about what education could do for them ever since high school. However, especially for the women, family responsibilities were what had deterred them to this point in their lives. Changes in those responsibilities, primarily the children getting older, provided the opportunity for them to participate. For others indicating life transition the change occurred largely due to health reasons. Many of these participants were forced to explore other work opportunities due to a current disability or the realization that they could not always perform the physical nature of the work they were doing. Beyond those deterred by life transition, respondents reported a realization over time that college could bring career opportunities that were not available without a degree. Many were simply shortsighted earlier in life and now have come to realize it is not too late. For these students, attitude changes coupled with increased goal expectations were key. / Department of Educational Leadership

In archaeology, most studies of artifacts focus on lithics and ceramics, while bone artifacts are often neglected in our intense study of the past. This thesis takes a step in the opposite direction by focusing on a bone tool known as the beamer. This thesis tests the hypothesis that the beamer, used for processing animal hides, is only used during the Late Woodland and Mississippian time periods. If the hypothesis is supported, the beamer would be unique among bone artifacts, acting as a chronological marker similar to projectile points. The thesis also studies how the hypothesized appearance of the beamer at the beginning of the Late Woodland affected the use of lithic scrapers, another tool used for hide processing. Information gathered for this thesis was used to create a large database of Midwestern prehistoric archaeological sites. While the original hypothesis did not hold up, a new hypothesis was created based on the data. / Department of Anthropology

Researchers report the need for attrition and persistence studies of adult college students. While adults are enrolling in colleges in record numbers, high percentages are also dropping out. The majority of studies have been completed on 18 to 21 year-old traditional students who have different views, perspectives, and needs than adult students. The purpose of this study was to identify characteristics that have contributed to the persistence of adult commuter students who have earned 60 or more semester hours of college credit.The study was conducted at a midsize midwestern commuter college. The model of Bean and Metzner (1985) was used for the study. Evidence was gathered by in-depth, structured interviews of 20 college students who had completed 60 or more hours of college credit. Using a qualitative analysis, responses were transcribed and inserted in a prestructured case outline. Contact summary sheets, clusters, a frequency network, and two matrices were constructed to weigh the evidence, the characteristics that contributed to persistence, and to note the themes and patterns.The research indicated students varied by ethnicity, social class, and gender. Conclusions were that self-reliance was a characteristic of persistent students who assumed control for selecting courses, attending classes, and studying. Social support from outside or inside the university and a time commitment to college were important. Sufficient study skills, the discipline to study alone, and time management skills were also hallmarks of the successful students. The student's perception that the student was succeeding the first year of college appeared to be important. Beginning college at risk appeared to make only a slight difference in students at 60 or more hours of college.Implications were that administrators should educate students as to what characteristics contribute to success, and, when possible, provide characteristics of success so adult students persist to degree completion. Providing characteristics of success may promote persistence more than eliminating characteristics of dropouts. Recommendations were made for further gender, ethnic, socioeconomic, and developmental studies. / Department of Educational Leadership