Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The purpose of this study was to identify perceptions of teachers and school administrators in a southern Mississippi school district that could predict the overall effectiveness of a school district. The 7 correlates of effective schools were used in the study and represented the dependent variables while teacher and school administrator demographic variables represented the predictor variables. The study addressed three research questions: (a) what are the descriptive perceptions of teachers and school administrators of school effectiveness of 11 schools in a south Mississippi school district as measured by the School Effectiveness Characteristics and Indicators Questionnaire (SECIQ) (b) which correlates of effective schools and demographic variables, as measured by the SECIQ, are predictive of teachers’ perceptions of school effectiveness in a south Mississippi school district and (c) which correlates of effective schools and demographic variables, as measured by the SECIQ, are predictive of administrators’ perceptions of school effectiveness in a south Mississippi school district? The demographic variables that were used in the study to predict the effectiveness of the school district as measured by the SECIQ were: (a) educator title - teacher, principal, assistant principal, (b) age, (c) school level - elementary, middle, or high school, (d) degree level - bachelor, master, specialist, doctoral, (e) years experience as an educator, and (f) gender. A total of 314 teachers and 9 administrators participated in the study that resulted in 323 (281 female = 87%, 42 male = 13%) participants. Multiple linear regression analysis was used in the study. The researcher analyzed the data (teacher responses) and concluded that age, school level, and gender were predictive of school effectiveness (seven correlates of effective schools) as measured by the SECIQ. The researcher also analyzed the data (administrator responses) and concluded that degree, age, and experience were predictive of school effectiveness (seven correlates of effective schools) as measured by the SECIQ in the studied school district. Conclusions and recommendations based on the findings of this study indicate that certain teacher and school administrator demographic variables could possibly predict the effectiveness of a school district based on the 7 correlates of effective schools.

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Customer loyalty has been recognised as a potent defensive weapon in the marketing literature (Reichheld, 1996a). However, the relationship between customer perceptions of value, customer satisfaction and customer commitment in the development of customer loyalty remains unclear. In addition, many studies in this field have been primarily theoretical in nature despite the managerial utility of examining the effect of individual performance attributes (Patterson and Spreng, 1997). The objective of this study is therefore to develop and empirically test an integrated post-consumption model of customer loyalty. The proposed model is built on the components of customer commitment, customer satisfaction and customer perceived value, and includes the hypothesised antecedents of these components (product quality, service quality, relationship quality, extra benefits, problem resolution and customer costs). All components were examined via structural equation modeling (Bagozzi, 1982). Beca use it was desired that the results of the study also be operationally relevant, the factors that significantly impact customer commitment were examined at the individual attribute level. In this way, areas of potential opportunity for enhancement of the hotel industry's offering to the meeting market were identified. Finally, the outcomes of customer commitment were investigated. The model was tested in the meeting market segment of upscale (4 and 5 star) hotels. Both qualitative and quantitative methodologies were employed. The qualitative data was in the form of in-depth semi-structured field interviews with eight top-level meeting planners from the UK and USA. The quantitative data was in the form of self-administered mail-in questionnaires. The questionnaire sample included 206 meeting planners from the USA and the UK who use upscale hotels for their meetings. The study found that both customer satisfaction and perceived value influence customer commitment directly. In addition, perceived value affects commitment indirectly through satisfaction. The results of the research also indicate that in the meeting market of upscale hotels, (1) relationship quality and problem resolution are significant antecedents of customer satisfaction, (2) product quality and relationship quality are significant antecedents of perceived value, and (3) customer costs have a negative impact on perceived value but a positive impact on customer satisfaction. At the attribute level, the results indicate that the greatest area of opportunity for hotels to increase the level of meeting planner commitment to booking meetings at their hotel is in fully meeting the agreements that it makes with the meeting planner, with particular care being given to the related issues of staff reliability, low turnover of top executives, attention to detail and the accurate recording of meeting requirements. The results of the present study also confirm that committed customers (1) are proactive in their purchase behaviour; (2) are not actively pursuing alternatives; (3) speak positively to others; that (4) their behaviour is voluntary; and that (5) they intend to continue doing business with the company. Furthermore, although usually only about 5% of customers who encounter problems will let a company know (Hart et al, 1990), the results of the present study indicate that committed meeting planners communicate with the hotel they are committed to when they encounter problems, thus providing the hotel with invaluable information.

Abstract Background. There is a growing concern about the lack of caring in midwifery clinical practice. In addition findings of studies exploring health-seeking behaviours in South Africa indicated the abuse of the pregnant women by midwives as the most important reason causing a delay in seeking health care.Objective. To explore the experiences and perceptions of the learner midwives of caring as exhibited by qualified midwives during midwifery clinical practice.Methods. A qualitative and phenomenological study was done. Ethical clearance was granted by the university and the managers of the hospitals where the Baccalaureus Technologiae II and III learner midwives were placed for work-integrated learning. Three self-report techniques used were diaries, debriefing sessions with reflection and focus group.Findings. Data from 48 diaries and two focus groups were analysed using a qualitative approach. Care of the women and midwife-related themes emerged, each with caring and uncaring as major categories. The findings illustrated that the learner midwives were familiar with and internalised the meaning of caring from the theoretical facilitation, however they did not always experience caring in midwifery clinical practice. Some of the midwives were caring, but the majority did not role model commitment, competence, compassion, confidence and communication.Implication for practice. Managers must be held accountable for setting, implementing and maintaining caring standards in the healthcare institutions. Furthermore, there is a need to emphasise the importance of role modelling and ensure that the affective aspect of caring is communicated to the learner midwives during theoretical facilitation and clinical practice.

ABSTRACT Although the Inuit of Nunavut, Canada gained control of their educational institutions when the territory of Nunavut was formed on April 1, 1999 (Nunavut Land Claims Agreement Act, 1993), the high school graduation rates of Inuit students remain very low. Academic deficiencies exist in Nunavut, where from 1999 to 2006 only twentyfive percent of Inuit youths graduated from high school (Nunavut Department of Education, 2006). Inuit who do not remain in school have difficulty obtaining leadership positions in this new territory (Berger, 2006). This research was designed to answer the question: “What modern guideposts (nutaaq inuksuit) do Inuit perceive are needed to help more Inuit students complete high school in Nunavut, Canada?” Qualitative case study methods were used that incorporated Inuit Traditional Knowledge (Inuit Qaujimajatuqangit). Traditionally, Inuit relied on guideposts (inuksuit) to help them navigate their way through unfamiliar territory. Conceptually, this study will suggest guideposts which encourage Inuit students to complete school by combining traditional and modern (nutaaq) knowledge. Living in the Arctic for fourteen years has made the researcher more aware of the importance of using a culturally sensitive methodology. In the fall of 2007, sixty-six interviews of Inuit youth, adults, and elders in the communities of Pangnirtung and Sanikiluaq were conducted. Interviewees identified what they perceived would help more Inuit students to gain the academic and cultural knowledge they need to graduate from high school. The findings from the interviews are grouped into four themes that individuals viewed as significant to this research: Home, School, Community, and Inuit Culture. Interviewees expressed a belief that these findings are no longer acknowledged in the educational system. However, they are still present in everyday Inuit child-rearing practices as cultural norms. The findings and the cultural norms that are associated with them, were organized into a cultural framework using the four identified themes. It is hoped that each community will develop their own unique guidepost using the cultural framework. A summary of the findings as they relate to each the four themes of Home, School, Community and Inuit Culture are presented below, along with the Inuit phrases indicative of the cultural norms. Interviewees expressed that: 1. In the home, they desired a greater readiness for high school, more parent involvement, and closer home-school partnerships than the rudimentary levels that exist now. The Inuktitut phrase is: “Are we prepared and ready to go? (Atii?)” 2. In the school, they desired more funded learning opportunities that value relationships and mentoring with elders and other individuals than the rudimentary levels that exist now. The Inuktitut phrase is: “Remember I care about you and our relationship? (Ain?)” 3. In the community, they desired better communications and networking among government departments, businesses, and local organizations than the rudimentary levels that exist now. The Inuktitut phrase is: “Are we in agreement? (Ii?)” 4. In relation to the Inuit traditions, they desire more traditional skills to be taught. They also desire that Inuit youths learn from the elders and other individuals how to apply cultural values, like Inuit Traditional Knowledge in the modern world. The Inuktitut phrase is: “Can we go outdoors together? (Ittaarlu?)”

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Advances in oil and gas drilling technologies have led to an on-shore shale boom in the United States. This has increased drilling on forest land and conflicts regarding the tradeoffs of this practice. This study examines the forest landowner perspective of oil and gas development on forest land, policies that regulate the industry, opinions of land use tradeoffs, and what influences landowner decision making. This study also examines the balance of power between federal, state, and municipal government regarding the regulation of the oil and gas industry. A systematic random sample of 1200 landowners with more than 10 acres of land in six counties within the Mississippi portion of the, Tuscaloosa Marine Shale play were chosen, to receive a mail survey. Each of the selected counties have seen an increase in drilling in the past 5 years. The survey was designed using prior research of community perceptions, land use tradeoffs, energy development, and information from focus groups within the region. Over 63% of landowners indicated that equal priority should be given to policies to protect the environment, and policies that increased economic returns from drilling. The primary reason for owning forest land was to pass it down to future generations, and 80% indicated a willingness to participate in an oil and gas lease. However, only 71% of those who ranked hunting as a very important reason for owning land would agree to an oil and gas lease. Improving leasing and restoration practices were recommended most frequently by the landowners to improve the drilling process while water quality and protecting natural resource income were the greatest concerns to landowners. Over 54% responded that they have a friend or family member employed by the oil and gas industry, and yet still believed that more transparency, communication, and better leasing practices are needed. Landowner values such as reasons for land ownership, economic stability, and potential community impacts, influenced decision making. Policy makers should be aware landowners are concerned about the need for policies that protect their property for investment and future generations, as well as benefit the local economy.

This study examined the perceptions of the Mississippi legislature that served in the 2006 government session concerning community/junior college mission and goals. There were six research questions in the study pertaining to current and future goal statements. A discrepancy-type survey instrument was developed based on the Community College Goals Inventory developed by the Educational Testing Service and the American Association of Community and Junior Colleges (AACJC). Respondents were asked to rate 40 goal statements in terms of how important the goal statement ?is,? which was current, and how important it ?should be,? which was future. The following goal areas were studied: a) general education, (b) vocational/technical preparation, (c) development/remedial preparation, (d) lifelong learning, (e) community service, (f)social criticism, (g) accessibility, (h) humanism/ altruism, (i) intellectual orientation, (j) cultural/aesthetic awareness, (k) accountability, and (l) personal development. Mississippi legislators were found to be in disagreement concerning current and future goals. It was evident throughout the study that legislators? views on future goal statements for community colleges were not consistent with current goal statements. Goals associated with lifelong learning, accessibility, accountability, and general education were ranked high by all participants for current and future goal statements, although social criticism, humanism/altruism, and cultural/aesthetic awareness were less important to legislators.