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The purpose of this study was to determine the levels of concern of central office instructional administrators, building level principals, and teachers in Superintendents' Region Seven as they implement Virginias' Standards of Learning initiative. The Stages of Concern (SOC) Questionnaire and demographic sheet were mailed to a sample of 405 instructional personnel of Superintendents' Region Seven in Virginia; 231 responded. The data were analyzed using descriptive statistics and multivariate analysis of variance procedures at the a=. 05 level of significance. Results revealed that central office instructional administrators (N=31), elementary principals (N=31), secondary principals (N=32), and elementary (N=33) and secondary teachers (N=33) not responsible for administering SOL Tests possessed profiles indicative of nonusers. The concerns for these groups were typically highest on stages 0, 1, and 2 and lowest on stages 4, 5, and 6. When the data were analyzed for elementary (N=30), and secondary teachers (N=41) responsible for administering SOL Tests, the findings identified these groups as possessing similar concerns. These groups were highest in stages 3, 6, and 2, respectively. A series of ANOVAs and Scheffes' post hoc analyses at the .05 level were conducted to analyze the data according to the group position/user or nonuser in relation to the seven stages of concern. When the participants were grouped according to position/grade level in relation to the seven stages of concern, an analysis of variance and Scheffes' post hoc were conducted to determine if the groups were significantly different at the .05 level. How practitioners feel about and perceive change will in large part determine whether or not change actually occurs in schools. The amount and scope of educational change needed to successfully implement the Standards of Learning is evident. It is believed the results of this study will provide reformers with an assessment of the various perceptions educators in Superintendents' Region Seven have regarding the implementation of the Standards of Learning. The implications and recommendations could aid reformers as they continue to implement the Standards of Learning and as they implement future initiatives. / Ed. D.

Yes / This study investigates how men’s body image develops over time. 14 men aged between 45 and 67 years completed in-depth interviews where they discussed their body image since childhood, prompted in some cases by photographs of themselves at different ages that they brought to the interviews. Transcripts were analysed using inductive thematic analysis. From the participants’ accounts it was evident that body concerns did not steadily improve or worsen, but waxed and waned over time. Results are discussed in relation to understanding changing body concerns in men’s lives, and the implications of these for future research and practice.

Researchers have struggled with the problem of obtaining an "accurate" operational definition of drowsiness. Drowsiness is difficult to define because it may involve many different indicators, such as different physiological measures. This thesis consists of two separate, but related, experiments to determine an optimal method of determining whether or not an individual is drowsy via physiological and observed measures. The first part of the experiment used behaviorally trained observers to rate different subjects on the level of drowsiness observed. The data collected showed that trained raters are relatively consistent when rating drowsiness. The second part of the experiment tried to determine if there is a good physiological model to predict performance impairment due to drowsiness by collecting data on sleep deprived subjects. The subjects were given two interleaved tasks, low level and high level cognitive tasks, to perform while twenty-one performance and behavioral measures were collected. The results show that a regression model can be developed using eyelid closure measures, simple EEG measures and simple heart-rate measures to predict performance impairment due to drowsiness. / Master of Science

Although there is an extensive amount of literature on the developmental stages of beginning therapists and the challenges they face, little is known about one of their most difficult challenges; transferring theory learned in class to their practice. This study is a qualitative look at how beginning therapists learn to apply theory to their practice. Ten students who were beginning therapists with at least 75 hours of client contact hours were interviewed from four different universities with accredited marriage and family therapy programs. The study was conducted using a phenomenological perspective to explore how beginning therapists begin to apply theory to their practice. Using the constant comparison method of analysis, five major themes emerged from the interviews as well as a general developmental process that help to describe how beginning therapists apply theory to their practice. The main themes found include before seeing clients, early process of theory application, what was helpful, later process of theory application and a reflection of that process. Implications for beginning therapists and training programs as well as future research are indicated. / Master of Science