This study seeks to identify a relationship between Rational Choice/Classical thought and resisting arrest among criminal offenders. It seeks also to fill the gap that currently exists with regard to the effects of situational dynamics and police-citizen violence.

Overall attitudes, beliefs, and values have been shown to effect how individuals evaluate and process information. This knowledge is important and relevant to the practice of social work. Social workers are expected to put their attitudes, values, and perceptions aside when working with their clients. Attitudes are effecting processing and evaluation of events, therefore, it is imortant to understand the possible implications of workers perceptions and attitudes. Highly embedded attitudes toward transracial adoption, will influenceSocial workers behavior.

With the increase in emergent bilinguals and higher standards for all, the challenge for educational stakeholders is to fully utilize dual language programs as a prominent means toward meeting and surpassing rigorous state and national standards. Part of maximizing dual language programs’ impact, and the purpose of this study, was to provide detailed analyses of program models and student biliteracy development. Thus, the research questions sought to explore the level of understanding and implementation of dual language programs in general and the biliteracy component in particular at each campus, before documenting the second through fifth grade English and Spanish reading biliteracy trajectories of students at each school. Both campuses experienced more challenges in the implementation of the program structure, staff quality, and professional development rather than in curriculum and instruction. Furthermore, although both campuses’ students experienced positive trajectories towards biliteracy by the end of fifth grade, each campus was characterized by different rates and correlation between English and Spanish reading growth in each grade. Finally, the researcher conducted a split plot MANOVA to examine how much variance in the biliteracy trajectories was explained by school attendance, gender, initial English oral language and initial Spanish oral language; only school of attendance and initial English oral language levels explained the variance in biliteracy trajectories for students at these campuses.

The first purpose of this study was to describe collegiate band members' preferred teacher interpersonal behaviors and perceptions of self-efficacy based on the gender, year in college, instrument, and major. The second purpose of the study was to measure the relationship between preferences of interpersonal teacher behavior and self-efficacy scores. The non-probability purposive sample (N = 1020) was composed of band members representing 12 universities from different regions of the United States. There were 4 large public, 4 small public, and 4 private universities that participated in the study. Participants completed 2 questionnaires, the Teacher Interaction Preference Questionnaire (TIPQ) and the Self-Efficacy Questionnaire (SEQ). Descriptive statistics were calculated for each of the questionnaires. Results for the TIPQ showed that all sub-groups most preferred the dominant-cooperative behaviors, followed by submissive-cooperative behaviors, and least preferred the dominant-oppositional behaviors. Results for the SEQ showed subtle variations for all subgroups. Three Pearson product-moment correlation coefficients were calculated to measure the relationship between the three teacher interaction styles (dominant-cooperative, submissive-cooperative, dominant-oppositional) and students' perceived self-efficacy. Due to the possible over-use of the data with multiple correlations, a Bonferroni adjustment was made to avoid a Type I error (.05/3 = .016). A significant positive relationship was found between self-efficacy and dominant-cooperative with 22% shared variance. A significant positive relationship was found between self-efficacy and submissive-cooperative with 7% shared variance. Finally, a significant positive relationship was found between self-efficacy and dominant-oppositional with 5% shared variance. This study's results indicate that it may be beneficial for band directors to measure students' preferences and perceptions of teacher interpersonal teacher behavior in order to find ways to interact better with the students. In addition, due to the relationship between students' preferences of teacher interpersonal behavior and perceived self-efficacy, collegiate band directors may wish to examine their own behaviors to determine how they align with the students' preferences.

Homophobia was suggested to be one of the primary causes of oppression among women (Griffin 1987, Ireland 1993). Female -- athletes were historically coupled with lesbian identities due to their involvement in the traditionally male domain of sport. As increasing numbers of women attempt to transcend specific socially defined boundaries, it was suggested that the phenomenon of homophobia would function to help maintain conventional sex role socialization practices and to inhibit the advancement of the female athlete (Griffin 1987; 1988, Bennet 1988) . This study specifically addressed homophobia in women's intercollegiate athletics. The purpose of the study was to examine the extent to which homophobia exists among, and towards, female intercollegiate coaches. In depth interviews addressing this issue were conducted with seven female coaches and administrators from one NCAA Division IA university athletic program. The interviews resulted in the formation of nine categories relative to the presence of homophobia in women's intercollegiate athletics. These categories were hiring, recruiting, personal image, public image, coach-athlete relationship, abuse of power, intimidation and control, gender equity and roots and reasons. The greatest effects of homophobia appeared in the categories of hiring and recruiting followed by public image and intimidation and control. NOTE: Both archival copies of the manuscript were missing pages 47 and 49.

Thesis: M.S., Massachusetts Institute of Technology, Sloan School of Management, 1975 / Bibliography: leaf 43. / M.S. / M.S. Massachusetts Institute of Technology, Sloan School of Management

The focus of the study was to observe changes brought about by the implementation of Chapter 2 of the Education Consolidation and Improvement Act of 1981 in local jurisdictions of government when the disposition of federal funds were under local control. The study investigated the extent to which the six expressed intentions of Chapter 2, ECIA legislation were realized in 154 local education agencies in the state of Mississippi two years after implementation. Specifically, the six legislative concerns were to: * Reduce the amount of paperwork without reducing the quality of programs, * Equalize the distribution of federal funds without reducing the benefits to specific target populations, * Increase local discretion without diminishing prior program commitments to the original national priorities, * Increase the role of private education without raising the constitutional issue, * Reduce reporting and evaluation requirements without a commensurate loss of accountability, and * Reduce the constraints on SEAs in the planning of federally funded projects and programs without a loss of perceived quality in those programs. Data sources collected for analysis included: a mail survey, interviews with state and local school personnel, and supportive documents from both the state education agency and local school districts. The data was analyzed using descriptive statistics. From the study it was concluded that, while the goals of Chapter 2, ECIA legislation were admirable, they were replete with unintended consequences. Further, while many of the legislative objectives were met at the national level several of the objectives had differing effects in a state like Mississippi which exerted little SEA influence. / Ph. D.

Thesis (MA (Political Science))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The United States of America (USA) has a new president in the White House - a president whose rhetoric appears to distance himself from the policies of the previous administration. This also appears to hold true for his approach with regard to nuclear nonproliferation. The overarching research aim of this study is to explore whether the Obama administration’s policy with regard to nuclear non-proliferation will differ significantly from that of the Bush administration. The broader subject of nuclear non-proliferation will be subdivided into three themes, namely: disarmament, proliferation by non-nuclear states and nuclear terrorism. In order to sketch the international context within which the USA’s policy must be viewed, an overview of the nuclear non-proliferation regime is provided. This will be followed by an exploration of disarmament, proliferation by nonnuclear states (with Iran and North Korea as case studies) and nuclear terrorism. In each case, a comparison between the Bush administration and the Obama administration’s policies will be done. Finally, an analysis will be done of the main similarities and differences between the two administrations’ approaches, with a focus on the use of hard, soft and smart power. The study concludes that the primary difference between the Bush and Obama administration’s approaches is that Bush pursued only one policy option (hard power) at a time, while Obama intends to use many different policy options (smart power) at the same time, with a focus on increasing the use of soft power. This sort of pragmatism may just be what the USA needs right now in order to address the problem of nuclear proliferation. / AFRIKAANSE OPSOMMING: Die Verenigte State van Amerika (VSA) het ‘n nuwe president in die Withuis – ‘n president wie se uitsprake hom van die beleide van die vorige administrasie blyk te distansieer. Dit wil ook voorkom asof dit van toepassing is op sy benadering tot kernwapen versperring. Die oorhoofse navorsingsdoelwit van hierdie studie is om te ondersoek of die Obama administrasie se beleid ten opsigte van kernwapen versperring aansienlik van die van die Bush administrasie gaan verskil. Die breër onderwerp van kernwapen versperring kan in drie temas opgedeel word, naamlik: ontwapening, proliferasie deur nie-kernwapenstate, en kernwapen terrorisme. Ten einde die internasionale konteks te skets waarin die VSA se beleid moet geskied, begin die studie met ‘n oorsig van die kernwapen versperring regime. Dit word gevolg deur ‘n ondersoek van onderskeidelik ontwapening, proliferasie deur nie-kernwapenstate (met Iran en Noord-Korea as gevallestudies) en kernwapen terrorisme. By elkeen van die drie temas word ‘n vergelyking tussen die Bush administrasie en die Obama adminstrasie se beleide getref. Laastens word ‘n analise van die hoof verskille en ooreenkomste tussen die twee administrasies se benaderings onderneem, met die klem op die gebruik van harde, sagte en slim mag. Die bevinding van die studie is dat die hoof verskille tussen die Bush en Obama administrasies se benaderings behels dat Bush slegs een beleidsopsie (harde mag) op ‘n slag nagevolg het, terwyl Obama beoog om terselfdertyd van verskillende beleidsopsies (slim mag) gebruik te maak, met veral ‘n fokus op ‘n toename in die gebruik van sagte mag. Die soort pragmatisme mag dalk net wees wat die VSA tans nodig het om die probleem van kernwapen proliferasie aan te spreek.

In the U.S., about 7,000 high school students drop out each school day, representing a loss of talent and ability. Concurrently, there are a decreasing number of enrolled students taking science-related courses at the high school and college levels. Adults, who return to obtain their General Educational Development (GED) certification, are an untapped resource that could be steered toward STEM (Science, Technology, Engineering and Mathematics) careers. In this case study, 15 GED students were shown a STEM video, and then peer mentored by 8 CLA (Clinical Laboratory Assistant) students, in a student-centered laboratory experience. Individual interviews of the GED students prior to and after the treatment were used to assess STEM attitudes. Additionally, the CLA peer mentors were given self-assessments regarding their level of self-efficacy. The most marked difference in the pre- and post-treatment data was with the male GED students. Initially, only 2 of the 7 had definite career goals, 5 with undefined career goals, with 4 showing no interest in STEM. After the treatment, 6 exhibited interest in pursuing STEM education or employment. The female GED students' interest remained unchanged, resulting in the male and female students showing equivalent interest in STEM post-treatment. The CLA peer mentors showed an increase in self-efficacy using Bandura's four sources of self-efficacy in social cognition (1997). The preliminary results of this study suggest that interest in STEM education and STEM careers can be generated with peer mentored learning. (Contains 1 figure and 8 tables.)

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