A study of any one of Herman Melville’s works is bound to be a fascinating and informative venture. Within the products of his prolific writing career are keen, precise, enlightening observations about nineteenth-century America. Religion, politics, business, literature, and philosophy are all within the realm of Melville’s careful consideration. Melville was a man who reacted to his world with intense curiosity and passion. Melville was also extremely introspective – searching, questioning, and examining himself with equal intensity. “Bartleby the Scrivener” offers an interesting synthesis of Melville’s double vision. Within the confines of this tale are Melville’s reaction to his world and his reaction to himself. The purpose of this study is to examine the kaleidoscopic perspective of Melville, the complexity of his world and mind. Examining Bartleby as a simple man, a superman, and the artist in society acknowledges the complexity of Melville’s mind and art and furthers understanding of this particular story, Melville’s others works and Melville himself. Most scholarly considerations of “Bartleby” have centered on one perspective to the exclusion of all others; to do so is a violation of Melville’s purpose, plan and message. Bartleby is, first of all, considered as a simple man, a fictitious character in a story in relation to other fictitious characters. At this level it is possible to understand how Melville used the basic elements of fiction in his story to show the broad literary motifs with which he was concerned. Within the second level of consideration Bartleby is seen as one of Melville’s supermen, a man who by virtue of his tragic vision, isolated existence, and nonmaterialistic mindset rises above the superficiality, pettiness, and mundane nature of the common man. At the third and final level Bartleby is considered as the artist in society. The autobiographical element in this consideration is extensive. Melville depicts the plight of himself and all creative individuals in modern capitalistic societies, contending that the artist is partially responsible for the intellectual salvation of the common man. The artist’s purpose or quest is to enlighten the understanding of simple men, to help them see the complexity and darkness of reality. Such enlightenment makes supermen out of simple men. An examination of “Bartleby” at these three levels provides an extensive but not exhaustive analysis of Melville’s story. There are finer shades of meaning and more intricate nuances of thought within the story. The purpose of considering Bartleby as simple man, superman, and artist is to understand the processes of Melville’s mind, the essentials of his thought, and the recurrent patterns of imagery and allusions in his literature. It is to identify the most essential specific themes and ideas in the story and to minimize its complexity and obscurity without sacrificing the richness and depth of Melville’s thought. The study is an attempt to understand and meet Melville as far as possible on his own terms.

The purpose of this study is to determine the feasibility of homogenous grouping for the freshman classes of Henderson county High School. We are aware of the wide range of abilities and achievements of our students and feel very strongly our responsibility to advance the slower students as fast as possible without their becoming blocks in the paths of the faster students. However, at the same time, we must not permit the faster to impede the progress of the slower. It is our belief that when students of wide abilities are grouped together that the slower students soon recognize the superiority of the faster. Consequently a “What is the use?” State of mind develops. As a result of this unwholesome attitude the mind is frequently shifted into neutral, so to speak, since the student feels that his contribution to the class is insignificant when equated with the achievements of the faster students. – “So, why worry?” This study will in some way verify or dispel this belief. We recognize the limitation of groupings because of the wide range of subjects chosen by the students; however, we were able to achieve some degree of homogeneous grouping in the basic subjects of English and mathematics which all freshmen are required to take. We feel that it would be impractical to attempt it in our elective subjects; yet we are able to advise and guide students into particular subjects, using their abilities as one of the factors for such recommendations. It is the belief of this writer that homogeneous grouping is a very close associate of proper guidance. To reinforce this concept, Dunsmoor and Miller are cited: Guidance is a means of helping individuals to understand and use wisely the educational, vocational and personal potentialities and opportunities which they have or can develop. It is a form of systematic assistance whereby pupils are aided in achieving satisfactory adjustment to self and to others in their school and life relationships. The assistance provided should also help pupils to make better adjustments to their home and play environments. The groupings that were made in the freshman class were not set up with thesis writing in mind. Therefore the reader may find some discrepancies in grouping according to rank. In some cases it was necessary to disregard rank in order to get the student into a particular class such as agriculture or home economics. A few students were allowed to wait until their sophomore year to take mathematics in order that they may take some courses which had special interest for them.

A sample population of 139 fifth grade students, ranging in age from nine years to twelve years eleven months, was drawn from a data pool created from test results collected from four elementary schools in a south central Kentucky municipality. Tests used in the study were the Wechsler Intelligence Scale for Children – Revised (WISC-R) and Cattell’s Children’s Personality Questionnaire (CPQ). These data were examined to determine the relationship of extraversion to performance on a standardized intelligence test. Correlations for the experimental variables and extraversion ranged from .12 to .51. The results indicated that extraverts had higher Performance, Verbal and Full-Scale I.Q.’s. No significant differences were found on extraversion scores for males vs. females. Overall the general hypothesis that extraversion was positively correlated to performance on the WISC-R was supported by the data.

Fourteen subjects from among the student and staff population complaining of anxiety, volunteered to participate in a relaxation training program. The subjects were referred by the University Counseling Center, the Office of Undergraduate Advisement, or responded to an article and advertisement published in the school newspaper. Assignment to control or experimental groups was based on date of response and availability for participation. The experimental group, which consisted of eight subjects, received training in deep muscle relaxation, electromyography, skin temperature, and concomitant biofeedback, and systematic desensitization over a three week period. The controls received no relaxation training. Both groups were administered Forms A through D of the Institute for Personality and Ability Testing (IPAT) 8-Parallel-Form Anxiety Battery at similar intervals during the study, to observe changes in anxiety levels for each group. It was hypothesized that those undergoing the training would decrease their anxiety levels as training progressed. Analysis of the results indicated that no significant differences existed as a function of training. Discussion centered on the possible effects of individual differences on performances within the training program, as well as possible modification of the program as subject for further research.

Gazania splendens is a tender, herbaceous perennial that belongs to the Compositae family. The leaves are green and glabrous above, white tomentose beneath, toothed, simple and/or pinnatifid, 4”-6” long tapering to a winged petiole, lanceolate to obovate-lanceolate, and arranged in a basal clump. The flower heads are large, showy, 2”-3” in diameter, and range in color from white to yellow, orange, pink, purple, ruby, and bronze with a dark ring or spot at the base of most. Twelve cultivars of Gazania splendens were to be evaluated to determine which would perform the best under Kentucky conditions. A seed germination test was conducted to check the environmental conditions thought to give the best germination rate. Physical characteristics were observed for each cultivar throughout the growing season. A seed germination test was conducted using seed from ‘Sundance Red’ and ‘Sundance Striped.’ The seeds were tested at both 15.5°C and 22°C in light and dark conditions. The highest percentage of seeds germinated at 22°C in the dark. Seed from each cultivar was sown in flats containing Jiffy Mix Plus media, watered, covered with black plastic and white Styrofoam trays, and put in the greenhouse for germination. The seedlings were transplanted into cell packs containing Sunshine Mix media. ‘Sundance Red’ had a very low germination percentage and was the only cultivar not transplanted. The plants were later planted in beds at the Western Kentucky University Farm. Physical characteristics were evaluated throughout the growing season. In the evaluation, monthly flower counts were taken, flower stem stiffness was measured, plant height was measured, plant width was measured, foliage characteristics were noted, and spent flower heads and dead leaves were observed. The flowers were also observed throughout the growing season to evaluate their opening and closing habits. This characteristic is thought to be in response to the amount of sunlight the plant receives. From the evaluation, it was found that ‘Grandiflora Mixture,’ ‘Golden Margarita,’ ‘Ministar Yellow,’ ‘Sundance Yellow,’ and ‘Ministar Mixture’ were the best cultivars for Kentucky. These cultivars exhibited abundant flowers, strong flower stems, good foliage characteristics, and spent flower heads and dead leaves went unnoticed throughout the growing season.

This study was designed to determine the effects of a progressive aerobics training program on the physical working capacity of adults as measured on the bicycle ergometer. The following hypotheses were tested: A progressive aerobics training program does not increase physical working capacity (PWC). A progressive aerobics training program has no effect on resting, exercise or recovery heart rate. A progressive aerobics training program does not increase predicted maximum oxygen consumption (VO2).

Ursula K. Le Guin uses dark and light imagery to emphasize her theme of dynamic equilibrium. This theme can be found throughout her work; the novels discussed are The Left Hand of Darkness, The Lathe of Heaven, The Dispossessed, and The Beginning Place. In each novel, Le Guin focuses on a different aspect of dynamic equilibrium. The themes are respectively, gender identity, chaos and order, and the individual versus the community. The final novel, The Beginning Place, unites and sums up all three themes. In each novel, one or more main characters suffers from imbalance that reflects the theme of the novel. Throughout the course of the novel, the character learns to find balance, thus resolving the issues that Le Guin discusses.

Data on the managerial and professional specialty occupations that were specified by the United States Census of the Population for the years 1950 through 1980 were used to analyze the influence of occupational sex ratios, growth rates, and male and female salary levels on the ability of females to move into those occupations. An analysis of the change in the Standardized Occupational Sex Ratio (SSR) showed that, over the thirty year period studied, growth rates became more important than salary levels in influencing movement toward parity in high status occupations. Before the 1980 census year, occupational growth rates were found to interact with both male and female salary levels. During all four census years, slowly growing occupations experienced the smallest movement toward parity regardless of salary level. The lack of movement toward parity in slowly growing occupations shows evidence of gender division. In rapidly growing fields, lower salary levels for both males and females led to greater movement toward parity for females. Movement toward parity in rapidly growing fields that offered lower salaries was taken as evidence of less sheltering. In declining fields, occupations with above median female salaries allowed greater female entry than did those with below median female salaries. The opportunity for women to move into declining fields showed evidence of chain mobility. By 1980, females were moving into managerial and professional specialty occupations at every salary level and growth rate; however, the greatest movement toward parity occurred in those occupations that were rapidly growing. Movement toward parity in rapidly growing occupations provided evidence of structural mobility. By 1980, rapidly growing occupations were experiencing fair sharing of occupational opportunity. The slowly growing occupations, though experiencing some female growth, still showed evidence of male sheltering.

The purpose of this study is to trace the development of the curricula for commercial teacher training in the United States in order to discover its implications for the academic and professional preparation of teachers of business subjects. An attempt will be made to trace the evolution of secondary business education in order to discover the relationships existing between the aims and curricula of secondary business education on the one hand, and the preparation of business teachers and the curricula devised for their training on the other. Recommendations based upon the findings, will be made for the purpose of harmonizing the academic and professional program set up for the preparation of teachers of business subjects with the present dynamic nature of business education as it is evolving in our secondary schools. The problem is discussed in this chapter under three headings: (A) Delimitation; (B) Validation; and (C) Analysis.

The reading achievement of two groups of ninth grade students with learning disabilities was compared using the standard scores on the Reading subtest of the Wide Range Achievement Test (WRAT) as the pre- and posttest measurement to determine gain in reading achievement. The experimental group used only curriculum materials written in the Initial Teaching Alphabet (ITA). The control group used curriculum materials written in traditional orthography provided for students with learning disabilities by a rural Kentucky School District. At the end of an 80-day period, the standard scores on the Reading subtest of the WRAT were compared using a t-test, multiple regression equation, Mann-Whitney U Test, and a sign test. The statistical analyses of the convergent findings of these tests indicated that the experimental group made significant gains in reading achievement while the reading achievement of the control group regressed. In addition to gains indicated by statistical analysis, observations indicated the experimental group had also made gains in self-confidence and motivation. The members of the control group appeared to become lackadaisical in their attitude and motivation by the end of the investigation.