The researcher conducted a case study analysis of China Airlines' crisis management during its 1998 crash in Taiwan, the worst in the airport's history.The researcher looked for evidence of Gonzalez-Herrero and Pratt's crisis theory in China Airlines' crisis management by identifying the following parts of the theory: issue management, planning prevention, the crisis, and the post-crisis.The researcher sought to suggest the use of Gonzalez-Herrero and Pratt's crisis theory in the formative research of China Airlines crisis management and to help public relations planners in the airline industry understand how crisis management incorporating Gonzalez-Herrero and Pratt's crisis theory could be presented and disseminated.Procedures began with collection of facts and interviews with the key public relations personnel of China Airlines. Next, the researcher applied Gonzalez-Herrero and Pratt's crisis theory to the China Airlines case for analysis. In addition, by viewing the other two airlines crash cases, this study provided a comparison of their crisis management strategies.The researcher followed Miles and Huberman's (1994) guidelines for addressing reliability and validity.Recommendations for improving China air's crisis management would be to use issue management, planning prevention, the crisis, and the post-crisis, the four steps of Gonzalez-Herrero and Pratt's crisis theory, for managing crises. The researcher also recommends periodical internal drills for different crises, and establishment of organizational legitimacy and authority.Limitations of the study included the legitimacy of qualitative research, that the study included the legitimacy of qualitative research, thus the study may not be considered a case study in the strictest sense, and that crisis management did not intentionally incorporate the process of Gonzalez-Herrero and Pratt's crisis theory in China Airlines' crisis management because of the company's culture issue.Further research on the China Airlines' crisis management should be conducted to evaluate its effectiveness and the culture issue. / Department of Journalism

This study examined Procter & Gamble’s attempts at the use of social media in revitalizing the Old Spice brand of products. Old Spice, which had witnessed declined sales and market share, was observed to transform and become ranked among P&G’s super brands by the conclusion of the social media campaign. Previous studies relied on the diffusion of innovations theory in the explanation of the observed phenomena. However, this project draws on the ideas of the strength of weak ties hypothesis and the diffusion of innovations theory to explain the observed process. Research findings give evidence of how new technologies like social media, have redefined how brands engage with consumers, and spread the word electronically about brand uniqueness and dominance. Findings also revealed that brands considered to be old could leverage on social media in recreating consumer awareness of the positive qualities of the product as against the retrenchment of the product line. / Access to thesis permanently restricted to Ball State community only. / Department of Journalism

The purpose of this study was to examine the influence of a supplement containing polyunsaturated phoshphatidylcholine (PPC) on physical performance, delayed muscle soreness (DOMS), markers of membrane damage, and lipid peroxidation after repeated bouts of whole body resistance on men ages 18-35 years. Subjects were randomly assigned to receive either PPC or placebo supplements for 31 days. After 3 weeks of supplementation, subjects were to perform 3 whole body resistance exercise sessions with 3 days of recovery between sessions. In order to document the effects of supplementation on recovery, fasting blood samples for determination of creatine kinase (CK) and malondialdehyde (MDA), and muscle soreness ratings were obtained each day in the morning after the initial 3 weeks of supplementation. The data was analyzed using a two-way ANOVA. The results indicate notable trends favoring PPC supplementation, such as lower ratings of perceived muscle soreness, lower CK and MDA responses to repeated bouts, improved maintenance of upper body strength and power, and increased lean body mass. However, these findings were not statistically different when compared to the placebo group. / School of Physical Education

This thesis presents a case study of one tutor in two tutoring sessions using electronic drafts in the Ball State Writing Center, focusing on the sessions' power dynamics. Writing centers have developed nondirective tutoring pedagogies in order to help tutors navigate the power dynamics of sessions with paper drafts. While these pedagogies have recently been adapted for tutoring online, attention has not yet been focused on face-to-face sessions using a computer. Using conversational, textual, and user interface analysis, this study provides thick descriptions of the power dynamics of each tutoring session, analyzing the interactions between tutor, student and computer. The descriptions of both sessions show them to be vastly unique and complex, undermining strict dichotomies between directive and nondirective tutoring. The use of the computer reflects the overall dynamics of each tutorial and raises questions about the ways in which tutors and students prefer to use computers in tutoring sessions. / Department of English

This qualitative, multisite case study, framed by a constructivist perspective, addresses a deficit in the literature regarding multicultural consciousness of culturally responsive novice teachers. Existing studies identify the importance of culturally responsive pedagogy and the impact of the field of multicultural education on pedagogy that considers teaching and learning of nonmainstream student populations. These studies are inadequate due to their: lack of specific strategies for gaining and sustaining multicultural consciousness in P-12 schools, quantitative nature, or emphasis on preservice teacher education as opposed to in-service teachers in contact with nonmainstream students in the school context. The significance emphasized was the impact of culturally responsive pedagogy and its impact for narrowing the achievement gap regarding nonmainstream students. The themes that emerged, dimensions of multicultural consciousness, led to implications for: education, an ethic of care, “Otherness,” intrinsic motivation, advocacy, and reflexivity. It was concluded that the sustainability of a multicultural consciousness in context is less persuasive than the case findings for gaining consciousness for culturally responsive pedagogues, yet, all dimensions should be expounded upon for further study and better understanding of the relevant and persisting concern for nonmainstream student achievement. / Department of Educational Studies

This qualitative case study, framed by a constructivist perspective, addresses a deficit in the literature and the knowledge base of a first year experience (FYE) academic program at a large, urban university regarding freshmen perceptions of meaningfulness in their courses. Existing studies identify concepts related to meaningfulness, but do not shed light on attributes which may inhere in those. These studies are inadequate for FYE curriculum planning due to their discipline specific contexts, quantitative nature, or sole focus on motivation. Furthermore, existing conceptualizations present meaningfulness from the etic (faculty/researcher) perspective rather than the emic (student). This is especially problematic in a postmodern era in which some scholars propose that students experience the classroom differently than educators. Purposeful sampling identified student participants. Semi-structured interviews were conducted, and participants provided reflective journals throughout the data collection period. Interviews and journals were based on exploratory research questions related to the words participants use to convey meaningfulness, the experiences they find meaningful, and “what about” experiences they find meaningful. Students shared insights regarding what problems prevent meaningfulness. Data collection and analysis occurred in conjunction with the transcription of interviews, note-taking about emerging themes, member checking of transcripts and ideas regarding coded themes, review of appropriate literature, and exploration of theories and existing ideas. Trustworthiness and credibility existed through measures of triangulation that promote accuracy of data and findings. Analysis led to the creation of categories to answer the four guiding research questions. Integration of those categories with scholarship in curriculum studies and educational psychology provided insight and discussion regarding students’ perceptions of meaningfulness in first year experience courses. The idea of academic states (emotional transition, academic pragmatism, and survival) emerged from participants’ words describing their experiences. Interactive learning (lectures, group discussions, and practice) and opportunities where students were offered challenge/choice were practices associated with meaningfulness. Energy and comfort were the underlying aspects of experiences perceived as meaningful, and participants offered insights into what problems may exist that prevent students from perceiving their courses as being meaningful, or having meaningful aspects (once n’ done and checklist approaches). The study also prompted implications for future research. / Department of Educational Studies

Parental involvement has been identified as a targeted strategy to improve the academic achievement of children, and thus, educational reform policies and efforts have been created and implemented within the schools in order to bridge the achievement gap. Most educational reform efforts concerning parental involvement have focused on the involvement of parents from lower socioeconomic status and various ethnic and racial groups, including single mothers across these categories. The purpose of this instrumental case study was to understand how single working Black mothers became involved in their children’s education, the reasons why they were involved, and how they constructed their identity and meaning of an involved parent in their children’s education. In an attempt to move beyond the traditional models of parental involvement that place heavy emphasis on the presence of parents within the schools, this study aimed to recognize the efforts of mothers as they relate to their children’s overall growth and development within their homes and community in order to reconceptualize the meaning of parental involvement. / Department of Educational Studies

This study explored the effectiveness of an eight-week summer day camp that used applied behavior analysis (ABA) to decrease maladaptive behaviors and increase prosocial behaviors of children with autism spectrum disorders. Little is known about how children with autism spectrum disorders respond to ABA treatment in the camp setting. Using a multiple case study approach, behaviors were measured using direct observation techniques in a sample of 5 children ranging from 7 years, 5 months to 9 years, 1 month. Results were assessed using visual inspection of graphs and assessing trendlines of the data. Results of the study indicated that all five participants demonstrated at least two behaviors that changed in the intended direction (i.e., target behaviors decreased, replacement behaviors increased). Overall, for all five participants, 68% of behaviors changed in the intended direction. Among the behaviors that changed in the intended direction, 65% demonstrated a moderate rate of change within the eight weeks of camp. A number of possible explanations for these results, as well as for unfavorable findings, are discussed. Because this study was considered a preliminary investigation, these positive results support the need for future studies to further examine this relatively unexplored setting through replication. / Department of Educational Psychology

No description available.

The research was carried out to assess the value of the Bachelor of Education, Educational Administration, Planning and Policy Studies (B.ED-EAPPS) degree programme offered by the Zimbabwe Open University (ZOU) as a further teacher education programme for primary teachers in Zimbabwe offered through open and distance learning. The research utilised the case study design and had relevant data collecting instruments which included questionnaires, write ups and interviews. Both random and non-random sampling methods were used to come up with samples used quantitatively and quantitatively. The research was immensely useful as it provided an attempt to determine whether it was worth the while for primary school teachers to study for the BEDEAPPS degree programme and more so in view of the large numbers of non-degree primary school teachers either studying for it or on its waiting list. Nothing of the sort had been done since the inception of the BEDEAPPS degree programme in 1993. The research produced findings that reflected that the BEDEAPPS degree programme had much to offer in the area of further teacher education of an in-service nature than had been envisaged by those who originated the programme. It was realised that while the programme's emphasis was on management and supervision it was not devoid of the instructional expertise that is relevant to classroom practitioners. Moreover, there was a traceable link between college training experiences of the BEDEAPPS students and Teachers' College graduates and the course content they had to work on. These findings made revelations on the diversity of further teacher education whose structure and content could be designed to respond to a specific further education need. Findings also revealed that open and distance learning was a suitable and effective means of delivering such a programme provided an enhancing technological back-up can be easily accessed. The research had time related and operational limitations whose impact on the whole process were, however, repulsed by controls effected by the researcher. The diversity of data collecting instruments also played a positive role in ensuring checks and balances in the type and authenticity of data collected. The research had, among its findings, a grounded research theory which was extrapolated from the data that was collected using the seven data collecting instruments mentioned earlier on. It was possible, after thorough scrutiny of data collected, to conclude that the BEDEAPPS degree programme was a performance enhancing qualification to those primary school teachers who were involved in classroom teaching since it made them effective instructors and managers both within their classroom confines and the larger school-wide operational environment. / Educational Studies / D.Ed.