The purpose of the study was to determine if a particular school board bargaining team composition resulted in shorter negotiating time for teacher-school board contract settlement and if a particular composition of the school board bargaining team resulted in lower cost increases for salaries and fringe benefits that result from a negotiated teacher-school board contract.The study was limited to all school districts in Indiana in which a teacher-school board contract was negotiated for the 1975-76 school year. The study was restricted to the 1975-76 contract negotiations.The study was limited further in that only the composition of the school board bargaining team as related to time/cost factors were examined.A review of literature and related research revealed that the recommendations regarding bargaining team composition were diverse and that many different bargaining team compositions had been used by school boards in Indiana.All superintendents of school systems in Indiana where a teacher-school board contract was negotiated for the 1975-76 school year comprised the population for the study.Seventeen null hypotheses were developed relative to school board bargaining team composition and time/cost factors.A questionnaire, with a cover letter and an endorsement from the Indiana School Boards Association, was mailed to 280 Indiana school superintendents. Responses were received from 228 superintendents after two mailings. Responses to the questionnaire were recorded on contin-gency tables to allow chi-square analysis to be utilized to statistically test the hypotheses. The .05 level was established as the level of confidence to reject a null hypothesis.The findings were based on data presented in Chapter IV. 1. School board bargaining teams with school board members, teams with superintendents without school board members, and other teams were significantly different in the amount of time required to negotiate a teacher-school board contract.2. School board bargaining teams with board members and teams without superintendents or board members were significantly different in the time required to negotiate a teacher-school board contract.3. School board bargaining teams with superintendents without board members and teams without superintendents or board members were significantly different in the time required to negotiate a teacher-school board contract.4. School board bargaining teams with superintendents and teams without board members or superintendents were significantly different in the amount of time required to negotiate a teacher-school board contract.5. School board bargaining teams with board members and/or superintendents and teams without board members or superintendents were significantly different in the time required to negotiate a teacher-school board contract.6. School board bargaining teams having chief spokesmen with different titles were significantly different in the time required to negotiate a teacher-school board contract.No other significant differences relative to team composition and time/cost factors were discovered.The following conclusions were based on the data presented in Chapter IV and the findings related to the hypotheses.1. School board bargaining teams with superintendents as members and school board bargaining teams with superintendents and board members as members tended to negotiate teacher-school board contracts in a shorter amount of time than teams composed of persons other than superintendents or board members.2. Superintendents and school board members as chief spokesmen for the school board bargaining team tended tonegotiate a teacher-school board contract in less time than teams with other persons as spokesmen.3. Administrators other than the superintendent as spokesmen tended to take a longer amount of time to negotiate a teacher-school board contract than all other spokesmen.4. School board bargaining team composition was not significantly related to the increased cost of salaries and fringe benefits that resulted from a negotiated teacher-school board contract.54

Indiana University-Purdue University Indianapolis (IUPUI)

Indiana University-Purdue University Indianapolis (IUPUI)

Maternal colonies of the Big Brown Bat (Eptesicus fuscus) were located and studied in Delaware, Grant, Hamilton and Madison Counties, Indiana, from March 1, 1970 to June 1, 1971. A total of 602 bats was captured. These banded bats provided data on intercolony movements and longevity. Three intercolony movements were recorded, all of short distances. Two bats were recaptured which had attained a minimum age of 12 years. Further detailed data regarding population levels; age as determined by canine tooth year and wing bone ossification; sex ratios; reproductive characteristics and body weight are discussed. / Department of Biology

This thesis involved an analysis of editorials in selected Indiana college newspapers. This analysis attempted to find out what college editors were saying. A major concern of this study was t o determine whether college editors were commenting primarily on campus topics or whether they were writing mostly about off-campus subjects.There are approximately forty-two college newspapers in Indiana. The numbers vary with economic conditions and other factors unique to a particular college. Newspapers were categorized according to frequency of distribution--newspapers published more than once a week, weekly, and less than once a week. Then they were rank ordered by enrollment figures within each distribution group.Four schools, representing various enrollment figures and geographic locations, were chosen from each of the three frequency categories. Four issues representing a two-month Period were obtained from each of the twelve schools. These forty-eight issues yielded a total of fifty-five editorials to be surveyed.Editorials were classified according to geographic emphasis and subject category. Demographic factors such as frequency of distribution, financial support of newspaper, campus enrollment, financial support of college, and editorial percentage of newshole were also included in this analysis.The findings of this study indicate college editors published most of their editorials about campus affairs. Of the fifty-five editorials surveyed, comment about the administration accounted for the largest percentage of editorial content, although the largest number of editorials were written about campus life.Newspapers published less than once a week devoted all of their editorial space to campus topics. However, college weeklies published more column inches about campus topics and used a bigger portion of their newshole for editorials than the other two newspaper groups.Private school newspapers reserved all their editorial comment for campus affairs while public school newspapers reserved some editorial comment for non-campus topics.Newspapers supported primarily by subsidy devoted the greatest percentage of editorials to campus life. Newspapers supported primarily by subscription devoted the largest Percentage of their editorial content to the administration. Newspapers supported primarily by advertising devoted the largest percentage of their editorial content to non-campus news while newspapers supported by a variety of methods devoted the largest percentage of their editorial content to campus life.

Researchers' attempts to provide an objective, analytical basis for understanding observers perceptual preferences for landscapes is the basis of the field of landscape perception research. Within this field a series of paradigms have evolved around which the majority of research has been centered. One of these, the experiential paradigm focuses on the multi-sensory nature of mars relationship with the landscape. This study seeks to define a scope of dynamic variables effecting landscape perception and their impact on landscape preference.A study site in rural Indiana was selected and a loop trail was laid out to provide access to the site. Sixteen sites along the trail were defined as experiential test sites and were field marked and photographed. A test group was guided through the study area and was asked to give a preference rating for each site on a five point scale as well as in an open ended verbal response. Two weeks following the on site testing the same group was asked to provide preference ratings in the laboratory for slides of the same 16 sites experienced in the field.The resulting data was analyzed to determine to what extent dynamic variables were impacting preference for landscape experiences. Multisensory elements of the environment were found to have a direct impact on preference. This was reflected in both verbal and scaled preference data. In addition to this, experiential preference wwas also determined to be associated with the sequence in which experiences occurred. The linkage provided by transitional landscapes encountered as respondents progressed between test sites proved to be an important element of experiential preference. This 'clustering' effect was evident in the laboratory as well as in the field.T he results of this, research illustrate the importance of dynamic variables as essential components of landscape preference. This study further supports the use of verbal response formats as a method for determining the true scope of perceptual variables attributing to preference. In conjunction with this, the importance of transition landscapes and experiential sequencing identified in this research merits additional study in order to more precisely define the structure of the human / landscape interaction. / Department of Landscape Architecture

This creative project encompasses two major parts: an historic context study, and a survey of extant one-room or one-teacher schools in a four county region of East Central Indiana. The historic context study looks into the early school laws in Indiana that promoted, and established a state-wide system of free public education. More specifically, the history focuses on the laws and social factors that led to the rise and fall of the one-room or one-teacher school as the primary source of education for Indiana children. The history of the rise and fall of the one-room schoolhouse in Indiana can be divided into three major eras: the pioneer period between 1787 and 1851; the golden era of one-room schoolhouse education from 1851 to 1907; and, the final demise of the one-teacher school as an institution as consolidation of schools became popular.The purpose of the first half of the project is to create a context for the remaining one-room schoolhouses listed in the inventory that makes up the second half of the creative project. The pictorial inventory lists and provides basic historical information on extant one-room and one-teacher schoolhouses in the Indiana counties of Delaware, Grant, Henry, and Jay. Currently there are approximately 78 one-room schoolhouses still in standing in the four counties. This number is a small percentage of the well over 400 one-room and one-teacher schoolhouses that dotted the four counties at the turn-of-the-century.These two parts together create a document that promotes awareness of a disappearing rural resource. The project also provides a stepping stone for future research into the history of education in Indiana, and the specific rural schools which helped to build the Indiana school system. / Department of Architecture

Many small towns in the state of Indianan hold yearly festivals. This thesis asks the question, "Do small town festivals have the capacity to build community?" The answer to this question was sought by first looking at prior research and then devising an Index to determine the primary components to community. The index identified Networks, Communion, Collaboration, and Behavior as the four primary components of community. Field study and data collection were conducted by the means of surveying festival visitors at seven small town festivals in Indiana and also by observing the visitors, events, and booths of each festival. Through statistical analysis of the data, it was determined that small town festivals do have the capacity to build community in that they possess and encourage the four main components of community. / Department of Urban Planning

In Indiana, Ixodes scapularis is an important tick in public health because it feeds on a variety of hosts including humans, and transmits Borrelia burgdorferi (Lyme disease), Anaplasma phagocytophilum (human granulocytic ehrlichiosis), and Babesia microti (babesiosis). Symbiotic, non-pathogenic Rickettsia found in Ixodes scapularis may play a role in excluding pathogenic species of Rickettsia from being transovarially transmitted. In order to investigate this idea further in Indiana, a total of 378 adult I. scapularis from 4 different counties (Jasper, Pulaski, Newton and Starke) were tested by polymerase chain reaction analysis (PCR) for the presence of Rickettsia sp. Four positive samples from the PCR (using Rocky Mountain spotted fever group specific primers to target the rOmpA gene; Rr190.70p and RH 90.602n) reactions were sequenced to verify identity. These four samples matched closest to the reference number AB002268 from GenBank which describes, I. scapularis endosymbiont DNA for rOmpA. A total of 62 engorged females were tested; 53 (85.5%) harbored the rickettsial symbiont. A total of 41 questing females were tested; 33 (80.5%) were positive. Of the 249 males tested, 14 (5.6%) were positive. A restriction digestion on some of the positive samples revealed that the 1 scapularis symbiont was different from R. montana and R. rickettsii. The second goal of this study was to identify the presence of B. microti. In I. scapularis ticks, this would be the first time this pathogen was identified in Indiana. To accomplish this goal 106, ticks were tested using the primers Babl and Bab4, which target the 18S rRNA gene specific for B. microti. Three tick samples were found to harbor B. microti as determined by sequencing. However, sequencing of amplification band in the negative control also yielded B. microti. Thus, the presence of B. microti in Indiana ticks could not be confirmed. A negative control was also sequenced and was identified as Babesia microti indicating that there was a contamination so it is not possible to conclude that B. microti was found in Indiana ticks. / Department of Physiology and Health Science

This study investigated relationships between literacy level and global self concept employment status income level, age and gender among students enrolled at a vocational technical college. The contribution of a subset of job-related reading self concepts to the multiple correlation was also examined.Method The study sample consisted of 100 students in Related Education Courses at Indiana Vocational Technical College, Region VI, Muncie, Indiana. Subjects responded to three instruments and a demographic questionnaire. The Literacy Assessment Battery (Sticht. 1982) provided literacy levels, the Tennessee Self Concept Scale (Fitts. 1964) yielded global self concept, and the Hays Job-Related Reading Survey (Hays, 1986) indicated job-related reading self concepts.Piloting of Hays Job-Related Reading Survey Reliability and construct validity were sought using responses from a sample (N = 230) closely comparable to one selected for the study. An analysis revealed four interpretable factors: (a) Positive Employee Self, (b) Perceived Limitations of Self, (c) Perceived Importance of Occupational Literacy, and (d) Perceived Value of Company Notices. Further analysis yielded coefficient alpha reliabilities of r = .69 to r = .86.Results Significant relationships were found between literacy level and the following: (a) Global Self Concept (r = .20, p<.04:; (b) Global Self Concept when combined with Perceived Limitations of Self, a factor from the Hays Job Related Reading Survey (r = .56. p<.000+); and (c) Perceived Limitations of Self alone (r = .56, P<.000+). Conclusions Both Global Self Concept and Perceived Limitations of Self were significantly related to Literacy, both singly and in combination. The "best" (most efficient) predictor of Literacy Level could be gained by Perceived Limitations of Self alone.Recommendations Additional research with adults is needed to confirm the findings and expand established research younger ages. Educational suggestions focus on at strengthening self concepts and occupational literacy of adults pursuing vocational training. Business should foster occupational literacy self concepts and employer-employee relationships in the workplace. Economic implications involved public and private sector support for long-term occupational literacy and job-related reading self concept programs which may yield more effective, productive employees.