There is no abstract available for this dissertation.

This study examines the status and distribution of rail populations in northern Indiana. Because rails are secretive and difficult to study, there have been few attempts in Indiana to determine the impact of wetland loss on the populations of rails and other marsh-nesting birds. There can be little doubt, however, that the loss of Indiana wetlands during historic times has caused a dramatic decline in rail populations.Using tape-recorded calls to elicit vocalizations, the status and distribution of five species of rails were studied in a 25,900 km2 area in northern Indiana in 1993 and 1994. A total of 107 surveys were conducted at 46 natural wetlands and 42 restored wetlands. The species surveyed were Sora (Porzana carolina), Virginia Rail (Rallus limicola), King Rail (Rallus elegans), Yellow Rail (Coturnicops noveboracensis), and Black Rail (Laterallus jamaicensis). Playbacks were also used to detect American Bittern (Botaurus lentiginosus), Least Bittern (Ixobrychus exilis), Marsh Wren (Cistothorus palustris) and Sedge Wren (Cistothorus platensis). Data were also collected on all other species of marsh-nesting birds detected during this study.Rails exhibited a patchy distribution. A total of 25 Soras, 33 Virginia Rails, and 1 King Rail was detected in natural wetlands in 1993. In 1994, 75 Soras, 46 Virginia Rails, and 1 King Rail was detected in the natural wetlands. A total of 30 Soras and 9 Virginia Rails was found in the restored wetlands studied in 1993 and 1994. No Yellow or Black Rails were found. Ten Least Bitterns, 31 Marsh Wrens, and 6 Sedge Wrens were detected in natural wetlands, but these species were not observed in restored wetlands.The occurrence of rails in natural wetlands was positively correlated with wetland size, presence of shrub vegetation in the watershed, amount of emergent vegetation, proximity of other wetlands, and extent of cattail cover. Negative correlations were found for human disturbance, amount of open water, and watershed characteristics. The strongest negative correlationswere found for human disturbances in or around the wetland.In restored wetlands, a significant difference was found between the occurrence of Sora and Virginia Rails with Soras occurring more frequently than Virginia Rails. A near significant difference in rail occurrence between natural and restored wetlands was also found, with rails occurring more frequently in natural wetlands, suggesting that natural wetlands surveyed may be a more suitable habitat for rails than the restored wetlands surveyed.Restored wetlands surveyed in this study failed to attract American Bitterns, Least Bitterns, Marsh Wrens or Sedge Wrens. American Bitterns were reported in natural wetlands during this study, but they were not observed. / Department of Biology

This study is an examination of the use of capital punishment in the State of Indiana, from 1897 to the date the last execution in 1961. The biographies of each of the seventy-two men executed during that period are given in detail and pertinent facts derived from them are summarize in a series of tables. The information was obtained from the Data Processing Office of the Indiana State Prison, Michigan City, Indiana.The historical section surveys the many types of capital punishment used throughout the world, from ancient times up to the present. Included are descriptions of crucifixion, live burial, drawing and quatering, the use o the axe and guillotine, and many others. The gradual lessening of the cruelty in the methods of execution is al Pointed out.Since the Indiana criminal law traces its origin to the English common law, an historical study of criminal law as practiced in England is presented. This describes the gradual evolution from the right of personal vengeance to the assumption of the responsibility of capital punishment by the state. When English common law reached its highest development in the Twelfth and Thirteenth Centuries, nine crimes were subject to the death penalty. In 1788, when Indiana was still part of the Northwest Territory, only three of these called for the death penalty, namely: treason, murder and arson resulting in death. After Indiana became state in 1816, the number of crimes punishable by death was changed several times, but only three have been in effect the past hundred years. These are, murder in the first degree, treason and dueling. All of the seventy-two men there were no women) executed by the State of Indiana from 1897 to 1961 were found guilty of murder in the first degree.The conclusions reached by this study of capital punishment as executed in the State of Indiana concur with many other studies of the death penalty, including the landmark United States Supreme Court decision of June 29, 1972.In Indiana, as elsewhere in the United States, the death sentence has been inflicted in an arbitrary and prejudicial manner to a mere handful of actual murderers characterized by ignorance, poverty and often belonging to a minority group. The present warden of the Indiana State Prison stated that he personally can discern no actual difference in the character or characteristics of the men are imprisoned on Death Row from those who were given a life sentence or a lesser term for murder.The reluctance to inflict the death penalty is reflected in the diminishing number executed yearly in Indiana, from 1930 to 1916, just as in the national statistics. From a high of thirty-two executed in the decade of the 1930's, the number has gradually decreased through the years to a total of only one for the decade of 1951 to 1961, when the last execution took place in Indiana.

The major purpose of the study was to identify inservice activities in which Indiana public school superintendents participated and to assess the relationship between inservice participation and the professional development of the school superintendent as perceived by the school superintendent. The specific purposes were to determine:1. The types of inservice activities in which school superintendents participated for professional growth.2. The value, as perceived by the school superintendent, of inservice activities as a means of professional growth. 3. The amount of financial support allowed by school boards for the school superintendent's inservice activities. 4. The extent of written school board policy dealing exclusively with inservice activities of the school superintendent.5. The role of related professional organizations in the development of inservice professional growth activities for the school superintendent.Methods and procedures used to determine the involvement of public school superintendents in inservice activities and programs for professional growth and development were the questionnaire and interviews. The questionnaire was constructed to elicit data from school superintendents and the interview was used with study participants who were not public school superintendents, but were involved in providing inservice activities and functions for the school superintendent.Responses from both the questionnaire and the interviews were tabulated in the following categories: school district data; personal, career and preparation data; professional reading; inservice participation; school study councils; inservice planning; school board interest and support; financial support; school board policy; conclusions; and interviews.Conclusions elicited from the findings of the study and the review of the related literature and research were:1. The involvement of public school superintendents in programs of inservice training is necessary for all superintendents regardless of the degree, extent or recency of preservice training.2. All public school superintendents utilized self-initiated professional reading programs as a means of inservice growth. The degree of utilization was dependent upon the perceived value of professional reading as an effective method of maintaining professional currency.3. Public school superintendent inservice participation was largely with organizations in which superintendents maintained memberships or close working relationships.4. Public school superintendents maintained more active inservice involvement with regional and state-centered organizations than with nationally centered organizations.5. School superintendents who were members of school study councils considered the study councils of great value in providing inservice programs and activities which enhanced professional growth.6. School superintendents participated most often in organizations in which the superintendent was involved in the planning of the inservice activities and programs.7. School superintendents perceived receiving average interest and encouragement from school boards for inservice professional growth programs.8. School superintendents rated the amount of financial support allotted by school boards to superintendents for professional inservice activities as adequate.9. Few school corporations have written school board policy directly related to the inservice activities of the school superintendent.10. School study councils, superintendent associations, and state education departments are regarded as natural sources for providing inservice professional growth activities for school superintendents.

The purpose of the study was to determine the perceptions of member superintendents regarding topics and services provided by the study councils affiliated with Ball State University. The total population consisted of 116 superintendents of school corporations which were members of study councils affiliated with Ball State University.A questionnaire consisting of fifty-four items and two Likert type response scales was utilized. Superintendents were asked to indicate on the first scale the degree to which the item ideally should be provided and on the second scale the degree to which the item actually was provided by study councils. Treatment of the data included tabulation of the frequency and percentage for each level of the ideal scale and actual scale of each questionnaire item. Two means were calculated for each item. The first mean represented the degree to which the study council ideally should provide the subject of the item. The second mean represented the degree to which the study council actually did provide the subject of the item. The difference between the ideal and actual mean was considered important if a numerical value of 1.00 was exceeded.FindingsThe highest degrees to which services ideally should be provided by study councils were indicated by member superintendents for the following items:Study Council MeetingsProfessional Sharing Between Council Members Organizing Workshops for Superintendents Organizing and Disseminating Surveys or Studies Compiling a Directory of Members Study Council RetreatsInformation concerning Negotiations/PL 217 Distributing Periodic NewslettersInformation concerning Curriculum Development Information concerning Educational Accountability Information concerning Management TeamThe highest degrees to which services actually were provided by study councils were indicated by member superintendents for the following items:Study Council MeetingsCompiling a Directory of Members Professional Sharing Between Council Members Organizing and Disseminating Surveys or Studies Organizing Workshops for Superintendents Study Council RetreatsInformation concerning Negotiations/PL 217 Information concerning Management Team Superintendents did not indicate a difference of 1.00 or more between the ideal degree mean and actual degree mean for any questionnaire item.ConclusionsServices provided by study councils affiliated with Ball State University were meeting the needs of member superintendents.Superintendents perceive the activities requiring the direct involvement of member superintendents as being the most important services provided by study councils affiliated with Ball State University.

The purpose of the study was to investigate the cost effectiveness of two selected satellite lunch programs in Indiana public schools in order to determine if such sattelite lunch programs have met expectations of savings of money over traditional cafeteria lunch programs.Procedures and MethodologyThe components of the lunch programs investigated included (1) construction costs, (2) equipment costs, (3) labor costs, (4) supply costs, (5) food costs, (6) maintenance costs, (7) repair costs, (8) transportation costs, and (9) administrative costs. The existing satellite lunch programs were compared to projected cafeteria lunch programs for the same populations and for the same time frame. Data was gathered directly from annual reports of the school corporations involved and through interviews with the directors of Food Services; and interview guide sanctioned by a representative of the Nutrition and Foods Division of the Department of Public Instruction of the State of Indiana was used in the data gathering.FindingsLabor costs were found to be the single largest factor in the comparison of the two types of food service programs; other factors affecting the comparison were supply costs, maintenance costs, and administrative costs. Although supply costs and transportation costs were less for the projected cafeteria lunch programs, the difference did not off-set the increased costs of labor, equipment, maintenance, space, and administrative services. In the final analysis, the satellite lunch programs were viewed as having fulfilled the expectation of saving money in both construction and operational costs.Recommendations for Further StudySome of the aspects of the study which were viewed as deserving further study included (1) investigation into a standardized accounting procedure, (2) examination of possibilities for more effective use of surplus commodities, and (3) study of the quality of the food service programs from the viewpoint of the consumers.

The purpose of this study was to determine if the student-to-administrator ratio in a school was related to student achievement as well as to examine the duties a principal delegated to others to determine if a pattern existed between principals of high and low performing high schools in regard to duties kept versus duties delegated. While the results of this study did not find one overall recommendation for a student-to-administrator ratio, it did determine that there are certain duties principals of high achieving schools did not delegate as compared to principals of schools with lower achievement. This study also produced a comprehensive description of the 51 duties of a high school principal and provides a recommendation for which duties may be most valuable for the principal to keep and which duties could be delegated to other personnel. / Department of Educational Leadership

Thesis (M.A.)--Butler University, 1986. / "Thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History." Includes bibliographical references (leaves [61]-[62]).

Indiana University-Purdue University Indianapolis (IUPUI)

Indiana University-Purdue University Indianapolis (IUPUI)