There is no abstract available for this thesis.

The purpose of this study was to determine whether differences exist between the vectors of the means of inflectional endings, plural and total scores, supplied by children of the age groups three, four, five and six enrolled in selected day care centers, kindergartens and first grades in Muncie, Indiana.An additional purpose of the study was to determine whether inflectional endings were acquired gradually between ages three and six or whether the inflectional endings were acquired at a specific age between the years three and six.A total of 120 children enrolled in selected ay care centers, kindergartens and first grades located in Muncie, Indiana, were randomly selected to represent four different age groups: 3-year-olds, 4-yearolds, 5--year-olds and 6-year--olds. Each age group was represented by 30 children, 15 boys and 15 girls.The Wug Test, which measures the inflectional endings supplied by children, was the ins-crument selected for the study. The Wug Test was developed by Berko and adapted by Stickle. The adapted form of the Wug Test was used for the purposes of this study. A pilot study was conducted to determine the reliability coefficient of the adapted form of the Wug Test when administered to 30 three-year-olds. Using the Kuder Richardson Reliability #20 formula, the reliability coefficient for 16 items of the test was .691,15 for three-year-olds. There was no variance reported on item 16 of the test; however, all 17 items were used since older children were also tested. The adapted form of the Wug Test was individually administered to 120 children in a quiet room away from the general noise and possible intrusions at each site.One overall null hypothesis was tested at the .05 level of statistical significance. The hypothesis stated that no statistically significant difference exists between the vectors of the means of inflectional endings, plural and total scores, supplied by children of three, four, five and six enrolled in selected ay care centers, kindergartens and first grades in Muncie, Indiana. Statistically significant difference was found; therefore, further comparisons were made utilizing Tukey's Honestly Significant Different procedures to determine the point at which statistically significant differences existed between age groups on plural sub-scores and total scores. Statistically significant differences were found when }year-olds were compared to 6-year-olds and when 4-year-olds were compared to 6-year-olds on plural sub-scores; when 3-year-olds were compared to 5-year-olds and 6-year-olds on total scores. Children who were 4-years old differed statistically on total scores when compared to children who were 5 or 6 years old.Conclusions drawn from the findings were: children as young as 3 years old can inflect nonsense words; children seem to acquire gradually the ability to supply inflectional endings between the ages 3 and 6; all inflectional endings are not acquired by age 6; significant differences exist between the number of inflectional endings supplied by children 3 through 6 years of age on both plural sub-scores and total scores; and the general superiority that is often reported concerning the language development of girls over the language development of boys was not found when testing inflectional endings.

Ball State University LibrariesLibrary services and resources for knowledge buildingMasters ThesesThere is no abstract available for this thesis.

Ball State University LibrariesLibrary services and resources for knowledge buildingMasters ThesesThere is no abstract available for this thesis.

Ball State University LibrariesLibrary services and resources for knowledge buildingMasters ThesesThere is no abstract available for this thesis.

There is no abstract available for this dissertation.

The purposes of the study were to identify persons who had primarily influenced selected educational decisions made in Indiana between January 1, 1982 an December 31, 1985 and to develop a composite profile of the personal characteristics of the primary influentials. Further purposes were to identify sources of power and methods utilized by the primary influentials to affect the educational decisions.A survey of selected educational leaders was utilized to identify the selected educational decisions. A Delphi technique consisting of a series of four sequential surveys of selected educational leaders, and elected and appointed state officials was utilized to identify the primary influencers, sources of power, methods of influencing, and to develop a composite profile of the primary influentials.The following are selected findings:1. Seven persons were identified as constituting an inner core of the power structure, however, none were identified for all five of the selected decisions and nonprimary influentials were identified in the peripheral of the power structure for each decision.2. In three of the five selected decisions two persons were invested with the primary power of decision-making, with three and four persons invested for each of the other selected decisions.3. Politics, money, power, selling self and improving education were the primary factors impacting educational decisions.Data collected supported the following conclusions:1. A pyramidal power structure exists in Indiana and functions to influence educational decisions.2. The inner core of the power structure consist of positional leaders; the Governor, Governor's Aide, and Chairmen of powerful legislative committees; Senate Finance, House Ways and Means, and House Education committees.3. The power structure does not include females, non-whites, minority party members, lower income persons, nor residents of Southern Indiana.4. Education of students is a secondary consideration by many influentials regarding decisions impacting K-12 public education in Indiana with Party politics and money considered more often than educating students. 5.Educators are devisive and do not play a primary role in the decisions impacting K-12 public education and are not a part of the power structure.

This thesis was designed to determine readers'.perceptions of the Marion Chronicle-Tribune's coverage of the 197E Marion teachers' strike.An attitude questionnaire was sent out to a random sample of the newspaper's subscription list. Of the 972 instruments mailed, 199, or 23.6 percent, were returned properly and used as data.Participants' responses were analyzed by program QUANAL. The analysis produced three subscriber types. Type I was conservative, pro-Chronicle-Tribune; Type II was labor oriented; and Type III was undecided. A multiple regression test of the demographic factors, age, sex, level of education, annual income, whether respondent was labor or management, and the amount of time a respondent read the Chronicle-Tribune daily, yielded no relationship with the reason why a respondent was identified with one of the three types.The researcher concluded that subscribers perceived coverage on the basis of the issues, and not according to what stereotypes they may have held.

The focus of this study was to determine if there were patterns or trends in physical activity levels of adults in Indiana for even numbered years between 1986 - 1996. The research was a secondary analysis of data collected by the Behavioral Risk Factor Surveillance System over a ten year period for 12,682 respondents. Questions and hypotheses were examined for demographical variables of age, gender, race, marital status, income, and educational level compared to respondents being classified into one of four physical activity classifications: inactive, irregular, regular, or regular and vigorous.The data were analyzed using mean, multiple regression, and chi-square. Overall patterns and trends showed an increase since 1992 in the percentage of adults in Indiana being classified as sedentary and not meeting national guidelines for recommended levels of physical activity. There were significant differences (p=.000) between all of the demographical variables and physical activity classifications. / School of Physical Education

The majority of what is currently known about the Albee Phase comes from mortuary sites, the largest of which is the Commissary site (12-Hn-2), located in Henry County, Indiana. Excavation methods at Commissary left burial context in question and the materials could not be used for research on mortuary patterns. Examination of the skeletal material and supporting documentation led to a determination of the relationship between the two grids utilized during excavation, which clarified burial context and allowed for a more complete description of mortuary patterns at the site. Analysis reaffirmed previous conclusions regarding demography, clarified burial composition, and generated new data on burial orientation. Comparisons of the Commissary site with four other Albee Phase mortuary sites and an Oliver phase site indicate that the sites share a mixture of characteristics and that, due to its immense size, the Commissary site remains a unique example of Albee Phase mortuary patterns. / Department of Anthropology