There is no abstract available for this thesis.

Continued in this thesis is a description of the retail shipping behavior of Muncie, Indiana, residents and residents living in the fringe areas of Muncie, Indiana. In addition to a description of shopping behavior, this study also ascertained the major factors associated with selection of a major shopping location in Muncie by the area and fringe area residents. The major shopping locations included in the study were Downtown, Meadows Shopping Center, Muncie Mall, Northwest Plaza, Southway Plaza, and The Village. Major factor areas tested for association with selection of shopping location were socioeconomic variables, information sources, consumer attitudes toward store selection, and consumer evaluation of the shopping locations.Special attention was given to the influence of driving time on selection of a shopping location. Approximately 2700 license plate numbers were recorded from Muncie’s major shopping locations to determine the geographic dispersion of shoppers patronizing these shopping locations.

This paper reviews the policy dimensions of land use planning in Indiana, and examines problems with implementing a state wide land use policy. Areas of particular concern for state land use planning are investigated, including agricultural land management, critical area management, and control of large scale development. Land use planning is looked at as an area involving local concerns as -well as many concerns with political factors to be considered at each level. Political roles of many different interest groups are examined, ranging from environmentalists to pro-development, and it is shown how these roles interact in shaping a policy. Specific land use tools are outlined and the author discusses the reasons why, in his opinion, it will be very difficult for Indiana to implement any true form of statewide land use policy. / Department of Urban Planning

The purpose of this creative project is to provide a skeletal specimen collection of indigenous Indiana fauna, for archaeological and anthropological research and comparative analysis.The results of this project will provide visual and tactile teaching aids in physical anthropology, archaeology, and biology courses. The comparison of said material will provide a concise mode of analysis and identification of archaeological material found in the field.

This study investigates the status and habitat characteristics of the Cooper's Hawk (Accipiter cooperi), the Red-shouldered Hawk (Buteo lineatus), the Broadwinged Hawk (Buteo platvpterus), and the Red-tailed Hawk (Buteo 'amaicensis) in East-central Indiana to provide information useful for the conservation of these species. Surveys of hawks were conducted using taped Great-horned Owl broadcasts at 350 points between April and July, 1995 and 1996. The relative abundance was estimated using the proportion of area occupied technique. Estimates of the proportion of area occupied by each species ranged from 4% to 34%. Red-tailed Hawks were estimated to occupy 34% of the area surveyed. Estimates of the area occupied by Cooper's Hawks was 8% and by Red-shouldered Hawks was 4%. Broad-winged Hawks only occupied two points, therefore no estimate of the area occupied was determined. Macro-habitat characteristics were quantified for each species within a 0.8-km radius of the center of each occupied area and were compared with randomly selected unoccupied areas. Large forested areas with less human development were most preferred by Red-shouldered and Broad-winged Hawks. Cooper's hawks and Red-tailed hawks were found in a wide variety of habitat types. / Department of Biology

There is no abstract available for this dissertation.

The purposes of the study were to (1) demonstrate that due to the increased demand for vocational education on the secondary level, the high school principal must take a more active role in vocational education, and (2) determine what knowledge or information the vocational directors of Indiana believed the principals should have in order to provide a stronger vocational delivery system.Vocational education students represent thirty percent of the total high school population in Indiana. Enrollment of secondary school students in Indiana vocational education programs have increased steadily since 1967, with an increase of ninety-eight percent. With thirty percent of high school students involved in vocational education, the secondary school administrator must take a more active role in the administration of vocational education. The secondary school administrator needs to provide for a smooth transition from the high school environment to the vocational centers.FindingsThe following selected findings were based upon the data of the study:1. The major emphasis of vocational education in Indiana is concentrated on an area center level.2. The findings indicated 90.4 percent of the vocational directors and 87.6 percent of the high school principals surveyed did graduate work leading to a vocational director's license and secondary administrator's license in Indiana.3. The average number of graduate classes in educational administration and supervision completed by the vocational directors was 2.9.4. The average number of graduate classes completed by high school principals concerning vocational education was .06, less than one class.5. The vocational directors believed that the high school principals should be more knowledgeable about vocational education than the high school principals perceptions indicated by the principals.ConclusionsThe following conclusions were based upon the findings and data of the study:1. High school principals did not have the knowledge, concerning vocational education, that was believed necessary for the principals to have in order to strengthen the vocational delivery system.2. Cooperation and communication between the high school principals and vocational directors was viewed as weak and ineffective.3. High school principals are not being prepared to meet the vocational needs of high school students.4. There is evidence of limited or no communication between the State Board of Vocational and Technical Education, the Division of Vocational Education and the high school principals.5. High school principals have limited opportunities to contribute in planning and implementation of vocational education at the area vocational centers and state administration level.6. State teacher certification patterns do not include vocational education in the requirements for the secondary school administration and supervision license.

The purpose of the present study was to determine the effects of various incentives on the reading motivation of fourth-grade students. The students involved in the study attended an elementary school in a mid-size town in the South. Results were based on the participation of 28 students in the control group, 27 students in the treatment group who received books as incentives, and 36 students in the treatment group who received non-reading related rewards as incentives.Each student's level of reading motivation was measured at the beginning and the end of the study using the Reading Survey portion of the Motivation to Read Profile (Gambrell, Palmer, Codling, & Mazzoni, 1996) which was completed by each student and the Parent Survey which was completed by the guardian of each student participating in the study. Sixteen students were selected to participate in the Conversational Interview portion of the Motivation to Read Profile based on reading and motivation levels (Gambrell, et al., 1996). The Conversational Interview occurred at the beginning and end of the study. Six students from the treatment group who received non-reading related rewards as incentives were interviewed, while five students from the control group and the treatment group who received books as incentives were interviewed. The teachers of these two groups did not identify any students for the Unmotivated, Above- Grade Level category. Book logs were also used in the study to measure the students' motivation to read based on the number of books read. For the duration of the nineteen-week study, the students in each treatment group read books and received incentives, while the students in the control group read books and did not receive incentives.The findings of the study were:1. There was no significant difference in reading motivation between students who participated in Accelerated Reader with non-reading related rewards as incentives and students who participated in Accelerated Reader with no incentives.2. There was no significant difference in reading motivation between students who participated in Accelerated Reader with books as incentives and students who participated in Accelerated Reader with no incentives.3. There was no significant difference in reading motivation between students who participated in Accelerated Reader with books as incentives and students who participated in Accelerated Reader with non-reading related rewards as incentives.4. There was no significant difference in reading motivation within the treatment group that participated in Accelerated Reader with non-reading related rewards as incentives.5. There was no significant difference in reading motivation within the treatment group that participated in Accelerated Reader with books as incentives.6. There was no significant difference in reading motivation within the control group.7. Factors that influence children's interest in books include choice,characteristics of books, personal interests, and knowledge gained from the books.8. Sources that expose children to books consist of family, teachers, and the school library.9. Sources of motivation include family, teachers, the children themselves, and peers.10. Actions that motivate children to read include giving children books, reading to children, and sharing books with children. / Department of Elementary Education

The purpose of this study was to examine the graduation rates of secondary schools in Indiana in 1989-90 and to compare those graduation rates to those of 199798, to see if those schools that adopted block scheduling had experienced a difference in graduation rates either positively or negatively. A comparison was also made of graduation rates between schools adopting block scheduling for at least three years and traditional schools during this same time period. Further examination was made to determine if any specific type of block schedule had improved graduation rates. The size school was also a consideration as to the affect of block scheduling on graduation rates. The study also sought to determine if block scheduling had an impact on attendance rates, discipline incidents, pupil teacher ratio, or full time teacher equivalency, all factors aligned to reasons why students drop out of school.The population for this study consisted of 251 Indiana public secondary schools, 203 schools which maintained a traditional schedule and 48 schools identified by the Indiana Department of Education to have adopted block scheduling prior to or including 1995-96, 1996-97, 1997-98. Nine research questions accompanied by Null Hypotheses for each were determined and tested. All data collection were from the Indiana Department of Education through reports compiled and generated from information submitted annually by all public schools in Indiana. / Department of Educational Leadership

Responses of employees completing a career counseling program (n = 95) were collected to answer research questions about participant expectations and outcomes of the counseling program. The career counseling program was provided to management and non-management employees throughout the state of Indiana by an Indiana based communication company. During the first year, 202 employees completed the career counseling program. These employees were mailed a 19 item, researcher developed, survey instrument. The reported data were collected from 95 surveys (47%) that were returned.The purpose of the career counseling program was to assist current employees of the organization in establishing career and educational goals to better cope with a changing work environment. Research questions studied were (1) In what ways did the career counseling program help shape the career plans and goals of the participating employees, (2) In what ways were employees who completed career counseling making observable progress toward exploring and implementing career goals, (3) In what ways did career counseling successfully meet the initial counseling objectives of the participants, and (4) In what ways did the career counseling program meet the original expectations of the sponsoring organization.Response data indicated that meeting with trained career counselors and reviewing a LIFEPLAN career assessment instrument ranked as the top two activities helping to shape career plans and goals of program participants. Observable progress toward established goals was reported by 95% of the counseling participants enrolling in some type of educational program after completing the counseling program. Successful accomplishment of initial counseling objectives of the participants was reported by 73% of the counseling participants. They reported increased confidence in their career decisions and in their actions as a result of participating in the counseling program.Evidence from the data indicated that an individual meeting with a trained career counselor was the most often reported counseling activity assisting employees to better understand their career and educational goals. Data also indicated the career counseling program was meeting many of the initial counseling expectations reported by participating employees.Questions to be reviewed in future career counseling programs for employees are also presented. / Department of Educational Leadership