Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 311-320).

Thesis (M.S.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains xi, 110 p. : ill. (some col.), maps (some col.). Vita. Includes abstract. Includes bibliographical references (p. 71-78).

The purpose of this study was to evaluate whether consumer orientation (active/passive) and psychological involvement (attitude, opinion, belief, and behavioral intention) affect satisfaction when dining in an ethnic restaurant. The sample represented 232 consumers who dined in participating Washington D.C. metropolitan area ethnic restaurants. Information was obtained by asking consumers to answer a four part, 86 item questionnaire. Correlation analysis revealed that opinion (r = 0.17, P < 0.04), belief (r = 0.28, P < 0.01), and behavioral intentions (r = 0.19, P < 0.02) of the active consumer significantly affect satisfaction. Whereas, for the passive consumer no significant effect was found. Results of the stepwise regression analysis revealed that consumer psychological involvement and restaurant attributes affect satisfaction with service (R² = 0.57, p<0.05), satisfaction with lunch (R² = 0.8, p<0.05), satisfaction with dinner (R² = 0.33, p<0.05), and satisfaction with the overall dining experience (R² = 0.39, p<0.0l). Further, it was found that consumers' future visitations, within the next few weeks, were affected by consumer's psychological involvement (R² = 0.53, p<0.0l). Restaurant attributes (speed of service; employee courtesy; and food quality and prices) affected overall satisfaction in dining (R² = 0.4, p<0.0l), but it weakly affected future visitations (R² = 0.04, p<0.04, negative Mallows' Coefficient). The findings of this study contribute not only to consumer self-concept theory and satisfaction theory but also have practical implications to the ethnic restaurant industry. / Ph. D.

"Having being fixed on paper or retained in the memory music exists already, prior to its actual performance differing in that respect from all the other arts. The musical entity thus presents the remarkable singularity of existing successively and distinctly in two forms separated from each other by the hiatus of silence. This peculiar nature of music determines its very life as well as it's repercussions in the social world for it presupposes two kinds of musicians: the creator and the performer." Igor Stravinsky This thesis is an investigation of how architecture becomes the threshold manifesting that hiatus of silence; preparing the spectator; preparing, reinforcing and introducing the spectacle, only to be completed by the final act, that of the performer. It is that in between through which one passes in anticipation and preparation. The form in which the creative phenomenon exists then becomes the prologue of the performance. / Master of Architecture

Typescript (photocopy). / Digitized by Kansas State University Libraries

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Call number: LD2668 .T4 1950 L65 / Master of Science

Bringing Daylight with Them: American Writers and Civil War Washington explores the capital during wartime, a city remade by the thousands of new residents and visitors searching for government jobs, for their loved ones in the city's numerous military hospitals, or for a place to escape the bonds of Southern slavery. Among those who made their new homes in the city were writers - poets, novelists, journalists, editors - who then wrote about their experiences and their new city in ways that helped readers see for themselves what Washington was like during the Civil War. This project examines three of those writers - Elizabeth Keckley, Lois Bryan Adams, and Walt Whitman - who produced drastically different takes on the capital and their places in it. For Keckley, a former slave turned dressmaker to Washington's most fashionable women, including Mary Todd Lincoln, the capital was a labyrinth of power and influence. Learning to navigate it was vital to her status as a business woman in the growing free Black community. Adams, a Michigan poet and journalist, was a correspondent for a Detroit newspaper and a clerk in the Department of Agriculture. Her weekly "Letter from Washington" captured the movement and flow of a city made riotous, while coming to terms with the sacrifices of war and questioning a government's responsibility to its citizens during wartime. While so many writers represented Washington as a temporary space for themselves, as it was for so many who found themselves in the capital during the Civil War, Whitman lived there for nearly a decade, experiencing both the rush of war and what came after. Through a study of his poetry and prose, Washington emerges as not just the government seat but ultimately as a place of personal and professional fulfillment. Bringing Daylight with Them reads both the texts of wartime Washington and the city itself to understand how writers built the capital in the public's imagination.

In an environment of systemic educational reform, which emphasizes the alignment of curriculum standards, instructional practices, and assessments, an important question arises: What are the factors which influence teachers to change their classroom practice in response to standards-based reforms ? My study examined the initial legislative model, Washington Education Reform Act HB1209 (1993), and tested other factors that led to changes in classroom practice in three middle schools which are currently implementing HB1209. The case studies included multiple sources of evidence (administrator and teacher interviews, surveys, classroom observations, focus groups, and documents). The data were analyzed for each school individually and across all three schools to clarify the connection between standards-based reform policy, teachers' learning, and changes in classroom practice. The study examined the influence of six teacher factors and four school level factors on familiarity with the reform policy, involvement in educational reform, and changes in classroom. Teacher factors were: (a) present teaching experience; (b) previous teaching experience; (c) pedagogical knowledge needed to implement the reform; (d) involvement in educational reform; (e) sense of empowerment; and (f) self-efficacy. School level factors were: (a) previous educational policies; (b) participation in a collaborative learning group; (c) building level and district administrative expectations and support; and (d) organizational features that enhance time for teachers to learn and collaborate. Both teacher and school level factors were related to familiarity with the policy, involvement in reform, and changes in classroom practice. Teacher factors (involvement in reform, empowerment) predicted more of the variance in familiarity with HB1209 than did school level factors (collegial teams, school reform plan). Contrary to my original hypothesis, knowledge of the reform policy itself was the largest single predictor of involvement in educational reform and of changes in classroom practice. However, while knowledge of the policy was necessary, it was not a sufficient predictor. Teacher factors (staff empowerment, pedagogical knowledge) predicted more of the involvement in reform than did school level factors (time for planning and curriculum development, school reform plan). Teacher factors (involvement in reform) and school level factors (workshops, conversations about practice) were equally predictive of changes in classroom practice.

The major focus of this study was the identification of factors that motivate teachers to participate in professional growth and development activities. Although teachers may be motivated to participate in staff development for different reasons, it was hypothesized that common factors forming an identifiable incentive profile could be found. Within the focus of the study, three primary questions were asked: (a) What are the needs, incentives or motivators that influence teachers to further their professional development? (b) What are the relative strengths of the various needs, incentives or motivators? and (c) How do the incentive structures of teachers differ based on a set of demographic variables and attributes? Answers to Question (1) were formulated in the process of conducting a literature review of staff development, general motivation theory and teacher motivation theory, and while developing the research instruments used in the study. Questions (2) and (3) were answered by analyzing the results of the research instruments after they were administered in survey format to study respondents. The study instruments (Work Motivation Profile and Staff Development Motivation Profile) utilized the technique of paired comparisons. Respondents were asked to weight two statements that corresponded to levels of Maslow's (1954) and Herzberg's (1959) five-tiered motivation constructs. The analysis unit examined in the research study consisted of all teachers, kindergarten through twelfth grade, in the state of Washington during the time period 1986-1987. A systematic sample of 2000 was drawn from the approximately 39,500 teachers in the state. Of the 2,000 surveys mailed to teachers, 770 were usable for the study. There were four major findings from the study: (a) The strongest need that prompted teachers in this sample to participate in professional growth and development activities was the intrinsic motivation of Self-Actualization. The second greatest source of motivation was Social needs; (b) Basic, Status, or Security needs were secondary motivators; (c) Years of experience, major work assignment, size of school district and proportion of household income attributable to school district salary had significant, though weak, effects on the need structures of teachers; (d) Despite subtle differences, the basic teacher profile remained constant: the five needs motivating teachers to participate in professional growth and development, in descending order of strength, were Self-Actualization Needs, Social Needs, Basic Needs, Status Needs, and Security Needs.