This thesis explores the relationship between crime, transportation network connectivity, and engineered facilities built to increase walkability through a case study of twenty-five sites within the city of Spokane, Washington. Using data spanning between 2008 and 2010, the author developed a GIS model representing conditions of the built environment, social and economic demographics, and crime rates within the randomly chosen sites. A partial F-test revealed little to no evidence that the transportation network connectivity affected crime rates within the study sites. Using permutation tests, the author found that specific pedestrian facility infrastructure correlated to higher crime rates as defined for the specific study sites. In all, this research provided patterns between crime rates and transportation networks which may be further explored in future research. / Graduation date: 2012

Batch microcosm studies were carried out to screen for microorganisms from the subsurface of Hanford DOE site that could cometabolically transform chloroform (CF) under aerobic conditions. The potential need for CF bioremediation at the Hanford site has resulted from the large release of carbon tetrachloride (CT) to the subsurface, of which a fraction anaerobically transformed to CF. Potential cometabolic substrates were screened for their ability to promote aerobic cometabolism of CF. The potential cometabolic substrates tested were isoprene, propene, octane, ammonia, methane, propane, and butane. Microcosms were constructed with 125 ml batch serum bottles filled with 25 g of aquifer solids, 50 ml of synthetic groundwater, and 60 ml of headspace air. Consumption of methane, butane, propane, and propene was slow, while the consumption of ammonia was very slow. Microorganisms stimulated on propene and octane showed no ability to transform CF. Limited CF was transformed in microcosms stimulated on ammonia and methane. Over 90% transformation of CF was observed in microcosms stimulated on either butane or propane during the initial incubation. Successive addition studies with methane, propane, and butane microcosms were conducted, because these substrates showed the most potential for driving CF cometabolism. The studies indicated that the most effective CF transformation was achieved by butane-utilizers. CF transformation was correlated with the consumption of the primary substrate. Propane- and butane-utilizers grown in the absence of CF showed transformation yields 3 times greater than those grown in the presence of CF. In butane fed microcosms, CF transformation was linked with butane and oxygen consumption, indicating that an oxygenase enzyme of the butane-utilizers was likely responsible for CF transformation. The butane-utilizers showed no ability to transform CT, which also suggests the possibility of CF transformation by an oxygenase enzyme. In butane microcosms, complete transformation of 55 pg of CF (1200 ��g/L of CF in aqueous solution) was observed. The maximum transformation yield of 0.03 g CF transformed/g substrates consumed was achieved by the butane-utilizers. A stoichiometric amount of chloride was released to solution from CF during CF transformation, indicating that complete dehalogenation of CF was achieved by butane-utilizers. In our knowledge, these were the first observations, demonstrating butane as a cometabolic substrate for CF transformation. / Graduation date: 1997

The purpose of this study was to describe and record the experiences of people of color in a community leadership development program. Selected people of color were asked to describe their experiences as participants in the American Leadership program in Tacoma-Pierce County in the State of Washington. The American Leadership Forum (ALF) is a national leadership development program that is dedicated to joining and strengthening established leaders in order to serve the public good. ALF has 13 chapters throughout the United States, one of which is in Tacoma-Pierce County. Ten graduates of the year-long program were participants in the study, all of whom resided, at the time of the study, in that local community. The participants shared stories of their common experiences. These stories were compared to reveal the similarities and differences among them. While their personal backgrounds, familiarity with leadership theory, and careers revealed considerable differences, common themes emerged from the interview data. The research identified the following themes of their perceptions of the ALF participation: networking, relationships, community commitment, leadership development, personal transformation, family, connectedness over time, diversity, and community impact. The emergent themes reflect the positive perceptions of the participants' experiences, as well as their disappointments and concerns. They also represent the attitudes and opinions that were most deeply impacted by the ALF experience, as evidenced by their stories. The findings suggest community leadership development programs have the ability to: 1) Enhance professional networks and encourage relationship building 2) Empower leaders by developing their leadership capacity 3) Develop the image of a positive, centered self as a significant part of effective leadership. The findings also suggest considerations for the planning of leadership development programs that include: 1) Time for reflection and sharing 2) Relationship building among the participants of color 3) Balancing competing needs for time (i.e., work, involvement in the community, and meeting family obligations) 4) A mentor component 5) A learning environment that acknowledges and draws upon the diverse wealth of knowledge and experiences brought by the participants 6) Time for meaningful dialogue on ethnic and racial diversity. Recommendations for further research on leadership development and ethnic and racial leadership are included. They include intensive studies in leadership development, leadership development programs, and promoting and sustaining diverse communities. / Graduation date: 2004

Thesis (Ph. D.)--Washington State University, December 2008. / Title from PDF title page (viewed on Dec. 24, 2008). "Department of History." Includes bibliographical references.

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

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.

Graduation date: 2006

This study was designed to investigate a phenomenon, retention of Hispanic adult second language learners in Washington State's community colleges, from a qualitative paradigm and phenomenological approach. The focus of this study was to capture eight foreign-born Hispanic ESL non-continuators' voices and experiences, in their native language of Spanish, who dropped out of Washington State's community colleges and unveil the phenomenon behind the factors leading to their retention barriers. The following questions guided the research: (1) What are the retention barriers of Hispanic English as a Second Language population in Washington State Community Colleges? (2) What is the profile of the foreign-born Hispanic ESL learner in Washington State's Community Colleges? (3) Why do Hispanic ESL participants drop out? (4) What services are needed and provided to increase retention patterns of Hispanic ESL learners? (5) What services could make a difference in retention of Hispanic's English as a Second Language participants? A qualitative methodology and phenomenological approach of in-depth interviews was the research paradigm utilized for data collection. Participants were recruited from a survey implemented at various community colleges' and communitybased organizations' ESL programs in Washington State. Criteria for inclusion as a potential participant in this research required adult participants to be: (1) foreign-born Hispanic, (2) a resident of Washington state, (3) in the age range of eighteen to thirty years of age, (4) a prior drop out student from one of Washington State's community colleges adult basic education ESL programs, and (5) a volunteer to participate in the study. This study unveiled factors that caused retention barriers for eight foreign-born Hispanic ESL adult learners that dropped out of Washington State's community colleges Adult Basic Education ESL programs. In many Adult Basic Education ESL programs in Washington State, foreign-born Hispanic adults are largely voluntary candidates, and the role of student is just one of the countless roles competing for their time and attention. From the eight foreign-born Hispanic non-continuators' voices and experiences, the findings indicate that retention is a complex phenomenon involving various institutional, situational, and dispositional factors. This study's findings also unveiled structural issues for the eight foreign-born Hispanic participants, creating systemic structural barriers to their socioeconomic and education development in the United States. This means no one factor could provide an explanation for the retention phenomenon. The eight foreign-born Hispanic adult non-continuators' situational and dispositional factors overwhelmed their zeal for ESL instruction, ESL level completion, and/or ESL program completion. The interview question guide unveiled reasons often voiced as the causes for non-continuation: (1) family struggles and hardships, (2) lack of childcare, healthcare, and transportation, and (3) long work hours. At the same time, the eight foreign-born Hispanics adult non-continuators had pragmatic reasons for engaging in ESL, and felt that the programs would provide meaningful contextual learning for immediate or long-term goals for the home, workplace, or community. / Graduation date:2005

The ex-vessel coho salmon market has been paid scant attention in the study of the salmon resources. This study is an attempt to advance an understanding of the variations of ex-vessel prices and landings during the coho season as well as between the various coastal ports where the fish is landed. This study presents an empirical analysis of the ex-vessel port markets for coho salmon in Oregon and Washington. The objectives of the study are to investigate the variation in landings and prices during the fishing season and to compare those differences between ports for both states. This study focuses on the determination of the ex-vessel price mechanism and the decision behavior of coho fishermen in their choice of ports to land the catch. An economic model of each port is developed to explain the buying behavior of processors and the selling behavior of fishermen. Each port is treated as a distinctive market subject to external changes in the abundance of coho, the conditions of the wholesale markets, and the responsiveness of fishermen to prices in other ports. Several econometric models are constructed to determine the distinctive characteristics of the Oregon and Washington ex-vessel port markets. The demand and supply at the different ports are estimated by applying regression analysis to 32 different sets of data. These data include a single year (1976) of transaction records for the twelve Oregon ports, and four years (1973-1976) of landings records for the five Washington coastal ports. Three different models are used; a simultaneous equations model, a recursive model, and a single equation model. The major findings in the study are as follows: the ex-vessel demand in most Oregon or Washington ports is highly elastic, which suggests that changes in seasonal landings at a port do not have any significant impact on the ex-vessel price. While fishermen and other industry observers have noted differences in seasonal ex-vessel price between ports, such differences do not appear to exist. Average seasonal price differences between ports do not vary when appropriate weights are applied to the average price calculations. The size (in pounds) of the coho salmon plays a major role in the determination of the intraseasonal ex-vessel demand at all ports. Estimations performed without accounting for this variation fail to adequately explain ex-vessel price variation. Another variable found to be a key factor in the explanation of ex-vessel prices is the wholesale price. This factor and the size variable accounted for most of the variation in ex-vessel port prices. Even though the seasonal prices between ports are similar, the intraseasonal variation in port price is partly the result of competition for the fisherman's catch of coho. When two ports are located in such a way that fishermen may easily land at either one, fishermen appear to land at the port where price is greater. Ports such as La Push and Neah Bay in Washington, and Bandon and Winchester Bay in Oregon are the ports found to be alternative ports for the fishermen catching coho in those areas. Coastal ex-vessel prices do not appear to be established as a result of equilibrium conditions at any particular port. Rather, ex-vessel price and market clearing quantities are determined in the aggregate. Each port's buyers will establish port price based on the current aggregate equilibrium condition. The aggregate coastal demand for coho at the ex-vessel level was estimated for the 1976 season and found to be highly price elastic. Given that aggregate supplies are augmentable, increases in coastal landings will increase total returns to the ex-vessel fishery. One additional finding suggests that the number of buyers in most ports does not play a significant role in the determination of intraseasonal variation of port ex-vessel prices. / Graduation date: 1979