This study concerned standardization and refinement of an instrument to measure assertiveness in adolescents, and use of that instrument to compare alternative-school students with each other and with students in a traditional school. Most instruments measuring assertiveness are normed on white adult populations. Of the few designed for adolescents, only the Adolescent Assertiveness Discrimination Test provides a tripartite breakdown of subject responses into aggressive, passive, and assertive responses. The test is unpublished and is in the process of standardization and refinement. Multiple linear regression procedures were used to test the three hypotheses. Each hypothesis was tested four times on different groups (alternative versus traditional school students; dropouts versus disciplinary referrals) and on different instruments (AADT; A Scale). Hypothesis 1, which stated that demographic variables, and their interactions with school group, were related to assertiveness, was not supported. Hypothesis 2, which stated that the demographic variables were related to assertiveness, was not supported. Investigations into which of the demographic variables singly contributed to assertiveness showed that gender was significant. Females scored higher on the AADT and males scored higher on the A Scale. Hypothesis 3, which stated that school group was related to assertiveness, was supported on all comparisons except between …

Between 1784 and I8l6, all four Barbary nations had captured and enslaved Americans. Generally the pirates treated the imprisoned Americans harshly, but the aid the United States forwarded to them alleviated much of their suffering. During this period the prisoner issue played an important role in formulating American foreign policy in the Mediterranean because of America's keen commercial interest in that region and its benevolent attitude toward its own citizens. In return, those captive Americans in North Africa supplied their government with valuable intelligence, and, after liberation, some continued to serve their country in the Mediterranean area.

The problem of this study was to determine the perceived needs of selected Texas public school administrators in the areas of competence addressed in the PEEL (Performance Evaluation of the Educational Leader) definition of administrative competence. The conclusions included the following: 1. Between levels of administrative activity, differences were indicated in the high indexes of perceived need on the competency statements between the superintendency-level staff members (superintendent and his advisory staff who hold "line" positions) and the building-level administrators (elementary principals, junior high principals, and senior high principals). 2. Superintendency-level staff members tend to exhibit higher perceived needs on the competency statements relating to instruction and student-oriented responsibilities than do building-level administrators. 3. The size of a school district in which an administrator is employed, the number of years that an administrator has in educational administration, and the highest degree earned by an administrator cause no significant differences to appear in the manner in which an administrator assesses his perceived need on a particular competency statement.

The purpose of this study is to analyze the interaction of (1) the secondary school teacher's knowledge concerning both the problem of adolescent suicide and the potential for teacher intervention and (2) selected demographic variables on the dependent variables of the teacher's attitudes concerning both the problem of adolescent suicide and the potential for teacher intervention in order to develop a data base upon which to examine the prospects for realizing the intervention potential of secondary school teachers in the area of adolescent suicide. Findings indicate that there are significant differences in knowledge concerning the problem of adolescent suicide and the potential for teacher intervention as a function of particular demographics. Similarly, there are significant differences in attitude toward the problem of adolescent suicide and the potential for teacher intervention as a function of particular demographics. Findings further reveal that level of knowledge appears to be a significant contributing factor in the secondary school teacher's attitude as a function of selected demographics. Secondary school teachers appear to possess a low level of knowledge concerning both the problem of adolescent suicide and the potential for teacher intervention, and they exhibit a range of predominantly negative attitudes toward the problem of adolescent …

A double-blind comparison was conducted using typical doses of soporific agents from three drug classes and a placebo. Drugs which were used in the study included secobarbital, flurazepam hydrochloride, and thioridazine. Subjects were 40 outpatient volunteers whose primary complaint was difficulty in falling to sleep. Subjects were randomly assigned to one of the three drug groups or the placebo group. One of the drugs or the placebo was administered to each subject for 3 nights. Half of the subjects in each of the four groups were told the drug had caused any observed changes in their sleep behavior and were in this way led to attribute any changed sleep behavior externally to the drug. The other half were told the drugs were not typically used to treat insomnia and changes in their sleep were due to changes made in their own behavior, thus attributing any changes in sleep behavior internally. The implication for clinicians was that a short course of drug therapy using a placebo or one of several soporific drugs might be used equally effectively to treat primary latency insomnia. Additionally, the results demonstrated that clinicians might expect the effectiveness of treatment to be maintained following treatment. Recommendations included …

The purpose of this study is to compare the drug abusing adolescent, along with his family, with a non-drug abusing adolescent and his family by (l) a comparison of the adolescents on measures of self esteem and perceived parental behavior, (2) a comparison of the parents of drug abusing adolescents with the parents of non-drug abusing adolescents on child-rearing attitudes and on distortion in perceived parental behavior, and (3) an identification of the salient factors contributing to the prediction of drug-using behavior in adolescents. The adolescent's self esteem, his perception of parental behavior, the ability of the parents to predict the child's parental perceptions, and the professed parental attitudes toward confidence and responsibility in child-rearing, all combine to suggest a set of factors differentiating the drug abusing adolescent from the non-drug abusing adolescent.

The purpose of the study was to develop and evaluate a series of video-tape lessons to supplement the traditional lecture-discussion method of teaching a college course in advanced music theory. The specific problems investigated were: 1) to evaluate the effect of video-tape material on achievement in an advanced music theory course. 2) To assess the effect of the video-tape materials on the achievement in harmony, keyboard, sight singing, and ear training for students who had differential learning ability levels. 3) To assess the attitudes toward music theory and the use of the supplemental lessons. 4) To assess attitudes toward music theory and the use of the supplemental lessons and achievement for all students involved in the study. Analysis of co-variance, simple analysis of variance, t tests, and Pearson correlations produced statistical results that led to the following conclusions: 1) Students who used the video-tape supplemental lessons did not score higher on achievement tests in harmony, keyboard, sight singing, and ear training than the students who did not use those lessons. 2) Students who used the video-tape lessons had greater variance among the ability levels on the achievement tests; and for those using the lessons, students in the low beginning-ability level …

The problem with which this study is concerned is that of determining and analyzing the problems of human resources created in Iran. These problems are rooted deeply and stream from Iranian history, culture, and social environment. The main purposes of this study are three. The first is to determine and analyze problems of human resources created in Iran, including social environment, education, and employment. The second is to study and evaluate the manpower policy of Iranian economic development. The third is to apply human resource development in planning, educating, training, and developing the human resources required for the economic development of Iran. Based on the reports and recommendations of the three research groups, a detailed plan and strategies are written to develop Iran's human resources.

The purpose of this study is to develop a set of behavioral objectives for the Second Year Chemistry Course in Kuwait Secondary Schools. This set of behavioral objectives will help school teachers to choose their activities, teaching methods, questions, and evaluation procedures; it will be useful in the preparation and use of behavioral objectives in their other courses. As a conclusion, the Chemical Education Material Study (CHEMS) appears more beneficial than the traditional chemistry course by its effect on student achievement and the stimulation of the cognitive abilities such as application and analysis processes. The present Kuwaiti chemistry course appears more organized than previous courses and the movement is toward the modern approach. Use of behavioral objectives appears more effective than the use of general objectives (or no objectives) in the area of students' achievements and attitudes, in the area of course content, and organization of complex cognitive processes. Recommendations for improvement of the Kuwaiti chemistry course and for further studies on behavioral objectives are listed.

The study has a twofold purpose. The first is to compare the priority order of the seven fundamental areas of skill among the three sample groups, The second is to compare the differences between actual and ideal teacher performance in the seven fundamental skill areas. The conclusions are generalizable only to the population of Texas teacher educators, members of the Texas Science Supervisors Association and members of the Science Teachers Association of Texas, All of the groups had basic agreement as to the priority order of the science teacher competencies being demonstrated by teachers, The profession's success in educating teachers in the content areas is reflected by the priority of the rankings. The position of the science supervisors' ratings of teacher performance between teachers and teacher educators indicated that supervisors have the most accurate view of teacher performance, The least discrepancy among groups occurred in the ideal rating of teacher performance, indicating general agreement as to the level at which teachers should be demonstrating skills, The greatest discrepancy occurred in the identification of actual level of teacher performance.

The purposes of this study were (1) to determine if 4th grade students improve in computation efficiency being taught Chisanbop; (2) to determine if 4th grade students show an increase in application skill efficiency being taught Chisanbop; (3) to determine if 4th grade students show an increase in concept skill efficiency being taught Chisanbop; (4) to determine if 4th grade students show an increase in problem solving skill efficiency being taught Chisanbop; and (5) to determine if 4th grade students show an increase in composite skill efficiency being taught Chisanbop. The conclusions drawn from the findings of this study were that Chisanbop instruction assisted students in the experimental group in scoring significantly higher than students in the control group in application skill efficiency, concept skill efficiency, problem solving skill efficiency, and composite skill efficiency. Other indications are that Chisanbop instruction did not significantly affect students in the experimental group in regard to computational skills. In regard to the composite skills of the students in the upper one-third and the lower one-third of the experimental group, there were no statistically significant differences from their counterparts in the control group. In light of these findings, it is recommended that school districts utilize …

The problem this investigation considered was the effect of student evaluation feedback upon subsequent classroom behavior and attitudes of university faculty. The results of analysis of the data revealed that neither the amount of feedback, nor the time of semester the feedback was given produced any significant change in the teachers' self-evaluation. The discrepancies between students' evaluations and teacher's self-evaluation which were present also had no effect upon the teacher attitudes or classroom behaviors. Other variables that were without effect upon the teacher attitudes were number of years of teaching experience of the teacher, elective versus required course offerings, level of course, and academic department. These results refute much of the findings in current literature concerning the effects of various external consequences upon the attitudes of both teachers and students. However, the associated procedural difficulties require further explanation of the results. A possible explanation for the lack of significant results is detailed in the conclusion section. The reasons include procedural difficulties associated with external considerations which could not be controlled through experimentation; however, these processes have a large effect upon the final results.

The purpose of this study was to determine if the addition of music and sound effects to recorded stories increased the comprehension and retention of information for fourth grade students. The data were analyzed by a two-factor analysis of variance, with repeated measures for both comprehension and retention tests, for the total population. Each reading level group was analyzed separately by an analysis of variance. Of eight hypotheses tested, six showed a significant difference. The conclusions drawn from this study indicated that the addition of music and sound effects 1) Increases the listening comprehension and retention of fourth grade students; 2) Is more effective for retention for students with a high reading level; and 3) Is more effective for initial listening comprehension for students with low reading level but the effect is not significant for retention.

The problem of this study was to examine the effect of reading preference on reading comprehension of low socioeconomic high school students. Subjects were 61 participants in the Upward Bound program at a major southwestern university; they represented urban high schools with high proportions of students of low socioeconomic status. Subjects completed cloze procedure reading passages in four categories: high preference independent level, high preference frustration level, non-expressed preference independent level, and non-expressed preference frustration level. From the results gathered, it was recommended (1) that reading ability assessments include measuring performance with high preference materials, (2) that instructional personnel ascertain and utilize student preferences as foundations for reading instruction, (3) that reading material not be withheld from students on the basis of difficulty, (4) that high preference reading materials be used in reading instruction by secondary reading and content area teachers, and (5) that school patrons be made aware of the value of free preference reading in reading skill development.

The purposes of this study were (1) to determine the immediate effects, if any, on marital adjustment of a marital enrichment program entitled Marital Skills Training. Program (MSTP); (2) to determine the residual effects, if any, on marital adjustment after MSTP had been terminated; and (3) to determine the differences, if any, in the effect on marital adjustment of an on-going group and extended session group using MSTP. Measures of marital communication and marital adjustment served as the dependent variables while the MSTP training served as the independent variable. Instruments used for data collection were the Marital Adjustment Test (Short Form), the Primary Communication Inventory, and the Semantic Differential. The study concluded that teaching marital communication skills in a conjoint couples' group in an on-going setting is an effective way to increase marital adjustment. However, the passage of time appears to be a necessary factor in integrating MSTP into behaviors which affect marital adjustment since the significant increase did not appear until five weeks following training and was found to exist only in the On-going training group.

The problem of this study concerns the effects of a parent group counseling procedure and an individual consultation procedure upon (1) the attitude of the parents, (2) the school-related behavior of the children, (3) the academic grades of the children, (4) the peer relations of the children, and (5) self-concept of the children. The results of this investigation indicated no significant differences in procedures for affecting behavior changes on the variables examined. Generally, parent group counseling appeared to generate more pervasive changes affecting multiple behaviors in their children than individual consultation with the parents.

This dissertation demonstrates that the optimal account of English phonology denies phonemic status to oral glides. That is, it shows that all instances of phonetic [y] and [w] are predictable by rule. These occurrences include the following: formative initial glides, such as those in yet and wet; post-consonant, pre-vocalic [w] in such forms as quit, guava, and white and post-consonant, pre-vocalic [y] in such forms as cute, few, million, onion, and champion; the [y] following the tense vowels in bite, beet, bate, and boy and the [w] following the tense vowels in bout, boot, boat, cute, and few; and, finally, the post-vocalic centering glide [h] in spa, cloth, beer [bihr], and bear. The new proposals, described and justified in Chapter III, have the effect of eliminating the glides [y] and [w] from the inventory of underlying phonemes of English. From this flows what is perhaps more significant: they render the feature [Syllabic] completely redundant in the lexical representations of English formatives.

This dissertation describes the effect that the construction of frequency tables has on basic statistics computed from those frequency tables. It is directly applicable only to normally distributed data summarized by Sturges' Rule. The purpose of this research was to identify factors tending to bias sample statistics when data are summarized, and thus to allow researchers to avoid such bias. The methodology employed was a large scale simulation where 1000 replications of samples of size n = 2 ᵏ⁻¹ for 2 to 12 were drawn from a normally distributed population with a mean of zero and a standard deviation of one. A FORTRAN IV source listing is included. The report concludes that researchers should avoid the use of statistics computed from frequency tables in cases where raw data are available. Where the use of such statistics is unavoidable, the researchers can eliminate their bias by the use of empirical correction factors provided in the paper. Further research is suggested to determine the effect of summarization of data drawn from various non-normal distributions.

This study investigated the effects of a short-term in-service training program for rehabilitation practitioners. Specifically, cognitive, attitudinal, and behavioral changes were measured. Also examined with respect to the observed changes were the effects of age, sex, education and other variables. Significant information gain was made by the participants of the training program in comparison with the control group. When the program participants reported their attitudes, no significant difference was found between them and the control group. Judging from the supervisors' ratings, the participants of the program seemed to benefit significantly in terms of information gained, attitudes changed, and placement behaviors exhibited. There was a significant positive correlation between the age of an individual and his or her positive attitude change. The higher the level of education of an individual, the more positive the attitude change that occurred, and the less the amount of dogmatism that was measured. Persons who had been trained in the nonhelping professions showed more positive attitude change than those who had been trained in the helping professions. The questionnaire, answered anonymously by the trainees, indicated that virtually all of them found the training program very worthwhile. When the trainees rated their own perceived change after the …

Much research relating to children and death has focused on the age-graded developmental model originally proposed by Nagy in the late 1940s. Children are alleged to pass from an infantile to a mature view, seeing death first as separation, then as the result of intervention by a supernatural being, and finally as an irreversible biological process. Accepted theory for thirty years, scholars have since noted difficulty in duplicating Nagy's findings and have come to question the universal application of the developmental model. Bluebond-Langner proposes an alternative model in which all views of death are present in all stages of development. She maintains that the particular orientation a child displays is a result of personal and social experiences.

The lecture recital was given on November 20, 1979. The final movement of Widor's Symphonie Gothique, opus 70, the first movement of Widor's Symphonie Romane, opus 73, and the first movement of Dupré's Symphonie-Passion, opus 23 were performed following a lecture on Gregorian Chant in the organ symphonies of Widor and Dupré. The lecture included a brief historical discussion of the decline of organ literature following the French Classical School, the development of the Modern French Organ School beginning with the establishment of the organ department at the Paris Conservatory, the revival of plainsong and the establishment of the School of Solesmes, and the influence of César Franck and the organ symphony. The main body of the lecture included biographical sketches of Widor and Dupré, a discussion of the general characteristics of their organ symphonies, with the emphasis upon those movements specifically employing the use of Gregorian chant.

Business organizations disclose financial Information to a wide range of audiences through the medium of audited financial statements. Distinct classes of readers come in contact with these statements—each reader possessing varying degrees of financial expertise. Readers as "semantic reactors" develop their own expectations and interpretations of the messages management and the auditor are attempting to convey. In the process, many readers look upon the auditor's report as a "symbol" or seal of approval. The purposes of this study were to assess the role that communication theory plays In the auditor's attestation, to examine the perceived communication effects of the expanded auditor's certificate versus the current auditor's certificate, and to recommend ways in which communication problems can be dealt with more effectively. It was concluded that a communication problem does exist in relation to the auditor's report, and communication theory can play a distinctive role in reducing the magnitude of this problem. The profession should continue to seek answers as to the proper role of the auditor and management in relation to audited financial statements, as well as to settle the question concerning whom the statements are intended to serve.

The integrative potential of the division for student affairs was investigated in this study using as the basis for assessment the six determinants for effective integrative units delineated by Lawrence and Lorsch. A review of related literature indicated that three of five of the determinants were at least partially, if not substantially, met by the division for student affairs. Student affairs was found neither to have influence based upon competence within higher education institutions nor operate within a setting of high total organization influence. Analysis of the data indicated that confrontation was not the primary mode of conflict resolution utilized in the southwestern multiversity studied, but rather, the compromise mode was ranked first by upper- and middle-level managers. The sixth determinant, then, was not met. It appeared that since three of the determinants were met and three not met, the potential for student affairs acting as an integrative unit was limited. Other data gathered through questionnaires, interviews, and factor analysis in this investigation suggested that there was a wide disparity between the modes of conflict resolution actually used on campus and those perceived as desirable in handling disagreements. It was shown that the modes were viewed differently in the higher …

The purpose of this study was to investigate and describe the long-term effects of play therapy on social contacts, self-esteem, school-related behavior patterns, level of academic functioning, attitude toward school, and family relations. There were no significant differences between the group out of play therapy one to six years and the group out of play therapy six to ten years on social contact, self-esteem, school-related behavior patterns, or level of academic functioning. Statistically significant differences occurred at the .05 level of significance concerning the effects of time on home and family relations, with subjects in the six- to ten-year group perceiving more independence while parents in the one to six years group perceived more recreational activity occurring in the family. There were no significant differences between play therapy and non-play therapy children on social contact, self-esteem, school-related behavior patterns, or level of academic functioning. There were statistically significant differences at the .05 level of significance on home and family relations, with subjects one to six years out of play therapy perceiving more organization in their homes than their evaluation-only counterparts, while parents of the group one to six years out of play therapy perceived significantly more cohesion than did parents …