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The Effects of Child-Centered Play Therapy Training on Trainees
This study was designed to determine the effects of child-centered play therapy as a play therapy training model for beginning play therapy students. The purpose of this study was to determine the effects of child-centered play therapy training on play therapy trainees in (a) improving positive attitudes and beliefs toward children; (b) improving knowledge of child-centered play therapy; (c) improving confidence in applying child-centered play therapy skills; (d) reducing dominance tendencies in trainees' personality as measured by the California Psychological Inventory; and (e) increasing tolerance levels in trainees' personality as measured by the CPI. The experimental group, consisting of 37 counseling graduate students with a specialty in child counseling, received 45 clock hours of introduction to play therapy graduate course training at the University of North Texas, Denton. The control group, consisting of 29 counseling graduate students with a specialty in child counseling, received other counseling graduate courses training but no play therapy training at the time of their participation in this study at the University of North Texas. Both experimental and control group students completed the pretest and the posttest on the Play Therapy Attitude Knowledge Skills Survey and the California Psychological Inventory at the beginning and the end of the semester terms of Fall 1995, Spring 1996, and Summer 1996. Analyses of covariance revealed that students in the experimental group demonstrated (a) a significant improvement in their positive attitudes and beliefs toward children; (b) a significant improvement in their child-centered play therapy knowledge; (c) a significant improvement in their confidence in applying child-centered play therapy skills; and (d) a significant reduction in their dominance tendency. An insignificant result was found in their tolerance level. This study suggests that child-centered play therapy training is a viable training model for prospective and beginning play therapists.
Adult Discouragement: Traditonal College Students
This study resulted in the development of the Discouragement Scale for Adults (DSA), an assessment instrument for the Adlerian construct of discouragement in adults more than 18 years of age. The DSA is a 60-item instrument that contains five sub-scales corresponding to five life tasks identified in Adlerian literature as work, love, society, self, and spirituality. Age, gender, and ethnicity norms were established for the DSA using a diverse sample (N=586). Additional normative data was developed with a presumed discouraged sample (N=47), and a special sample of traditional college students aged 18-27 years (N=531). Findings on the norm sample indicated that females are less discouraged than males on the Total DSA and on society and spirituality sub-scales. The 18-34 year old group was more discouraged than other age groups on the Total DSA and on work, society, and spirituality sub-scales. Presumed discouraged sample findings indicated that females were less discouraged than males on the society sub-scale. College student findings indicated that females were less discouraged than males on the Total DSA and sub-scales of love, society, spirituality, and work. A significant difference was found among ethnic groups in self sub-scales. Students with no absences per week were less discouraged than students with two absences per week. Students with lower grade point averages (GPA) were more discouraged on the Total DSA and work sub-scales. DSA internal consistency coefficients were .9392, .9496, and .9327 for norm, presumed discouraged, and college student samples respectively. Correlations between DSA and two social interest surveys reflect an inverse relationship between discouragement and social interest. Results indicate that the DSA is a useful assessment instrument for research and counseling purposes with college students. Further research should include greater geographical and ethnic diversity as well as validation among diverse college samples and non-traditional students. Additionally, a standard range …
The Role of Contract Training by Academic Institutions in Corporate Education and Training Programs
This study explored the role of contract training provided by North Texas higher education institutions in the education and training programs administered by area businesses employing more than 100 people. A survey instrument was mailed to corporate trainers that were members of the Dallas Chapter of the American Society of Training and Development in businesses employing more than 100 people. A total list of 292 trainers generated 71 usable responses. The purposes of this study were to: (a) determine the extent to which corporations use academic institutions for contract training, (b) determine the academic institutions in North Texas that training managers in the Dallas area believe are suitable contract training partners, (c) identify what subject areas are perceived as top educational priorities by training managers and are perceived to be suitable for contract training by academic institutions, (d) determine educational and training subjects for which corporations would be willing or prefer to utilize contract training by academic institutions, and (e) identify the subjects in which corporations currently use contract training by academic institutions.
Women Who Survived Childhood Sexual Abuse: Do Their Coping Strategies Vary by Personality Type as Measured by the Myers-Briggs Type Indicator?
Through a phenomenological qualitative approach, this study examined possible differences of introverted versus extraverted adult female survivors of childhood sexual abuse with regard to the coping mechanisms they chose. Preference modalities of introversion and extraversion were measured by the Myers-Briggs Type Indicator and data was collected through a semi-structured interview designed by the researcher. The interview contained questions about the 21 subjects' perceptions of their abuse and the ways in which they coped. Specific coping mechanisms included but were not limited to eating disorders, alcohol and/or drug abuse, high risk behavior, depression, anxiety, and somatic complaints. Results indicated that for both groups, the degree to which each of the individual coping mechanisms was used congregated at the level of "a driven pattern of behavior lasting for at least 7 days" or "on-going use resulting in severe problems". Extraverts showed higher percentages of severe use of the six coping mechanisms than did introverts. Depression was the most frequently used coping mechanism of both the introverts and the extraverts. Introverts showed higher percentages of stopping the use of eating disorders, alcohol/drug abuse, high risk behavior, and depression. Extraverts had higher percentages of discontinued use of anxiety and somatic problems. Introverts reported more somatic complaints, while extraverts reported more severe somatic problems. The most often reported somatic complaints of both groups were arthritis, migraines, sleep difficulty, nightmares, and gastrointestinal problems. The majority of each group used most of the coping mechanisms at some time, suggesting a need for therapeutic intervention that considers the possibility of difficulties stemming from combined use of many of these coping mechanisms in addition to focusing on the trauma of the sexual abuse itself.
Culture and Anxiety: a Cross-Cultural Study
By measuring interactions among and between anxiety and the independent variables of country of origin, gender, level of education, and age, this study attempted to gain insight into how students from different countries experience anxiety on a U.S. college campus. Results of the Multivariate Analysis of Variance (MANOVA) and the univariate test(ANOVA) indicated that the gender and level of education of the subjects made no significant difference. However, when it came to country of origin, there were significant differences between two of the cultural groups and respective anxiety level. Findings also support a positive correlation between age and anxiety levels, with the youngest participants having the lowest anxiety levels.
Theological Distance Learning through Trinity College and Theological Seminary: Programs, Problems, Perceptions, and Prospects
An international survey was conducted to assess theological higher education via distance learning as perceived by graduates of Trinity College and Theological Seminary's (Trinity) doctoral programs. The purpose of the study was to determine student-perceived strengths and weaknesses of Trinity's doctoral-level distance education theology programs. Also, the future of distance-learning mediated programs of theological higher education was speculated. A random sample of 400 doctoral recipients was selected from the population of 802 doctoral recipients who graduated from Trinity between the years of 1969 and March 1998. A mailed questionnaire was used to collect data. A total of 203 (50.0%) were returned. Frequency counts, percentage distributions, and chi-square tests of goodness-of-fit were employed to analyze the data. A profile of the modal type of student who would participate in theological distance education at the doctoral level was developed from the demographic variables queried. Responses to questions regarding respondents' educational experiences and coursework were solicited as well. Respondents identified five primary strengths of Trinity's distance education doctoral programs as: the convenience of the program; the immediate application of course content to personal and professional endeavors; the quality of education provided; the Biblical groundedness of the curricula, the materials, and the faculty; and the required reading and research. The three predominant weaknesses of Trinity's distance education doctoral programs as identified by program graduates include: the lack of interaction between students and faculty; the lack of regional accreditation; and course repetitiveness meaning that some courses offered repeated content from prior studies at a lower educational level. It was concluded that the future of theological higher education via distance learning is promising. Trinity has emerged as a dominant distance learning institution as a result of its continued exploration and advancements. However, Trinity and other similar distance education institutions must continually and consistently evaluate their programs …
The Undergraduate Teaching of Archetypal Patterns in the Writings of Alice Walker
Significant passages in Alice Walker's writings give evidence of archetypal patterns from Carl Jung and feminine archetypal patterns from Annis Pratt. Since a knowledge of archetypal patterns can influence the total understanding of aspects of Walker's writings, a study of these patterns in the undergraduate classroom benefits the student and opens up another system of analyzing writings, particularly writings by African-American women.
Participation in Student Financial Aid Programs during the Freshman Year and Persistence in a Private University
The study determined the overall persistence rate of first-time full-time entrants into a mid-sized private university during the fall semesters 1989 to 1991 to the 2nd year (1990 to 1992). The study compared the retention rate of recipients and nonrecipients of a variety of financial aid programs. Included is a comparison of groups receiving various types of financial assistance and whether or not there are differences between the groups with respect to types of assistance, gender, ethnicity (African American, Hispanic, Anglo), high school grade point average, and national test scores (SAT, ACT). The types of assistance studied were categorized by academic scholarships, university-operated student employment, need-based grants, activity awards, entitlements, and loans. The question of whether renewal, elimination, or reduction in assistance relates to retention was also studied.
Student Interaction with Part-time and Full-time Faculty in Introductory Economics Courses
This research sought to ascertain whether differences exist in the levels of student-faculty interactions between students taught by part-time and full-time faculty. Differences in the interactions of students with faculty were examined for four types of content (a) course-related, (b) intellectual, (c) career planning, and (d) informal socializing; for both in-class and out-of-class.
An Analysis of Factors That Influence the Involvement of Faculty in Learning Communities
This research study attempts to analyze variables that influence the extent of faculty involvement in learning communities. A theoretical framework identifies three primary variable sets—faculty background, structural, and organizational/environmental.
A Comparison of College Athletes and Nonathletes in the areas of Career Decision-Making. Salience, and Values
This study paralleled Smallman's (1993) analysis of college athletes at an NCAA Division I school, which found significant differences between athletes and nonathletes in readiness to make career decisions. The present study measured career decision-making skills using The Career Development Inventory. In addition, the present study examined the salience of roles (i.e., student, worker, citizen, family member, and leasurite) as measured by The Salience Inventory.
A Comparison of the Effectiveness of Computer Adaptive Testing and Computer Administered Testing
The problem with which this study is concerned is determining the effectiveness of a computer adaptive test as compared to the effectiveness of using the entire test. The study has a twofold purpose. The first is to determine whether the two test versions generate equivalent scores, despite being of different lengths. The second is to determine whether the difference in time needed to take the computer adaptive test is significantly shorter than the computer administered full test.
The Role and Functions of Diversity Affairs Centers' Chief Personnel Officers at Public Universities in Texas
The problem of this study concerns the role and functions of diversity affairs centers' chief personnel officers at public universities in Texas. Because of the political and evolving nature of diversity affairs offices, it is important to understand the functions and types of services these centers provide with respect to institutional goals, missions, and student retention at public universities in Texas.
Faculty Preparation in American Higher Education: Academic Lineage as a Predictor of Career Success
The purposes of this research were to determine (1) the extent to which faculty are employed by the types of institutions from which they earned their doctorates in the United States, (2) the extent to which faculty have higher professional rank at employing institutions tat are the same type of institutions as those from which they earned their doctorates, (3) the extent to which female faculty are employed by the types of institutions from which they earned their doctorates, (4) the extent to which female faculty have higher professional rank at employing institutions that are the same type of institutions as those from which they received their doctorates, and (5) the extent of variability across academic disciplines in which faculty are employed by types of institutions from which they earned their doctorates. An exhaustive review of the literature on academic lineage was used to develop this research. All stratified random sample of 260 institutions from 2,873 colleges and universities was selected by Carnegie Foundation classification categories. Institutions were selected at random until the number of faculty members in each category corresponded to the estimated national distribution of faculty across Carnegie classification categories (n=3,940). The analyses revealed that the majority of faculty (74%) employed at all types of higher education institutions obtained their doctoral degrees fromresearch I institutions. Professional academic rank is an interaction between doctoral-granting institution and employing institution combined with gender. Male faculty are following the traditional "trickle down" theory of academic lineage while women faculty appear to be charting a different career path. Another unique finding was that there was not significant variability in the findings across academic disciplines. Academic success is a complex phenomenon that is not singularly explainable by academic lineage. As more women are entering into the academic ranks of higher education, changes in academic …
Job Satisfaction Among Women Accounting Educators
A national survey was conducted to investigate job satisfaction among women accounting educators at four-year college and universities in the United States. The purpose of the study was to determine if differences existed among women accounting educators at research, doctoral, master's, and baccalaureate institutions in three areas relating to job satisfaction: levels of job satisfaction, individual sources of job satisfaction, and structural sources of job satisfaction. Also, the relationships among these three areas of job satisfaction were examined. A stratified random sample of 755 women accounting educators was selected from the population of 1,519 women. A mailed questionnaire was used to collect data. A total of 495 (66%) questionnaires were returned. Women accounting educators expressed satisfaction with co-workers, supervision, and work. They were neutral regarding satisfaction with pay and dissatisfied with promotion opportunities. A difference was detected between satisfaction with pay and type of institution. Differences were found between individual sources of job satisfaction and type of institution. The differences were attributable to education level and the personality characteristics of conscientiousness and openness. Differences were detected between structural sources of job satisfaction and type of institution. Academic rank, salary, tenure, institutional resources, and job functions accounted for the differences. Significant relationships were found between individual and structural sources of job satisfaction and levels ofjob satisfaction. Satisfaction with co-workers was related to agreeableness, conscientiousness, neuroticism, institutional resources, mentoring, and time spent on research. Satisfaction with pay was related to neuroticism, salary, academic rank, and institutional resources. Satisfaction with promotion opportunities was related to agreeableness, salary, tenure, institutional resources, mentoring, networking, other job functions, and type of institution. Satisfaction with supervision was related to personal roles, agreeableness, salary, institutional resources, mentoring, research, and advising students. Satisfaction with work was related to marital status, personal roles, agreeableness, neuroticism, institutional resources, and mentoring. It …
Effectiveness of Filial/Play Therapy Training on High School Students' Empathic Behavior with Young Children
This study was designed to determine the effectiveness of a filial/play therapy training model with high school juniors and seniors enrolled in a Peer Assistance and Leadership program (PALs). Filial/play therapy is an intervention that focuses on strengthening and enhancing adult-child relationships. The high students are trained to be a therapeutic change agent for primary school children identified as having adjustment difficulties by utilizing basic child-centered play therapy skills in weekly play sessions with young children. Specifically, this study is designed to determine the effectiveness of filial therapy in increasing: 1) the high school students' observed empathic behavior with young children, 2) the high school students' observed attitude of acceptance toward young children, 3) the high school students' observed ability to allow self-direction in young children, and 4) the high school students' observed level of involvement with young children. The experimental group, consisting of 16 volunteer high school students enrolled in a PALs class for high school credit, received a total of 24 weeks of filial/play therapy didactic training, application, and supervision for the playtimes they conducted with pre-kindergarten/kindergarten students identified with adjustment difficulties. The comparison group consisted of 15 volunteer high school students enrolled in a PALs class for high school credit. The comparison group received the standard PALs class curriculum. All students were videotaped playing with a young child 4 to 6 years of age before and after the training as a means of measuring empathic behavior with young children. An Analysis of Covariance revealed statistically significant findings in all four hypotheses. Specifically, the experimental group of high school students exhibited statistically significant increases in empathic interactions with young children when compared to the comparison group. The experimental group also exhibited statistically significant increases in communication of acceptance of young children's feelings and behaviors, acceptance and behavioral willingness …
Marital and Social Changes in the Lives of Women who Complete the Ph.D. Degree at Midlife
The percentage of women who receive doctorates has increased by over 300 percent during the past three decades. The consequences of pursuing the Ph.D. degree have always been far reaching and profound, serving as an impetus and springboard for the reconfiguration of one's beliefs, values, and professional life. The purposes of this national study were to ascertain and describe marital and social changes that occurred in the lives of women who were awarded the Ph.D. degree at midlife. A questionnaire was distributed to a sample of three-hundred women who hold the Ph.D. degree and were employed in institutions of higher education in the United States. The study sought to identify the effects of the Ph.D. experience upon the marital relationships, friendships, and social activities of women who completed the degree between the ages of thirty-five and forty-five. Demographic data were collected which were related to their marital status before, during, and after the Ph.D. experience. Both closed and open-ended questions were posed which solicited information pertaining to their post Ph.D. experience. This research reports both quantitative and qualitative findings. The majority of women who complete the Ph.D. experience at midlife undergo and initiate changes in their lives which impact their relationships and activities. Many of these changes are the result of employment which follows the award rather than the degree itself. While some women experience negative effects in some areas of their lives, overall, the findings of this study suggest that changes are perceived positively by the majority of women who receive the Ph.D. at midlife.
South-East Asia College: History, Development, Problems, and Issues Related to Achieving University Status
The purpose of this study is to describe the history, development, problems, and issues related to achieving university status of South-East Asia College from 1974 to 1993. This historical research used records and documents from South-East Asia College and the Association of Private Higher Education Institutions of Thailand as primary sources. Also interviews with the president, faculty and staff of South-East Asia College were used. Secondary Sources were reports and publications from the Ministry of University Affairs in Thailand. The areas of emphasis in the study were government policies on private higher education, legislation that initiated the founding of the college, the founder, the college's goals, financial sources, curriculum, library, faculty, students, and buildings. It was found that the Thai government encourages the establishment of private higher education institutions. The Private Higher Educational Institution Act of 1979 was enacted to allow private universities to be equal to government universities. South-East Asia College was founded in 1974 by the Khunya Plak Muanpiew Foundation with the purpose of training Thai students for industrial technologies and business sectors. The college requested university status in April, 1987. The first attempt was turned down. Four areas not meeting the requirements were the library, faculty, students, and buildings. The college made a second request in December, 1991, and the change in status of South-East Asia College to South-East Asia University was approved in March, 1992. Suggestion for further study include: (a) the study is limited to one private university; a further investigation should be made of the other private institutions; and (b) a study should be conducted to identify factors which will contribute to the future development of South-East Asia University.
The History of the Bill J. Priest Institute for Economic Development of the Dallas County Community College District
The Bill J. Priest Institute for Economic Development is an entity created in the Dallas County Community College District to serve the community in workforce and economic development. The history of the Priest Institute over the last ten years parallels and illustrates the commitment of community colleges nationally to workforce and economic development. The history also reflects similar goals and trends within the state of Texas and, particularly, in the city of Dallas. The Priest Institute is made up of three distinct entities. One entity is the Edmund J. Kahn Job Training Center; another is the Business and Professional Institute, which provides consulting and training services to business clients. The final service area is the complex made up of the regional North Texas Small Business Development Center and its several related local service operations. This study provides an analytical history of each of these components and the process by which they came together in a model facility in Dallas. This study also describes perceptions of persons within the Institute regarding its present mission and purposes and the efficacy of the current organizational structure both internally and within the district operation as an appropriate structure enabling the Institute to meet its goals.
Intensive Play Therapy with Child Witnesses of Domestic Violence
This study was designed to determine the effectiveness of intensive play therapy as a method of intervention for child witnesses of domestic violence. The purpose of this study was to determine the effectiveness of intensive play therapy in: (a) improving the self-concept of child witnesses of domestic violence; (b) reducing internalizing behavior problems, such as withdrawal, somatic complaints, anxiety, and depression, of child witnesses of domestic violence; (c) reducing externalizing behavior problems, such as aggression and delinquency, of child witnesses of domestic violence; (d) reducing overall behavior problems, including internalizing and externalizing behavior problems, and social problems, thought problems, and attention problems, of child witnesses of domestic violence; and (e) improving play behaviors in the areas of affection, contact, physical proximity, self-direction, aggression, mood, play themes, and food nurturing themes.
Life-Style Themes of Women Who Emerge as Leaders in Small Group Settings
This study investigated the effects of personality characteristics on emergent leadership in small group settings. Two instruments were used to assess personality factors: The BASIS-A and the California Personality Inventory (CPI). A sociometric tool was developed to elicit leader ranking of female group members. The BASIS-A, was used to test for Taking Charge and Wanting Recognition lifestyles in women who emerged as leaders. The CPI was used to assess female emergent leaders for Dominance and Leadership Potential. The two instruments and a sociometric form were distributed to 115 female graduate counselor-in-training students the last week of their group counseling experience. This survey resulted in 55 respondents (N=55) from eleven discussion groups. It was expected that women who had the highest averaged leader rank would demonstrate higher test scores in Dominance, Leadership Potential, Taking Charge, and Wanting Recognition than women who received a lower averaged leader rank. It was also thought that these four test factors would be highly related. If so, a case would be made to use the BASIS-A as an emergent leader assessment tool because it is consistently based in one psychological theory. No significant effect was found between the highest leader rank and three of the test measures: Dominance, Leadership Potential, and Taking Charge. Using four one-way ANOVAs, a significant effect was found between highest leader rank and Wanting Recognition. This demonstrated that individuals high in interpersonal caution, empathy, and with a need to succeed emerged as leaders. Possible explanations for this finding were discussed. Significant relationships were found using the Pearson-r correlation statistic between three of the four test variables. From the CPI, the Dominance and Leadership Potential scales were highly correlated to the BASIS-A Taking Charge life-style. The BASIS-A Wanting Recognition lifestyle was not related to either Dominance or Leadership Potential. Unexpectedly, a significant relationship …
Node-Link Mapping and Rational Recovery: Enhancing the Recovery Process
Alcoholics Anonymous (AA) continues to be the most accepted approach for the treatment of addictions in the United States. However, due to recent evidence questioning the effectiveness of AA, the need for alternative approaches to the treatment of addictions has become clear. The following research addresses the efficacy of one such alternative, Rational Recovery (RR). Node-Link Mapping (NLM), a graphic communication technique which uses links and nodes as building blocs to facilitate and enhance communication of information as well as awareness in a counseling environment, was implemented to enhance the recovery process. Three groups of ten (10), chemically dependent, adjudicated subjects were exposed to three different treatment approaches at an outpatient counseling center. The Experimental group received RR with NLM, the Comparison group was exposed only to RR, and the Control group continued in treatment according to the protocol of the counseling agency. All subjects were given the Substance Abuse Subtle Screening Inventory-2 (SASSI-2) as a measurement of symptoms associated with chemical dependency. The subjects were also administered the Rotter Internal-External Locus of Control Scale (Rotter I-E Scale) to determine locus of control prior to treatment and any change after treatment.
An Historical Study of the Contributions of Bill J. Priest to the Community College Movement
This study chronicles the contributions of Bill J. Priest under the headings of Board of Trustees governance model, multi-college district, quality first: facilities and staff, curriculum, counseling, public relations, telecourses and the Bill J. Priest Institute for Economic Development. Data were gathered from personal interviews, primary sources and secondary sources. The study includes an overview of the emergence and evolution of the junior college with specific focus on the conceptual beginnings of the Dallas County Community College District and the selection of its founding president, Bill Priest. Professional and personal profiles of Priest are documented as background for the study. Conclusions are that Bill Priest established the Dallas County Community College District as a national model of a multi-college district, was instrumental in affecting the change from junior college to comprehensive community college as the standard for two-year higher education institutions, played a significant role in setting the national agenda for the community college movement through his long-term participation in a leadership capacity in the American Association of Junior and Community Colleges and through the establishment and selection of leadership of the League for Innovation, was instrumental in the creation of the Associate Degree of Nursing, was a national leader in the establishment and development of telecourses as an instructional delivery system, was the forerunner in utilizing public relations and establishing it as a credible tool for institutions of higher learning, and brought the concept of counseling and advising as a vital part of student success to the two-year colleges in Texas.
The Utilization of Teleconferencing by Community Colleges in Faculty and Staff Development Presentations
Members of the Instructional Teleconference Consortium (ITC) were mailed a survey instrument. A total list of 375 teleconference coordinators generated 137 usable responses. The purposes of this study of faculty and staff development presentations by teleconferencing were to determine the amount of usage; which subject areas are utilized; what delivery methods (live, interactive, prerecorded, multimedia, etc.) are utilized; barriers (size or location of college, size of teleconference or travel budget, etc.) to implementing teleconferences; and the sources of presentations utilized in teleconferences. Larger community colleges are the greater users of teleconferencing and even produce some for distribution to other community colleges, whereas smaller community colleges have just begun to receive equipment that enables them to receive telecasts for this purpose. No clear subject area has yet been defined that dominates these teleconferences, and the trend is toward two-way audio and one-way video as the delivery media as communication costs decline. Barriers of money for staff, equipment, and programming appear to be the principal objections to the use of teleconferencing for faculty and staff development presentations. There appear to be few sources of presentations except for the Public Broadcasting System (PBS).
Mandatory Continuing Education in Nursing: a Texas Perspective
This study investigated Texas nurses' attitudes toward mandatory continuing education, and their perceptions of skill improvement, knowledge enrichment and improvement of health care to the public as a result of participation in twenty contact hours of continuing education programs as required by the Board of Nurse Examiners for the State of Texas. This sample of Texas nurses felt that the goals set forth by the Board of Nurse Examiners for the State of Texas had been met by participation in mandatory continuing education. However, given the small return rate, the attitudes of these nurses may not represent the attitudes of the majority of Texas nurses.
The Effects of Brief Exposure to Non Traditional Media Messages on Female Body Image
Body image may be defined as the perception or attitude one has regarding the appearance of his or her body. Body image concerns are not only central to the diagnostic criteria of eating disorders, but also create distress for nonclinical populations. Females (n = 167) from three universities participated in a study by completing the Eating Disorder Inventory - 2 (Garner, 1991) and the Figure Rating Scale (Stunkard, Sorenson, & Schulsinger, 1983); watching a video; and then completing the instruments again. Subjects in the treatment group (n = 89) viewed a video designed to increase awareness of unrealistic body sizes and shapes seen in the media (Kilbourne, 1995). Subjects in the comparison group (n = 77) viewed a video unrelated to female body image.
High-Temperature Corrosion of Aluminum Alloys: Oxide-Alloy Interactions and Sulfur Interface Chemistry
The spallation of aluminum, chromium, and iron oxide scales is a chronic problem that critically impacts technological applications like aerospace, power plant operation, catalysis, petrochemical industry, and the fabrication of composite materials. The presence of interfacial impurities, mainly sulfur, has been reported to accelerate spallation, thereby promoting the high-temperature corrosion of metals and alloys. The precise mechanism for sulfur-induced destruction of oxides, however, is ambiguous. The objective of the present research is to elucidate the microscopic mechanism for the high-temperature corrosion of aluminum alloys in the presence of sulfur. Auger electron spectroscopy (AES), low energy electron diffraction (LEED), and scanning tunneling microscopy (STM) studies were conducted under ultrahigh vacuum (UHV) conditions on oxidized sulfur-free and sulfur-modified Al/Fe and Ni3Al(111). Evaporative deposition of aluminum onto a sulfur-covered iron surface results in the insertion of aluminum between the sulfur adlayer and the substrate, producing an Fe-Al-S interface. Aluminum oxidation at 300 K is retarded in the presence of sulfur. Oxide destabilization, and the formation of metallic aluminum are observed at temperatures > 600 K when sulfur is located at the Al2O3-Fe interface, while the sulfur-free interface is stable up to 900 K. In contrast, the thermal stability (up to at least 1100 K) of the Al2O3 formed on an Ni3Al(111) surface is unaffected by sulfur. Sulfur remains at the oxide-Ni3Al(111) interface after oxidation at 300 K. During annealing, aluminum segregation to the g ¢ -Al2O3-Ni3Al(111) interface occurs, coincident with the removal of sulfur from the interfacial region. A comparison of the results observed for the Al2O3/Fe and Al2O3/Ni3Al systems indicates that the high-temperature stability of Al2O3 films on aluminum alloys is connected with the concentration of aluminum in the alloy.
Analysis of the Impact of CACREP Accreditation of Counselor Education Programs on Student Knowledge Outcomes
The principal investigator (PI) for this study analyzed mean scores on the National Counselor Examination (NCE) of students from CACREP accredited and non- CACREP accredited programs. Data was provided by the National Board of Certified Counselors, Inc., for a total of ten examination administrations across six years. The fourteen variables examined in the study consisted of the eight common-core knowledge domains identified in CACREP standards, the five counselor work behavior areas identified by NBCC via periodic job analysis of counseling practice, and one overall or total score on the NCE. NCE mean scores of students from CACREP accredited programs were higher than NCE mean scores of students from non-CACREP accredited programs on all variables across all ten NCE administrations. Data seem to indicate that students from CACREP accredited programs perform significantly better on the NCE than students from non-CACREP accredited programs, in all fourteen variables. Sample size was large, totaling 9707, so the PI calculated effect sizes using Cohen's d for each variable to aid interpretation of statistical significance. Five variables had large effect sizes of .70 or higher. The higher effect size statistics were associated with the counselor work behavior areas, with the highest effect size (.85) associated with the overall, or total, score on the NCE. Statistically significant results in the counselor work behavior areas, in the presence of large effect size statistics, may represent reasonably good support for CACREP accredited programs' superiority in developing overall counselor clinical skills and knowledge beyond simply content knowledge. Additionally, the large effect size of the Total Score variable might be interpreted to indicate that student knowledge gained from CACREP accredited programs is superior to student knowledge gained from non-CACREP accredited programs.
Reflections on the Development of Children of Alcoholics
The specific purpose of this study was to try and understand why unique experiences of living with an alcoholic parent could create developmental deficits which emotionally challenge COAs' when faced with the life lessons a college environment offers. This study offered four possible explanations for experiencing challenges in its theoretical background: (1) psychosocial development, (2) the epistemology of alcoholism and its effects on the family, (3) personality development and the concurrence of building resilience, and (4) the college environment itself, with the phenomenon of binge drinking--forcing COAs to confront family alcoholism. A total of 7 participated in this study--4 men and 3 women. Despite the dynamic differences in the answers overall, all 7 participants acknowledged one important concept. When the participants were asked about their own drinking habits, each participant said, though in different ways, they had to be careful with their drinking habits. Participants seemed to be aware that whether alcoholism is genetic or a learned addiction, they were at risk of becoming alcoholics themselves. This study found overall, as previous literature suggests, no matter how COAs are studied, they are found to be a heterogeneous population. Specifically, this study's results points out that they are indeed heterogeneous, yet similar in that all participants in this study, it could be argued, exhibit some vulnerability in regard to parental alcoholism.
A Qualitative Study of the Use and Value of Financial Performance Indicators in Selected Community Colleges in the State of Texas as Perceived by their Chief Executive Officers
Throughout the United States, colleges and universities are faced with an increasing need for financial funding, while at the same time resources continue to diminish. With the limitations of available funds, community colleges must exhibit efficiencies in the operations of their institutions. External interests, such as governing boards and legislatures, require demonstration of efficient financial management. This evidence is then used to make decisions concerning future financial support for the community college. This study determined if community college chief executive officers use financial performance indicators as provided by the State Auditor's Office and if the chief executive officers of the community colleges value the compilation and the distribution of the financial performance indicators. In the selected colleges, many of the chief executive officers depend on their chief financial officer for understanding and application of financial performance indicators. The performance indicators distributed by the Auditor's Office captured only a snapshot of the college's performance, and failed to fully describe the whole college performance or specific financial events captured by the indicators. Though the indicators had flaws, either through incorrect data or lack of explanation, the CEOs did value their compilation because they provided a means for ‘getting the community college story' to decision makers external to the college.The State Auditor's performance indicators were developed using a university model. Because of the distinct difference in mission between the community college and the university, several of the indicators were not applicable to the community colleges. The CEOs suggested that another set of indicators be developed, using community college input, that would better capture the financial performance of the colleges. The new set of indicators should be simplified and measure only those areas, such as revenues and expenditures, that are truly comparable from one institution to another.
Personality Characteristics of Counselor Education Graduate Students as Measured by the Myers-Briggs Type Indicator and the Bem Sex Role Inventory
This study was designed to investigate the correlation of the variables of gender, Myers-Briggs Type Indicator (MBTI) personality preferences, and androgyny as measured by the Bem Sex Role Inventory (BSRI) in Counselor Education graduate students. Instruments were administered to Counselor Education graduate students at nine institutions in five national regions. A total of 172 participants (18 males and 154 females) who were enrolled in Master's level theories courses or practicum courses completed a student information sheet, informed consent, MBTI, and BSRI. Instruments were hand scored and chi-square test was used to determine significance of the hypotheses; the saturated model of log linear analysis was the statistic used for the research question. As predicted, of the sixteen MBTI types, the most common for Counselor Education graduate students emerged as ENFP: extraversion, intuition, feeling, and perception. Additionally, this MBTI type was found to be significantly more common among the population of Counselor Education graduate students than is found among the general population. The expectation that more male Counselor Education graduate students would score higher on the androgyny scale of the BSRI was unsupported; low sample size for male Counselor Education graduate students prevented use of chi-square; however, it was apparent through the use of the statistic of raw frequencies that males clustered around every other category except androgyny. The hypothesis that more female Counselor Education graduate students would score higher on the feminine scale was also unsupported, as equal distribution of the females occurred within all four categories of the BSRI. It was hypothesized that males with a sensing and thinking preference on the MBTI would tend toward the masculine dimension of the BSRI more than males with an intuitive and feeling preference. This was unsupported as well. Female Counselor Education graduate students with an intuitive and feeling preference did, however, demonstrate …
A Descriptive Study of Students Who Were Accepted for Admission at West Texas A&M University But Did Not Enroll
Each year, institutions of higher education devote valuable financial and personnel resources in the hope of enhancing student recruitment and matriculation. The purpose of this study was to examine the demographic characteristics, the factors that influenced students’ decisions to apply for admission to a university, their educational intentions, and their reasons for not enrolling after they had been admitted. The subjects of the study were first-time freshmen accepted for admission to a mid-size, public, southwestern university who did not enroll for the fall 1997 semester. Statistically significant differences were found when comparing no-shows and enrolled students by gender, ethnicity, age, ACT/SAT score, and distance of their hometown from the university. There were more female no-shows, and more males enrolled than females; a greater percentage of no-shows reported the distance of their hometown to be more than 200 miles; and the mean test score for no-shows was higher. Factors important in the college selection process found to be statistically significant among the groups were: a greater percentage of Minorities than Caucasians reported the importance of the financial aid award or a scholarship offer; students living within 100 miles of the campus reported the proximity of the university as important, advice received from current or former students and high school counselors was more important to those living more than 100 miles from the campus. Cost of attendance and scholarships were important to students with the higher test scores. Statistically significant reasons cited by the no-shows for not enrolling were more Minorities than Caucasians reported financial difficulties and job demands; students living farther from the campus reported attending other universities while those living within 100 miles reported attending a community college. Recommendations the university studied could pursue include: developing a program to follow-up on the no-shows, directing more energy at recruiting students living …
The Effects of a Play Therapy Intervention Conducted by Trained High School Students on the Behavior of Maladjusted Young Children: Implications for School Counselors
This research study investigated the effectiveness of a child-centered play therapy intervention conducted by trained high school students on the behavior of preschool and kindergarten children with adjustment difficulties. Specifically, this research determined if play sessions conducted by high school students trained in child-centered play therapy skills and procedures facilitated change in the children's behaviors. The experimental group children (N=14) each received 20 weekly individual play sessions from a high school student enrolled in a Peer Assistance and Leadership class. The high school students were randomly paired with a referred child. The high school students completed 7 one-hour training sessions in child-centered play therapy procedures and skills prior to beginning the weekly, supervised play sessions. The control group (N=12) received no treatment during the study. Pre and post data were collected from parents who completed the Child Behavior Checklist (CBCL) and teachers who completed the Early Childhood Behavior Scale (ECBS). Multivariate analyses of variance of gained scored revealed statistical significance in 2 of the 4 hypotheses. Specifically, the children in the experimental group showed significant decreases in internalizing behaviors (p = .025) and total behaviors (p = .025) on the CBCL. Although not in the statistically significant range, positive trends were noted in externalizing behaviors on the CBCL (p = .07) and total behaviors on the ECBS (p = .056). All play sessions were conducted in the primary school that the children attended. The high school student facilitated play sessions helped to maximize the school counselor's time by meeting the needs of more students. Implications for school counselors are noted with suggestions for how to begin and maintain a similar program in schools. This study supports the use of child-centered play therapy by trained high school students as an effective intervention for helping young children with a variety of adjustment …
The Four Major Education GI Bills: A Historical Study of the Shifting National Purposes and Accompanying Changes in Economic Value to Veterans
Benefits for soldiers follow the formation of ancient and present day armies raised for the purpose of extending the national or state will. Veterans' benefits for defenders of the U.S. emerged during the American colonial period. College benefits began after WWII with the GI Bill of Rights. This study examines the variations in purpose for nationally established educational benefits for veterans and the singular value to the veterans of these 5educational benefits. The study begins with an overview of the history of veterans' benefits. Primary emphasis is then placed on the educational portion of the World War II Servicemen's Readjustment Act and the current educational benefit, the Montgomery GI Bill. As the purpose of awarding educational benefits changed from World War II to the latest U.S. war, the Gulf War of 1990-1991, the economic value to the individual veteran also changed. The WWII GI Bill featured an educational provision intended to keep returning veterans out of the changing economy whereas current GI Bills is intended as a recruiting incentive for an all-volunteer force. Correspondingly, the economic value to the individual veteran has changed. Data supporting this study were extracted from historical documents in primary and secondary scholarly studies and writings, government documents, national newspapers and periodicals, Veterans Administration publications, service newspapers, and anecdotal writings. The study offers conclusions regarding the shifting purposes and economic value and recommends changes to current and future GI Bills. The conclusions of this study are: (a) the purpose of the Montgomery GI Bill is to serve as a recruitment tool for the armed force, whereas the WWII GI Bill emphasized concern over the return of millions of veterans to a changing wartime economy unable to offer full employment and, (b) the present GI Bill funds less than 50% of the costs for a 4-year degree …
Training family therapists to work with families with young children: Current practices in accredited family therapy programs and recommendations for the future
This study examined how current family counseling/therapy programs train students to work with families with young children and made recommendations for training in this area based on recommendations of child and family therapy experts and the research and clinical literature. These recommendations explored what knowledge and skills all students should acquire versus students who want to specialize with this population. Changes to accreditation standards were also proposed as well as a description of resources to support changes in program curricula. Current training was measured by examining curricula from master's level marriage and family counseling/therapy programs accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) and the Council for Accreditation of Counseling and Related Education Programs (CACREP) and master's level social work programs with a family-related concentration accredited by the Council on Social Work Education Commission on Accreditation (CSWE), the accreditation standards from these three organizations, course syllabi from the COAMFTE and CACREP programs, and surveys of COAMFTE and CACREP program directors (60% response rate). Recommendations for training were obtained through a qualitative analysis of quotations from the literature concerning training and through interviews of child and family therapy experts (65% response rate). The results revealed the number of courses recommended by the literature and experts was much greater than the number of child-related courses per program and a great variety of textbooks were used. Accreditation standards also required little child-related course material. The on-campus clinics had low percentages of child-related facilities but high percentages of child-related resources. The results also showed the experts recommended much greater percentages of experiential activities than were required by the programs. Finally, a much larger percentage of experts than program directors agreed that accreditation standards should be changed to include more child-related courses.
Child-Centered Group Play Therapy with Children Experiencing Adjustment Difficulties
This research study investigated the effectiveness of child-centered group play therapy with children experiencing adjustment difficulties. Specifically, this study determined the effectiveness of child-centered group play therapy in: (a) improving self-concept, (b) reducing externalizing, internalizing, and overall behavior problems, (c) enhancing emotional and behavioral adjustment to the school environment, and (d) increasing self-control of kindergarten children experiencing adjustment difficulties. Also investigated were child-centered group play therapy effects on reducing parenting stress of the parents of kindergarten children experiencing adjustment difficulties. The experimental group consisted of 15 kindergarten children who received one 40-minute child-centered group play therapy session per week, for twelve weeks. Group facilitators were play therapists who were doctoral students at the University of North Texas. The control group consisted of the 14 kindergarten students that had been assigned to the control group in Baggerly's (1999) study. Before the group play therapy sessions began and after termination of the sessions: the researchers administered the Joseph Pre-School and Primary Self-Concept Screening Test; parents completed the Child Behavior Checklist-Parent Report, Self-Control Rating Scale, Filial Problem Checklist, and Parenting Stress Index; and teachers completed the Child Behavior Checklist-Teacher Report, Early Childhood Behavior Scale, and Self-Control Rating Scale. Although the general results of this study did not show statistically significant change due to child-centered group play therapy sessions, positive trends in the children's behavior, self-control, and self-concept were observed by the researcher, play therapists, and teachers. These trends and observations support the continued application of child-centered group play therapy with children experiencing adjustment difficulties. Several factors may have contributed to the lack of statistical significance demonstrated within this study. These factors include a) a small sample size; b) the sample was drawn from only one school; c) a minimum of interactions between therapists and teachers, and therapists and parents; d) two unforeseen and …
The Effect of Attachment on Preschooler's Emotion Understanding
The purpose of this study was to identify the relationship between attachment and emotion understanding in preschoolers. Data was collected from 16 preschool children and their mothers recruited from a private learning center in a downtown metropolitan area. Attachment was measured by use of the Attachment Q-sort, 3.0 (Waters, 1995), while emotion understanding was assessed through use of Denham's (1986) affective perspective-taking task and interviews of children concerning naturally occurring emotions and emotion causes (Fabes et al., 1991). Results included a significant correlation (p < .05) between secure attachment and preschooler's ability to decipher the cause of another's emotion; however, a significant correlation was not found between secure attachment and preschooler's perspective-taking ability or ability to name other's emotions. Thus, conclusions about the impact of attachment upon emotion understanding were mixed, and more research on the subject was implicated.
The Effects of Media Exposure on Body Satisfaction, Beliefs About Attractiveness, Mood and Bulimic Symptomatology Among College Women
The research of Stice et al. (1994) and Stice and Shaw (1994) proposed several mechanisms that may mediate the adverse effects of media exposure to the thin ideal including internalization of the thin-ideal, negative affect, and body dissatisfaction. The purpose of this study was to extend initial research of Stice and Shaw (1994) by incorporating two forms of media (e.g., TV and Magazines) to assess the effects of exposure to the media portrayal of ideal body shape on women's mood, body satisfaction, and internalization of societal values concerning attractiveness. The relation of these variables to bulimic symptomatology was examined. The current study improved upon Stice and Shaw's study (1994) by matching participants' scores on BMI, level of negative affect, and level of body satisfaction before random assignment to the experimental conditions. Female undergraduates aged 18 to 25 years participated in premeasure (N = 198) and post measure (N = 164) conditions. Results from repeated mulitvariate analysis indicated media exposure to ideal-body images demonstrated no significant changes in women's affect, body satisfaction or endorsement of the thin ideal. Indirect support for the sociocultural theory of eating disorders was provided by multiple regression analyses that demonstrated lower levels of satisfaction with size and shape of body and higher levels of negative affect predicted bulimic symptomatology in women. Future research should determine which females are at greater risk than others for the development of body dissatisfaction, negative mood, and internalization of U.S. values of attractiveness in response to media related messages communicating a thin ideal.
Quality Indicators for Private Liberal Arts Colleges and Universities
The purpose of this study was to identify indicators of quality for liberal arts colleges and universities as defined by internal and external constituents, and to compare the results of this study with those of two-year public institutions. The internal constituents included college and university presidents and faculty, and the external constituents consisted of officers of Chambers of Commerce and the Kiwanis International, representing business and industry. A survey instrument of 70 items was sent to the constituents of 148 institutions accredited by the Southern Association of Colleges and Schools. A total of 592 surveys were sent with an average response rate of 56.93%. The study was limited to Baccalaureate (Liberal Arts) Colleges I and Baccalaureate (Liberal Arts) Colleges II according to the Carnegie Foundation for the Advancement of Teaching. There were 57 survey items identified as indicators of quality by agreement of all respondent group means. The highest ranked indicator of quality was faculty commitment to teaching. The Analysis of Variance revealed close agreement by constituents on 17 of the quality indicators. There was close agreement also that three of the survey items were not indicators of quality. Fisher's Multiple Comparison test revealed that various constituents rated some survey items significantly higher than all other groups. The items that presidents, faculty representatives, and Chamber of Commerce officers each rated significantly high indicated the unique perspective of each constituent group. The Kiwanis officers responded similarly to the Chamber officers but did not rate any survey items significantly higher than other groups. Internal constituents rated seven items significantly higher than external constituents. These items centered mainly on faculty characteristics. External constituents rated three items higher than internal constituents. These survey items focused mainly on curriculum issues that related to the community and real-world problems. Seventeen conclusions were drawn from the study …
The Historical Development of the Texas Academy of Mathematics and Science 1987-1992
This study is a historical analysis of the significant events that led to the creation and evolution of the Texas Academy of Mathematics and Science (TAMS), from 1987 through 1992, and a description of the key individuals contributing to the development of the program. Included is a historical review of early college entrance and acceleration practices in the American educational system. In addition, the development of residential programs for mathematically and scientifically precocious high school-aged youths is offered. On June 23, 1987, the Texas Academy of Mathematics and Science was established by the 70th Texas Legislature. Though fourth in a line of special programs created for mathematically and scientifically able high school-aged youths, the TAMS model significantly deviated from its predecessors. Only the accelerative TAMS model would offer a college curriculum taught by college faculty and the opportunity to concurrently complete the last two years of high school and the first two years of college. From the inception of the program in 1987 through 1992, changes would occur. From 1987 through the summer of 1988, the development of the curriculum, student life program, and admissions process took place. From 1988 through 1989 the inaugural class was introduced to the program, and legislative funding was approved in the 71st Texas Legislative Session. From 1989 through 1992, the program further expanded to an enrollment of 335 students who were assisted by more than thirty full and part-time staff members. The academic, admissions, and student life components further evolved to better identify, recruit, and nurture the intellectual and emotional development of these gifted adolescents. In 1992 the TAMS program was selected for the "Texas Excellence in Higher Education Award," for outstanding contributions to higher education within the state of Texas. In addition, one nationally acclaimed authority on programs for gifted youth, Julian Stanley, …
Self-Perceived Administrative Leadership Styles of Presidents, Vice-Presidents, and Deans in Public Community and Junior Colleges inTexas
The major purpose for this study was to determine the self-perceived leadership styles of the presidents, vice-presidents, and deans of public community and junior colleges in Texas in 1994. Administrators' choices of leadership style were also compared with personal characteristics of leaders, such as age, gender, title, number of years in current position, number of years in current institution, number of years in administration, degree earned, number of years in teaching, and number of full-time subordinates. The backgrounds of the administrators, particularly their previous experience, control over their respective budgets, size of their budgets (state, local, other, percentage of workers' compensation), and the ethnicity of leaders, were also examined. The Styles of Leadership Survey and a Demographic Information Form were used to collect the data.
Learning Resource Center Characteristics of the 25 Most Profitable U.S. Industrial Corporations: Implications for Business and Higher Education
This study is a descriptive analysis of corporate learning resource centers. The study was designed to incorporate historical background and current status, organization and personnel, types and amount of alternate delivery instruction, and selected cost considerations in the establishment and maintenance of a learning resource center. A functional definition was furnished, with a deliberative attempt to encompass related synonyms. Discussion included training types or instructional delivery medium distinctions. A contribution of this study was the development, field testing, and enhancement of a survey instrument, which reflects the steps to be followed by those planning implementation of any learning resource center. Findings of this study indicated that learning resource centers were young and transitioning to increased on-line individualized and self-paced learning. Training and learning will become much less interdependent. Training types will increasingly become nontraditional and technology driven. Courseware will be received and managed remotely. Partnerships and cooperative efforts are mandates for business and higher education. Learner mobility will become normative, not the exception. Internet training will rapidly increase, most quickly among small business. Learning resource centers will continue to become more cost effective. This study proposed the redefinition of both learner and educator roles within a changing learning resource center environment. It was suggested that the learner role must become more active and that the corporate educator role, as a result of technology, will increase in passivity, tending toward that of facilitation. Implications and recommendations were specifically noted for both business and higher education. Specified nomenclature of "learner centers" or clearly "learner centered" has been advocated, reflecting the continuing evolution of the learning resource center. Technology, instructional media, mobility, availability and sharing of resources, less formalization, life-long learning, fiscal issues, Internet access, information and knowledge explosion, and downsizing, all combine to provide the view and demarcation of the new "learner …
Graduate Student Opinion of Most Important Attributes in Effective Teaching
Graduate students in the College of Education at the University of North Texas, Denton rated 57 teacher attributes on their relative importance in effective teaching. The data was analyzed across six demographic variables of department, sex, degree, nationality, teaching experience, and previous graduate school, using mean scores, one-way ANOVA, and t-tests for two independent samples.
Filial Therapy with Non-Offending Parents of Children Who Have Been Sexually Abused
This study was designed to determine the effectiveness of filial therapy as a method of intervention for non-offending parents and their children who have experienced sexual abuse. Filial therapy is a didactic/dynamic approach used by play therapists to train parents to be therapeutic agents with their children. Parents are taught basic child-centered play therapy skills and the utilization of these skills in weekly play sessions with their children. Parents learn to create a special environment which enhances and strengthens the parent-child relationship, thus assisting in personal growth and change for both the parent and child. The purpose of this study was to determine if filial therapy is effective in: (a) increasing the acceptance of non-offending parents of their sexually abused children; (b) reducing the stress level of non-offending parents; (c) improving empathic behaviors of non-offending parents toward their sexually abused child; (d) decreasing the anxiety of sexually abused children; (e) enhancing the self-concept of sexually abused children; (f) decreasing behavior problems of sexually abused children as reported by their non-offending parents; and (g) enhancing the emotional adjustment of sexually abused children.
Attitudes Toward Teaching and Research Among Biology Faculty in Texas Institutions of Higher Education
This study investigated the attitudes toward teaching and research among biology faculty in Texas institutions of higher learning. The purposes of the study were to: 1) determine what the attitudes of Texas biology faculty were toward teaching; 2) to determine the attitudes of Texas biology faculty toward research; 3) to determine if biology faculty attitudes toward teaching vary according to faculty rank; 4) to determine if biology faculty attitudes toward research vary according to faculty rank; 5) to determine if attitudes of biology faculty in Texas toward teaching vary according to institutional type; and 6) to determine if attitudes of biology faculty in Texas toward research vary according to institutional type.
Indicators of Persistence and Success of Community College Transfer Students Attending a Senior College
The purpose of the study was to determine whether age, ethnicity, gender, full-time/ part-time status, and the community college academic variables of cumulative GPA, total transferable hours, and number of completed core courses predicted students' persistence or GPA at a four-year university.
The Effect of Hand-Held Weights and Exaggerated Arm Swing on Heart Rate, Blood Pressure, and Ratings of Perceived Exertion during Submaximal Walking
The purpose of this study was to investigate the effect of hand-weights and exaggerated arm swing on heart rate, blood pressure, and ratings of perceived exertion during submaximal walking. Twenty middle-aged (40- 59 years) female volunteers were given four submaximal treadmill tests at 3.0 mph and 0 grade. The four treatment conditions were as follows: 1) walking with unexaggerated arm swing (AS); 2) walking with unexaggerated arm swing with hand-held weights (ASHW); 3) walking with exaggerated arm swing (EAS), and 4) walking with exaggerated arm swing with hand-held weights (EASHW). The testing sequence was randomized and a minimum of 48 hr was given between tests.
A Constructivist Approach to the Thematic Apperception Test
The purpose of this study is to explore the possibility of interpreting the Thematic Apperception Test (TAT) in constructivist terms. This research project involved a qualitative approach, focusing on abductive discovery and phenomenological critique. From constructivist theory, the core ordering processes of reality, identity, power, value, and relatedness were used to interpret a subject's TAT narratives. The author of the study chose one subject from the three with which he worked to present a case study. Chapter One of the research project reviews the literature of both TAT studies and constructivist theory. The author first discussed reliability and validity studies involving the TAT. Second, the author discussed constructivist theory, focusing on its philosophical antecedents and its theoretical framework. Chapter Two of the project establishes the methods and procedures utilized during the project. The core ordering processes as taken from constructivist theory are defined and discussed in detail. Chapter Three represents the bulk of the study, presenting the results and discussion of the results. Following a discussion of the results, the author critiqued the results, and based on the critique discussed procedural changes and implications for future research.
Hardiness, stress, and coping strategies among mid-level nurse managers: Implications for continuing higher education.
This study investigated relationships among hardiness, stress, and coping strategies among mid-level nurse managers in hospitals. Coping strategies were hypothesized to be positively related to stress. In addition, hardiness and its components were hypothesized to be positively related to stress and coping strategies. Demographics were hypothesized to be unrelated to stress, hardiness, and coping strategies. Both hardiness and coping strategies were hypothesized to be predictors of stress. Pearson correlation coefficients, multiple regression, and linear regression were used in data analysis. Stress was associated with specific coping strategies viz., confrontation, selfcontrolling, accepting responsibility, and escape-avoidance. High hardiness, particularly commitment and challenge, was associated with low levels of stress and with problemfocused coping strategies. By contrast, low hardiness was associated with high stress and use of emotion-focused strategies. Significant demographics, when compared to study variables, included age, experience, time with supervisors, number of direct reports, highest degrees obtained, and formal or informal higher education in management. Young nurse managers who were less experienced in nursing and management, and who had fewer direct reports, reported the highest stress levels among nurse managers. High hardiness, particularly commitment, was a strong predictor of low levels of stress; use of escape-avoidance was a significant predictor of occupational stress. This study supported the theoretical suppositions of lower stress if hardiness and specific coping strategies are high among mid-level nurse managers. Potential exists for work-related stress to be reduced by increasing hardiness and adaptive coping strategies. Implications for higher education research and practice are discussed.
Evaluation of a Master of Divinity Program in a Theological Seminary
The objective of this research project was to evaluate the effectiveness of the M.Div. program of Alliance Bible Seminary, Hong Kong. The research was designed for evaluation based solely upon the perceptions of the participant (graduate). The research identified and described the graduates enrolled, assessed perceived career development and attainment, and measured the degree of satisfaction experienced by the graduates who have matriculated from the degree program. A questionnaire was mailed to obtain the necessary data from the graduates of the M.Div. program of Alliance Bible Seminary. The questionnaire which was used was adapted from a previously used one used in the study of graduate educational programs. It has been tested in two other previous studies and was deemed effective. In order to verify its effectiveness in the Eastern context, a pilot test was conducted before the formal research, and the adapted questionnaire was found effective. Responses to the questionnaire were coded and the SPSS system was used to analyze the data. Tables and figures were constructed showing frequencies and significant differences where they occurred. Generally, the graduates at Alliance Bible Seminary were very satisfied with their educational experiences. Both males and females indicated that they would choose the same path again, and would recommend the program to others. The graduates were having full-time employment in the field of Christian ministry, and were positively attaining their career goals. The steps leading to the degree at Alliance Bible Seminary were perceived as very helpful and useful, not just the course work and independent reading, but also extre-curricular activities such as voluntary work on campus, Student Evangelistic Band, and interaction with faculty. Some aspects of the program need improvement and consolidation, such as freshmen advising in the majors, course work in the core, quality of instruction, varieties of course offered, and access …
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