Development of a Hypermedia Database for the Elementary Classroom

A hypermedia database including selected flora and fauna in Kittitas County, Washington, was developed using HyperCard software for researching information about 400+ species. students had the opportunity to use the database in school libraries and in the author\u27s fifth-grade classroom. The database cards accessed videodisc images where available. On the basis of limited study to date, it appears that when studying the environment, student learning was enhanced by the use of database material created by the author

Role Conflict and Role Ambiguity Applicable to the Local Pastor in the North Pacific Union Conference of Seventh-day Adventists

In recent years much has been written in non-Adventist and non-clergy literature concerning role conflict and role ambiguity. Adventist perceptions of role and the importance Adventists attribute to such roles in ministry may differ from the perceptions of non- Adventist clergy and writers. Hence, a specific study of Adventist clergy was necessary to determine if such a problem exists in Adventism and if the conclusions of other studies are applicable in an Adventist context. It was proposed that an evaluation of the current status of Adventist clergy in the North Pacific Union Conference (NPUC) regarding role function and performance would indicate much 1 2 frustration, conflict, and ambiguity which is detrimental to the work of pastoral ministry. This project investigated, defined, and determined the sources and extent of role conflict and ambiguity experienced by pastors in the NPUC. It was discovered that role conflict and ambiguity are present in the working force of the NPUC and that serious consequences are engendered by the inherent dangers of role stress. Pastors exposed to excessive role strain experience such dysfunctional symptoms as tension, anxiety, depression, psychosomatic disease, alienation, communication breakdown, loss of integrity, and sexual attractions and involvements. Beyond the emotional/psychological consequences, several organizational consequences are evident such as: lower levels of productivity, job dissatisfaction, a sense of job threat, a propensity to leave employment, suspicion toward administration, high levels of turnover, and less job involvement. Person variables were found to moderate the degree to which role problems create such consequences. The most significant sources of role conflict appear to be the discrepancies that exist between: (1) The expectations that congregations have of pastors and the expectations held by administrators, (2) The actual expectations administrators have of pastors and the pastor\u27s perception of administrative expectations. Although the problem is serious, it is not hopeless. The findings reveal that pastors must be proactive in minimizing role stress. Several self-help strategies appear useful: negotiating responsibilities and expectations with role senders, avoiding withdrawal behaviors, checking out perceptions to verify whether 3 conflict is legitimate or merely inaccurate perceptions, pursuing pastoral services, physical exercise, systematic relaxation exercises, and thought-stopping procedures. Further, the theological perspective was investigated in terms of the ministry of Jesus Christ and His response to conflicting expectations and strain inherent to ministry

Curriculum Subcommittee Minutes, April 2, 2015

Nutrition, Dietetics and Food Sciences Credit Hour Change Course No. Change New Course Plant Soils and Climate Course No. Change, New Course, Dual List New Course, Grade Type School of Applied Sciences, Technology and Education Title Change, Course Description Change Title Change New Course Course Description Change School of Veterinary Medicine New Course, Grade Type Art and Design Prerequisite Change Add Repeatable for Credit New Course, Dual List Theatre Arts New Course Economics and Finance Dual List Change Dual List Change, Grade Type Management Course No. Change Credit Hour Change Title Change, Credit Hour Change, Grade Type Communicative Disorders and Deaf Education Title Change Health, Physical Education and Recreation New Course Nursing and Health Professions Move Dept. Psychology New Course Course Description Change, Title Change School of Teacher Education and Leadership New Course Course No. Change Computer Science Prerequisite Change Language, Philosophy and Communication Studies Delete Course New Course Watershed Sciences New Course Wildland Resources New Course Prerequisite Change Chemistry and Biochemistry Title Change, Credit Hour Change, Course Description Change, Prerequisite Change Title Change, Course Description Change, Prerequisite Change Mathematics and Statistics Prerequisite Change Other Renaming the Manufacturing Management Specialization to Shingo Operational Excellence Creating a Landscape Management Certificate program Curriculog update Chair, Curriculum Committe

Assessments in Policy-Making: Case Studies from the Arctic Council

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Youth and Digital Media: From Credibility to Information Quality

Building upon a process-and context-oriented information quality framework, this paper seeks to map and explore what we know about the ways in which young users of age 18 and under search for information online, how they evaluate information, and how their related practices of content creation, levels of new literacies, general digital media usage, and social patterns affect these activities. A review of selected literature at the intersection of digital media, youth, and information quality -- primarily works from library and information science, sociology, education, and selected ethnographic studies -- reveals patterns in youth's information-seeking behavior, but also highlights the importance of contextual and demographic factors both for search and evaluation. Looking at the phenomenon from an information-learning and educational perspective, the literature shows that youth develop competencies for personal goals that sometimes do not transfer to school, and are sometimes not appropriate for school. Thus far, educational initiatives to educate youth about search, evaluation, or creation have depended greatly on the local circumstances for their success or failure

RECONCILING BIOPHYSICAL AND PSYCHOSOCIAL MODELS OF STRESS IN RELOCATION AMONG OLDER WOMEN

The decision to relocate or to age in place can be a difficult one, mitigated by a variety of influencing factors such as finances, physical abilities, as well as social and instrumental support from family and others. This study focuses on the stresses of residential relocation to independent and assisted living facilities among older women living in Lexington, Kentucky. Participation entailed three semi-structured interviews as well as saliva and blood sampling over a period of 6 months, beginning within one month of the move. Measures of cortisol were used as indicators of stress reactivity. Distinct patterns of cortisol response have been identified, with those who indicated the relocation was the result of health issues or anticipated health issues showing the greatest degree of physiological stress reactivity. The majority of women reveal satisfactory psychosocial adjustment, with women indicating the move was facilitated by need for caring for ailing family showing the least amount of facility integration. Significant life events appear to be related to social integration, stress reactivity, and perceptions of facility life over the course of the first six months in residence. These results have implications for facility managers with regard to facilitation of new and prospective resident acclimation and possible interventions aimed at reducing adaptation time among those on waitlists for such facilities

HYPERCONNECTED SCHOOL LEADERSHIP: SHARED EXPERIENCES

Leaders remain perpetually connected to their work because of the rapid advancement of information technology. This research, using a qualitative approach, explored how increased connective technology is affecting school leaders with the central question: How is hyperconnectivity experienced by school leaders? Using personal interviews, the lived experiences of fifteen international middle and high school principals with one-to-one student-to-device programs were collected. Raw transcriptions of their experiences were analyzed using the descriptive phenomenological approach as outlined by Giorgi (2009). This approach allowed for the data to be reduced into a single narrative description shared by all participants indicating the essences of their lived experience as hyperconnected school leaders. This shared narrative highlighted complex and paradoxical experiences associated with how these school leaders interact with technology. Their experiences indicated that work-life balance for hyperconnected leaders required strong personal boundaries and skillful use of connective technologies. Examples of effective leader development of self and community highlighted, paradoxically, the need to unplug to effectively deploy connected technology within their leadership practice. Conversely, this study also showed how leaders can be controlled by connectivity. They associated their roles as responsible school leaders with perpetual connectivity; in consequence, they fused their work and home lives, experienced increased stress, and struggled with work overload. These results imply that international school principals are impacted by increased connectivity in different ways. Findings from this study indicate those leading hyperconnected schools must pay attention to how connectivity is affecting themselves and members of their school communities. Principals must protect themselves from the increasing demands upon their attention that constant connectivity presents in order to make mental room for the self-reflection and creativity needed to provide novel solutions and approaches towards their leadership work

History Teachers\u27 Perspectives of Time Constraints, Engagement, and Relevance in the Curriculum

Over the last 20 years, many state school administrators have reduced social studies instructional time in favor of time dedicated to reading or math skills due to the pressure of standardized testing. The purpose of this qualitative case study, which was based on constructivist theories about learning and schema theory, was to analyze teachers\u27 perspectives on teaching history lessons, in terms of engagement and relevance, while working within new time constraints. Purposeful sampling was used to select 6 teachers for interviews; all had experience teaching social studies courses at the upper elementary and middle levels in a public school district that has been influenced over the last 20 years by the pressures of standardized testing. Interview data were coded and analyzed for common themes. The teachers reported that the lack of planning time and instructional time, compounded with students\u27 lack of schema, hampered the delivery of engaging and relevant history lessons based on the tenets of constructivism. The results of the data collection were used to design a professional development program that would allow teachers to work with engaging instructional strategies designed to stimulate situational interest, which would ultimately lead to schema development. This study has implications for positive social change in that school leaders and other stakeholders could use the results to make decisions about the allotment of instructional and preparation time to provide teachers adequate opportunities to design and deliver engaging and relevant history lessons to enhance students\u27 learning