Educators\u27 Positive Stress Responses: Eustress and Psychological Capital

This study contributes qualitative support for the Positive Psychology concepts of Psychological Capital and eustress in the field of education. The research questions ask how stressors inherent in public education today may positively influence the meaning-making teachers engage in. The constructs of Psychological Capital (hope, self-efficacy, resilience, and optimism) are explored viewing their relationship to positive meaning-making for these individuals. The study is based on life history interviews with six teachers identified as being positively oriented in their outlook. The career trajectory of each was discussed, along with identification of successes and challenges in being a public school teacher at this time in history. The data was coded both deductively for the Psychological Capital constructs and inductively for other themes. The themes that arose inductively centered on relationship building and professional growth and change. These two areas serve as the central points of meaning-making for these teachers. The resources of Psychological Capital seem to work to provide a buffer that allows for the positive meaning-making found in the relationships, professional growth and positive orientation towards even difficult change. Work engagement is the outcome evidencing the relationship between the PsyCap resources and the positively oriented meaning-making of the teachers in their work. Work engagement was found to arise from the urgency and savoring of the individuals, most notably from the areas of relationship building and professional growth and change. The study also presents a contrasting example of a teacher who does not seem to engage the resources of Psychological Capital as effectively, has a more distressful orientation, and exhibits less work engagement

Ten Things a Criminal Attorney Should Know When Representing the Non-Citizen in Criminal Proceedings

Essays from the Honorable James J. Gilvary Symposium on Law, Religion & Social Justice: Justice for Strangers? Legal Assistance and the Foreign Bor

Laboratory Manual for Introductory Geology

1. Introduction to Physical Geology2. Earth's Interior3. Topographic Maps4. Plate Tectonics5. Water6. Climate Change7. Matter and Minerals8. Igneous Rocks9. Volcanoes10. Sedimentary Rocks11. Metamorphic Rocks12. Crustal DeformatIon13. Earthquakes14. Physiographic ProvincesThis textbook is a comprehensive lab manual for the core curriculum Introductory Geosciences classes with both informational content and laboratory exercises. Topics include basic laws and theories in Geology, the Earth's interior and plate tectonics, water and climate change, igneous rocks and volcanoes, and earthquakes

Indulging Our Gendered Selves? Sex Segregation by Field of Study in 44 Countries

Data from 44 societies are used to explore sex segregation by field of study. Contrary to accounts linking socioeconomic modernization to a degendering of public-sphere institutions, sex typing of curricular fields is stronger in more economically developed contexts. The authors argue that two cultural forces combine in advanced industrial societies to create a new sort of sex segregation regime. The first is gender-essentialist ideology, which has proven to be extremely resilient even in the most liberal-egalitarian of contexts; the second is self-expressive value systems, which create opportunities and incentives for the expression of gendered selves. Multivariate analyses suggest that structural features of postindustrial labor markets and modern educational systems support the cultivation, realization, and display of gender-specific curricular affinities

Does the Creation of an Outline Prior to Writing a Draft Enhance the Quality of Students’ Papers?

Research Question: Does the development of an outline prior to writing an extensive research paper positively impact the quality of the student’s final paper