Blockchain Technologies: A Study of the Future of Education

This paper provides insights into the possible, plausible and desirable futures of using blockchain technologies in education. While several universities and education providers are already beginning to use blockchain technologies for complex record manipulations, accounting, and certification of credentials, a whole-systems approach provides a broader view of the issues, promises and challenges associated with using blockchain technologies in education. The study uses social inquiry and causal layered analysis (CLA) to explore impacts across social, economic, environmental, policy, and values dimensions. Findings suggest the needs for new driving metaphors and myths about the purpose and value of education and its place in society as a public good, challenging traditional narratives of the importance and value of formal education and degrees. The implications of this study include a consideration of wider social factors that become important for implementing transformative change in education, presenting challenges to traditional K-12 and higher education curriculum, outcomes, and infrastructure

A Social Inquiry Analysis of Post-Pandemic Higher Education: A Futures Perspective

This paper explores higher education futures post the Corona virus pandemic. It uses futures and social inquiry approaches to explore how post-pandemic times will impact higher education. As a research method, social inquiry connects across social systems to explore complex relationships and impacts, providing a broader perspective of potential influences and synergies of social phenomenon. Social inquiry research shifts focus away from causal affects to explore patterns of connectivity and is therefore an appropriate methodology for futures inquiry. An examination of 141 trends associated with COVID-19 impacts provided the data for futures analyses through a Causal Layered Analysis approach. Three guiding questions including how we can address the challenges and embrace the opportunities of post-pandemic times to create more equitable, inclusive and sustainable higher education futures were explored. Results point to the need to rethink our social metaphors for more equitable and desirable higher education futures. Implications of this research suggest the need to examine and revision the purpose and values of higher education to meet the needs of individuals and society

Origins of extension home economics programs

Main objective was to look at the broad picture of needs assessment by examining origins of extension programs. Purposes were to: identify origins of Cooperative Extension Service home economics programs, to examine to what extent these origins represented Philip Nowlen\u27s (University of Chicago) five categories of origin, and to compare these categories of origin with the independent variables. The five categories of origin were: history, philosophy, operations, needs assessment, and context. The independent variables were: program emphasis; and the demographic variables: state, years employed with extension or adult education, full- or part-time employment, degree, educational background, city size, and shared planning;A questionnaire was developed and identified demographics, programs, and program origins. From a list of 32 program origins, home economists selected major and related origins for three major programs. Data were analyzed from 241 home economists (50 percent random cluster sample) and 683 programs from: Illinois, Iowa, Minnesota, Missouri, Nebraska, South Dakota, and Wisconsin;Data analysis included descriptive statistics, Multiple Response (SPSSX) comparisons of origin, chi-square analysis to identify differences among major origins and independent variables, one-way ANOVA to identify differences in number of all origins selected by independent variables, and Pearson product-moment correlations to identify relationships of all origins with the independent variables. Patterns of program origin were also studied;Descriptive statistics identified that all 32 origins, representing the five categories of origin, were selected. The most selected origin, advisory committee recommendations, was listed for 17 percent of the major origins and, for 49 percent of all programs, it was listed as an origin. The most selected category, needs assessment, was chosen for one-third of major origins and 30 percent of the home economists selected it as origin for their major programs. Percentages and statistical analysis identified some variations with the independent variables. No significant correlations were noted between the total number of origins given and the independent variables

Life History of the Cutthroat Trout \u3cem\u3eSalmo clarkii\u3c/em\u3e Richardson in the Logan River, Utah

The study of the cutthroat trout in the Logan River drainage was initiated in cooperation with the Utah Cooperative Wildlife Research Unit and the Utah Fish and Game Department during May of 1948. The first field work began that month. The taking of fish was terminated in November, 1949, although several trips were made into the study area as late as January, 1950

To Grow is to Change

Non-fiction by Duane S. Fleene