Student Affairs Divisions\u27 Incorporation of Student Learning Principles at CCCU versus Non-CCCU Institutions

With the shift from an industry-based to a knowledge-based society, American higher education, and student affairs in particular, is under increasing pressure to prove its role in facilitating students\u27 learning. The Student Learning Imperative (ACPA, 1994) and the Principles of Good Practice for Student Affairs (ACPA & NASPA, 1997) provided a professionally supported foundation for the new learning philosophy within student life. The strong religious mission and the ministry model of student development in Christian higher education may affect the degree to which student-centered learning is incorporated. This study examined the extent to which chief student affairs officers at institutions in the Council for Christian Colleges and Universities (CCCU) reported their student affairs divisions had integrated principles of student learning. This quantitative study was based on the survey results of 216 chief student affairs officers\u27 (CSAOs) at United States\u27 colleges and universities whose enrollments were between 500 and 3,000 students. Fifty-eight percent of the CSAOs returned the 54-item Survey of Student Learning Principles, based on the seven Principles of Good Practice for Student Affairs. Using repeated-measures analysis of variance, student affairs divisions at Christian universities were found, in comparison to non-Christian universities, to be more successful at helping students develop coherent values and less successful at building inclusive communities. The strong emphasis on moral education from both faculty and student affairs staff at Christian colleges may be one reason for the emphasis on developing values. The predominantly white demographics of Christian colleges may be a factor in their failure to make more efforts to include underrepresented groups. Student affairs divisions at both CCCU and non-CCCU institutions reported doing poorly at systematically assessing to improve performance and effectively using resources to meet institutional goals. Dr

Dismembering the Anzac Legend: Australian Popular Culture and the Vietnam War

An assessment of Australian popular culture representations of the Vietnam War

Introductory Comments

Introduction to the issue by editors Jeff Doyle and Jeffrey Grey

Australia and the Vietnam War: A Select Bibliography

A bibliography of Australian writing on the Vietnam War, including an extensive list of primary sources

Eragrostis (Poaceae): Monophyly and Infrageneric Classification

Eragrostis is a large genus in subfamily Chloridoideae of Poaceae. Recent phylogenetic analyses have suggested that the genus may not be monophyletic, that some of its segregate genera may be better placed within Eragrostis, and that current infrageneric classifications may not represent monophyletic groups. We have used molecular sequence data from the plastid locus rps16 and the nuclear gene waxy from a broad sample of Eragrostis species and representatives of six of the seven segregate genera to address these issues. We found that Eragrostis is monophyletic with the inclusion of several of the segregates, including Acamptoclados, Diandrochloa, and Neeragrostis. The placement of Cladoraphis and Stiburus is uncertain. Thellungia does not belong in Eragrostis and is actually more closely related to Sporobolus. These data also suggest that existing infrageneric classifications are inadequate and do not correspond to monophyletic groups within Eragrostis

Work Related Paternal Absence among Petroleum Workers in Canada

Work-Related Parental Absence (WRPA) is common in contemporary family life. Industries such as aviation, fishing, logging, mining, and petroleum extraction all require the employee to work away from family from short to significant periods of time. In Canada’s petroleum industry, work schedules that involve parental absence are especially common. There has been ample research conducted on the impact of military deployment on families, some research on how mining families are impacted by WRPA, and a small amount of research on the effects of WRPA among offshore European petroleum workers and their families. However, there is no research currently available that investigates the impact of WRPA on Canadian oil and gas petroleum workers and their families. In this article, we share the results of a qualitative study that examined the experience of WRPA through interviewing 10 heterosexual couples. Use of Interpretive Phenomenological Analysis identified a tripartite thematic structure consisting of positive, negative, and neutral aspects of the WRPA experience, which in turn were shaped by specific adaptive strategies undertaken by families. The results of this research provide important insights into a common, yet poorly understood, lifestyle within the Canadian employment landscape

Letters lifted into poetry

Letters lifted into poetr

Evolutionary Significance Of The Loss Of The Chloroplast‐Dna Inverted Repeat In The Leguminosae Subfamily Papilionoideae

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/137404/1/evo05207.pd

Koinonia

A Preliminary Manifesto for Christian Student Affairs Practitioners President\u27s Corner Editor\u27s Disk Christian vs. Secular Universities: Where Should You Work? CoCCA: Involvement through Campus Activities & Hot Ideas ACSD Placement Update & ACSD Electronic Discussion Group Book Review: The Fabric of Faithfulness by Steven Garberhttps://pillars.taylor.edu/acsd_koinonia/1029/thumbnail.jp

E-Learning and small business: a Nova Scotia perspective

Nineteen small business owners/managers in the Halifax Regional Municipality were interviewed regarding their workplace learning. Of particular interest was their e-learning activity. Results of this study indicate that 19 firms (100%) had access to a computer and that 18 firms (95%) access to the Internet. However, only 16 owners of the 19 firms (84%) used the computer and 15 of the 19 owners (79%) used the Internet. The computer was used by owners for a variety of things, mostly business related, for example, accounting. However, only three described specific use of the computer for learning, for example, through CDs. Internet use was mainly for broad-brush information access, a learning outcome however, only two people identified specific e-learning activities. Several owners discussed opposition to e-learning. Results are discussed and future research directions are identified