Consulting report on the NASA technology utilization network system

The purposes of this consulting effort are: (1) to evaluate the existing management and production procedures and workflow as they each relate to the successful development, utilization, and implementation of the NASA Technology Utilization Network System (TUNS) database; (2) to identify, as requested by the NASA Project Monitor, the strengths, weaknesses, areas of bottlenecking, and previously unaddressed problem areas affecting TUNS; (3) to recommend changes or modifications of existing procedures as necessary in order to effect corrections for the overall benefit of NASA TUNS database production, implementation, and utilization; and (4) to recommend the addition of alternative procedures, routines, and activities that will consolidate and facilitate the production, implementation, and utilization of the NASA TUNS database

Parents\u27 Expressed Educational Dissent in Middle School Education Systems

Hoy and Miskel (2008) and Weick (1976) conceptualize schools as organizational systems of which parents comprise part of the organization. Specifically, parent involvement includes such behaviors as assisting students with homework, participating in policy decisions, and providing feedback (Barge & Loges, 2003). Parent involvement is largely championed in K12 education and particularly in middle schools (e.g., Coalition of Essential Schools, 1993; Texas Education Agency, 1991). In fact, both parents and teachers value building positive parent-teacher relationships (Kalin & Steh, 2010) and may communicate regarding a variety of topics including student academic performance, classroom behavior, preparation, hostile peer interactions, and health (Thompson & Mazer, 2012). However, while parents and teachers report valuing positive parent-teacher interactions, Lasky (2000) found that “teachers and parents sometimes felt confused, powerless, and misunderstood as a result of their interactions” (p. 857). One specific type of parent-teacher communication that may lead to dissatisfying interactions is parent expressed educational dissent (PED). Similar to organizations and workplaces that do not value dissent as a feedback process increasing democratic discourse in the system, schools may actively attempt to avoid potentially negative or conflict-inducing communication such as dissent (Ehman, 1995). Scholars (e.g., Davies, 1987; Fine, 1993; Sarason, 1995) note the importance of dissent and parent involvement in education systems, and case studies espouse positive changes within education systems as a result of parental dissent (e.g., Ehman, 1997). In order to better understand PED, this dissertation project seeks to (a) examine why parents express dissent in educational systems, (b) identify how parents express dissent in educational systems, and (c) measure how PED affects members of the educational system. To accomplish these goals, the author conducted a series of focus groups with teachers and parents, developed a measure of PED, and disseminated a survey to both parents and teachers assessing the antecedents and possible outcomes affected by PED. The findings of this research aim to improve organizational communication within middle school education systems such that schools may develop prosocial strategies for (re)framing and addressing PED

An Exploration of Moral Injury as Experienced by Combat Veterans

War-zone stressors among Service members can lead to adverse psychological consequences that fall outside the scope of post-traumatic stress disorder. Combat stressors can also result in moral injury. Moral injury is an emerging psychological construct. One proposed definition of moral injury is the perpetration of, failure to prevent, bearing witness to, or learning about acts that transgress deeply held moral beliefs and expectations. The current study used this proposed definition to conduct a qualitative phenomenological investigation of the lived experience of moral injury among combat Veterans of the wars in Iraq and/or Afghanistan. Eight male combat Veterans who self-identified as having the experience of moral injury as put forth in the proposed definition, were individually interviewed. Qualitative analysis was utilized to uncover themes related to morally injurious events and psychological sequela. The findings revealed support for the proposed definition of moral injury as well as six themes describing morally injurious experiences: shame, guilt, and feeling unforgivable connected to the involvement of children in war; shame, guilt, and anger for taking part in killing others; shame, guilt, anger, and feeling unforgivable when they did not speak-out regarding morally injurious events they were a part of as a group; no longer holding the same religious/spiritual beliefs; a loss of meaning in life after viewing death and a sense that they deserved to be disgraced after the way they handled the human remains of the enemy and witnessing others disgrace human remains of the enemy; and difficulty reconnecting emotionally with loved ones after their morally injurious experiences in combat. The most endorsed theme by the Veterans related to morally injurious experiences with children in war. Results suggest an important area for future research could help to define ways to prepare Service members for encountering child soldiers as well as potential ways to manage witnessing the suffering of children in war. The electronic version of the dissertation is accessible at the Ohiolink ETD center http://www.ohiolink.edu/etd

Oral History Interview: Marjorie, M. Bond

This interview is one of a series conducted with former employees of the Huntington Owens-Illinois, Inc. glass bottle factory. Ms. Marjorie Bond was a mother of four who was originally employed at Huntington Tent and Awning but began working at Owens-Illinois, Inc. in 1944. At first she was a selector, but she later received other duties such as being a crew leader. She describes her jobs and duties at the plant as well as the jobs that were assigned to women and the jobs that were assigned to men; men received preferential treatment at the time and a lawsuit resulted. Owens also employed African- Americans. Ms. Bond discusses shifts, company social events (such as picnics), work related dangers, the labor union she belonged to (GGDBA), strikes she participated in, and other topics as well. She ends by discussing her retirement and her social life afterwords.https://mds.marshall.edu/oral_history/1543/thumbnail.jp

Social problems and collaborative planning: toward a theory and model of social planning

The concern of this dissertation is planning theory and practice; its purpose is to make planning more responsive to the problems of the city. The premise that the study is built on is that social planning must be in harmony with the nature of its subject matter, and that social problems is its subject matter. The supposition is that if we grasp the nature of social problems and build planning theory and practice on these insights, planning efforts will be more relevant and more effective. The approach is a theoretical one; social problems are the starting point. After urban problems--and poverty in particular--are examined from an historical perspective, a social systems framework is presented to clarify how problems are generated and maintained as well as to explain how responses to problems are shaped. The inquiry into the nature of social problems then draws upon sociological theory. This theoretical literature is found to focus on either the objective elements of social problems or on the subjective, that is, the process by which persons come to judge whether a condition is a social problem. Structural aspects of problems are not an important concern of the theorists. However, in this study a problem is considered as social only when its causes lie outside of individuals--when the sources or origins can be found in existing structural or institutional arrangements. Problems are conceptualized as having two dimensions: objective and subjective ones. Social problems--specifically, their objective and subjective dimensions--are related to social planning. It is contended that planning must deal with the objective elements of social problems, including structural aspects, as well as with the subjective dimensions. Or, in other words, social planning must (1) treat the structural causes of problems and also (2) address itself to the values, beliefs, definitions, etc. that obstruct social change. In addition to this theoretical linkage of social problems and social planning, the dissertation situates planning in the context of a general theory of social reality. Drawing upon the work of Berger and Luckmann (1966), planning is conceptualized as a process in which reality is socially constructed. These theoretical concepts--the objective and subjective dimensions of socia1 problems as the object of social planning and social planning as the social construction of reality-provide the basis for the model which is developed. Three components of the model are treated. First, characteristics of the process are discussed, and it is contended that the social planning process must be “task-oriented,” experimental,” “cybernetic,” dialogic, and collaborative. Second, roles and phases in the process are discussed and illustrated. : Consistent with the theoretical framework in which knowledge is considered as socially distributed, citizen, planner, and decision maker have roles in each of the planning phases. Since no one has a complete view of social reality, each is seen as having a distinct contribution to make in the task of defining the problem and its solution. Thus, resolving social problems requires that citizen, planner, and decision maker collaborate and learn from one another. The planner\u27s role is elaborated as the third aspect of the model. By planner is meant an interdisciplinary team whose role encompasses two main functions: (1) technical tasks that have traditionally belonged to the planner, and (2) interactional tasks. Although other planning theorists have outlined interactional tasks for the planner, his role in the collaborative model is “to promote mutual learning through dialog.” This role, similar to that of a process consultant, is considered unique to the collaborative planning model. Although components of the model resemble those of other models, taken together, the characteristics of the planning process, planning phases, and planning roles differ from any other model. And importantly, the planning model grows out of a theoretical analysis of social problems as well as a broad theoretical framework. The model is normative in nature, and although it is not tested empirically, it is evaluated at a theoretical level. The collaborative model and seven other planning models are assessed in terms of whether they are responsive to the nature of social problems. It is contended that the collaborative model is the only one that is responsive to the nature of social problems. This dissertation--its theoretical concepts and conceptual model-is seen as a contribution to an emerging planning paradigm--one that holds the promise that we can learn to deal effectively with the problems that confront our cities

New Jersey\u27s school funding policy from 2002 to the present and its impact on student achievement

The purpose of the study was to identify how school districts were impacted by the state aid decisions made from 2002 and to then determine if there was a relationship between the excess or shortfall of state aid received and the achievement of students in each district during the same period as measured by standards used to identify schools in need of improvement. The study included 540 non-Abbott school districts and considered enrollment growth, change in total budget, and change in state aid. It used the 2004-2005 report of schools in need of improvement to identify districts that were failing to achieve. As more years passed from the 2001-2002 base year, the last year in which actual district enrollments were used to calculate the state aid to be received by each district, there was a greater disparity in the amount of state aid received by the school districts in terms of changes in district enrollments. At the same time, more districts were being identified as having schools in need of improvement. No direct causal relationship was identified, however parallels were identified that warrant further study

A comparative study of mathematical understanding possessed by teachers in-service

Thesis (Ed.M.)--Boston UniversityIt was the purpose of this study to: 1. Determine the mathematical understandings possessed by a group of teachers in-service. 2. Compare the levels of mathematical understandings possessed by the different members of the group with the various grade levels of teaching experience within the group. 3. Compare the levels of mathematical understandings of the members of the group with their length of service. 4. Compare the levels of mathematical understandings of those members who have taken courses in the teaching of arithmetic with those who have taken no courses in this area. 5. Make a comparison between the levels of mathematical understandings of those members with Bachelor's degrees and those with Master's degrees

An Exploration of Moral Injury as Experienced by Combat Veterans

War-zone stressors among Service members can lead to adverse psychological consequences that fall outside the scope of post-traumatic stress disorder. Combat stressors can also result in moral injury. Moral injury is an emerging psychological construct. One proposed definition of moral injury is the perpetration of, failure to prevent, bearing witness to, or learning about acts that transgress deeply held moral beliefs and expectations. The current study used this proposed definition to conduct a qualitative phenomenological investigation of the lived experience of moral injury among combat Veterans of the wars in Iraq and/or Afghanistan. Eight male combat Veterans who self-identified as having the experience of moral injury as put forth in the proposed definition, were individually interviewed. Qualitative analysis was utilized to uncover themes related to morally injurious events and psychological sequela. The findings revealed support for the proposed definition of moral injury as well as six themes describing morally injurious experiences: shame, guilt, and feeling unforgivable connected to the involvement of children in war; shame, guilt, and anger for taking part in killing others; shame, guilt, anger, and feeling unforgivable when they did not speak-out regarding morally injurious events they were a part of as a group; no longer holding the same religious/spiritual beliefs; a loss of meaning in life after viewing death and a sense that they deserved to be disgraced after the way they handled the human remains of the enemy and witnessing others disgrace human remains of the enemy; and difficulty reconnecting emotionally with loved ones after their morally injurious experiences in combat. The most endorsed theme by the Veterans related to morally injurious experiences with children in war. Results suggest an important area for future research could help to define ways to prepare Service members for encountering child soldiers as well as potential ways to manage witnessing the suffering of children in war. The electronic version of the dissertation is accessible at the Ohiolink ETD center http://www.ohiolink.edu/etd