F22RS SGB No. 23 (Exec Code of Conduct)

To Amend the Student Government Cod

An investigation of the relationship among life-skills, self-esteem, and well-being in adults

This study examined the relationship among life-skills, self-esteem, and well-being in 278 adults. Adults were classified into three age groups. Of the 278 participants, 96 were young adults, 92 were middle-aged, and 90 were older adults. Life-skills, global organizations of general coping skills that are learned behaviors which enable effective functioning, were assessed with the Life-Skills Inventory - Adult Form (Gazda, Illovsky, & Taylor, 1991). Analyses were performed to understand the influence of four generic life-skills areas, interpersonal communication/human relations, problem-solving/decision making, identity development/purpose in life, and physical fitness/health maintenance, on self-esteem. Self-esteem was measured with the Self-Esteem Inventory-Adult Form (Coopersmith, 1981). Additional analyses explored the relationship between those four life-skills areas and well-being. Well-being was assessed by the General Well-Being Schedule (Dupuy, 1978). Lastly, analyses examined whether self-esteem serves as a moderator between life-skills and well-being. Results indicated that there are significant differences among the three age groups in regards to the life-skills dimensions of physical fitness/health maintenance and identity development/purpose in life. Additionally, the dimension of interpersonal communication/human relations was found to be a significant predictor of self-esteem across the stages of adulthood in a pattern largely supportive of Erikson\u27s stages of psychosocial development (Erikson, 1950, 1963). A significant association was found between self-esteem and well-being, consistent with research identifying self-esteem as a component of well-being (Andrews & Robinson, 1991, Blascovich & Tomaka, 1991; Emmons & Diener, 1985b). Lastly, the study posited that self-esteem would serve as a moderator between life-skills and well-being. The results indicated that self-esteem can moderate the relationship. Clinical and theoretical implications are discussed, as well as, considerations for future research

Developing Policies and Procedures for Restorative Accountability at Southwestern Assemblies of God University

This project was designed to address a lack of policies and procedures at Southwestern Assemblies of God University that support its restorative accountability approach in addressing student conduct violations. The student handbook provides rights and responsibilities afforded each student as well as the procedures that appointed staff members are to follow in the event that campus policies are violated; however, the language used in the student handbook did not address modern student culture, nor did it procedurally assist staff members in helping students to develop spiritually. The project intervention involved staff members who address student violations with grace as well as students who have been involved in restoring students to good standing to God, the institution, and one to another. Questions originally arose from focus group data collected among student leaders during the Fall 2018 semester. The students admitted that they were not aware of how they could receive restoration through accountability because the current student handbook policies do not provide that information to them. This led to not only a redesign of the student handbook to make the language relevant to college students, but to also help them understand that following a restorative process involves discipleship for them as a person and member of a community built on a foundation of love and grace. The core of this process is found in the Apostle Paul’s theology in 2 Cor 5:11-21 as well as practices found in restorative justice

S22RS SGR No. 19 (Union Lot)

A Resolution To Urge and Request LSU Parking and Transportation to allow the parking lot behind the Student Union remain a parking lot after 6:00 pm when the Park N Go ends, until construction of the Bus Depot begin

S21RS SGB No. 6 (Election Code)

A Bill To amend the Election Cod

S21RS SGR No. 13 (Ballot, feminine hygiene trash cans)

A Resolution To urge and request that the installation of feminine hygiene trash cans in restrooms, be placed on the Spring 2021 Election Ballo

S21RS SGR No. 11 (Ballot, water refill stations)

A Resolution To urge and request that the installation of water refill stations be put on the Spring 2021 ballo

Computer Learning Behavior: Strategies for Learning and Behavior Improvement

A survey of 124 students in computer applications classes was conducted to determine students’ perceptions of computer learning in the following areas: promptness, listening, computer obsession, computer anxiety, anger, frustration, enjoyment of computers, importance of computer knowledge, and relative importance of computer skills and people skills. Results indicated that there were behavior problems involving promptness, listening, obsession, computer anxiety, anger, and frustration in the classroom. However, a majority of the students enjoyed working with computers. Additionally, they agreed that computer knowledge will be useful to them in the future; and most agreed that people skills and computer skills are equally important

Lessons from the evolution of human resources for health in Ethiopia: 1941-2010

Human resources for health (HRH) policy and planning is highly challenging in any setting but the more so in underdeveloped countries. Ethiopia has relatively vast and distinctive experience in accelerated training, use of substitute categories/task-shifting… from which important lessons could be drawn.Based on thorough analysis of documents (official, unofficial, government and others) and 1st hand experience of the authors, the paper explores the major issues in HRH development between 1941 – end of the Italian Occupation - and 2010 – end of the Health Sector Development Program (HSDP) III.The socio-cultural and economic context; development in education, higher education in particular and the general human resources development policy, strategy and plans in the successive periods are assessed briefly.Major developments of• Reconstruction and Basic Health Services Period (1941-1974): the successive five-year plans; the training of orderlies/dressers, the 1st nursing schools, training abroad…; the Gondar Public Health College and the Gondar Team; the beginnings of medical education …• Primary Health Care Period (1974-1991) the Ten Years Perspective Health Plan; the training of Community Health Workers - Community Health Agents and Trained Traditional Birth Attendants -, nurse practitioners, health assistants; discontinuation of the health officers (HO) training, the initiation of Jimma College of Health Sciences and of post-graduate training in medicine at the Faculty of Medicine Addis Ababa University…• Sector-Wide Approach Period (1991-2010) the Health Sector Development Programs I-III, the reintroduction of Health Officers training, the accelerated training/‘Flooding Strategy’, Health Extension Workers, retention/‘Brain-Drain’ of health workers…are explored in some depth and lessons drawn for future HRH development in the country.The conclusions underscore the laudable efforts in all periods but difficulties of learning from the past; the continued very low workforce density and the highly skewed distribution; the recurring challenges of sustained human resources development – quality, motivation, retention… - of the task-shifting and accelerated training attempts and the need to develop specific HRH policy and strategy