PEOPLE SEARCHING USING SOCIAL DOMAINS

Configurations of the subject technology provide receiving a search query for one or more users who are socially connected to a specified social domain. One or more users are then identified who match the search query and who are connected to the specified social domain. The subject technology ranks the identified users according to their connection to the specified social domain, and provides information about the identified users according to their respective ranking. Further, the users may be grouped according to their connection to the specified social domain

Managing curriculum change: A preliminary report

This paper presents an overview of the theory generated from a qualitative study that investigated the perspectives of faculty leaders of the discipline of classroom religious education, regarding their management of "top down" (Morris, 1995) curriculum change. The curriculum change investigated involved a theoretical shift from a life-experience approach to learning and teaching, to a knowledge-centered text-based curriculum. Seven themes emerged from the study and provide an insight into issues faculty leaders perceived as relevant to their management of a mandated curriculum change

Preparing for 'top down' curriculum change

This paper reports on the theory generated from a study of the management of a major ‘top down’ curriculum change in the highly specialised area of religious education from the perspective of the religious education coordinator (REC). It identifies how RECs prepared for the management of the change and provides information about the key issues they addressed in order to manage the change. Emanating from a grounded theory approach some of the key issues pertaining to the theory generated were: the RECs’ initiatives to become informed about the change; strategies undertaken to inform teachers of religious education, providing opportunities for teachers to dialogue about the change, exploring the textbooks underpinning the change in the light of existing curriculum and; decision making processes employed to bring about the change

Religious Education Leadership and the 21st Century: Overcoming Disconnectedness

The role of the religious education leader is a relatively new role within Catholic education in Australia. This leadership position has evolved since the time of its emergence in the decades following Vatican II; however, there appears to be a lack of clarity and understanding about the role and its impact upon a school. While the religious education leader plays a significant role in building a school community, a recent study which sought to discover the kinds of support these leaders need found that many religious education leaders encountered experiences of disconnectedness in their own school communities. Drawing on the insights emerging from that study, this paper provides an overview of the development of the role. While the general trend associated with these developments in religious education leadership have been oriented towards raising the profile of religious education leadership in Catholic schools there remains a lack of clarity about the role. This has contributed to experiences of disconnectedness amongst many religious education leaders. This paper aims to identify some of these experiences and suggest practical ways of overcoming them

Sustaining school based religious education leadership

The number of people applying for school based religious education leadership positions is scarce in most regions throughout Australia as well as other geographical regions. Drawing on the insights from key stakeholders associated with religious education leadership in schools this qualitative study aimed to identify factors which militated against sustaining school based religious education leadership. This paper reports on the findings emanating from the study and proceeds to outline practical solutions that may contribute to attracting and sustaining future generations of religious education leaders. The key factors impacting on the sustainability of religious education leaders include feelings of disconnection, excessive demands associated with the role and a lack of structural support. Practical recommendations are outlined to contribute to sustaining school based religious education leadership. The recommendations include a review of teacher appraisal processes, equity in terms of industrial conditions and the inclusion of middle leadership positions that support the leader

A comparison of methods for analyzing intraindividual change in student epistemological orientation during the transition to college

The ability to measure the development of epistemological beliefs of 235 college students during their first-semester in college was investigated by comparing the results obtained using five different methodological approaches to measuring change. These approaches included the use of the two-wave difference score, the residual change score, the cross-time correlation matrix, repeated measures analysis of variance, and individual growth modeling. A cubic individual growth model was found to be superior to other methods in describing intraindividual differences in dualistic epistemological orientation during the transition to college. An investigation of the existence of systematic interindividual differences in growth as a function of anxiety, mood, tolerance of ambiguity, and various demographic characteristics failed to find any significant differences among four identified patterns of linear and cubic change in dualism: no change, fluctuating increase, straight increase, fluctuating decrease, and straight decrease. Suggestions are given for both future empirical investigations of epistemological development in college students and the measurement of longitudinal change in psychological constructs

Management of curriculum change: An analysis of religious education coordinator's perspectives on the management of a particular curriculum change in Catholic secondary schools in the Archdiocese of Melbourne

This thesis aimed to study the perspectives of religious education coordinators' in secondary schools in the Archdiocese of Melbourne regarding their management of a particular curriculum change in religious education. The change in question involved a 'top down' (Morris, 1995) change to a 'text-based curriculum' (Pell, 2001) directed by the Archbishop of Melbourne, who is responsible for religious education in Catholic schools throughout the Archdiocese. Situated within a qualitative paradigm this research utilised grounded theory as a means to identify and analyse the theory generated from interviews with religious education coordinators who were responsible for managing the change. The emergent categories were used to generate new theory in relation to how religious education coordinators managed the curriculum change. Key theories generated from this study included factors that impeded the change such as an inability to understand the theoretical position underpinning the curriculum innovation, and inadequate qualifications to teach religious education. It also generated theory about factors that assisted the management of this change such as time to reflect on practice, and support from school leadership teams. The theory generated was analysed against the existing knowledge about curriculum change in education, textbook use and leadership in religious education. A distinguishing aspect of this research is that it linked the general literature on educational change as it applies to curriculum change, with curriculum change in religious education.The study also proposed some recommendations for future directions and practices concerning the management of curriculum change in religious education in Catholic schools

The Best Intentions: The Failure of International Intervention in the Bosnian Genocide

I have so many people to thank for helping me through this grueling process. The first and foremost is my Thesis Mentor, Dr. Jacob Kathman. Without his advice and prodding, I never could have turned a “piece of garbage” into a decent scholarly work. I also need to express my gratitude to Dr. Gispen, who has been pushing me to exceed my expectations since my Freshman year. Dr. Schenck: Thank you so much for answering all ofmy incessant questions throughout this arduous process. I have really appreciated it. Dr. Allen, thank you so much for agreeing to help me with this project. I also want to thank my Mom and Dad for constantly reminding me to work on my thesis. I love you both with all ofmy heart, thank you for everything