Learning-centered Professional Staff Development: Examining Institutional And Learner Responsibilities

The goal of this research was to determine the balance of a collaborative learning relationship between an institution and its employees. A review of the literature examined learning-centered theory to determine the necessary tenets of a learning-centered professional staff development program. In addition, various staff development components were examined to ascertain their role in a learning-centered program. The literature findings guided this research to conduct a study to determine if relationships existed between employees\u27 perception of climate and two variables: (a) employees\u27 locus of control and (b) employees\u27 job satisfaction. Additionally, the three factors were assessed together in a linear regression to determine what percentage of variance could be accounted for by each of the factors. The extent to which the institution had sufficiently set the stage for learning to take place was determined by assessing the institution\u27s climate utilizing the PACE©. Locus of control and job satisfaction were two audience components utilized to determine appropriate program selection. Findings from the correlation procedures revealed a moderate relationship between both the employees\u27 locus of control and their job satisfaction and their perception of the climate. A multiple regression revealed that 43% of an employee\u27s climate perception could be accounted for by locus of control and job satisfaction. Results of this study indicated that locus of control and job satisfaction were two factors that an institution needs to consider with regards to their staff prior to embarking on a staff development program or in re-designing an existing program. In addition, the results indicated the necessity in establishing a baseline climate perception to ascertain if the environment was conducive to staff learning. Lastly, an institution needs to be willing to inquire of its staff as to their needs and preferred learning delivery methods. By examining itself objectively, and engaging workers in a collaborative learning process, an institution can begin to establish the foundation for a learning centered staff development program

Photoionization and ion cyclotron resonance studies of the ion chemistry of ethylene oxide

Time-resolved photoionozation mass spectrometry (PIMS), ion cyclotron resonance spectroscopy (ICR), and photoelectron spectroscopy have been employed to study the formation of the ethylene oxide molecular ion and its subsequent ion–molecule reactions which lead to the products C2H5O+ and C3H5O+. Earlier observations that a structurally and energetically modified species (C2H4O+) * is an intermediate in the production of C3H5O+ are confirmed. The PIMS data detail the effects of internal energy on reactivity, with the ratio of C3H5O+ to C2H5O+ increasing by an order of magnitude with a single quantum of vibrational energy. Evidence is presented for the formation of (C2H4O+) * in a collision-induced isomerization which yields a ring-opened structure by C–C bond cleavage. This species contains considerable internal excitation which is relaxed in collisions with ethylene oxide or bath gases such as SF6 prior to reaction. The relaxed ring-opened C2H4O+ ion reacts with neutral ethylene oxide by CH2 + transfer to yield an intermediate product ion C3H6O+ which gives C3H5O+ by loss of H. Isotopic product distributions observed in a mixture of ethylene oxide and ethylene oxide-d4 are consistent with this mechanism. The effects of ion kinetic energy on reactivity are explored using ICR techniques. Increased reactant ion kinetic energy leads to collision-induced dissociation of C2H4O+ rather than isomerization to the open form

Comments on the IBM 701 computer

Observations from C. Corderman, N. Daggett, S. Dodd, R. Everett, J. O'Brien, N. Taylor and R. von Buelow.Memo presenting the observations of Division 6 staff after a visit to IBM at Poughkeepsie for the purpose of studying and evaluating the 701 computer

The effects of yoga on eating behavior and psychological states

This research examines the effects of practicing yoga, as compared to aerobic exercise, on the body and on the mind. Obesity and other diet-related health concerns are increasingly prevalent in society today and it is crucial that we explore different ways to promote healthy behaviors and eating habits that can be sustained over time. There is extensive literature on the benefits of practicing yoga and correlational evidence that show a link between practicing yoga and healthier eating patterns. Using sub scales from the intuitive eating scale, along with other measures to assess psychological state, this research compares the benefits of practicing yoga with other aerobic exercise, specifically cycling. The goal of this research is to explore ways to promote healthier eating behavior through the indirect means of practicing yoga. We are hypothesizing and testing that, through practicing yoga, participants will feel a strong internal motivation to make healthier choices when it comes to food