1941 research outputs found
Sort by
Exploring Nature for Ideas in Designing Jewelry
Get PDF57 leaves. Advisor: Condon KuhlThe problem. The specific problem undertaken in this creative project has been to observe natural objects in various forms as effected by change of season and environmental influences. These observations were recorded through the eye of the camera and used as inspiration in designing jewelry and containers for jewelry.
procedure. The procedure has been to explore nature; photograph various discovered designs; sketch ideas for designs for jewelry from the photographs and select certain ones to
execute in metal.
Findings. A more meaningful understanding of oneself can be reached by cultivating a deeper awareness of nature. A close examination of natural objects has developed a profound awareness of the apparent design potential evident in nature.
As more time is spent in natural surroundings, a person's awareness grows so that communication with nature and with others becomes more effective. The result of relating nature to jewelry has aided in producing pieces with more than superficial meaning.
Conclusions. Hopefully, through this developed awareness the communication of feelings about nature can be more easily conveyed to others. Time will broaden ideas about nature and
test the success or failure of the awareness concept
Attitudes Toward Women as Administrators in the Des Moines, Iowa Public Schools
Get PDF113 leaves. Advisor: Dr. Richard LampshireThe problem. In a profession dominated in numbers by women, few women find their way to the top. There are relatively few women in positions of leadership or administration in education. The purpose of this study was to determine the attitudes of the school related community toward women as administrators in the Des Moines, Iowa public schools.
Procedure. Five segments of the Des Moines community were the population for this study. Sample groups were taken from: (1) students in fourth, eighth, and eleventh grades;
(2) parents of children in these grades; (3) teaching faculty from the schools attended by these students; (4) present administrators in these buildings; (5) personnel from the College of Education, Drake University. Sample groups were given an opinionnaire prepared by the author and consisting of twelve statements which describe tasks, roles or characteristics of administrators. Results were tabulated and the data analyzed. Textual summaries and tables appear in numerical and percentage form for ease of interpretation.
Findings. The study shows that men and women are considered equally able at public relations, at having ambition and a career commitment, at having insight into the needs of people. Women are perceived as working as well under women as under men, as being able to satisfy the community in assuming principalship of a school. Men and women are viewed as being equally able to make decisions and to organize effectively. Males are believed to be better disciplinarians by parents, students and older teachers, not, however, by the majority of the teaching faculty nor by administrators. Women are considered to be more sensitive, taking things more personally than men. Most segments of the study believed that young girls need successful women as models to emulate, and most segments also do not perceive the Des Moines schools as having a particular problem of sex bias or discrimination.
Conclusion. The findings of this study, when viewed as a whole, do not show any consistent negative attitudes toward women as administrators in the Des Moines, Iowa public Schools. On most of the questions asked, men and women were regarded by the subjects as equally able to perform tasks of leedership
Use of Self-Actualization Scales as a Predictor of Academic Success with Underachievers
Get PDF106 leaves.The problem. Drake University placement officers do not know with any degree of certainty whether or not students selected for the Transitional Services Program can earn a first-semester 2.0 grade point average (CPA), which is a requirement for their admission to the University. The currently used ACT-prediction method (a computation provided by American College Testing Service using the student's high school CPA, ACT or SAT score, and a correction factor for the specific university) does not use scores of Time-Competence or Inner-Directedness scales from the Personal Orientation Inventory
(POI) as indices of academic success. Yet, the implication is that a relationship exists between these variables and academic success or failure.
The problem, then, was to determine whether POI scale pre-test scores could more accurately be used as predictors of first semester CPA's than is the ACT-prediction method. The second problem was to investigate the existence and degree of relationship between the POI major scale post-test scores, compared separately (a standardized measure of selfactualization) and actual CPA (evidence of behavior associated with self-actualization).
Procedure. In the fall of 1973, 102 students were enrolled in the Transitional Services Program (TSP), a special-help program provided for students whose high school grades, ACT or SAT scores and/or class rank or a combination of these, prevents their admission to Drake. The TSP provides and requires participation in both a speed reading and study skills course, English I, other courses to total 10 hours or more, and regular individual counseling. At the end of the first semester, the student must have earned a 2.0 GPA to gain admission to the University.
The sample consisted of 102 students currently enrolled in the TSP. Data were compiled from three sources--POI pre- and post-tests (given at the beginning and at the end of the semester), the ACT-predicted GPA (computed prior to the beginning of the semester), and the actual GPA (computed at the end of the semester). Pearson Product-Moment correlations were calculated for the total group and for each sex between:
1. ACT-predicted CPA and actual GPA.
2. Pre-test scores on each major- and sub-scale of the POI and actual GPA.
3. Post-test scores on each major scale of the POI and actual GPA. Comparison was then made between the magnitude of the error of prediction using POI scale pre-test scores, the ACT prediction method error of prediction, and the standard deviation of the actual GPA's to determine which was the smallest, and thus, was the best predictor.
Findings. Compared to the ACT-method, neither of the POI major scales was a better predictor of first semester GPA. One correlation reached significance (p < .05) for males (Synergy, r=.26955) and one for females (Self-Regard, r= -.33354). For males, the ACT-predicted GPA had the higher correlation with actual GPA (r=.45170). For females, the subscale, Self-Regard, was a better predictor than was the ACT prediction method, which did not reach a significant level (r=.09415)·
Conclusions. The Self-Regard sub-scale could be tried as a potentially better predictor for TSP females. The POI major scales are without value for predictive purposes in the TSP. No claim can be made that self-actualization as measured by the POI is related to GPA. No given set of variables can be used for prediction for both sexes. Though the ACT prediction method had the highest correlation with GPA, a high level of confidence in it as a predictor can not be justified. Thus a continued search using different variables is indicated
A Study of the Relationship Between Distributive Education Students' Perceived Degrees of Job Satisfaction and On-the-job Training Grades They Received
Get PDF75 leaves. Advisor: Dr. Richard LampshireThe problem. This research studied the degree of job satisfaction of graduates of the Urbandale High School Distributive Education program from its beginning in 1966 through the 1972 school year. It also attempted to determine whether or not there was any relationship between students' perceived degrees of job satisfaction and the grades they received for their on-the-job training experiences while enrolled in the Urbandale High School Distributive Education program.
Procedure. One hundred forty-one graduates of the Urbandale High School Distributive Education program were asked to respond to a rating-type questionnaire that listed six different degrees of job satisfaction. Each of these degrees was assigned a point total--six points for the highest degree of satisfaction and one point for the lowest degree of satisfaction. There were five different questions relating to each graduate's job satisfaction. The combined responses to these questions are tabulated and presented in various tables, charts, and in descriptive discourse.
Grades received for on-the-job training were obtained from each graduate's permanent file in the guidance department. These grades, the Pearson Product-Moment formula, and the point total as described previously were used to obtain the coefficient of correlation between the on-the-job grades and the graduate's degree of job satisfaction.
Conclusions. This study indicated that the graduates of the Urbandale High School Distributive Education program were satisfied to a high degree with some specific aspects of their present jobs. It also revealed that there is no relationship between the degrees of job satisfaction and the grades received for the on-the-job training experiences. Also, approximately one-fifth of the respondents were dissatisfied with the kinds of on-the-job training experiences available to them and many of the respondents indicated that they would have liked more outside resource persons brought into the classroom. Some of the respondents felt that more field trips could be used and that the program could be better publicized
The Study of the Communication System in Selected School Districts of the State of Iowa and the Design of a Model System for School Districts of More Than 4,000 Students
Get PDF175 leaves. Advisor: Dr. Robert WhittThe problem. Communication is probably management's most talked about issue. The destiny of any society, group, or individual is determined largely by the ability to communicate positively and successfully. Whether communication is concerned with matters of profound import or with the minutiae of everyday interpersonal exchanges the achieving of effective communication is one of the most severe problems facing man in his modern world. It is difficult to imagine any aspect of administrative work that does not involve communicating with others.
Procedure. Through data gathered by the Iowa Center for Research in School Administration, The University of Iowa, and presented in the Financial Accounting Technique Report (Project FACT, 1973), twenty school districts with enrollments in excess of 4,000 students were identified and labeled as the sample group. A survey instrument was designed and validated. This survey instrument was then mailed to the Superintendents of Schools of the identified sample of school districts. This survey dealt with communication systems components involving the Board of Education, Administrative Relationships, District Employees, School Patrons and the Community, and Students. Concurrent with the survey, a review of current literature on the subject of communication was conducted, specifically dealing with (1) the definition of communication; (2) communication theory and models; and (3) communication methods. In addition, the presence or absence of legal requirements for internal and/or external communication for school districts in the State of Iowa was investigated.
Findings. Evidence suggests that educational leaders in large school districts do not recognize the need and importance of communication to organizational effectiveness. The lack of a public relations specialist, budgetary allocation for communication, annual report to patrons, and effective use of media presently available to school districts substantiate this viewpoint. A comprehensive communication model was designed through a comparison of the communication systems existing in the selected sample of districts in the State of Iowa and communication theory reported in the literature. A guide was formulated for use by school personnel for the evaluation of the existing network of communication. Requirements for external communication with residents or patrons of a local school district as defined by the School Laws of Iowa were found to be more comprehensive than the required internal communication. Yet, the requirements for either type of communication are not numerous.
Conclusions. Based upon the results of this study, it appears that the sample school districts do recognize it is important to communicate with school patrons and the community; however, the questioning of decisions through formulated grievance procedures is discouraged. The absence of job descriptions, particularly for members of the teaching staff, presents a possible source of conflict between role expectations and role perceptions. The leadership function of upper level management in communication is recognized. However, the opportunity for face-to-face communication between building administrators and the school board is limited. The importance of feedback to communicative attempts is accepted in most school districts. "Upward" communication is solicited. Yet, the formal lines of communication are still observed as adhering to the organizational chart of the district. The role of evaluation in the communication process is not recognized as valuable in dealing with non-certified employees in school districts. Finally, from this study, there is evidence that communication with students by the school staff is not given importance and the role that students play in communicating with the public is not well defined
Influence of Incentive on Strategies of Human choice Behavior in a Four Alternative Transfer of Learning Probability Task
Get PDF79 leaves. Advisor: Jerome M. FeldmanThe Problem: Forty-eight human Ss were presented with a four choice probability learning-task. Two groups of 24 Ss each were placed under different incentives - Equitable Wage (EW) and Gambling Wage (GW). It was anticipated that a transfer of learning effect would be present. Also, it was anticipated that the test in which the most frequently and least frequently presented alternatives were in opposite positions from that presented during pre-training would be the most difficult test presented.
Procedure: All Ss were presented with 120 trials during pre-training and 60 trials in each of the four probability schemes during the test session. During one of the four tests, each alternative was the most frequently presented alternative. In each test, the four alternatives were presented in the following percentages: 56.25; 18.75; 18.75; and, 6.25.
Findings and Conclusions: The GW group (greater incentive given) performed significantly more accurately than the EW group (lesser incentive given). Although both incentive groups approximated probability matching choice behavior, Ss in the GW group made more correct responses by distributing more responses to the most frequently presented alternative and fewer responses to the least frequently presented alternative than did the EW group. No support was present for a transfer of training effect nor the expected task difficulty
Karyotypes and Case Studies of 17 Down's Syndrome Individuals
Get PDFThe problem. Sixteen patients suspected of having mosaic Downs syndrome and one suspected of having a translocation Down's syndrome were studied by chromosome analysis at Woodward State Hospital, Woodward, Iowa during June and July of 1973.
Procedure. A cytogenetic analysis was made of chromosomes prepared from leucocyte cultures from peripheral blood. At least 30-50 cells were counted and karyotypes made for
each patient.
Findings. The cell counts and karyotypic studies verified the presumption that 16 patients had mosaic Down's syndrome and that one patient had translocation Down's syndrome. The chromosome counts showing 46 chromosomes in the mosaic individuals were normal chromosome complements. The individual shown to have a translocation type of Down's syndrome appeared to be carrying an unbalanced translocation involving ohromosome 14 and an extra ohromosome number 21.
Conclusion. The observed frequency of 1.15% of translocation Down's syndrome at Woodward is lower than the 3-4% reported by other investigators. The 18.4% frequency for mosaic type Down's at Woodward is much higher than the 1-2% reported by other authors. The mean age found for those individuals with mosaicism in this study is higher than those with trisomy 21, although it is not statistically significant. No significant difference in the prevalence of mosaics among patients born to young or old mothers was evident.
Recommendations. A follow-up study to determine if the mortality rate of mosaic type Down's syndrome individuals is significantly lower than those with trisomy 21 is recommended
An Analysis of the Leader Behaviors of Career-Bound and Place-Bound Public School Superintendents in Iowa
Get PDF165 leaves. Advisor: Dr. Richard LampshireTwo types of superintendents are defined in the literature. Place-bound superintendents are promoted from within their present systems; career-bound superintendents are elected from outside. This study was made to determine whether the two career types exhibit different leader behaviors.
The problem. The problem investigated was: Are there differences in either initiating structure or consideration behaviors between career-and place-bound superintendents?
Procedure. A Career Patterns Questionnaire was designed and administered to all Iowa public school superintendents. Based upon the returns from 418 (ninety-three percent) of them, two samples were drawn, one of each career type, and were stratified according to school district enrollment. The Leader Behavior Description Questionnaire was administered to selected administrative staff members of the 174 subject superintendents. Five variables were analyzed: years in present position; age at first superintendency; Structure score, Consideration score; and total LBDQ score.
Findings. Findings included:
1) Place-bound superintendents, compared to careerbound: a) had significantly longer terms in office; b} were significantly older in the largest and smallest districts when first attaining the superintendency; and c) were mildly higher in LBDQ scores, except in the next-to-smallest schools.
2) There were no significant differences in Structure, Consideration. or total LBDQ scores between the two career types.
3) Length of term in office was mildly negatively correlated with LBDQ scores. This negative correlation was stronger for place-bound men and for all structure scores.
4) Age at first superintendency was not strongly correlated with any of the leader behavior scores for either career type.
S} In the largest schools, 25.0 percent of superintendents were place-bound; in the smallest, 13.2 percent were place-bound.
6) Sixty-eight percent of all place-bound superintendents had been high school principals immediately before attaining their present superintendencies.
7) For all superintendents, Structure and Consideration scores were highly correlated.
8) Eighty percent of career-bound superintendents in the largest schools had previously been superintendents, whereas forty-six percent of career-bound superintendents in the smallest schools had previously been superintendents.
Conclusions. Conclusions included:
1) Place-bound superintendents wait longer for promotion than career-bound men, especially in the largest and smallest schools, and stay longer in their superintendencies.
2) The hypotheses of no differences in Initiating Structure or Consideration scores must be retained. 3) Total LBDQ scores are not significantly different between the two career types.
4) Length of term in office adversely affects administrative subordinates' perceptions of their superintendents' leader behaviors, especially Structure. This effect is accentuated by place-boundedness.
5) Age at first superintendency has no appreciable relationship to leader behavior scores. 6) Frequency of occurrence of place-boundedness is directly related to school district size. 7) The high school principalship is the main route to the superintendency for place-bound men.
8) Administrative staffs do not view Initiating Structure and Consideration as separate aspects of their leaders' behavior.
9) The smallest schools may serve as training grounds for career-bound superintendents.
Recommendations. Recommendations were:
1) This study should be replicated, designed so that a one-tailed test may be used, with ratings secured from board members and teachers to test for a halo effect among the administrative staffs of place-bound superintendents.
2) Superintendents, especially place-bound, should be aware that perceived levels of Initiating Structure and Consideration decline as their tenures increase.
J) Place-bound superintendents should consider moving after gaining experience in their home districts.
4) The superintendency in the smallest districts should be made more attractive to career-bound men, so that they stay longer
The Shaping of a Pilgrim: A Discussion of the English and Continental Religious Literature Influencing Separatism and the Pilgrims
No full text158 leavesFrancis Cooke, an ancestor of mine, was one of that small band of struggling and straggling "saincts," better known as Separatists, who came t o America on the Mayflower
in 1620. Presumably Cooke was one of the original Scrooby congregation which was motivated and led by William Brewster, ruling elder of the group. It is believed that Cooke was born in Blyth, a small hamlet near Scrooby, one of the posts along the Great North Road leading from London to Scotland and the original home of Brewster. Undoubtedly of the yeoman class, Cooke came to embrace the religious principles of the Separatists, although his background may have been
Roman Catholic or Anglican. This thesis deals with that part of the religious Literature of Tudor and Jacobean England, as well as that of the European continent of those days, which presumably could have reached the small villages on or near the Great
North Road. Such literature could and undoubtedly did influence Francis Cooke's thinking to such an extent that the would leave all that he had known and possessed to risk his
life in order to seek elsewhere the religious liberty he was determined to have. A trip to England corroborated and substantiated for me many of the pertinent historical facts and
provided me an insight into the geographical and environmental factors which helped to influence Francis Cooke, serving in this work as a synthesis of Pilgrim thought, to make the greatest decision of his life