1941 research outputs found
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Herbert Hoover and Jay "Ding" Darling, 1919-1962
Get PDFUnpaged. Includes bibliographical sources and facsimilies of correspondence
Violent Imagery in Affiliation and Achievement Situations
Get PDF49 leaves. Advisor: Hilda WilliamsThe problem. In 1982 Pollak and Gilligan published an article claiming to have demonstrated that men tend to perceive danger in situations of affiliation while women tend to perceive danger in situations of achievement. Their study utilized responses to Thematic Apperception Test (TAT) pictures. Violent imagery in the responses was interpreted as indicating fear. The authors suggest that women's perception of danger in achievement situations is related to the concept "fear of success" that was developed by Horner (1969), and that men may have a "fear of intimacy" as a counterpart to the fear of success. Pollak and Gilligan's study was followed by replications with modification. Benton et a1. (1983) and Sklover (1989) failed to replicate results while results obtained by Helgeson and Sharpsteen (1987) supported the conclusions of Pollak and Gilligan. Classification of the TAT pictures as portraying either achievement or affiliation situations was a key problem in these studies due to the ambiguous nature of the TAT pictures. Disagreement about classification led to differing interpretation of results.
Procedure. This study is a replication of the Pollak and Gilligan study with modifications related to decreasing the ambiguity of the stimuli. Participants were 49 male and 73 female students in undergraduate sociology classes. They were asked to write brief imaginative stories in response to four verbal leads, as opposed to pictures. Two of the leads portrayed affiliation situations and two achievement situations. Participants' stories were coded for violent imagery.
Findings. Males produced more violent imagery in their stories. Neither females nor males responded with violence significantly more often to achievement over affiliation leads or to affiliation over achievement leads.
Conclusions. The results of this study do not support the conclusions of Pollak and Gilligan (1982). There do not appear to be sex differences in the perception of danger in affiliation and achievement situations.
Recommendations: More productive lines of study may be the measurement of gender differences in intimacy and achievement motivation and in conflict about intimacy and achievement
Personality Type Preferences of the Adult Basic Education and High School Equivalency Student in Southwest Iowa and Implications for the Selection of Appropriate Teaching Methods and Techniques
Get PDF107 leaves. Advisor: Charles GreenwoodThis study investigates the differences in personality of adult basic education students and the general population. It also compares these students to each other in relation to reading ability, gender, reason for returning to school, referral source, reason for leaving formal
schooling, age, and preferred method of instruction. Fifty-eight adult basic education students enrolled in an adult learning center were given the MBTI and a demographic questionnaire.
The Statistical Package for Social Sciences
(SPSSX) was utilized. The findings indicated that these students have similar characteristics to those in studies conducted with at risk youth. There are a larger percentage of introverts and perceptives than found in the general population with the greatest number being ISPs. There were,
however, no significant differences found in the demographic comparison. This information concludes that a variety of instructional methods are needed in order to create successful outcomes
Fitness and Stress Levels in Registered Nurses
Get PDF90 leaves. Advisor: Linda BradyThe problem: The purpose of this study was to determine the effect of exercise related fitness on the stress levels of female staff nurses. A convenience sample of 122 nurses participated.
Procedure: Stress was measured with the Health Problems Inventory developed by Jones. Fitness was determined by the use of an exercise history questionnaire. Criteria suggested by Cooper was applied to judge subjects as either fit or not fit. Information about other variables which may
affect stress was also gathered. Also, subjects were asked to provide their perception of their level of fitness.
Findings: This study found a significant relationship (p=<0.05) between fitness and lower stress Additional findings included significantly lower stress in part-timers, those with basic + BSN education, and in nurses who perceived themselves as fit.
Conclusions: This study suggests that physical fitness may be of benefit in reducing stress in nurses. Part-time status, perception of fitness, and BSN completion may also reduce stress.
Recommendations: Replication of this study in another setting as well as additional studies of activities that may reduce stress are recommended
Theoretical Conceptions of Curriculum: Implications for Juvenile Correctional Education
Get PDFiv, 133 leaves. Advisor: Paul JoslinThe problem. Despite a growing body of research
identifying the positive impact of appropriate
educational interventions in the successful
rehabilitation of incarcerated juveniles, recidivism rates for juvenile offenders remain high. The costs of this apparent failure of juvenile corrections has led juvenile correctional educators to call for a thorough reexamination of the curricular experience available to juvenile offenders. To date, however, the field remains without a comprehensive analysis. Specifically, juvenile correctional education has not undertaken the theoretical analysis of curriculum within which current methods and programs can be evaluated.
Procedures. Content analysis is employed to
determine the theoretical orientation of juvenile
correctional curriculum. Articles relevant to juvenile correctional education published in The Journal of Correctional Education are examined for points of correspondence with descriptors of empirical-analytic, hermeneutic, and critical curriculum theory. Frequency is employed to assess the impact of empirical-analytic, hermeneutic, and critical curriculum theory on juvenile correctional education.
Findings. This paper concludes that juvenile
correctional education is primarily influenced by the empirical-analytic approach to curriculum. While other theoretical orientations are also present in the descriptions of juvenile correctional education, the fundamental orientation to knowledge, activity, and values are those of an empirical-analytic approach.
Recommendations. Further content analysis of
other indigenous forms of communication in the field of juvenile correctional education would be useful in assessing the validity of this study. Further studies might also examine more closely the relationship between an empirical-analytic theoretical approach to juvenile correctional education and classroom practice, as well as the feasibility and desirability of the goals of juvenile correctional education both in terms
of the field's theoretical orientation and the
requirements of the society and students it serves
Iowa County Boards of Health Members' Orientation, Training, Functions and Demographic Characteristics
No full text[vi], 102 leaves. Advisor: Marion M. LipmanThe problem. Boards of Health and public health nurses face increased demands for service and shrinking resources. Little is known about Board of Health member characteristics and functions.
Procedure. A questionnaire developed by the researcher was mailed to a randomly selected sample of 100 Iowa County Board of Health members. The questionnaire was designed to elicit
information about how board members were oriented and trained, their perceptions of board functions, and selected demographic characteristics.
Findings: A majority of respondents were male, over 50 years old, and had served on the board from one to six years. Only a fourth had received initial orientation. The most highly rated functions were assessing community health needs and the appointment of a qualified administrator. Low ranked functions included exercising political influence, appointment of advisory committee members, and improving agency image.
Conclusions. Board members demonstrated interest in the topic by their high response rate. Boards may need to place more emphasis on linking nursing agencies to elements of their environment.
Recommendations. More research is needed to identify the outcomes of board activities, to assess members' training needs, to identify nurse administrator and board perceptions of each others roles, and to explore the potential use of
advisory committees in completing board duties
Relational and Motivational Factors of Nursing Empowerment in an Acute Care Hospital
Get PDF[iii], 126 leaves. Advisor: Linda BradyThe Purpose of this study is to examine the difference in perceptions of the motivational and relational components of nursing empowerment between baccalaureate- and associate-prepared nurses employed in a medium-sized hospital in Iowa. All staff nurses working at least half time were invited to participate in the study. Twenty-one respondents are associated prepared
and fifteen are baccalaureate-prepared. In
this descriptive study responses from a three-part tool developed by Becker (1989) consisting of the RN Growth and Development Survey, the Professional Practice Survey, and the Survey of Professional Practice Environment are analyzed using independent "t" tests. There is not a statistically significant (p<.05)
difference noted in perceptions based on educational preparation for the motivational or relational component of empowerment. In addition, the variables of age and experience are analyzed with no significant difference noted with age. However, there is a significant difference in responses from nurses with more than ten years of experience for both the motivational and relational components of empowerment.
Future researchers should include both the motivational and relational components when identifying and implementing strategies to support nursing empowerment
The Effects of Problem-based Learning on National Board Scores, Clinical Evaluations and Residency Selection of Medical Students
Get PDF70 leaves ; Advisor: Dr. Charles GreenwoodProblem Statement: There is much support in the literature that medical students are not able to remember facts taught during the first
two years of medical school, assimilate those facts to care for patients, or solve patient problems adequately. Some medical educators have
tried problem based learning as an alternative to the traditional lecture based curriculum. Few studies have addressed the short term outcomes
of National Board Scores, Clinical Evaluations and Residency Selection for students encountering a problem based curriculum.
Procedures: This study compared the Classes of 1990(Traditional Curriculum) and 1991(Problem Based Curriculum) of the University of
Osteopathic Medicine and Health Sciences, College of Podiatric Medicine. Those Parameters compared for statistical significance by ANOVA
included six sections of the National Boards, Clinical Skills, Knowledge, Interpersonal Qualities and Self-directedness. A Chi-Square Test for Independence was used to compare success in residency selection for the two classes.
Findings: There was no statistical difference on the Orthopaedic, Radiology, Dermatology, Surgery or Podiatric Medicine sections of the
National Boards between the Classes of 1990 and 1991. The Class of 1990 scored significantly higher (p=. 036) on the Community Health
section of the National Boards. There was no statistical difference on Clinical Evaluations except for Interpersonal Qualities on which the
Class of 1991 scored significantly higher (p=.003). In Residency Selections, the Class of 1991 placed in desired residencies statistically
better than the Class of 1990(p<.05).
Conclusions: There were significantly better Interpersonal Qualities Evaluations and Residency Placements for the Class of 1991 which
encountered a Problem Based Curriculum than the Class of 1990.
Recommendations: Long term outcomes and levels of Self-directedness should be evaluated and compared between physicians who encountered different curriculums while in medical school
Knowledge of Health Care Terminology in Persons with Cancer
Get PDF111 leaves. Advisor: Barbara HaagThe problem: The purpose of this study was to assess the knowledge of health care terminology in persons with a diagnosis of cancer.
Procedure. "The Informational Questionnaire" and "Health Care Terminology Questionnaire" were mailed to a sample of 2,684 persons with cancer. The sample was selected from the cancer registry of a midwestern hospital. "The Informational
Questionnaire" consisted of questions about sex, marital status, educational level, ethnic origin, number of hospitalizations, health care professionals in the family, perceived knowledge level, length of cancer diagnosis, age and size of the community. The "Health Care Terminology
Questionnaire" was a 50-question multiple choice test measuring knowledge of health care terminology.
Findings. There were significant differences in the knowledge of health care terminology when the sample was categorized by sex, educational level, the presence of health care professionals in the immediate family, perceived knowledge level, size of the community, age, marital status and ethnic origin (p < .05). There were no significant
differences in the knowledge of health care terminology when the sample was categorized by length of cancer diagnosis and number of hospitalizations.
Conclusions. The knowledge persons with cancer had of health care terminology varied depending on demographic variables. In assessing learning needs of persons with cancer, knowledge of health care terminology and variables which might influence such knowledge are vital for a thorough assessment.
Recommendations. Recommendations for further research include the following: develop and test a new tool with more technical health care terminology; assess clients' knowledge of more technical health care terminology; and assess the
knowledge of health care terminology in other client populations
A Reevaluation of the Literary Works of Edward Alexander [Aleister] Crowley
Get PDFiii, 179 leaves. Advisor: Grace EckleyFor the last fifty years the poetry and prose of Edward Alexander [Aleister]Crowley (1875-1947) has been systematically ignored by scholars and critics on the narrow grounds that it deals with the occult sciences, is pornographic, or simply
because detractors did not agree with Crowley's personal philosophy or life. Since the mid 1970's, however, academics have become increasingly interested in the mystical and occult content of William Butler Yeats's poetry, praising it for the
same characteristics which have always been labeled "defects" in Crowley's work.
Section One, "Yeats and the Golden Dawn," describes the formative matrix to which both men belonged, and to a certain extent their relations with each other as members of an esoteric fraternity. It comes as no surprise that the magical system of the Golden Dawn shaped the poetry of both; however, one finds that the mystical content is much more pronounced in Crowley's poetry as typified in six pieces
from this period of his life. Among these also is one which has traditionally been considered a detraction due to its "pornographic" content. A close examination is given to the topics of sex and mysticism as Crowley perceived them.
Section Two, "Augoeides, Maturity and Mysticism," explores and analyzes how Crowley advanced on his own after the original Golden Dawn split into various schismatic subgroups, again as typified by six works of poetry and prose. Though the emphasis is on Crowley's maturation as both a poet and an adept, so that the thread of symbolism from the Golden Dawn forms a basis for comparison, other
experimental pieces which are of only marginal magical significance are considered in order to portray the breadth of his interests.
Section Three, "Literary Decline, the War Years," focuses on the work which Crowley did at the end of his life, and how he was influenced by the trend of world events to write in "popular" forms. It further traces the germ of the Golden Dawn
magical system through the permutations of Crowley's own "magickal" belief, and gives a picture of the poet as he was at the end of his life.
My thesis suggests, quite simply, that Crowley was a poet whose work demands a critical reappraisal, If modern critics still used the mores of Victorian culture as a yardstick to judge the "worth" of a piece of writing, then perhaps this would not be necessary. That this measure is not still in use is evidenced by the recent trends in
Yeats scholarship. This being the case, it is obvious that Crowley's writings should be given more than a passing glance. The question of which of the two is better is immaterial to the discussion; if one applies a new standard, as has been done with Yeats and his occult interests, then all who fit under its aegis deserve like
treatment