No description available.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 115-117). Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (D.A.)--Illinois State University, 1994. / Title from title page screen, viewed March 28, 2006. Dissertation Committee: David D. Ramsey, Michael A. Nelson (co-chairs), Ram D. Singh. Includes bibliographical references (leaves 293-301) and abstract. Also available in print.

This investigation focuses upon two major problems. The first problem is to determine what effect the inclusion of economics in the mathematics curriculum will have upon student attitudes toward and understanding and retention of economics and mathematics. The second problem is to determine whether different methods of instruction will result in significantly different levels of student attitudes toward and understanding and retention of economics and mathematics.

This study examines the overall effect of downsizing during the past five years on Extension Home Economists. Its objectives are to identify the downsizing strategies used in Extension organizations, and to determine the professional and personal effect of downsizing upon these respondents. The role of resilient behaviors, coping strategies, social support and life events in helping these professionals deal with downsizing is also examined. Data were collected and analyzed from 429 surveys sent to a random sample of Extension Home Economists, active members in their professional organization. The results show that the most prominent strategies used to downsize include attrition, changing traditional services and functions, financial incentives for workforce reduction, and transferring staff. Major work changes include an increased workload, loss of colleagues and involvement in more team efforts. These Extension Home Economists experienced downsizing more from a personal than a professional level. The majority rated the overall personal impact of downsizing as moderate to profound. Personal impact was alleviated by the use of resilient behaviors, the experience of a limited number of notable life events, and the quality of social support. The only variable which influenced the professional impact of downsizing was life events. While the use of coping strategies did not affect the professional and personal impact of downsizing, the use of these strategies influenced the overall ability to cope. Maintaining contact and communication with their colleagues was the most utilized coping strategy by these professionals. While those who felt satisfied with the current downsized organization indicated lower personal impact, having an accepting attitude towards downsizing did not affect these respondents personally or professionally. Of the demographic variables, only years of employment influenced the personal impact of downsizing. Neither age, relationship status nor years of employment affected the professional impact of downsizing. Downsizing will continue to provide challenges and opportunities for organizations now and well into the future. Although there is not one prescription for surviving it, there is evidence that those who exercise resilient behaviors, have a varied repertoire of coping strategies and a quality support system will have a greater capacity for reducing its side effects.

The subject of leadership in education has been addressed in a vast amount of research and literature, including the leadership styles and needs of women administrators and faculty. However, there has been limited attention paid to the leadership styles of women students and none that deals with women students in traditional women's programs of study. This study used an exploratory, descriptive qualitative research design to identify women students' attitudes and perceptions of leadership and to identify the leadership skills, abilities and positions held by students. All the students interviewed were traditional aged college women who were majoring in a predominantly female area of study--Home Economics. The research was undertaken to answer several research questions, including: How do students define leadership and what leadership traits do they feel effective leaders need to possess? What leadership skills do students possess or need help in developing? What types of organizations do students belong to and are leadership positions held? Are students aware of leadership opportunities within academic programs and at the institution? Do students perceive differences or similarities in the leadership styles of men and women? The findings show that the majority of women students interviewed in the study do not possess adequate leadership skills and abilities, do not actively participate in organizations within their academic department or at the institution, perceive differences in the leadership styles of men and women and feel at a disadvantage at being part of a traditional women's program. The conclusions of the study indicate that institutions of higher education need to address the issue of women students and leadership. Institutions and academic programs need to review and revise leadership development programs in an attempt to insure that women students are acquiring the leadership skills necessary to succeed in college and in a career.

No description available.

Doctor of Philosophy / Department of Family Studies and Human Services / Karen S. Myers-Bowman / This qualitative research study was conducted in order to understand more about the phenomenon of adolescent cigarette smoking and to contribute to the body of knowledge on youth substance abuse prevention. The exploratory study incorporated the personality types associated with True Colors, Inc. (2008), as a tool to use when gathering information from non-smoking adolescents and parents. Adolescent-parent dyads were interviewed about how personality characteristics influenced several factors regarding the adolescents’ choice to not smoke cigarettes. The participants indicated that they were comfortable with the True Colors model for identifying their personality types. Furthermore, the participants tended to provide information that reflected their personality. The “gold” personalities exhibited a strong sense of right and wrong, and it was important for them to be responsible, follow rules and respect authority. The adolescents identified as having “orange” personalities tended to put themselves at the center of conversations and reported that they made many of their own decisions. They were also spontaneous and witty. Personalities that were “blue” types demonstrated the most compassion and empathy. They valued relationships and they did not want to disappoint others when making decisions. The fourth color was the “green” personality. These individuals were visionaries, and were analytical and logical with their responses. They valued knowledge and were apt to get their information from books and television when making decisions. Implications for research include that, rather than studying why adolescents do smoke cigarettes, it may be wise to also study why adolescents choose to not smoke cigarettes in order to more fully understand the phenomenon. The study also provided implications for practitioners regarding adolescent cigarette smoking prevention programs. Because the current study found differences in how the personality types of adolescents received information, youth prevention programs should utilize a variety of strategies to address the unique differences in adolescent personalities in order to be most effective.

L’avènement des MOOC et le buzz qu’il génère font du e-learning un sujet d’actualité et un enjeu stratégique de développement pour les universités. Cependant, force est de constater le peu d’études économiques traitant de ce sujet alors que cette modalité de formation existe depuis plus de dix ans dans les universités françaises. Quels sont les modèles économiques de ces formations, quelles sont leurs efficacités, quels impacts peuvent-elles avoir et à quelles conditions ?En levant les contraintes liées au temps et les contraintes liées à l’espace, le e-learning réinterroge l’approche économique de l’éducation que ce soit du point de vue de l’offre, de la demande ou des politiques éducatives. Nous proposons la mise en perspective des principaux enjeux économiques du e-learning universitaire diplômant, à partir de ces différents points de vue et ce dans une démarche d’évaluation. Le corpus théorique de l’économie de l’éducation et l’approche par les capabilités d’Amartya Sen sont mobilisés comme grille de lecture ce qui nous permet de mettre en lumière l’un des enjeux économiques majeurs du e-learning : le développement. Il permet d’atteindre un nouveau public contraint par la géographie et par sa situation d’emploi. Enfin la comparaison de deux mises en œuvre de politiques éducatives différenciées, celle de la Chine et celle de la France va nous permettre de rendre compte de réalisations concrètes et de démontrer la pertinence du e-learning en termes de développement des territoires. / The advent of MOOCs and the buzz it generates defines e-learning as a main topic in the development strategy of universities. However, very few economic studies have been done about it, even if this type of training has been present in French universities for more than ten years. What are the business models of this form of curriculum, how to mesure its efficiency and impacts?Lifting the constraints of time and space, e-learning reexamines the economic approach to education from the points of view of supply, demand or public policies. This work offers a perspective on the main economic issues for universitary graduating e-learning, from these points of view and through an assessment process. The theoretical corpus in economics of education and Amartya Sen’s “capability approach” are used as a reading tool which allows us to highlight one of the major economic issues of e-learning: regional economic development. This educational form allows the reaching of new audiences constrained by geography or employment status. The comparison of two implementations in two different educational policies settings -that of China and France- allows us to report on concrete results and demonstrate the relevance of e-learning in terms of regional development.