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A study of the policies with regard to postgraduate students in the Oregon high schoolsVan Groos, Dorothy 06 1900 (has links)
Graduation date: 1934
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The food habits of Vietnamese college women at Oregon State UniversityMiura, Akiko 20 November 1998 (has links)
This study reports the food habits of Vietnamese college women in association
with college life and their cultural background. Their food habits, food associated
beliefs, and the influences on their food choices were examined.
Interviews, using semi-structured questionnaire, were conducted with 25
Vietnamese college women at Oregon State University. The questionnaire included
general and particular food consumption, cooking/eating out practices, and food
associated beliefs.
The busy schedules of the Vietnamese college students in college life greatly
influenced their food choices. They preferred eating the same foods as before college,
which were mainly Vietnamese foods. However, they also considered convenience for
their food choices since they did not have enough time and/or skills to prepare and eat
meals. Generally they kept eating Vietnamese foods, such as rice and Vietnamese
flavored dishes; however, they increased eating easy to prepare food, such as pasta,
sandwiches, and fast foods in college life, which were not often eaten with their families
before college. All of them had rice cookers, chopsticks, and fish sauce, that are
substantial for a Vietnamese diet.
Their preference of eating Vietnamese foods led to their unique meal patterns.
They tended to adjust mealtime in order to eat Vietnamese foods at home and avoided
eating meals on campus. Instead, the high frequency of snack consumption was reported.
They had strong beliefs that Vietnamese foods were healthy. The Vietnamese
foods, which consisted of rice, a wide variety of vegetables, and small amount of meat,
tend to be low in fat. It led to avoidance of commercialized low-fat and low-calorie
foods. The Vietnamese diet was also believed to be a balanced diet. This was associated
with the small credibility of a vegetarian diet in spite of the fact that they considered
vegetables played an important role in their diets. Generally they were comfortable to
keep eating Vietnamese foods because of their health concerns, as well as their taste
preferences.
In college life, they consumed some foods that were not Vietnamese and not often
eaten with their families before. However, it could be temporary mainly because of their
busy schedules. They preferred to eat the same foods as before, if their schedule allowed,
and they considered that Vietnamese foods should be eaten as their real meals. / Graduation date: 1999
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Perceptions and experiences of students who graduate with the Associate of Arts/Oregon Transfer (AA/OT) DegreeScott, Patricia Marie 16 December 2003 (has links)
The purpose of this qualitative study was to learn about the perceptions and
experiences of students who graduated with the Associates of Arts/Oregon Transfer
(AA/OT) degree. This study answered the following questions:
1) How did the AA/OT degree attainment assist in the overall achievement
of goals?
2) How did AA/OT graduates view the transfer process?
3) What factors influenced the transfer process?
4) What was the overall perception of the AA/OT degree?
A phenomenological approach was used. Qualitative data were collected
through interviews with 18 students who graduated with the AA/OT degree at an
urban community college in Oregon. Data analysis occurred through the creation of
profiles of the participants and the emergence of themes.
As a result of answering the research questions about the
experiences of AA/OT graduates, five themes emerged. These included:
Theme 1: The AA/OT degree made the transfer process easier and helped
students overcome common barriers or obstacles to transfer.
Theme 2: AA/OT graduates were frustrated with the academic
environment at the community college.
Theme 3: AA/OT graduates encountered stigmas associated with
community college attendance.
Theme 4: Advising and mentoring were crucial to goal attainment.
Theme 5: Degree attainment influenced behavior change.
This study concluded that articulated degrees can help make the transfer
process smoother by freeing students from worrying about how or if their credits
will transfer, thus allowing the student more time to concentrate on other aspects of
the transfer process. The findings of this study suggest there are advantages to
obtaining the Associate degree prior to transfer. / Graduation date: 2004
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The relationship between terminal values and health care preferences among Chinese students from the People's Republic of China and Taiwan attending Oregon State UniversityWright, Bernadette P. 12 March 1991 (has links)
The purpose of this study was to determine if significant
relationships exist among terminal values, demographic variables and
health care preferences for information and behavioral involvement for
graduate students from the People's Republic of China and Taiwan.
The Rokeach Value Survey and the Krantz Health Opinion Survey
were used to collect data from graduate students at Oregon State
University. The data derived from 161 returned questionnaires (91
from the People's Republic of China and 70 from Taiwan) were
analyzed using the Mann-Whitney U test, multiple regression, and the
t-test. Results showed subjects from the People's Republic of China
and Taiwan differed significantly on two terminal values. Students
from the People's Republic of China valued more a comfortable life
and a world of beauty than the students from Taiwan. The terminal
value of health was ranked in the lower half of the 18 terminal values
by both groups of students which contradicts the literature.
Respondents from the People's Republic of China had a
significantly higher preference for information than Taiwan students
who had a significantly higher health care preference for active
participation and behavioral involvement. Preferences may be related
to the political community and institutional differences in the health
care delivery in the two countries.
The value for an exciting life and use of a community physician
or hospital were significant predictors of a health care preference for
information. The values a world of beauty and social recognition
were significantly related to a health care preference for behavioral
involvement. / Graduation date: 1991
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The graduate student experience at Oregon State University and the transition to graduate schoolFeller, Wendé Marie 13 April 2004 (has links)
The graduate student experience varies for each individual. While some
graduate students decide to continue school after being away from some time, others
continue with their studies immediately following the completion of their Bachelor's
degree. This decision to continue one's education can be difficult and may require
further assistance from the student's peers, faculty members, and student services
entities. While the undergraduate student transition has been studied extensively, the
graduate student transition has not been studied in as much depth. It was the intent of
the researchers conducting this study to research the graduate student experience as it
pertains to the graduate student transition at Oregon State University. This research
was conducted using a web-based survey which was sent to academic department
heads with a letter of recommendation from the Dean of the Graduate School asking
them to forward this survey onto their graduate student list-serves. The survey asked
students a variety of questions about their overall experience, their relationship with
their major professor, their satisfaction levels with services available to them, and also
included a few open-ended questions that allowed students to expand on their
comments. Approximately 12.6% of the students who received the survey responded
and there was about a 5.8% response rate of the entire graduate student population.
Although there was a wealth of information gained from the responses, no statistical
analysis was conducted nor was a statistical significance determined. The results
indicated that a majority of students in most cases were either satisfied or very
satisfied with their experiences at Oregon State University. / Graduation date: 2004
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Does lesbian identity development affect college women's experience of OSU's campus environment?Repp, Betty Jean 24 November 1997 (has links)
This study explored lesbian identity development and the relationship between
Oregon State University campus climate as reported by 35 lesbian students. Identity
development was measured by using Cass's (1984b) Stage Allocation Measure (SAM)
which is a self-select tool for determining stage of lesbian identity development. The
SAM was then used to create a three stage identity development model. Herek's (1986)
Sexual Orientation Survey (SOS) was used to examine the campus climate as experienced
by lesbian students.
Findings showed that 63% of the participants felt it was important to disclose
their sexual orientation to members of OSU's campus. Yet, 69% of the respondents did
not feel comfortable doing so. Also, 51% of the respondents reported fearing for their
safety, and because of this, 47% of all respondents modified their behavior. The results of
this study indicate there are additional factors that contribute to these findings. For
example, 89% of the participants reported hearing disparaging remarks; 94% felt the
possibility of harassment, violence or physical attacks was likely; and 91% believed
discrimination and unequal treatment towards lesbian, gay or bisexual persons at OSU
was very likely. These findings were reported by equal numbers of individuals in each
stage of their identity development.
The results of this study indicate that lesbian students at OSU suffer from similar
negative experiences as students who attended Emory University (1987), Pennsylvania
State University (1987), Rutgers University (1987) and Yale University (1986) where the
SOS was also used to measure campus climate.
Recommendations for changes at Oregon State were creation of a "safe zone"
and programs for retention of lesbian students, increasing visibility of the President's
Commission on Hate Related Activities, and making the OSU community a safe place for
women administrators and faculty role models to come out. Additional research was also
recommended to examine the OSU campus climate as experienced by gay male students
and lesbian and gay faculty members. / Graduation date: 1998
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Experiences of Oregon community college not-intended-for-transfer degree students and their transitions to baccalaureate completionTruesdell, Joanne 15 November 1996 (has links)
The purpose of this study was to describe the transitions, support, and current
activities of students who completed baccalaureate degrees after completing
community college non-transfer degrees. The population was limited to students who
earned an associate degree of Applied Science, Science, or General Studies from
Oregon community colleges, and who completed a baccalaureate degree from Portland
State University. A telephone questionnaire was used to collect descriptive data and
anecdotal information.
At the time of community college entry, only 15% of participants identified
"transfer" as their reason for attendance, yet each participant in this study did go on to
transfer and complete a baccalaureate degree. Half began their community college
enrollment after age 22 and excluding previous post-secondary education experience
took 6-10 years to complete their baccalaureate degree. At the time of this study, a
surprising 33% were enrolled in graduate study. Examining the transitions in
retrospect from baccalaureate degree completion, the participants relied upon faculty,
family, and employment networks to complement their personal goal-strength. In
addition, participants identified an initial reliance on student services for information,
especially in maximizing credits used in transfer. However, more than half of the
participants identified inconsistent information from services and therefore used their
support network of faculty, family, and employment members to obtain information
relating to academic success, transfer requirements, and degree completion.
The study concluded that no educational program is necessarily terminal, that
community colleges cannot configure programs that meet all learner needs, and that
the availability and quality of information are catalysts for student goal-achievement.
The principle implication of this research is that readily accessible and reliable
information of the baccalaureate degree structure is essential to students in community
college non-transfer associate degrees programs. / Graduation date: 1997
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A study of the factors that influence disadvantaged female community college students' career choicesHagan, Jacky May 27 April 1992 (has links)
Although the career choice decision for women is
recognized as a complex process, there is little
understanding about how the influencing factors affect
the choices of disadvantaged women returning to community
colleges. This study was concerned with understanding
how certain factors influenced the career choices of this
population.
A random sample of 15 subjects was identified for
this study from a population of 53 female students
attending Umpqua Community College in Roseburg, Oregon.
The data were gathered through examining the subjects'
college student records, interviews and survey
questionnaires.
The literature suggested that six major factors may
influence career choices of women. These are: the
environment, the family, individual abilities, self-concept
variables, vocational interests and values, and
the influence of education. Factors identified in this
study which may influence the career choices of
disadvantaged women returning to community colleges and
provided support for the literature included: high
academic ability, a more tolerant and feminist attitude,
a sense of independence, interest in planning for a
career, and a supportive faculty. In addition, economic
security was the most often discussed motivating factor;
it had not been previously identified as an influencing
factor.
Contrary to the literature, the following factors
had minor influence on career choices: success in
mathematics courses, supportive parents and family, and
educational role models. In addition, the absence of a
familial value for education was identified. Although it
did not appear to impact the subjects' career choices, it
appeared to have previously created a barrier to
education. / Graduation date: 1992
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Consumption and cost of food for college women at Oregon State CollegeGrace, Minerva Vermilyea 10 May 1929 (has links)
Graduation date: 1929
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Factors related to academic dishonesty among Oregon undergraduates : an application of the randomized response survey techniqueSigmund, Charles L. 28 March 1994 (has links)
This paper provides logit estimates of the probability that students will
cheat in a specific class using randomized response and direct question data in
two logit models. The results predict that there are several indicators of the
probability of cheating occurring in a class. These factors include both student
and instructor characteristics. They suggest several steps that can be taken to
reduce the incidence of cheating which are relatively inexpensive yet potentially
very successful. Further, this study explores the usefulness of the randomized
response survey technique in obtaining information about sensitive behavior.
Estimates indicate that there are steps that instructors can take to reduce
the amount of cheating that takes place in their classes. This study suggests that
using multiple versions of each exam, non-multiple choice exams and reducing the
weight of each exam score toward the final course grade are all measures which
will lower the incidence of academic dishonesty in a class.
By allowing a respondent more anonymity the randomized response
method encourages more truthful answers than direct questioning. In both
models studied here, randomized response yields higher estimates of cheating.
The randomized response estimates also appear to be more consistent with
previous estimates of cheating than do the direct question estimates. This lends
confidence to the conclusion that when surveying respondents about potentially
sensitive or threatening information the direct question method yields inaccurate
predictions of actual behavior and randomized response is a more appropriate
methodology. / Graduation date: 1994
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