There is no abstract available for this thesis.

Not available / text

No description available.

No description available.

There is no abstract available for this thesis.

This is a study of selected adjustment problems among Chinese students from Hong Kong and Taiwan attending two Oregon universities, Portland State University and University of Oregon,with data gathered by questionnaire, in the school year 1973-1974.

Employers often lament that many American workers are not qualified for present and future jobs due to changing skills requirements and deficiencies of schools. In 1991, the Secretary of Labor's Commission on Achieving Necessary Skills (SCANS) report recommended educators use work sites to help students achieve foundation skills and workplace competencies. Through cooperative work experiences (CWE), many community college professional/technical programs place students in actual work situations as part of program requirements. These experiences enable students to apply classroom learning while engaged in productive work related to their specialties. The purpose of this study was to identify and describe social and learning strategies male community college students use to maximize learning from cooperative work experiences. Three conditions influence these strategies. 1. Every work experience situation is unique. Numerous environmental and personality variables affect the quality of the work experience. 2. Trainers are employees paid for the work they do. Productive work is their first priority; training is secondary. 3. Work site trainers are knowledgeable and highly skilled but may not be trained to teach. Based on in-depth interviews with male students and trainers/supervisors, this study found that (a) a candid and respectful relationship between student and trainer must exist before a trainer will share fully his expertise and knowledge with the student and students have primary responsibility for establishing and maintaining this relationship, (b) the effort a trainer is willing to expend on training reflects his perception of a student's eagerness to excel and willingness to work hard, and (c) students have primary responsibility for managing their own learning during work experiences. Students use four primary learning strategies to maximize their learning during a CWE: (a) applying cognitive apprenticeship processes, (b) solving problems, (c) recognizing and pursuing incidental learning opportunities, and (d) practicing technical skills. Although the subjects of this study represent only a segment of professional/ technical programs, the findings may be useful for preparing other program students for their work experiences. / Graduation date: 2001

That graduate study is detrimental to marriages has received empirical support. This study utilized systems theory to examine and help explain the dissolution process of graduate student marriages. Specifically, it examined the impact of marital structure on perceptions of marital quality. Drawing primarily from Scheinkman's (1988) qualitative study, spouses in asymmetrical marriages (i.e., marriages where only one spouse is in graduate school), as opposed to symmetrical marriages (i.e., marriages where both spouses are in graduate school), were hypothesized to report (a) less satisfaction with the division of household labor, (b) lower perceptions of equity, and (c) less satisfaction with emotional intimacy. These, in turn, were hypothesized to lower perceptions of marital quality. Participants from a list of master's and doctoral-level students at a west coast university in the United States were randomly selected and contacted by phone. Only married students and their partners were solicited for participation. The final sample consisted of 121 married individuals (60 husband-wife pairs, 1 female) who responded to a mailed questionnaire. Of these 121 respondents, 85 were involved in asymmetrical arrangements and 36 in symmetrical arrangements. Contrary to expectations, asymmetry did not indirectly (and negatively) affect marital quality through satisfaction with the division of household labor and perception of equity. There was, however, some evidence that asymmetry negatively influenced marital quality by lowering spouses' satisfaction with emotional intimacy. This latter finding was considered to be meaningfully significant because satisfaction with emotional intimacy was by far the strongest predictor of marital quality. The findings are discussed primarily in terms of the education level of each spouse. Reconceptualizing asymmetry as an educational or power differential, or even more generally as a difference in emotional experiences, is recommended. In other words, it is not the number of spouses in school per se that matters; it is the understanding and emotional connectedness between them. / Graduation date: 1997

Not available / text

Not available / text