The purpose of this study was to investigate job satisfaction of full-time faculty members at a large multi-purpose university in relation to gender, rank, and types of activity. The population consisted of 664 full-time faculty members at North Texas State University during the spring semester, 1984. The questionnaire consisted of two parts, the Job Descriptive Index and The Faculty Data Sheet. The theoretical basis of the study was Herzberg's theory of Motivation-Hygiene.

Thesis (PhD) -- Universiteit van Stellenbosch, 2000. / ENGLISH ABSTRACT: The South African Military Academy was established on 1 April 1950 with a view to placing candidate officer training in the Union Defence Force on par with standards abroad and at the same time to elevating it to the level of a university degree. In addition, the Minister of Defence, F.C. Erasmus, wanted to use the Academy as an instrument enabling Afrikaners to take up their rightful place alongside English-speaking citizens in the officer corps. In so doing, he hoped, eventually, to replace the predominant British character of the Union Defence Force with a unique South African, and more particularly an Afrikaner, character. Despite strong resistance to change from within the officer corps, motivated by political sentiment and more so by opposition to the novel idea of degree studies for officers, the Academy developed into a viable training institution. Broadly based on the training systems of Sandhurst and West Point, and following the example of the Indian National Defence Academy, the Military Academy became a joint training institution for all four arms of the service. Yet financial constraints, a lack of suitable candidates, as well as the conflicting sentiments and training needs of the arms of the service, prevented the formative training of all candidate officers from being assigned to the Academy. The absence of formative training, together with the admittance of junior officers, instead of solely candidate officers, resulted in the Academy gaining the character of a military university rather than a traditional military academy. The Academy was deprived of a distinct function in the overall officers' development system, which put its survival in the balance and triggered a series of investigations into its role and function. The opposing subcultures that developed between the Dean and the Faculty of Military Science on the one hand, and the Officer Commanding and the Military Training Branch on the other, formed part of the debate. Also in dispute, was the location of the Academy at Saldanha, rather than in the military heart-land in Pretoria. By interpreting the academic training needs of the Defence Force correctly and positioning itself accordingly, the Academy survived that crisis. Thereafter, the Academy time and again adapted to the changing military and socio-political environment and strove towards ever increasing relevance to the Defence Force. In this way female and non-European students were admitted to the Military Academy, whilst the way was also paved for the admittance of students from other African states. In anticipation of the new political dispensation in South Africa, a concerted effort was launched in 1990 to make the student body more representative of the South Africa population in terms of race and sex. The Military Academy has through the years established itself as a credible militaryacademic institution and has made a significant contribution towards military professionalism in South Africa. By 1990 it favourably positioned itself to continue that role in future. Though forming only a small percentage of the total officer corps, the Academy graduates have gradually been distributed at all levels of the officer corps and have dominated the top posts in the SA Defence Force since the early 1970's. They were consequently well placed in 1990 to playa significant role in preparing the Defence Force for the so-called "New South Africa". / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Militêre Akademie is op 1 April 1950 gestig met die doelom die militêrakademiese . opleiding van kandidaatoffisiere hier te lande op dieselfde peil as in die buiteland te bring en dit terselfdertyd tot universiteitsvlak te verhef. Die Minister van Verdediging, F.e. Erasmus, wou egter ook die Akademie gebruik as instrument om die Afrikaner sy regmatige plek, naas Engelssprekendes, in die offisierskorps te laat inneem en sodoende die oorwegend Britse karakter van die Unieverdedigingsmag met 'n eie, Suid- Afrikaanse karakter, en meer bepaald 'n Afrikaner-karakter, te vervang. Ondanks sterk weerstand teen verandering vanuit die offisierskorps, hetsy vanweë politieke sentimente, of, meer bepaald, teenkanting teen die idee van graadstudie vir offisiere, het die Akademie tot 'n lewensvatbare opleidingsinrigting ontwikkel. Breedweg geskoei op die opleidingsmodelle van Sand hurst en West Point, het die Militêre Akademie, na die voorbeeld van die Indiese National Defence Academy, 'n gesamentlike opleidingsinrigting vir al vier weermagsdele geword. Finansiële beperkings, 'n gebrek aan geskikte kandidate, asook die botsende opleidingsbehoeftes en sentimente van die onderskeie weermagsdele, het egter verhoed dat die vormingsopleiding van alle kandidaatoffisiere, met die uitsondering van die vroeë sewentigerjare, aan die Akademie toevertrou is. Die afwesigheid van vormingsopleiding, tesame met die toelating van junior offisiere, in stede van kandidaatoffisiere alleen, het daartoe gelei dat die Akademie mettertyd die karakter van 'n militêre universiteit, eerder as 'n tradisionele militêre akademie, aangeneem het. Die Akademie is in dié proses 'n duidelike rol in die totale offisiersontwikkelingsproses ontneem, wat sy voortbestaan ernstig in die weegskaal geplaas het en tot verskeie ondersoeke na sy rol en funksie gelei het. Deel van die debat, was die botsende subkulture wat deur die jare tussen die Dekaan en die Fakulteit Krygskunde aan die een kant, en die Bevelvoerder en die Tak Militêre Opleiding aan die ander kant, ontstaan het, asook die moontlike verskuiwing van die Akademie van Saldanha na die militêre hartland in Pretoria. Deur die akademiese opleidingsbehoeftes van die Weermag korrek te vertolk en hom dienooreenkomstig te posisioneer, het die Akademie egter dié krisis afgeweer. Hy het daarna telkens by die veranderende militêre en sosio-politieke omstandighede aangepas en immer groter diensbaarheid in die militêr-akademiese milieu nagestreef. Só het dames en anderskleuriges mettertyd hul pad na die Akademie gevind en is die weg ook vir die toelating van studente uit ander Afrikastate gebaan. In 1990, in afwagting van die nuwe politieke bedeling in Suid-Afrika, het die Akademie 'n doelgerigte poging van stapel gestuur om die studentekorps meer verteenwoordigend van die bevolkingsamestelling ten opsigte van ras en geslag te maak. Die Militêre Akademie het hom deur die jare as 'n geloofwaardige militêr-akademiese instelling gevestig en 'n betekenisvolle bydrae tot militêre professionalisme in Suid-Afrika gelewer. Teen 1990 was hy reeds besig om hom gunstig te posisioneer om ook in die toekoms dié rol te kon speel. Hoewel 'n klein persentasie van die totale offisiersterkte, het die Akademie-graduandi geleidelik alle vlakke van die offisierskorps deurspek en sedert die vroeg-sewentigerjare die topposte in die SA Weermag gedomineer. Teen 1990 was hulle dus goed geplaas om 'n betekenisvolle rol in die voorbereiding van die Weermag vir die sogenaamde "Nuwe Suid-Afrika" te speel.

Academic and medical institutions are responding to rising critiques of mainstream, scientific medicine (biomedicine). One response is the establishment of centers and programs devoted to whole person care. I assess the response of the McGill Programs in Whole Person Care (WPC) to these critiques, particularly its incorporation of spirituality into medicine. Through textual hermeneutics, participant observation, and semi-structured interviews with faculty members, I argue that WPC is constructing its own worldview and normative framework. It does this by selectively drawing from the religious traditions of ancient Greece, Buddhism, and Christianity, interpreting these selections in terms of Jungian psychology, and sometimes secularizing them. My aim is to better understand the theory and praxis of whole person care in McGill University's Faculty of Medicine as a case study but also the ethical issues it raises. I conclude by providing points of reflection for institutions wishing to incorporate these health ideas and practices into conventional medicine.

Thesis (Ed. D.)--Illinois State University, 1978. / Title from title page screen, viewed Jan. 10, 2005. Dissertation Committee: Charles W. Edwards (chair), Kenneth H. Strand, John McCarthy, Vernon A. Adams, James Clack. Includes bibliographical references (leaves 123-129) and abstract. Also available in print.

This study was an investigation of attitudes toward perceived values of physical activity among students and faculty within the Department of Health, Physical Education, and Recreation at North Texas State University. The specific purposes of this study were to determine if a significant difference in attitudes toward each of six values of physical activity exist (1) among men at four educational levels, (2) among women at four educational levels, (3) among undergraduate men who chose to major or minor in either health, physical education or recreation. (4) among undergraduate women who chose to major or minor in either health, physical education, or recreation, (5) between part-time and full-time faculty men, (6) between part-time and full-time faculty women, (7) among graduate men who work in either elementary, secondary, college, or recreation programs, and (8) among graduate women who work in either elementary, secondary, college, or recreation programs. Finally, the study was to determine if significant differences in attitudes toward perceived values of physical activity among subjects within each of twenty-six selected groups within the professional preparation program.

The area is large and on it, among other things, two wings of the original barracks. Long and high. The human figure is lost. The rooms of existing buildings are isolated and their variability and adaptation to the work of the artist is rather limited. The design of these facts responds to a man-made scale and by creating spaces both internal and external, which, thanks to their generosity and variability, allow the work of the artist today, but also in the future, when the way of creation could change.

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Two broad influences have converged to shape a new environment in which universities must now compete and operate. Shrinking financial resources and a global economy have arguably compelled universities to adapt. The concept of academic capitalism helps explain the new realities and places universities in the context of a global, knowledge-based economy (Slaughter & Leslie, 1997). Prior to this theory, the role of universities in the knowledge economy was largely undocumented. Academic capitalism is a measurable concept defined by the mechanisms and behaviors of universities that seek to generate new sources of revenue and are best revealed through faculty work. This study was designed to create empirical evidence of academic capitalism through the behaviors of faculty members at research universities. Using a large-scale, national database, the researcher created a new measure—an estimate of academic capitalism—at the individual faculty member level and then used multi-level analysis to explain variation among these individual faculty members. This study will increase our understanding of the changing nature of faculty work, will lead to future studies on academic capitalism that involve longitudinal analysis and important sub-populations, and will likely influence institutional and public policy. / Ph. D.

Dental education is a stressful experience for some students. Dental students have been found to report stress levels higher than in the general population, with 36% of students reporting significant psychological distress. Canadian dental students have reported an increase in anxiety, depression and hostility. No research was found to have investigated dental education stress using a qualitative analytical approach. Objectives: This study aimed to better understand the experience of stress among dentistry students using qualitative methodology. Methods: 12 recent graduates from the McGill University Faculty of Dentistry were interviewed using a semi-structured interview guide. Themes from the interviews were identified and coded by reading and rereading the texts until information-saturation occurred. Results: Firstly, four sources of stress were identified: workload pressure, fear of failure, faculty relations, and transition stress. Secondly, three effective coping mechanisms were highlighted by the students: seeking support, focusing on things that they can control, and participating in extra-curricular activities. Finally, three types of students with respect to their experience of stress were found: the highly stressed student, the moderately stressed student, and the relaxed student. This typology of dental student is new information that has not been studied before. Conclusion: Faculties need to identify and aid highly stressed students.

There has been a long history of studying library users and their information seeking behaviors and activities. Researchers developed models to better understand these information seeking behaviors and activities of users. Most of these models were developed before the onset of the Internet. This research project studied faculty members' use of and their information seeking behaviors and activities on the Internet at Angelo State University, a Master's I institution. Using both a quantitative and qualitative methodology, differences were found between tenured and tenure-track faculty members on the perceived value of the Internet to meet their research and classroom information needs. Similar differences were also found among faculty members in the broad discipline areas of the humanities, social sciences, and sciences. Tenure-track faculty members reported a higher average Internet use per week than tenured faculty members. Based on in-depth, semi-structured interviews with seven tenured and seven tenure-track faculty members, an Internet Information Seeking Activities Model was developed to describe the information seeking activities on the Internet by faculty members at Angelo State University. The model consisted of four basic stages of activities: "Gathering," "Validating," "Linking" with a sub-stage of "Re-validating," and "Monitoring." There were two parallel stages included in the model. These parallel stages were "Communicating" and "Mentoring." The Internet Information Seeking Activities Model was compared to the behavioral model of information seeking by faculty members developed by Ellis. The Internet Model placed a greater emphasis on validating information retrieved from the Internet. Otherwise there were no other substantive changes to Ellis' model.