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• 1301. [Article] Scales for measuring attitudes toward money

  The purpose of this study was to construct a measuring instrument involving attitudes toward money. Seven scales were developed using the Likert method of summated ratings. Five of these were shown to ...

  Citation × Citation Citation Abstract Copy Title: Scales for measuring attitudes toward money Author: Miller, Dorothy Sherrill The purpose of this study was to construct a measuring instrument involving attitudes toward money. Seven scales were developed using the Likert method of summated ratings. Five of these were shown to be acceptably reliable for use in measuring attitudes of groups similar to the standardization group of 4-H youth 15 and 16 years of age. Acceptably reliable scales include those entitled Satisfaction and Happiness, Values and Goals, Democracy, Budget, and Action Orientation. Scales shown inadequate were Saving and Felt Poverty. The acceptable scales provide a means for measuring verbally expressed attitudes on a positive-negative continuum. Responses from subjects which support operational definitions of the scales are classed as ''positive attitudes"; those which conflict are classed as "negative attitudes." Items were placed into experimental scales on the basis of agreement among three judges who were specialists in family life, home management, and research methods. Items were pretested on youth groups and revised. The revised experimental instrument containing 85 attitude hems was administered to 225 youth in the 1964 session of Oregon State University 4-H Summer School. Five possible response categories provided measures of degree of agreement with the items by the respondent. These were strongly agree, agree, undecided, disagree, and strongly disagree. Two types of data were secured from the subjects. One of these, background data, identifies the group on which the instrument was tested in regard to age, sex, place of residence, and social position. A summary of background data shows that 83.6 percent of the subjects were girls and 16.4 percent were boys. Subjects 15 years of age made up 44.9 percent of the sample, and subjects 16 years of age made up 55.1 percent. Thirty and seven-tenths percent of the boys and girls live in cities or towns, 48.0 percent on farms or ranches, and 21.3 percent in the country, but not farming. Hollingshead's Two Factor Index of Social Position, based on education and occupation of the head of the household, was used, with minor revision, to classify the subjects into five social positions. The distribution was only slightly skewed from a normal distribution. All other data were provided by responses to the 85 attitude items. Items in each scale were subjected to three tests of discriminatory power followed by a split-half test of reliability using the Pearson Product-Moment Coefficient of Correlation corrected by the Spearman-Brown prophecy formula. Five of the seven scales showed acceptable reliability for use in measuring group attitudes. These were Democracy .7632, Values and Goals .7352, Satisfaction and Happiness .7082, Budget .6649, and Action Orientation .5763. The study was concerned with contort validity. It deals only with verbal behavior in which subjects declare themselves in favor of some statements and opposed to others. No attempt was made to correlate the responses with overt nonverbal acts. Teachers, 4-H leaders, and other youth group leaders may use these scales to assist in selection of learning experiences about money and to measure change in attitudes after these learning experiences. They are also useful as means for prompting discussion in a learning situation. Suggestions are made for further research which would make the scales suitable for measuring individual, as well as group, attitudes. Need for establishing reliability of the scales with other groups, such as college students and married couples at all stages of the life cycle, is indicated. Additional research in an effort to show the scales reliable as predictive tools for more overt forms of behavior is also proposed. Title: Scales for measuring attitudes toward money Author: Miller, Dorothy Sherrill The purpose of this study was to construct a measuring instrument involving attitudes toward money. Seven scales were developed using the Likert method of summated ratings. Five of these were shown to be acceptably reliable for use in measuring attitudes of groups similar to the standardization group of 4-H youth 15 and 16 years of age. Acceptably reliable scales include those entitled Satisfaction and Happiness, Values and Goals, Democracy, Budget, and Action Orientation. Scales shown inadequate were Saving and Felt Poverty. The acceptable scales provide a means for measuring verbally expressed attitudes on a positive-negative continuum. Responses from subjects which support operational definitions of the scales are classed as ''positive attitudes"; those which conflict are classed as "negative attitudes." Items were placed into experimental scales on the basis of agreement among three judges who were specialists in family life, home management, and research methods. Items were pretested on youth groups and revised. The revised experimental instrument containing 85 attitude hems was administered to 225 youth in the 1964 session of Oregon State University 4-H Summer School. Five possible response categories provided measures of degree of agreement with the items by the respondent. These were strongly agree, agree, undecided, disagree, and strongly disagree. Two types of data were secured from the subjects. One of these, background data, identifies the group on which the instrument was tested in regard to age, sex, place of residence, and social position. A summary of background data shows that 83.6 percent of the subjects were girls and 16.4 percent were boys. Subjects 15 years of age made up 44.9 percent of the sample, and subjects 16 years of age made up 55.1 percent. Thirty and seven-tenths percent of the boys and girls live in cities or towns, 48.0 percent on farms or ranches, and 21.3 percent in the country, but not farming. Hollingshead's Two Factor Index of Social Position, based on education and occupation of the head of the household, was used, with minor revision, to classify the subjects into five social positions. The distribution was only slightly skewed from a normal distribution. All other data were provided by responses to the 85 attitude items. Items in each scale were subjected to three tests of discriminatory power followed by a split-half test of reliability using the Pearson Product-Moment Coefficient of Correlation corrected by the Spearman-Brown prophecy formula. Five of the seven scales showed acceptable reliability for use in measuring group attitudes. These were Democracy .7632, Values and Goals .7352, Satisfaction and Happiness .7082, Budget .6649, and Action Orientation .5763. The study was concerned with contort validity. It deals only with verbal behavior in which subjects declare themselves in favor of some statements and opposed to others. No attempt was made to correlate the responses with overt nonverbal acts. Teachers, 4-H leaders, and other youth group leaders may use these scales to assist in selection of learning experiences about money and to measure change in attitudes after these learning experiences. They are also useful as means for prompting discussion in a learning situation. Suggestions are made for further research which would make the scales suitable for measuring individual, as well as group, attitudes. Need for establishing reliability of the scales with other groups, such as college students and married couples at all stages of the life cycle, is indicated. Additional research in an effort to show the scales reliable as predictive tools for more overt forms of behavior is also proposed. Close

• 1302. [Article] Oregon DEQ: Southern Willamette Valley Groundwater Management Area Outreach and Survey

  Examining Committee: Benjamin Clark and Mark Nystrom

  Citation × Citation Citation Abstract Copy Title: Oregon DEQ: Southern Willamette Valley Groundwater Management Area Outreach and Survey Author: Dales, Sam, Fiorelli, Thomas, Gil, Ryan Year: 2017 Examining Committee: Benjamin Clark and Mark Nystrom Title: Oregon DEQ: Southern Willamette Valley Groundwater Management Area Outreach and Survey Author: Dales, Sam, Fiorelli, Thomas, Gil, Ryan Year: 2017 Examining Committee: Benjamin Clark and Mark Nystrom Close

• 1303. [Article] Geographic Information Systems Housing Analysis in Albany, Oregon

  The University of Oregon’s GIScience 2 students collaborated with the City of Albany, Oregon, to gather, organize, synthesize, and map geospatial information. Albany is interested in better understanding ...

  Citation × Citation Citation Abstract Copy Title: Geographic Information Systems Housing Analysis in Albany, Oregon Author: Portwood, Paige, Kohler, Nick Year: 2017 The University of Oregon’s GIScience 2 students collaborated with the City of Albany, Oregon, to gather, organize, synthesize, and map geospatial information. Albany is interested in better understanding the segregation patterns of underrepresented demographic populations like racial/ethnic minority groups, low income individuals or families, people with disabilities, and seniors. GIS students used these potential segregation factors and compared them to access or availability of amenities and services. The students were divided into ve groups to cover a greater variance of ndings: Housing Patterns and Needs, Access to Opportunity, Segregation/Integration of Racial/Ethnic Minority Groups, Publicly Supported Housing Analysis, and Disability and Access Analysis. City of Albany sta will be able to utilize this report to visualize spatial patterns of segregation, areas of concentrated populations, and potentially use this information as a reference in the future to promote greater integration.Students were divided into ve groups and focused on di erent areas of fair housing: Housing Patterns and Needs, Disparities in Access to Opportunity, Segregation/ Integration of Racial/Ethnic Minority Groups, Publicly Supported Housing Analysis, and Disability and Access Analysis. Within these categories, each student chose a speci c topic to focus on; individually, students compiled data, conducted spatial analyses, and created a map(s). In collaboration with City of Albany sta , students used existing city data, plans, market strategies, and maps as frameworks to create quality maps using Geographic Information System (GIS). The fair housing group concentrations are de ned as: 1. Housing Patterns and Needs based on disproportionate opportunities for population or household characteristics such as tenure availability, race/ethnicity, income, family status, or housing age. 2. Disparities in Access to Opportunity measures the accessibility of certain population groups to living amenities such as transit, parks, schools, or grocery stores. 3. Segregation and Integration of Racial/Ethnic Minority Groups displays how racial/ ethnic groups are dispersed or concentrated, while also identifying racial/ethnic groups that may experience the highest level of segregation. 4. Publicly Supported Housing Analysis seeks to identify demographic patterns of residents who live in public housing or in surrounding areas. 5. Disability and Access Analysis is a spatial analysis showing where persons with disabilities are geographically dispersed or concentrated and what services are accessible, or within close proximity to where they live. Title: Geographic Information Systems Housing Analysis in Albany, Oregon Author: Portwood, Paige, Kohler, Nick Year: 2017 The University of Oregon’s GIScience 2 students collaborated with the City of Albany, Oregon, to gather, organize, synthesize, and map geospatial information. Albany is interested in better understanding the segregation patterns of underrepresented demographic populations like racial/ethnic minority groups, low income individuals or families, people with disabilities, and seniors. GIS students used these potential segregation factors and compared them to access or availability of amenities and services. The students were divided into ve groups to cover a greater variance of ndings: Housing Patterns and Needs, Access to Opportunity, Segregation/Integration of Racial/Ethnic Minority Groups, Publicly Supported Housing Analysis, and Disability and Access Analysis. City of Albany sta will be able to utilize this report to visualize spatial patterns of segregation, areas of concentrated populations, and potentially use this information as a reference in the future to promote greater integration.Students were divided into ve groups and focused on di erent areas of fair housing: Housing Patterns and Needs, Disparities in Access to Opportunity, Segregation/ Integration of Racial/Ethnic Minority Groups, Publicly Supported Housing Analysis, and Disability and Access Analysis. Within these categories, each student chose a speci c topic to focus on; individually, students compiled data, conducted spatial analyses, and created a map(s). In collaboration with City of Albany sta , students used existing city data, plans, market strategies, and maps as frameworks to create quality maps using Geographic Information System (GIS). The fair housing group concentrations are de ned as: 1. Housing Patterns and Needs based on disproportionate opportunities for population or household characteristics such as tenure availability, race/ethnicity, income, family status, or housing age. 2. Disparities in Access to Opportunity measures the accessibility of certain population groups to living amenities such as transit, parks, schools, or grocery stores. 3. Segregation and Integration of Racial/Ethnic Minority Groups displays how racial/ ethnic groups are dispersed or concentrated, while also identifying racial/ethnic groups that may experience the highest level of segregation. 4. Publicly Supported Housing Analysis seeks to identify demographic patterns of residents who live in public housing or in surrounding areas. 5. Disability and Access Analysis is a spatial analysis showing where persons with disabilities are geographically dispersed or concentrated and what services are accessible, or within close proximity to where they live. Close

• 1304. [Article] Guidelines for adapting a home economics curriculum to minimum facilities within a standard non-laboratory classroom

  The purpose of the study was to develop guidelines for the establishing and teaching of a home economics program within a standard, non-laboratory classroom. An opinionaire was developed and sent to 34 ...

  Citation × Citation Citation Abstract Copy Title: Guidelines for adapting a home economics curriculum to minimum facilities within a standard non-laboratory classroom Author: Eddy, Shirley Kathryn The purpose of the study was to develop guidelines for the establishing and teaching of a home economics program within a standard, non-laboratory classroom. An opinionaire was developed and sent to 34 administrators of small high schools and junior high schools in Oregon believed to have no home economics programs in their schools. The opinionaire was designed to ascertain reasons for the lack of home economics in the curricula of these schools and to determine attitudes of administrators concerning home economics-related needs of students. From the replies received from 27 respondents, 13 full or partial programs were noted to be already in effect, leaving 14 completed opinionaires to be used in the study. Eleven of the 14 administrators requested a copy of the guidelines for a home economics program to be taught in a standard classroom. The two main reasons for having no home economics programs in the schools were a lack of money and having no teacher available. The administrators rated the importance of nine areas within the home economics curriculum with the highest rating shown for consumer education, personal and family finance. The other areas of home economics were rated high in importance with housing, home furnishings and household equipment and the occupational area receiving the most negative responses. The administrators believed home economics to be of greatest importance to girls of all ages and of all ability levels. They felt home economics was important as compared with other school subjects except for boys of the 12 to 13 age group. Guidelines were developed to encompass current trends in home economics and the Oregon Homemaking Education curriculum guide. Included were guidelines for every area rated by the administrators as being high in importance within the home economics curriculum. Some of the guidelines were drawn from the writer's experience in teaching a home economics program within a standard, non-laboratory classroom. These guidelines were sent to 30 home economics teachers in small Oregon high schools for examination and evaluation. Nineteen evaluations were returned with comments, questions and suggestions. The evaluation of the guidelines consisted of two sections. Section I requested information concerning educational background, other subjects taught and number of years experience in teaching home economics. Section II sought examination and evaluation of the guidelines as to their clarity and their adaptability toward meeting the objectives of the Oregon Homemaking Education curriculum. The evaluation of the guidelines by home economics teachers showed the majority as being receptive to the program. Teachers who had taught from two to five years offered the most comments. Classes taught by the respondents ranged from grade seven to twelve, with over four-fifths of the group teaching other subjects besides home economics. The areas receiving the most comments and questions were in the food preparation and sewing units. Guidelines were revised and clarified in accordance with suggestions made by the respondents. Flexible use of small appliances and mobile units, pre-planned programs for the efficient use of time, evaluation of choices and alternatives all can be coordinated with the guidelines to provide a workable, low-cost home economics program which can be established and taught within a standard, non-laboratory classroom. Title: Guidelines for adapting a home economics curriculum to minimum facilities within a standard non-laboratory classroom Author: Eddy, Shirley Kathryn The purpose of the study was to develop guidelines for the establishing and teaching of a home economics program within a standard, non-laboratory classroom. An opinionaire was developed and sent to 34 administrators of small high schools and junior high schools in Oregon believed to have no home economics programs in their schools. The opinionaire was designed to ascertain reasons for the lack of home economics in the curricula of these schools and to determine attitudes of administrators concerning home economics-related needs of students. From the replies received from 27 respondents, 13 full or partial programs were noted to be already in effect, leaving 14 completed opinionaires to be used in the study. Eleven of the 14 administrators requested a copy of the guidelines for a home economics program to be taught in a standard classroom. The two main reasons for having no home economics programs in the schools were a lack of money and having no teacher available. The administrators rated the importance of nine areas within the home economics curriculum with the highest rating shown for consumer education, personal and family finance. The other areas of home economics were rated high in importance with housing, home furnishings and household equipment and the occupational area receiving the most negative responses. The administrators believed home economics to be of greatest importance to girls of all ages and of all ability levels. They felt home economics was important as compared with other school subjects except for boys of the 12 to 13 age group. Guidelines were developed to encompass current trends in home economics and the Oregon Homemaking Education curriculum guide. Included were guidelines for every area rated by the administrators as being high in importance within the home economics curriculum. Some of the guidelines were drawn from the writer's experience in teaching a home economics program within a standard, non-laboratory classroom. These guidelines were sent to 30 home economics teachers in small Oregon high schools for examination and evaluation. Nineteen evaluations were returned with comments, questions and suggestions. The evaluation of the guidelines consisted of two sections. Section I requested information concerning educational background, other subjects taught and number of years experience in teaching home economics. Section II sought examination and evaluation of the guidelines as to their clarity and their adaptability toward meeting the objectives of the Oregon Homemaking Education curriculum. The evaluation of the guidelines by home economics teachers showed the majority as being receptive to the program. Teachers who had taught from two to five years offered the most comments. Classes taught by the respondents ranged from grade seven to twelve, with over four-fifths of the group teaching other subjects besides home economics. The areas receiving the most comments and questions were in the food preparation and sewing units. Guidelines were revised and clarified in accordance with suggestions made by the respondents. Flexible use of small appliances and mobile units, pre-planned programs for the efficient use of time, evaluation of choices and alternatives all can be coordinated with the guidelines to provide a workable, low-cost home economics program which can be established and taught within a standard, non-laboratory classroom. Close

• 1305. [Article] Home economics education curriculum development in Vietnam

  This study was to develop a home economics curriculum at second cycle (senior high school) level for Phutho Polytechnic School. In order to do this, it was necessary to answer the following questions: 1. ...

  Citation × Citation Citation Abstract Copy Title: Home economics education curriculum development in Vietnam Author: Anh, Dang Thi This study was to develop a home economics curriculum at second cycle (senior high school) level for Phutho Polytechnic School. In order to do this, it was necessary to answer the following questions: 1. What are the purposes of education today? 2. What is teaching? 3. What is learning? 4. How can teachers understand students? 5. How can teachers get to know students? 6. How can teachers use knowledge about students to teach effectively? 7. What are the needs for curriculum change? 8. What are the problem areas needing change in Vietnam? 9. What is the design needed for the home economics curriculum in Vietnam? The above questions, basic to curriculum development were answered through a review of literature to determine the three-year home economics curriculum for the second cycle in Phutho Polytechnic School. This curriculum included six areas of home economics as follows: 1. Relationships. 2. Management (Includes personal and family health). 3. Textiles, Clothing and Related Arts. 4. Foods and Nutrition. 5. Housing, Home Furnishings and Household Equipment. 6. Child Development. As times change, an adequate education is necessary for the improvement of home and family living, and for the girls to solve their everyday problems. To achieve this, the following objectives were set in planning the home economics curriculum. These objectives are based on the philosophy and belief that young people in Vietnam need help in developing. 1. Recognition of opportunities for personal development through learning activities dealing with the home, the school and the community. Z. Understanding of the responsibility which makes for more satisfying family life. 3. Desire to participate in activities in the home, school, and community. 4. Judgment in making decisions or choices in personal and family living. 5. Abilities to share in activities of home economics. 6. Appreciation of the beauty to be found in everyday life. Conclusions were made by a list of recommendations for home economics program in Vietnam. 1. Home economics program should be provided for areas in the second cycle in both academic and polytechnic schools at the present time to strengthen home and family living. When facilities and personnel can be provided,boys in these schools should be included in the home economics program in order that boys and men can be formally educated to assume their share in their multiple,tasks of sons, or fatbers and husbands as well as homemakers. 2. Home economics should focus on occupational education for the working people, both for occupations in home economics and for helping other working people assume dual roles. 3. Home economics should include nursery school for early childhood education. 4. Last, home economics should provide a well-rounded program. Title: Home economics education curriculum development in Vietnam Author: Anh, Dang Thi This study was to develop a home economics curriculum at second cycle (senior high school) level for Phutho Polytechnic School. In order to do this, it was necessary to answer the following questions: 1. What are the purposes of education today? 2. What is teaching? 3. What is learning? 4. How can teachers understand students? 5. How can teachers get to know students? 6. How can teachers use knowledge about students to teach effectively? 7. What are the needs for curriculum change? 8. What are the problem areas needing change in Vietnam? 9. What is the design needed for the home economics curriculum in Vietnam? The above questions, basic to curriculum development were answered through a review of literature to determine the three-year home economics curriculum for the second cycle in Phutho Polytechnic School. This curriculum included six areas of home economics as follows: 1. Relationships. 2. Management (Includes personal and family health). 3. Textiles, Clothing and Related Arts. 4. Foods and Nutrition. 5. Housing, Home Furnishings and Household Equipment. 6. Child Development. As times change, an adequate education is necessary for the improvement of home and family living, and for the girls to solve their everyday problems. To achieve this, the following objectives were set in planning the home economics curriculum. These objectives are based on the philosophy and belief that young people in Vietnam need help in developing. 1. Recognition of opportunities for personal development through learning activities dealing with the home, the school and the community. Z. Understanding of the responsibility which makes for more satisfying family life. 3. Desire to participate in activities in the home, school, and community. 4. Judgment in making decisions or choices in personal and family living. 5. Abilities to share in activities of home economics. 6. Appreciation of the beauty to be found in everyday life. Conclusions were made by a list of recommendations for home economics program in Vietnam. 1. Home economics program should be provided for areas in the second cycle in both academic and polytechnic schools at the present time to strengthen home and family living. When facilities and personnel can be provided,boys in these schools should be included in the home economics program in order that boys and men can be formally educated to assume their share in their multiple,tasks of sons, or fatbers and husbands as well as homemakers. 2. Home economics should focus on occupational education for the working people, both for occupations in home economics and for helping other working people assume dual roles. 3. Home economics should include nursery school for early childhood education. 4. Last, home economics should provide a well-rounded program. Close

• 1306. [Article] An analysis of the relationships between self-preceived occupational stress, reported health status, sex-role socialization, attitude toward feminism, educational attainment, and preceived pay equity among OPEU clerical specialists in the Oregon State employment system

  The purpose of this study was to examine the responses to a mail survey of a random sample of female subjects (Ss), who at the time of the study were members of the Oregon Public Employees Union employed ...

  Citation × Citation Citation Abstract Copy Title: An analysis of the relationships between self-preceived occupational stress, reported health status, sex-role socialization, attitude toward feminism, educational attainment, and preceived pay equity among OPEU clerical specialists in the Oregon State employment system Author: Graham, Diana Sue The purpose of this study was to examine the responses to a mail survey of a random sample of female subjects (Ss), who at the time of the study were members of the Oregon Public Employees Union employed as clerical specialists by the State of Oregon, in order to: 1. determine if significant relationships exist for Ss between: (a) self-perceived level of occupational stress (OS), (b) reported health status, (c) sex- role socialization, (d) attitude toward feminism, (e) Educational Attainment, (f) perceived pay equity, and (g) other reported socioeconomic and demographic factors; 2. utilize the research findings to develop recommendations for researchers and educators. Completed surveys were returned by 280 women. The study instrument was composed of The Office Worker Health and Well-Being Survey (Stellman et al., 1985), Bem's Sex-Role Inventory-Short Form, Dempewolff's Feminism II Scale, and Caplan's Pay Equity Questions (Caplan, 1975). The research hypotheses were tested by use of chi-square, Pearson's R, and oneway anova. A multi-linear stepwise regression analysis was also performed. Confidence level was set at p = .05. Significant relationships were found to exist between identified components of OS and each of the following: reported health conditions, attitude toward feminism, educational attainment, perceived pay equity, spouse's employment type, and spouse's employment status. Independent predictors of OS were found to be: Irritation/frustration, educational attainment, vision, nose/throat/chest, depression, perceived pay equity, sleep, musculoskeletal, gastrointestinal, personality type, current living situation, and total household income. The findings of this study support the findings of earlier research that clericals are at risk of experiencing significant work-related negative health outcomes (Dainoff, 1979; National Commission on Working Women, 1979; 9 to 5, National Association of Working Women, 1984; Stellman et al., 1985 & Stellman et al., in press) However, in contrast to the Framingham study and in support of the findings of Kotler & Wingard (1989), no relationships were found between the Ss' number of children, number of children under 6, and the occupational stress reported by the Ss. Recommendations for further research and recommendations for educators were made. It was also suggested that a fuller understanding of what constitutes a healthy work environment for clericals should be developed by researchers and educators. Title: An analysis of the relationships between self-preceived occupational stress, reported health status, sex-role socialization, attitude toward feminism, educational attainment, and preceived pay equity among OPEU clerical specialists in the Oregon State employment system Author: Graham, Diana Sue The purpose of this study was to examine the responses to a mail survey of a random sample of female subjects (Ss), who at the time of the study were members of the Oregon Public Employees Union employed as clerical specialists by the State of Oregon, in order to: 1. determine if significant relationships exist for Ss between: (a) self-perceived level of occupational stress (OS), (b) reported health status, (c) sex- role socialization, (d) attitude toward feminism, (e) Educational Attainment, (f) perceived pay equity, and (g) other reported socioeconomic and demographic factors; 2. utilize the research findings to develop recommendations for researchers and educators. Completed surveys were returned by 280 women. The study instrument was composed of The Office Worker Health and Well-Being Survey (Stellman et al., 1985), Bem's Sex-Role Inventory-Short Form, Dempewolff's Feminism II Scale, and Caplan's Pay Equity Questions (Caplan, 1975). The research hypotheses were tested by use of chi-square, Pearson's R, and oneway anova. A multi-linear stepwise regression analysis was also performed. Confidence level was set at p = .05. Significant relationships were found to exist between identified components of OS and each of the following: reported health conditions, attitude toward feminism, educational attainment, perceived pay equity, spouse's employment type, and spouse's employment status. Independent predictors of OS were found to be: Irritation/frustration, educational attainment, vision, nose/throat/chest, depression, perceived pay equity, sleep, musculoskeletal, gastrointestinal, personality type, current living situation, and total household income. The findings of this study support the findings of earlier research that clericals are at risk of experiencing significant work-related negative health outcomes (Dainoff, 1979; National Commission on Working Women, 1979; 9 to 5, National Association of Working Women, 1984; Stellman et al., 1985 & Stellman et al., in press) However, in contrast to the Framingham study and in support of the findings of Kotler & Wingard (1989), no relationships were found between the Ss' number of children, number of children under 6, and the occupational stress reported by the Ss. Recommendations for further research and recommendations for educators were made. It was also suggested that a fuller understanding of what constitutes a healthy work environment for clericals should be developed by researchers and educators. Close

• 1307. [Article] Energy considerations in remodeling of owner-occupied single family dwellings, Corvallis, Oregon

  The investigation of energy considerations in the remodeling of single family owner-occupied dwellings was the central purpose of this study. Variables studied included relationships between demographic characteristics ...

  Citation × Citation Citation Abstract Copy Title: Energy considerations in remodeling of owner-occupied single family dwellings, Corvallis, Oregon Author: Granite, Mary Lou The investigation of energy considerations in the remodeling of single family owner-occupied dwellings was the central purpose of this study. Variables studied included relationships between demographic characteristics and the inclusion of energy conservation techniques, planning of the remodeling, and ranking of considerations in the remodeling. A sample of 225 owner-occupants who had purchased building permits to spend $1,000.00 or more on remodeling between July 1, 1973 and June 30, 1977 was collected from the files of the Building Inspector's office, City of Corvallis, Oregon. A questionnaire concerning the remodeling practices was mailed to the sample. One hundred and eight usable questionnaires were returned and served as the data base for the study. The respondents' mean age was 42.6 years with a median education level of 16 years. The mean size of the sample households was 3.5 persons. The mean of the total gross annual income was $25,850. Over 40 percent of the respondents were in occupations classified as professional. Among the respondents, 74.1 percent believed that an energy crisis existed. Sixty-nine percent of the houses in the study were less than 20 years old. The mean age of the houses was 21.5 years with a median age of 16.3 years. Sixty-five percent of the homes were purchased since 1971. The major type of fuel utilized in the majority of the homes (62 percent) was natural gas. Sixty-nine percent of the remodelings were planned by the respondents and/or their partner. Of the 75 who did their own planning for remodeling, 34 used builders as a source of information. Other sources of information utilized by the respondents were magazines, newspapers, and friends. Of the remodelings, 40 percent took place between July 1, 1976 and June 30, 1977. About two-thirds of the respondents spent less than $10,000 for their remodeling project. The mean cost of the remodelings was $7,670. The major consideration for remodeling was to increase living area in the homes. Over three-fourths of the respondents added space to their dwelling. The area increases ranged from 20 square feet to 1,800 square feet. Of the 108 respondents, 48 percent included energy saving features in their remodeling. Over 27 percent did make some energy conserving alterations to heating systems; however, 40 percent altered heating systems without energy saving considerations. In comparing fuel unit consumption before and after remodeling, 22.2 percent reported decreases in units consumed; 27 percent indicated increased consumption and the remainder reported no change or were not sure of a change in unit consumption. Of the 108 respondents, 46 percent indicated they considered alternate energy sources in their remodeling. Of these, about 90 percent considered wood. The .05 level of significance was selected as the criterion for identification of significant associations. The Chi-square statistical test was used. The findings of the study are: 1. No association was-observed between the dates of remodeling and the inclusion of energy saving features in the remodeling. 2. An association was suggested between the type of fuel used in the homes and the inclusion of energy features in the remodeling. Homes using wood as a major fuel most often included energy features. 3. An association was suggested between the inclusion of energy saving features and the considerations of cost, custom decorating, maintenance, and increased livability. 4. An association was suggested between the type of person planning the remodeling and the inclusion of energy saving features. Contractors were most likely to include energy features in the remodeling. 5. An association was suggested between the age and education of the respondents and the inclusion of energy features in remodelings. Those under 35 years and over 65 years and/or with one to four years of college most often included energy saving features in their remodeling. Title: Energy considerations in remodeling of owner-occupied single family dwellings, Corvallis, Oregon Author: Granite, Mary Lou The investigation of energy considerations in the remodeling of single family owner-occupied dwellings was the central purpose of this study. Variables studied included relationships between demographic characteristics and the inclusion of energy conservation techniques, planning of the remodeling, and ranking of considerations in the remodeling. A sample of 225 owner-occupants who had purchased building permits to spend $1,000.00 or more on remodeling between July 1, 1973 and June 30, 1977 was collected from the files of the Building Inspector's office, City of Corvallis, Oregon. A questionnaire concerning the remodeling practices was mailed to the sample. One hundred and eight usable questionnaires were returned and served as the data base for the study. The respondents' mean age was 42.6 years with a median education level of 16 years. The mean size of the sample households was 3.5 persons. The mean of the total gross annual income was $25,850. Over 40 percent of the respondents were in occupations classified as professional. Among the respondents, 74.1 percent believed that an energy crisis existed. Sixty-nine percent of the houses in the study were less than 20 years old. The mean age of the houses was 21.5 years with a median age of 16.3 years. Sixty-five percent of the homes were purchased since 1971. The major type of fuel utilized in the majority of the homes (62 percent) was natural gas. Sixty-nine percent of the remodelings were planned by the respondents and/or their partner. Of the 75 who did their own planning for remodeling, 34 used builders as a source of information. Other sources of information utilized by the respondents were magazines, newspapers, and friends. Of the remodelings, 40 percent took place between July 1, 1976 and June 30, 1977. About two-thirds of the respondents spent less than $10,000 for their remodeling project. The mean cost of the remodelings was $7,670. The major consideration for remodeling was to increase living area in the homes. Over three-fourths of the respondents added space to their dwelling. The area increases ranged from 20 square feet to 1,800 square feet. Of the 108 respondents, 48 percent included energy saving features in their remodeling. Over 27 percent did make some energy conserving alterations to heating systems; however, 40 percent altered heating systems without energy saving considerations. In comparing fuel unit consumption before and after remodeling, 22.2 percent reported decreases in units consumed; 27 percent indicated increased consumption and the remainder reported no change or were not sure of a change in unit consumption. Of the 108 respondents, 46 percent indicated they considered alternate energy sources in their remodeling. Of these, about 90 percent considered wood. The .05 level of significance was selected as the criterion for identification of significant associations. The Chi-square statistical test was used. The findings of the study are: 1. No association was-observed between the dates of remodeling and the inclusion of energy saving features in the remodeling. 2. An association was suggested between the type of fuel used in the homes and the inclusion of energy features in the remodeling. Homes using wood as a major fuel most often included energy features. 3. An association was suggested between the inclusion of energy saving features and the considerations of cost, custom decorating, maintenance, and increased livability. 4. An association was suggested between the type of person planning the remodeling and the inclusion of energy saving features. Contractors were most likely to include energy features in the remodeling. 5. An association was suggested between the age and education of the respondents and the inclusion of energy features in remodelings. Those under 35 years and over 65 years and/or with one to four years of college most often included energy saving features in their remodeling. Close

• 1308. [Article] Beyond heat or eat : street-level bureaucracy in rural Oregon energy relief

  Rising energy costs coupled with the diminishing incomes associated with rural economic restructuring leave an increasing proportion of rural households faced with the heat or eat dilemma--where families ...

  Citation × Citation Citation Abstract Copy Title: Beyond heat or eat : street-level bureaucracy in rural Oregon energy relief Author: Maguire, Jennifer J. Rising energy costs coupled with the diminishing incomes associated with rural economic restructuring leave an increasing proportion of rural households faced with the heat or eat dilemma--where families must choose between meeting one basic need over another, such as putting food on the table or keeping the heat on. Effective and sustainable energy relief programs are needed to move low-income families beyond the heat or eat dilemma and toward greater self-sufficiency, particularly in economically depressed rural areas. Over the past two decades, devolution has placed a greater emphasis on local solutions to social problems, yet the capacity in rural places to delivery critical services is often constrained by geographic distances, economy of scale priorities, limited organizational capacity, and community ideologies related to poverty and the poor. Using a case study approach and Lipsky's (2010) theory of Street-Level Bureaucracy as a framework, the failed implementation of Program Power was examined. Program Power, a novel rural Low-Income Home Energy Assistance Program (LIHEAP), was designed as a holistic intervention and proposed the use of intensive case management as a means for moving low income families toward greater energy security and eventual self-sufficiency. This study makes use of existing qualitative data gathered during the EmPowering REAL Families (ERF) implementation study. In-depth interviews and observations with Program Power participants, staff, and community collaborators were examined. The analysis revealed how limited resources (too little time and money) and an organizational ethos about poverty that prioritized individual efforts (motivation and goals) for families who presented with complex needs created work place conditions conducive to the use of case manager discretion, while at the same time also made it difficult for case managers to respond to families using an individualized intervention. We document, in particular, how case managers, in response, used their discretion to make a series of changes to the program model. Findings thus provide insights into the ground-level challenges faced during the implementation of a rural social support program. Recommendations for policy and program changes are also discussed. Title: Beyond heat or eat : street-level bureaucracy in rural Oregon energy relief Author: Maguire, Jennifer J. Rising energy costs coupled with the diminishing incomes associated with rural economic restructuring leave an increasing proportion of rural households faced with the heat or eat dilemma--where families must choose between meeting one basic need over another, such as putting food on the table or keeping the heat on. Effective and sustainable energy relief programs are needed to move low-income families beyond the heat or eat dilemma and toward greater self-sufficiency, particularly in economically depressed rural areas. Over the past two decades, devolution has placed a greater emphasis on local solutions to social problems, yet the capacity in rural places to delivery critical services is often constrained by geographic distances, economy of scale priorities, limited organizational capacity, and community ideologies related to poverty and the poor. Using a case study approach and Lipsky's (2010) theory of Street-Level Bureaucracy as a framework, the failed implementation of Program Power was examined. Program Power, a novel rural Low-Income Home Energy Assistance Program (LIHEAP), was designed as a holistic intervention and proposed the use of intensive case management as a means for moving low income families toward greater energy security and eventual self-sufficiency. This study makes use of existing qualitative data gathered during the EmPowering REAL Families (ERF) implementation study. In-depth interviews and observations with Program Power participants, staff, and community collaborators were examined. The analysis revealed how limited resources (too little time and money) and an organizational ethos about poverty that prioritized individual efforts (motivation and goals) for families who presented with complex needs created work place conditions conducive to the use of case manager discretion, while at the same time also made it difficult for case managers to respond to families using an individualized intervention. We document, in particular, how case managers, in response, used their discretion to make a series of changes to the program model. Findings thus provide insights into the ground-level challenges faced during the implementation of a rural social support program. Recommendations for policy and program changes are also discussed. Close

• 1309. [Article] Development of a unit for teaching boys family life education

  The major purpose of this study was to develop a resource unit in family life education for boys. To plan this unit, which was divided into two parts, personal and family relations and child development, the ...

  Citation × Citation Citation Abstract Copy Title: Development of a unit for teaching boys family life education Author: Montag, Virginia Lee The major purpose of this study was to develop a resource unit in family life education for boys. To plan this unit, which was divided into two parts, personal and family relations and child development, the writer 1. Surveyed the homemaking teachers in Oregon to discover who taught boys homemaking classes. 2. Utilized the experiences of a selected few in planning the family life education unit, and 3. Using all other possible resources, finalized the unit. To discover what innovative classes were being taught in five areas of homemaking, a post card questionnaire was sent to 285 homemaking departments in the state of Oregon. Of the questionnaires sent out, 114 were returned and 111 (39 percent) were returned in time to be used. The breakdown of innovative classes was as follows: 33 schools had boys homemaking classes; 22 schools had family life classes; 17 schools had specialized classes; 14 schools had coeducational classes; 13 schools had consumer education classes. A total of 13 of the boys homemaking teachers agreed to be con-. sultants, so they were asked to spend not more than one hour discussing their class on a tape, using a tape recorder. A tape was sent to them along with a list of questions to be answered. Based on the findings of this study, the following conclusions were made: 1. There is a small percentage of boys classes in Oregon, but judging from the 111 schools represented in this study this percentage is greater than any other innovative program. 2. Most of the home economics teachers felt the boys class would be most beneficial if taught at the senior high level. 3. Authors in writing about boys homemaking seem to believe that it should be taught differently, but the majority of the respondents did not feel that they taught boys much different than girls. 4. The respondents felt that bachelorhood should be emphasized. They recommended that a study be made on personal and family living needs of the adolescent and the young man before he marries rather than emphasizing marriage. 5. There seems to be a need for courses emphasizing changing roles of men and women, consumer education, and housing. 6. Many of the respondents stated that they taught predominantly foods because they needed teaching resources in the other areas. They particularly stated that they needed more in depth curriculum planning for boys homemaking units in family finance, grooming, care of clothing, and housing. 7. There is a dearth in the recent literature on the characteristics of the adolescent male and studies in either boys or coeducational classes in homemaking education. In light of the findings in this study, the investigator would like to point out the need for studies which answer the questions: 1. At what grade level would boys gain the most from a consumer and homemaking course? 2. What characteristics of adolescent males are important to recognize in order for maximum learning to take place? What teaching methods are most effective in teaching boys ? 3. What are the characteristics of the most effective teachers of boys homemaking? Other curriculum studies need to be made in the consumer and homemaking areas of housing, household equipment and home furnishing; consumer education, personal and family finance; personal and family relations; and child development. Another curriculum study needs to be made emphasizing the changing life styles of young men so that homemaking will attract more boys and be taught by meaningful and exciting methods. The investigator developed a resource unit which contains concepts, generalizations, behavioral objectives, learning experiences, and resources in the areas of family relations and child development for boys homemaking classes. Title: Development of a unit for teaching boys family life education Author: Montag, Virginia Lee The major purpose of this study was to develop a resource unit in family life education for boys. To plan this unit, which was divided into two parts, personal and family relations and child development, the writer 1. Surveyed the homemaking teachers in Oregon to discover who taught boys homemaking classes. 2. Utilized the experiences of a selected few in planning the family life education unit, and 3. Using all other possible resources, finalized the unit. To discover what innovative classes were being taught in five areas of homemaking, a post card questionnaire was sent to 285 homemaking departments in the state of Oregon. Of the questionnaires sent out, 114 were returned and 111 (39 percent) were returned in time to be used. The breakdown of innovative classes was as follows: 33 schools had boys homemaking classes; 22 schools had family life classes; 17 schools had specialized classes; 14 schools had coeducational classes; 13 schools had consumer education classes. A total of 13 of the boys homemaking teachers agreed to be con-. sultants, so they were asked to spend not more than one hour discussing their class on a tape, using a tape recorder. A tape was sent to them along with a list of questions to be answered. Based on the findings of this study, the following conclusions were made: 1. There is a small percentage of boys classes in Oregon, but judging from the 111 schools represented in this study this percentage is greater than any other innovative program. 2. Most of the home economics teachers felt the boys class would be most beneficial if taught at the senior high level. 3. Authors in writing about boys homemaking seem to believe that it should be taught differently, but the majority of the respondents did not feel that they taught boys much different than girls. 4. The respondents felt that bachelorhood should be emphasized. They recommended that a study be made on personal and family living needs of the adolescent and the young man before he marries rather than emphasizing marriage. 5. There seems to be a need for courses emphasizing changing roles of men and women, consumer education, and housing. 6. Many of the respondents stated that they taught predominantly foods because they needed teaching resources in the other areas. They particularly stated that they needed more in depth curriculum planning for boys homemaking units in family finance, grooming, care of clothing, and housing. 7. There is a dearth in the recent literature on the characteristics of the adolescent male and studies in either boys or coeducational classes in homemaking education. In light of the findings in this study, the investigator would like to point out the need for studies which answer the questions: 1. At what grade level would boys gain the most from a consumer and homemaking course? 2. What characteristics of adolescent males are important to recognize in order for maximum learning to take place? What teaching methods are most effective in teaching boys ? 3. What are the characteristics of the most effective teachers of boys homemaking? Other curriculum studies need to be made in the consumer and homemaking areas of housing, household equipment and home furnishing; consumer education, personal and family finance; personal and family relations; and child development. Another curriculum study needs to be made emphasizing the changing life styles of young men so that homemaking will attract more boys and be taught by meaningful and exciting methods. The investigator developed a resource unit which contains concepts, generalizations, behavioral objectives, learning experiences, and resources in the areas of family relations and child development for boys homemaking classes. Close

• 1310. [Article] Numerical simulation of anaerobic reductive dechlorination of CAHs in continuous flow systems

  Halogenated organic compounds have had widespread and massive applications in industry, agriculture, and private households, for example, as degreasing solvents, flame retardants and in polymer production. ...

  Citation × Citation Citation Abstract Copy Title: Numerical simulation of anaerobic reductive dechlorination of CAHs in continuous flow systems Author: Mustafa, Nizar Ahmad Halogenated organic compounds have had widespread and massive applications in industry, agriculture, and private households, for example, as degreasing solvents, flame retardants and in polymer production. They are released to the environment through both anthropogenic and natural sources. The most common chlorinated solvents present as contaminants include tetrachloroethene (PCE, perchloroethene) and trichloroethene (TCE). These chlorinated solvents are problematic because of their health hazards and persistence in the environment, threatening human and environmental health. Microbial reductive dechlorination is emerging as a promising approach for the remediation of chlorinated solvents in aquifers. In microbial reductive dechlorination, specialized bacteria obtain energy for growth from metabolic dechlorination reactions that convert PCE to TCE, cis-1,2-dichloroethene (cDCE), vinyl chloride (VC), and finally to benign ethene. Field studies show incomplete dechlorination of PCE to ethene due to lack of electron donors or other populations competing for the electron donor. Mathematical models are good tools to integrate the processes affecting the fate and transport of chlorinated solvents in the subsurface. This thesis explores the use of modeling to provide a better understanding of the reductive dehalogenation process of chlorinated solvents and their competition with other microorganisms for available electron donors in continuous flow systems such as a continuous stirred tank reactor (CSTR) and a continuous flow column. The model is a coupled thermodynamic and kinetic model that includes inhibition kinetics for the dechlorination reactions, thermodynamic constraints on organic acids fermentation and has incorporated hydrogen competition among microorganisms such as homoacetogenesis, sulfate reducers and ferric iron reducers. The set of equations are coupled to those required for modeling a CSTR. The system of model equations was solved numerically using COMSOL 3.5 a, which employs finite-element methods. The kinetic model was verified by simulation results compared to previously published models and by electron balances. The simulation process progressed by simulating the anaerobic reductive dechlorination, coupled with thermodynamic limitation of electron donor fermentation in batch systems to the modeling of CSTR, and finally to simulate anaerobic reductive dechlorination in continuous flow column, aquifer column including the processes of advection, dispersion and sorption along with the microbial processes of dehalogenation, fermentation, iron and sulfate reduction. The simulations using the developed model captured the general trends of the chemical species, and a good job predicting the dynamics of microbial population responses either the CSTRs or continuous flow column. Although, the kinetic of anaerobic dechlorination processes of chlorinated solvents in those systems have been researched in the past, little progress has been made towards understanding the combined effects of the dechlorination and thermodynamic constraints in continuous flow systems. This work provides a rigorous mathematical model for describing the coupled effects of these processes. Title: Numerical simulation of anaerobic reductive dechlorination of CAHs in continuous flow systems Author: Mustafa, Nizar Ahmad Halogenated organic compounds have had widespread and massive applications in industry, agriculture, and private households, for example, as degreasing solvents, flame retardants and in polymer production. They are released to the environment through both anthropogenic and natural sources. The most common chlorinated solvents present as contaminants include tetrachloroethene (PCE, perchloroethene) and trichloroethene (TCE). These chlorinated solvents are problematic because of their health hazards and persistence in the environment, threatening human and environmental health. Microbial reductive dechlorination is emerging as a promising approach for the remediation of chlorinated solvents in aquifers. In microbial reductive dechlorination, specialized bacteria obtain energy for growth from metabolic dechlorination reactions that convert PCE to TCE, cis-1,2-dichloroethene (cDCE), vinyl chloride (VC), and finally to benign ethene. Field studies show incomplete dechlorination of PCE to ethene due to lack of electron donors or other populations competing for the electron donor. Mathematical models are good tools to integrate the processes affecting the fate and transport of chlorinated solvents in the subsurface. This thesis explores the use of modeling to provide a better understanding of the reductive dehalogenation process of chlorinated solvents and their competition with other microorganisms for available electron donors in continuous flow systems such as a continuous stirred tank reactor (CSTR) and a continuous flow column. The model is a coupled thermodynamic and kinetic model that includes inhibition kinetics for the dechlorination reactions, thermodynamic constraints on organic acids fermentation and has incorporated hydrogen competition among microorganisms such as homoacetogenesis, sulfate reducers and ferric iron reducers. The set of equations are coupled to those required for modeling a CSTR. The system of model equations was solved numerically using COMSOL 3.5 a, which employs finite-element methods. The kinetic model was verified by simulation results compared to previously published models and by electron balances. The simulation process progressed by simulating the anaerobic reductive dechlorination, coupled with thermodynamic limitation of electron donor fermentation in batch systems to the modeling of CSTR, and finally to simulate anaerobic reductive dechlorination in continuous flow column, aquifer column including the processes of advection, dispersion and sorption along with the microbial processes of dehalogenation, fermentation, iron and sulfate reduction. The simulations using the developed model captured the general trends of the chemical species, and a good job predicting the dynamics of microbial population responses either the CSTRs or continuous flow column. Although, the kinetic of anaerobic dechlorination processes of chlorinated solvents in those systems have been researched in the past, little progress has been made towards understanding the combined effects of the dechlorination and thermodynamic constraints in continuous flow systems. This work provides a rigorous mathematical model for describing the coupled effects of these processes. Close