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• 861. [Article] The placement information base: its utility and meaning for nursing home placement decisions

  The State of Oregon is using the Placement Information Base, PIB, as part of an assessment process to determine the type of placement needed by Medicaid clients. While used for functional assessment, PIB ...

  Citation × Citation Citation Abstract Copy Title: The placement information base: its utility and meaning for nursing home placement decisions Author: McKenzie, Darlene Schroedl Year: 1983 The State of Oregon is using the Placement Information Base, PIB, as part of an assessment process to determine the type of placement needed by Medicaid clients. While used for functional assessment, PIB has not been empirically studied for its use as a screening or predictive instrument to differentiate between the need for nursing home care and community care. This dissertation addresses the question of whether PIB is suitable for use as a screening instrument for nursing home placement decisions. Both PIB's measurement and predictive capabilities are examined. Using secondary PIB data on 2287 elderly Department of Human Resources clients, four highly reliable scales were developed. Alpha coefficients range from .75 to .90. These scales were found to measure the theoretically important dimensions of Activities of Daily Living (ADL), Instrumental Activities of Daily Living (IADL), Social functioning and Mental functioning. Ten discriminant function equations, using PIB items and scales as predictors, were developed and cross-validated to compare those elderly currently residing in the community and those currently residing in nursing homes (n = 1772). For each of the functions the predictive accuracy was at least 79 percent with the derivation sample and even higher with the cross-validation sample. Functions containing only single items predicted as well or better than those containing scales. A comparison between the discriminant function equations and three a priori decision rules accompanying the PIB indicate that each of the discriminant function equations is predictively equivalent to one of the a priori decision rules and superior to the other two. The findings of this dissertation suggest that any one of the discriminant functions or the very high probability a priori decision rule could be used as an equitable and economically feasible screening instrument for nursing home placement. The choice of a particular function or the decision rule should be guided by practical and theoretical considerations. Policy implications and suggestions for future research are discussed. Title: The placement information base: its utility and meaning for nursing home placement decisions Author: McKenzie, Darlene Schroedl Year: 1983 The State of Oregon is using the Placement Information Base, PIB, as part of an assessment process to determine the type of placement needed by Medicaid clients. While used for functional assessment, PIB has not been empirically studied for its use as a screening or predictive instrument to differentiate between the need for nursing home care and community care. This dissertation addresses the question of whether PIB is suitable for use as a screening instrument for nursing home placement decisions. Both PIB's measurement and predictive capabilities are examined. Using secondary PIB data on 2287 elderly Department of Human Resources clients, four highly reliable scales were developed. Alpha coefficients range from .75 to .90. These scales were found to measure the theoretically important dimensions of Activities of Daily Living (ADL), Instrumental Activities of Daily Living (IADL), Social functioning and Mental functioning. Ten discriminant function equations, using PIB items and scales as predictors, were developed and cross-validated to compare those elderly currently residing in the community and those currently residing in nursing homes (n = 1772). For each of the functions the predictive accuracy was at least 79 percent with the derivation sample and even higher with the cross-validation sample. Functions containing only single items predicted as well or better than those containing scales. A comparison between the discriminant function equations and three a priori decision rules accompanying the PIB indicate that each of the discriminant function equations is predictively equivalent to one of the a priori decision rules and superior to the other two. The findings of this dissertation suggest that any one of the discriminant functions or the very high probability a priori decision rule could be used as an equitable and economically feasible screening instrument for nursing home placement. The choice of a particular function or the decision rule should be guided by practical and theoretical considerations. Policy implications and suggestions for future research are discussed. Close

• 862. [Article] Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement

  Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. ...

  Citation × Citation Citation Abstract Copy Title: Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement Author: Cone, Christina Schull Year: 2014 Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. However, teaching art and science is crucial to developing creative and rational thinking, especially for observation and questioning skills. In this study, third grade students attending an urban school in Portland, Oregon received instruction of an art strategy using observational and quantifying drawing techniques. This study examines, "Will an art strategy observing the local environment help students make observations and ask questions?" and "In what ways are student learning and perspectives of science affected by the art strategy?" The independent variable is the art strategy developed for this study. There are three dependent variables: quality of student observations, quality of questions, and themes on student learning and perspectives of science. I predicted students would develop strong observation and questioning skills and that students would find the strategy useful or have an increased interest in science. The art scores were high for relevance and detail, but not for text. There were significant correlations between art scores and questions. Interviews revealed three themes: observations create questions, drawing is helpful and challenging, and students connected to science. By examining science through art, students were engaged and created strong observations and questions. Teachers need to balance unstructured drawing time with scaffolding for optimal results. This study provides an integrated science and art strategy that teachers can use outdoors or adapt for the classroom. Title: Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement Author: Cone, Christina Schull Year: 2014 Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. However, teaching art and science is crucial to developing creative and rational thinking, especially for observation and questioning skills. In this study, third grade students attending an urban school in Portland, Oregon received instruction of an art strategy using observational and quantifying drawing techniques. This study examines, "Will an art strategy observing the local environment help students make observations and ask questions?" and "In what ways are student learning and perspectives of science affected by the art strategy?" The independent variable is the art strategy developed for this study. There are three dependent variables: quality of student observations, quality of questions, and themes on student learning and perspectives of science. I predicted students would develop strong observation and questioning skills and that students would find the strategy useful or have an increased interest in science. The art scores were high for relevance and detail, but not for text. There were significant correlations between art scores and questions. Interviews revealed three themes: observations create questions, drawing is helpful and challenging, and students connected to science. By examining science through art, students were engaged and created strong observations and questions. Teachers need to balance unstructured drawing time with scaffolding for optimal results. This study provides an integrated science and art strategy that teachers can use outdoors or adapt for the classroom. Close

• 863. [Article] Councils of governments; a study focusing on membership, representation and voting

  The Council of Governments is a significant new approach to metropolitan cooperation. Of the approximately 150 councils (as of January, 1970), all but 14 have been established since 1965. Councils across ...

  Citation × Citation Citation Abstract Copy Title: Councils of governments; a study focusing on membership, representation and voting Author: Matson, Jerry Alan Year: 1970 The Council of Governments is a significant new approach to metropolitan cooperation. Of the approximately 150 councils (as of January, 1970), all but 14 have been established since 1965. Councils across the country are characterized by great variety in organization and representation. This paper examines this complexity, particularly in terms of membership, representation and voting. The first chapter is primarily a short history of the council movement and the forces which have helped to shape its development. The second examines the variety of council functions, organizational structures and financial arrangements. Chapters III, IV and V are devoted to a detailed study of membership, representation and voting patterns. While the third and fourth chapters are concerned with the general aspects of these patterns, Chapter V examines in detail the arrangements used by twelve specific councils. The effect of the "one man, one vote" concept on councils is discussed in the sixth chapter. The concluding chapter analyzes the external and internal problems facing councils and their success in meeting these problems. The future development of councils is also explored. While the future of the councils and the movement may take one of many avenues, including evolution into regional governments, it appears that the likely development will be mixed. Uniformity will continue to be imposed by HUD regulations, but the local councils will continue to explore for experimental solutions to satisfy their own individual problems and needs. Title: Councils of governments; a study focusing on membership, representation and voting Author: Matson, Jerry Alan Year: 1970 The Council of Governments is a significant new approach to metropolitan cooperation. Of the approximately 150 councils (as of January, 1970), all but 14 have been established since 1965. Councils across the country are characterized by great variety in organization and representation. This paper examines this complexity, particularly in terms of membership, representation and voting. The first chapter is primarily a short history of the council movement and the forces which have helped to shape its development. The second examines the variety of council functions, organizational structures and financial arrangements. Chapters III, IV and V are devoted to a detailed study of membership, representation and voting patterns. While the third and fourth chapters are concerned with the general aspects of these patterns, Chapter V examines in detail the arrangements used by twelve specific councils. The effect of the "one man, one vote" concept on councils is discussed in the sixth chapter. The concluding chapter analyzes the external and internal problems facing councils and their success in meeting these problems. The future development of councils is also explored. While the future of the councils and the movement may take one of many avenues, including evolution into regional governments, it appears that the likely development will be mixed. Uniformity will continue to be imposed by HUD regulations, but the local councils will continue to explore for experimental solutions to satisfy their own individual problems and needs. Close

• 864. [Article] Administrative Reform in China: its Impact on Economic Development after Mao

  The need to improve the quality of government decision-making and tailor China's management to its more complex economy after Mao's death forced China's Party authorities to implement a number of administrative ...

  Citation × Citation Citation Abstract Copy Title: Administrative Reform in China: its Impact on Economic Development after Mao Author: Liu, Meiru Year: 1996 The need to improve the quality of government decision-making and tailor China's management to its more complex economy after Mao's death forced China's Party authorities to implement a number of administrative reforms, and to select administrative leaders from among professionals and specialists based on their competence, education, and age. The crucial outcome of these post-Mao reforms, 1979 to the present, is the major focus of this research. This study examines the role of China's top administrative elites during and after the post-Mao administrative reforms, and determines to what extent the changes and their impact on the policy-making may have brought about better economic policies and development. China's social and political conditions and leadership changes before, during, and after the reform are provided as background information for the analysis of policy making in China. This is followed by an analysis of various contemporary theories of bureaucracy and technocracy in general, and the Weberian Legal-Rational model of modern bureaucracy in particular. Qualitative and quantitative methods coupled with surveys, interviews, biographical and documentary-historical methods, and other primary and secondary data are combined in this empirical study. The primary data on biographical information of administrative elites were drawn from the collected results of questionnaires and interviews with elite members of State Council ministries and commissions, provincial and municipal governments. The secondary data were used to conduct a biographical study of the Maoist and post-Mao top administrative elites--all premiers, vice-premiers, State Council ministers, and all provincial governors and municipal mayors from the founding of the PRC in 1949 up until 1993. Through these analyses, the study found that post-Mao administrative reform has indeed brought about changes in the composition of administrative elites. These post-Mao administrative elites are more professionally competent, better educated, more efficient, and younger. Their economic policies have stimulated more extensive and sustained economic development. Title: Administrative Reform in China: its Impact on Economic Development after Mao Author: Liu, Meiru Year: 1996 The need to improve the quality of government decision-making and tailor China's management to its more complex economy after Mao's death forced China's Party authorities to implement a number of administrative reforms, and to select administrative leaders from among professionals and specialists based on their competence, education, and age. The crucial outcome of these post-Mao reforms, 1979 to the present, is the major focus of this research. This study examines the role of China's top administrative elites during and after the post-Mao administrative reforms, and determines to what extent the changes and their impact on the policy-making may have brought about better economic policies and development. China's social and political conditions and leadership changes before, during, and after the reform are provided as background information for the analysis of policy making in China. This is followed by an analysis of various contemporary theories of bureaucracy and technocracy in general, and the Weberian Legal-Rational model of modern bureaucracy in particular. Qualitative and quantitative methods coupled with surveys, interviews, biographical and documentary-historical methods, and other primary and secondary data are combined in this empirical study. The primary data on biographical information of administrative elites were drawn from the collected results of questionnaires and interviews with elite members of State Council ministries and commissions, provincial and municipal governments. The secondary data were used to conduct a biographical study of the Maoist and post-Mao top administrative elites--all premiers, vice-premiers, State Council ministers, and all provincial governors and municipal mayors from the founding of the PRC in 1949 up until 1993. Through these analyses, the study found that post-Mao administrative reform has indeed brought about changes in the composition of administrative elites. These post-Mao administrative elites are more professionally competent, better educated, more efficient, and younger. Their economic policies have stimulated more extensive and sustained economic development. Close

• 865. [Article] Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily Activities

  Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in ...

  Citation × Citation Citation Abstract Copy Title: Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily Activities Author: Taylor, Cynthia Lynn Year: 2011 Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in the areas of attention and memory. As such, it has been theorized that both caregivers and a child's environment can support the development of behavioral self-regulation by providing cues as to what constitutes acceptable behavior in any given context. Although much research has been conducted on the role caregivers play in this regard, little is known about how a child's environment may also serve to support emerging self-regulation of behavior. The present study sought to identify differences among children's daily activities in terms of their degree of structure and routine and how they related to changes in patterns of self-regulated behavior over time. Twenty-one children ages 6 to 60 months in three age-graded classrooms at a constructivist child-care center were video-taped at three measurement points over a six-month period as they engaged in a variety of daily activities (i.e., free play, meals and clean-up). Trained observers coded for nine self-regulatory behaviors and the daily activities during which they occurred. It was hypothesized that structured and routine daily activities would scaffold the development of self-regulation and internalization such that these behaviors would occur more frequently during activities high in structure and routine. Over time, practice during activities that are high and low in structure and routine should support self-regulated behavior in the absence of structure and routine as well. Overall, results demonstrated that in the presence of environmental cues for expected behavior (i.e., structure and routine) children tend to engage in more self-regulated behavior than in the absence of such cues. Title: Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily Activities Author: Taylor, Cynthia Lynn Year: 2011 Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in the areas of attention and memory. As such, it has been theorized that both caregivers and a child's environment can support the development of behavioral self-regulation by providing cues as to what constitutes acceptable behavior in any given context. Although much research has been conducted on the role caregivers play in this regard, little is known about how a child's environment may also serve to support emerging self-regulation of behavior. The present study sought to identify differences among children's daily activities in terms of their degree of structure and routine and how they related to changes in patterns of self-regulated behavior over time. Twenty-one children ages 6 to 60 months in three age-graded classrooms at a constructivist child-care center were video-taped at three measurement points over a six-month period as they engaged in a variety of daily activities (i.e., free play, meals and clean-up). Trained observers coded for nine self-regulatory behaviors and the daily activities during which they occurred. It was hypothesized that structured and routine daily activities would scaffold the development of self-regulation and internalization such that these behaviors would occur more frequently during activities high in structure and routine. Over time, practice during activities that are high and low in structure and routine should support self-regulated behavior in the absence of structure and routine as well. Overall, results demonstrated that in the presence of environmental cues for expected behavior (i.e., structure and routine) children tend to engage in more self-regulated behavior than in the absence of such cues. Close

• 866. [Article] Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project

  Focusing on teacher learning, this study follows fifteen teachers in the crux of comprehensive school reform. These "regular" classroom teachers are the ubiquitous players of this theatre of school reform. ...

  Citation × Citation Citation Abstract Copy Title: Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project Author: Petti, Amy Daggett Year: 2002 Focusing on teacher learning, this study follows fifteen teachers in the crux of comprehensive school reform. These "regular" classroom teachers are the ubiquitous players of this theatre of school reform. "Regular" teacher is defined as a typical classroom teacher who is not actively involved in the district's school reform project or one who hasn't taken an active leadership role. The teachers in this study work in the challenging environment of a poor, diverse urban school district that was in its third year of a comprehensive school reform program, the Accelerated Schools Project. Fifteen teachers volunteered to take part in a teaching laboratory where they met, planned, taught, assessed and reflected on their practice. The study tells, analyzes and speculates about their journey. The Accelerated Schools Project (ASP) is a national comprehensive school improvement model that provides professional development to schools. The study described the experiences of regular classroom teachers who engaged in a yearlong professional development program that is part of the ASP service to schools. This study employs qualitative research methods in a multiple case study analysis. By examining the teaching practices of regular classroom teachers who are often depicted as "closing the door" to the outside influences of school, district, state or federal policy, the study seeks to fully understand the planning, teaching, assessing and reflecting of classroom teachers who are caught in the center of school reform. The key findings of this study suggest teacher practice for all teacher cohorts (novice, mid-career and veteran) was influenced by participation in the Powerful Learning Laboratory. Each aspect of teaching (planning, teaching, assessing and reflection) was influenced, with differing emphasis by each cohort. The findings suggest the Powerful Learning Lab is a positive professional development experience for teachers, and that teacher learning labs should remain an integral part of the Accelerated Schools Project. Title: Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project Author: Petti, Amy Daggett Year: 2002 Focusing on teacher learning, this study follows fifteen teachers in the crux of comprehensive school reform. These "regular" classroom teachers are the ubiquitous players of this theatre of school reform. "Regular" teacher is defined as a typical classroom teacher who is not actively involved in the district's school reform project or one who hasn't taken an active leadership role. The teachers in this study work in the challenging environment of a poor, diverse urban school district that was in its third year of a comprehensive school reform program, the Accelerated Schools Project. Fifteen teachers volunteered to take part in a teaching laboratory where they met, planned, taught, assessed and reflected on their practice. The study tells, analyzes and speculates about their journey. The Accelerated Schools Project (ASP) is a national comprehensive school improvement model that provides professional development to schools. The study described the experiences of regular classroom teachers who engaged in a yearlong professional development program that is part of the ASP service to schools. This study employs qualitative research methods in a multiple case study analysis. By examining the teaching practices of regular classroom teachers who are often depicted as "closing the door" to the outside influences of school, district, state or federal policy, the study seeks to fully understand the planning, teaching, assessing and reflecting of classroom teachers who are caught in the center of school reform. The key findings of this study suggest teacher practice for all teacher cohorts (novice, mid-career and veteran) was influenced by participation in the Powerful Learning Laboratory. Each aspect of teaching (planning, teaching, assessing and reflection) was influenced, with differing emphasis by each cohort. The findings suggest the Powerful Learning Lab is a positive professional development experience for teachers, and that teacher learning labs should remain an integral part of the Accelerated Schools Project. Close

• 867. [Article] Global Learning Outcomes of a Domestic Foreign Language Immersion Program

  There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent and interconnected world. Universities recognize ...

  Citation × Citation Citation Abstract Copy Title: Global Learning Outcomes of a Domestic Foreign Language Immersion Program Author: Godfrey, Kathleen Ann Year: 2013 There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent and interconnected world. Universities recognize this need and endeavor to provide a range of programs that target global knowledge and skills, and meet the needs of traditional and non-traditional students. Domestic foreign language immersion programs can contribute to student global learning and development by providing students with an opportunity to participate in a rich global learning experience in the U.S. While some researchers have investigated impacts of domestic foreign language immersion on language proficiency, few studies of other kinds of global learning outcomes are available, and research is needed to gain an understanding of program impacts and make improvements. The purpose of this study was to determine the extent to which participation in a domestic foreign language immersion program was perceived to influence global learning and development. The study used a mixed-methods design that incorporated as a key instrument a retrospective survey of former participants in a university-level domestic foreign language immersion program. Perspectives from short-term study abroad, foreign languages, transformative learning, and global citizenship informed the research. The study found that participants in a domestic foreign language immersion program perceived influence in all three domains of global development. The degree of perceived influence was similar in the three domains except in the area of social responsibility, which received a significantly lower rating. Finally, student characteristics, including age, language level, prior international or other intercultural experience, and on/off-campus residence were not associated with perceived program influence. A qualitative analysis helped explain these findings. Title: Global Learning Outcomes of a Domestic Foreign Language Immersion Program Author: Godfrey, Kathleen Ann Year: 2013 There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent and interconnected world. Universities recognize this need and endeavor to provide a range of programs that target global knowledge and skills, and meet the needs of traditional and non-traditional students. Domestic foreign language immersion programs can contribute to student global learning and development by providing students with an opportunity to participate in a rich global learning experience in the U.S. While some researchers have investigated impacts of domestic foreign language immersion on language proficiency, few studies of other kinds of global learning outcomes are available, and research is needed to gain an understanding of program impacts and make improvements. The purpose of this study was to determine the extent to which participation in a domestic foreign language immersion program was perceived to influence global learning and development. The study used a mixed-methods design that incorporated as a key instrument a retrospective survey of former participants in a university-level domestic foreign language immersion program. Perspectives from short-term study abroad, foreign languages, transformative learning, and global citizenship informed the research. The study found that participants in a domestic foreign language immersion program perceived influence in all three domains of global development. The degree of perceived influence was similar in the three domains except in the area of social responsibility, which received a significantly lower rating. Finally, student characteristics, including age, language level, prior international or other intercultural experience, and on/off-campus residence were not associated with perceived program influence. A qualitative analysis helped explain these findings. Close

• 868. [Article] Organizational Responses to Educational Telecommunications Policy in Three States: Oregon, Colorado, and Utah

  Prior research on statewide educational telecommunications has focused on cataloging initiatives in various states, describing activities in individual states, or in exploring telecommunications policy ...

  Citation × Citation Citation Abstract Copy Title: Organizational Responses to Educational Telecommunications Policy in Three States: Oregon, Colorado, and Utah Author: Ketcheson, Kathi Arlene Year: 1996 Prior research on statewide educational telecommunications has focused on cataloging initiatives in various states, describing activities in individual states, or in exploring telecommunications policy from a planning-level perspective. In these studies, it is recognized that policies and implementation behaviors vary across individual states; however, a theoretical basis for how and why policy and implementation models differ among states has not been provided. Research also suggests that many states are moving toward the adoption of successful models from other states, and that there is a need for policy research to assist states in developing policies. This dissertation attempts to apply the systems perspective in organization theory (Thompson 1967; Mintzberg 1983) and concepts from political feasibility analysis (Meltsner 1972; Webber 1986) to qualitative data on educational telecommunications systems in three western states: Oregon, Colorado, and Utah. The research will provide descriptions of activities that can be referred to by state policy makers in evaluating the feasibility of adopting another state's planning model, and in developing their own policies. The research also will contribute to the growing literature on state policies and implementation models for distance education. The three states represent models of educational telecommunications systems prevalent in the U.S., and each differs in the level of statewide planning, governance, finance, and delivery of educational telecommunication represented by its model. Interviews with policy makers and practitioners in each state, combined with documentary evidence and prior research, provide descriptions of organizational responses to statewide policy and planning for distance education. Conclusions indicate that state policies are lagging behind technological change, and that variations in policy and planning among states result from constraints and contingencies imposed on institutions by contextual variables peculiar to each state. States that engage in careful planning for statewide telecommunications, taking into account the political culture, organizational behaviors, and historical relationships between higher education and state government, will have the greatest success in developing and implementing policies. Title: Organizational Responses to Educational Telecommunications Policy in Three States: Oregon, Colorado, and Utah Author: Ketcheson, Kathi Arlene Year: 1996 Prior research on statewide educational telecommunications has focused on cataloging initiatives in various states, describing activities in individual states, or in exploring telecommunications policy from a planning-level perspective. In these studies, it is recognized that policies and implementation behaviors vary across individual states; however, a theoretical basis for how and why policy and implementation models differ among states has not been provided. Research also suggests that many states are moving toward the adoption of successful models from other states, and that there is a need for policy research to assist states in developing policies. This dissertation attempts to apply the systems perspective in organization theory (Thompson 1967; Mintzberg 1983) and concepts from political feasibility analysis (Meltsner 1972; Webber 1986) to qualitative data on educational telecommunications systems in three western states: Oregon, Colorado, and Utah. The research will provide descriptions of activities that can be referred to by state policy makers in evaluating the feasibility of adopting another state's planning model, and in developing their own policies. The research also will contribute to the growing literature on state policies and implementation models for distance education. The three states represent models of educational telecommunications systems prevalent in the U.S., and each differs in the level of statewide planning, governance, finance, and delivery of educational telecommunication represented by its model. Interviews with policy makers and practitioners in each state, combined with documentary evidence and prior research, provide descriptions of organizational responses to statewide policy and planning for distance education. Conclusions indicate that state policies are lagging behind technological change, and that variations in policy and planning among states result from constraints and contingencies imposed on institutions by contextual variables peculiar to each state. States that engage in careful planning for statewide telecommunications, taking into account the political culture, organizational behaviors, and historical relationships between higher education and state government, will have the greatest success in developing and implementing policies. Close

• 869. [Article] Intrapersonal and Interpersonal Consequences of Loneliness: Health Behavior, Social Interactions, Self-Disclosure, and Perceived Responsiveness

  As a social species, human beings are driven by an innate desire to belong and are thus motivated to develop and maintain meaningful social relationships. As such, perceiving a lack of belongingness strongly ...

  Citation × Citation Citation Abstract Copy Title: Intrapersonal and Interpersonal Consequences of Loneliness: Health Behavior, Social Interactions, Self-Disclosure, and Perceived Responsiveness Author: Arpin, Sarah Noel Year: 2015 As a social species, human beings are driven by an innate desire to belong and are thus motivated to develop and maintain meaningful social relationships. As such, perceiving a lack of belongingness strongly impacts psychological and physiological health and well-being. A common form of perceived relationship deficits is loneliness, a negative-affective experience detrimental to health and well-being over time. Through a series of three manuscripts, this dissertation applies the full-cycle model of social psychological research to explore various affective, behavioral, and cognitive consequences of loneliness. Whereas existing models of loneliness focus on long-lasting or chronic forms of loneliness, these studies investigate chronic and transient loneliness, as well as processes through which transient loneliness may develop into more chronic levels. The first paper demonstrates that solitary consumption is a unique behavioral response to transient loneliness, which may exacerbate the experience of loneliness and negatively impact health over time. The second paper provides support for a positivity-deficit perspective, demonstrating that chronic loneliness is related to less disclosure of recent positive experiences, a deficit which may be consequential for the development of close relationships. The third paper demonstrates the role of transient loneliness in inhibiting individuals and their interaction partners from reaping the social rewards of positive-event disclosure, particularly among those who typically feel socially connected. Taken together, these studies expand the current understanding transient loneliness, revealing various social-cognitive and behavioral consequences which could impede the social-reaffiliation process, and thus contribute to the maintenance of loneliness over time. Title: Intrapersonal and Interpersonal Consequences of Loneliness: Health Behavior, Social Interactions, Self-Disclosure, and Perceived Responsiveness Author: Arpin, Sarah Noel Year: 2015 As a social species, human beings are driven by an innate desire to belong and are thus motivated to develop and maintain meaningful social relationships. As such, perceiving a lack of belongingness strongly impacts psychological and physiological health and well-being. A common form of perceived relationship deficits is loneliness, a negative-affective experience detrimental to health and well-being over time. Through a series of three manuscripts, this dissertation applies the full-cycle model of social psychological research to explore various affective, behavioral, and cognitive consequences of loneliness. Whereas existing models of loneliness focus on long-lasting or chronic forms of loneliness, these studies investigate chronic and transient loneliness, as well as processes through which transient loneliness may develop into more chronic levels. The first paper demonstrates that solitary consumption is a unique behavioral response to transient loneliness, which may exacerbate the experience of loneliness and negatively impact health over time. The second paper provides support for a positivity-deficit perspective, demonstrating that chronic loneliness is related to less disclosure of recent positive experiences, a deficit which may be consequential for the development of close relationships. The third paper demonstrates the role of transient loneliness in inhibiting individuals and their interaction partners from reaping the social rewards of positive-event disclosure, particularly among those who typically feel socially connected. Taken together, these studies expand the current understanding transient loneliness, revealing various social-cognitive and behavioral consequences which could impede the social-reaffiliation process, and thus contribute to the maintenance of loneliness over time. Close

• 870. [Article] Geophysical and geological analysis of a fault-like linearity in the lower Clackamas River area, Clackamas County, Oregon

  A fault-like linearity along the lower Clackamas River is evaluated by analysis of physiographic and structural alignments, geological relationships, and by gravity and magnetic data. The study has resulted ...

  Citation × Citation Citation Abstract Copy Title: Geophysical and geological analysis of a fault-like linearity in the lower Clackamas River area, Clackamas County, Oregon Author: Schmela, Ronald Jay Year: 1971 A fault-like linearity along the lower Clackamas River is evaluated by analysis of physiographic and structural alignments, geological relationships, and by gravity and magnetic data. The study has resulted in the verification of a structural feature extending along the Clackamas River and the eastern front of the Portland Hills. Physiographic alignments were examined in twelve 15 minute and two 7-1/2 minute quadrangle maps. A significant northeasterly morphologic trend, N. 20⁰ W. and N. 40° W., and other secondary trends, namely, the N-S, E-W, and N. 50-60° E., has developed in the Portland area. The consistent northwest trend is observed throughout the entire area studied which strongly suggests that the alignments are very good indicators of underlying structural features. Structural alignments show that approximately 60% of the known mapped faults and fold axes concur with the dominant northwest physiographic trend. Seismic first motion analysis supports the established morphologic trend. A series of regionally co-aligned morphologic and structural features striking S. 40 -50⁰ E. across the state of Oregon suggest the presence of a major structural fault system aligned with the Portland Hills-Clackamas River structural alignment. The geologic cross sections developed from map and well data generally lack any tangible evidence as to the nature of the physiographic alignment. An apparent offset of the lower Pliocene Sandy River mudstone suggests movement as recent as middle Pliocene. Geophysical information was obtained from six gravity traverses and three magnetic traverses. The consistency of the size and shape of the gravity anomaly, 2.18 milligals/O. 2 mile, downdropped to the east, across the physiographic alignment defines the zone of a fault or a steep fold developed in the Columbia River basalt. The magnetic anomalies show a consistent change in the magnetic gradient corresponding to the structural zone. Title: Geophysical and geological analysis of a fault-like linearity in the lower Clackamas River area, Clackamas County, Oregon Author: Schmela, Ronald Jay Year: 1971 A fault-like linearity along the lower Clackamas River is evaluated by analysis of physiographic and structural alignments, geological relationships, and by gravity and magnetic data. The study has resulted in the verification of a structural feature extending along the Clackamas River and the eastern front of the Portland Hills. Physiographic alignments were examined in twelve 15 minute and two 7-1/2 minute quadrangle maps. A significant northeasterly morphologic trend, N. 20⁰ W. and N. 40° W., and other secondary trends, namely, the N-S, E-W, and N. 50-60° E., has developed in the Portland area. The consistent northwest trend is observed throughout the entire area studied which strongly suggests that the alignments are very good indicators of underlying structural features. Structural alignments show that approximately 60% of the known mapped faults and fold axes concur with the dominant northwest physiographic trend. Seismic first motion analysis supports the established morphologic trend. A series of regionally co-aligned morphologic and structural features striking S. 40 -50⁰ E. across the state of Oregon suggest the presence of a major structural fault system aligned with the Portland Hills-Clackamas River structural alignment. The geologic cross sections developed from map and well data generally lack any tangible evidence as to the nature of the physiographic alignment. An apparent offset of the lower Pliocene Sandy River mudstone suggests movement as recent as middle Pliocene. Geophysical information was obtained from six gravity traverses and three magnetic traverses. The consistency of the size and shape of the gravity anomaly, 2.18 milligals/O. 2 mile, downdropped to the east, across the physiographic alignment defines the zone of a fault or a steep fold developed in the Columbia River basalt. The magnetic anomalies show a consistent change in the magnetic gradient corresponding to the structural zone. Close