PERSONAL COUNSELING AS A FUNCTION OF THE COMMUNITY COLLEGE COUNSELING EXPERIENCE

The roles and responsibilities of community college counselors have altered over the last 40 years as a result of profound social, cultural, economic, and political changes. A compounding factor is the dramatic demographic shifts that have occurred across the United States. Although academic and career-related issues traditionally have been the cornerstones of the work of community college counselors, this too is changing. Reports of the escalating frequency and severity of mental health concerns of community college students have prompted counselors to increasingly emphasize personal counseling. This article summarizes some personal issues that counselors are now likely to encounter with community college students. Recommendations for community college counselors working with students experiencing personal difficulties are also included.     

GOAL CLARIFICATION THROUGH AIM UNDERSTANDING OF WORK VALUES

Abstract

A survey of 400 senior colleges and universities in the United States revealed that community college relations committees are not the primary organizational structures through which interinstitutional relations are maintained between 2-year and 4-year schools. Of the 304 responding institutions, only 48 reported having a community college relations committee. This number was surprisingly small considering that community college transfers account for an average of 24% of their total enrollments. Such committees were found more frequently in public than in private 4-year institutions. The lack of adequate funding inhibited the success of most of the committees surveyed. Only 27% reported that they were highly successful in achieving their stated purposes. In most instances in which a high degree of committee effectiveness was perceived, well-developed programs were in operation, and adequate funds for sustaining their activities were available. The articulation of transfer policies and the promotion of informational exchanges between senior and 2-year institutions were the most common committee purposes reported. Although most committees were not highly research oriented, several provided examples of innovative and constructive projects.     

THE LEVELS OF DECISION MAKING IN MULTI‐UNIT COMMUNITY COLLEGE SYSTEMS

This study advances a foundation for future exploration of applied understandings of factors that influence decision levels in multi‐unit community college systems. The purposes of the study were to examine the levels at which decisions were made in nine selected decision areas, and to determine the relationship between (a) the levels at which decisions were made in systems, (b) the factors of institutional size and history, and (c) the number of system‐level personnel. The data for analysis were collected from 26 community college systems that were responsible for only a portion of higher education in the state, had a system‐level president or chancellor as the chief executive officer, and had a central office separate from the campuses in the system. The Aston method of collecting data from formal organizations was utilized to identify the formal structure and context of the systems. The major findings are that faculty‐ and student‐related matters are generally decided at the campus level and that major managerial matters are generally decided at the central‐office level.     

(1) The Training of Hospital Librarians in the U.S.A.

Copyright, a legal discipline concerned with the protection of the moral and economic rights of the creators of literary, scientific and artistic works, is recognized in the Universal Declaration of Human Rights (Article 27.2), as are the rights to information and culture. This intellectual right amounts to a monopoly on exploitation for authors, which is the subject of national legislation and international conventions designed to ensure its worldwide harmonization. Since the invention of printing, which brought it into being, copyright has been adapted to the various technologies for disseminating and communicating works of the mind that have subsequently developed. Because respect for copyright is a fundamental requirement for the full development of the creative work for which it provides remuneration, copyright today is faced with the difficulty of maintaining the delicate balance among the legitimate interests of authors, successors-in-title and the general public in the digital environment. This paper illustrates a highly topical international debate, analyses international agreements adopted under the aegis of WIPO (World Intellectual Property Organization) last December and describes UNESCO's doctrine on the subject.     

How medical know-how progresses

The conventional wisdom regarding the source of progress in medical practice highlights the role of basic scientific research into the nature of disease pathologies. This perspective neglects the important role of two other sources of progress in medicine. One is the advance of technologies that have enabled the development of new modalities of treatment and diagnosis. The other is learning in clinical practice. In many cases the advance of treatment has involved the interaction of all three of these pathways to progress.     

Freedom of information spreads to Europe

Europe is gradually embracing freedom of information principles while at the same time restricting dissemination of information generated by public agencies through electronic databases. Both Britain and Germany are moving to adopt freedom of information laws, and the European Commission has published a regulation allowing access to European institution materials. These developments are important for the rest of the world, including the United States, because the Internet is already becoming a vast virtual library facilitating global access to statutes, court decisions, and administrative agency decisions that make up the raw ingredients of a rule of law. Meanwhile, however, the European Commission issued a directive limiting certain uses of electronic databases, broadly enough drafted to include electronic repositories of primary legal information. This kind of state-sponsored monopoly over public information is inimical to a rule of law and democratic values. Europeans and Americans should work to realize the increased transparency promised by the freedom of information developments, and work to minimize the extent to which the database directive and similar proposals on this side of the Atlantic restrict redissemination of primary legal information.     

Frontal asymmetry assessed in infancy using functional near-infrared spectroscopy is associated with emotional and behavioral problems in early childhood

Frontal asymmetry (FA), the difference in brain activity between the left versus right frontal areas, is thought to reflect approach versus avoidance motivation. This study (2012–2021) used functional near-infrared spectroscopy to investigate if infant (M_age = 7.63 months; N = 90; n = 48 male; n = 75 White) FA in the dorsolateral prefrontal cortex relates to psychopathology in later childhood (M_age = 62.05 months). Greater right FA to happy faces was associated with increased internalizing (η² = .09) and externalizing (η² = .06) problems at age 5 years. Greater right FA to both happy and fearful faces was associated with an increased likelihood of a lifetime anxiety diagnosis (R² > .13). FA may be an informative and early-emerging marker for psychopathology.     

Family-based care buffers the stress sensitizing effect of early deprivation on executive functioning difficulties in adolescence

We examined whether family care following early-life deprivation buffered the association between stressful life events (SLEs) and executive functioning (EF) in adolescence. In early childhood, 136 institutionally reared children were randomly assigned to foster care or care-as-usual; 72 never-institutionalized children served as a comparison group. At age 16 years, adolescents (n = 143; 54% female; 67.1% Romanian) self-reported recent SLEs, completed a battery of memory and EF tasks, and completed a go/nogo task in which mediofrontal theta power (MFTP) was measured using electroencephalogram. More independent SLEs predicted lower EF and more dependent SLEs predicted lower MFTP, but only among adolescents with prolonged early deprivation. Findings provide preliminary evidence that family care following early deprivation may facilitate resilience against stress during adolescence on EF.     

Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena-based laboratory and how it impacts their conceptual development

Phenomena-based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena-based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory instructors, both of whom may have had limited opportunities to learn or teach science within the student and instructor roles inherent within these approaches. This study uses a convergent parallel mixed-methods approach to investigate PSETs' perceptions of their laboratory instructor's role within a Physical Science phenomena-based laboratory curriculum and how it impacts their conceptual development (2 instructors/121 students). We also examine how the two laboratory instructors' discursive moves within the laboratory align with their's and PSETs' perceptions of the instructor role. Qualitative data includes triangulation between a student questionnaire, an instructor questionnaire, and video classroom observations, while quantitative data includes a nine-item open response pre-/post-semester conceptual test. Guided by Mortimer's and Scott's analytic framework, our findings show that students primarily perceive their instructors as a guide/facilitator or an authoritarian/evaluator. Using Linn's knowledge integration framework, analysis of pre-/post-tests indicates that student outcomes align with students' perceptions of their instructors, with students who perceive their instructor as a guide/facilitator having significantly better pre-/post-outcomes. Additional analysis of scientific discourse from the classroom observations illustrates how one instructor primarily supports PSETs' perspectives on authentic science learning through dialogic–interactive talk moves whereas the other instructor epistemologically stifles personally relevant investigations with authoritative–interactive or authoritative–noninteractive discourse moves. Overall, this study concludes by discussing challenges facing laboratory instructors that need careful consideration for phenomena-based approaches.     

Effects of a feint on reactive agility performance

Abstract

This study compared reactive agility between higher-standard (n = 14) and lower-standard (n = 14) Australian footballers using a reactive agility test incorporating a life-size video image of another player changing direction, including and excluding a feint. Mean agility time in the feint trials was 34% (509 ± 243 ms; p < 0.001; effect size 3.06) longer than non-feint trials. In higher-standard players, agility time was shorter than for lower-standard players in both feint (114 ± 140 ms; p = 0.18; effect size 0.52; likely beneficial) and non-feint (32 ± 44 ms; p = 0.22; effect size 0.47; possibly beneficial) trials. Additionally, the inclusion of a feint resulted in movement time increasing over three times more in the lower-standard group (197 ± 91 ms; p = 0.001; effect size 1.07; almost certainly detrimental) than the higher-standard group (62 ± 86 ms; p = 0.23; effect size 0.66; likely detrimental). There were weak correlations between the feint and non-feint trials (r = ?0.13–0.14; p > 0.05), suggesting that reactive agility involving a feint is a unique skill. Also, higher-standard players are more agile than their lower-standard peers, whose movement speed deteriorates more as task complexity increases with the inclusion of a feint. These results support the need for specific training in multi-turn reactive agility tasks.