This document discusses a research paper on the issue of campus carry from an interdisciplinary perspective. The paper analyzes campus carry using the disciplines of engineering and organizational leadership. From an engineering perspective, the focus is on designing safety measures to address concerns about accidental discharges or secure storage of guns. From an organizational leadership perspective, the focus is on how campuses can ensure the needs and safety of students and faculty are met regarding campus carry policies. The document outlines the interdisciplinary research process used and identifies relevant literature from each discipline to analyze the problem.
Number of pages 4 double spacedWriting Style APANumber o.docxhopeaustin33688
Number of pages: 4 double spaced
Writing Style: APA
Number of sources: 3
Unit VIII Case Study
Select one of the three NIOSH Health Hazard Evaluation Reports listed below, and perform a critical analysis of the report.
Option 1. Health Hazard Evaluation Report, HETA 2010-0114-3168. (2012). Ergonomic Evaluation of Surfacing and Finishing Tasks during Eyeglass Manufacturing ? Minnesota.
http://www.cdc.gov/niosh/hhe/reports/pdfs/2010-0114-3168.pdf
Option 2. Health Hazard Evaluation Report, HETA 2010-0008-3148. (2011). Ergonomic and Safety Climate Evaluation at a Brewery ? Colorado.
http://www.cdc.gov/niosh/hhe/reports/pdfs/2010-0008-3148.pdf
Option 3. Health hazard evaluation report, HETA 2007-0098-3061. (2008).
Ergonomic Evaluation of Frank Hangers at a Turkey Processing Plant - California.
http://www.cdc.gov/niosh/hhe/reports/pdfs/2007-0098-3061.pdf
Your case study review must include the following headings per APA guidelines:
1. Introduction ?Provide a description of the selected case. Describe the issues of the case, and state the purpose for the paper.
2. Methods ? State the evaluation criteria used in the NIOSH HHE Report.
3. Results ? Present the findings from the Health hazard evaluation.
4. Recommendations ? Describe the recommendations for improvements.
5. Discussion ? Review relevant literature on the subject. Does research support the recommendations of the case? In addition, are there any other issues of concern?
6. Conclusion ? Present your comments on the case. What did you learn in this review? What more would you like to have seen discussed in the report? In general, your own opinions should only be included in this section.
Instructions:
Your answer to this assignment must be four to six pages, double spaced, and 12 point font (separate title page and reference page are not included in the page length). The assignment requires that you use your textbook and at least two other references and readings which pertain to the topic in question.
text book that I'm using is title ERGONOMIC foundational principles, applications,and techologies by Pamela McCauley Bush, PhD, CPE
The main issue that Derek Bok discussed is the extent in which freedom of speech should be tolerated in campus. This was brought about from the student’s display of the confederate flag and swastika. The author goes ahead to say that the displays should not be forbidden but the best option would be to ignore them. This will trigger the person doing so to lay low and stop the protests. The students who feel disturbed should make a move on those displaying the flags and let them know their opinions regarding the issue. His reasoning for this is based on a number of this. First, he says that people have the freedom of speech and expression. This means that the displays are not any legal. The symbols are offensive and it is only ethical for students to stop doing so. However, they are not harmful and ethics are not protected by law. In my opinion, the manner in.
Number of pages 4 double spacedWriting Style APANumber o.docxhopeaustin33688
Number of pages: 4 double spaced
Writing Style: APA
Number of sources: 3
Unit VIII Case Study
Select one of the three NIOSH Health Hazard Evaluation Reports listed below, and perform a critical analysis of the report.
Option 1. Health Hazard Evaluation Report, HETA 2010-0114-3168. (2012). Ergonomic Evaluation of Surfacing and Finishing Tasks during Eyeglass Manufacturing ? Minnesota.
http://www.cdc.gov/niosh/hhe/reports/pdfs/2010-0114-3168.pdf
Option 2. Health Hazard Evaluation Report, HETA 2010-0008-3148. (2011). Ergonomic and Safety Climate Evaluation at a Brewery ? Colorado.
http://www.cdc.gov/niosh/hhe/reports/pdfs/2010-0008-3148.pdf
Option 3. Health hazard evaluation report, HETA 2007-0098-3061. (2008).
Ergonomic Evaluation of Frank Hangers at a Turkey Processing Plant - California.
http://www.cdc.gov/niosh/hhe/reports/pdfs/2007-0098-3061.pdf
Your case study review must include the following headings per APA guidelines:
1. Introduction ?Provide a description of the selected case. Describe the issues of the case, and state the purpose for the paper.
2. Methods ? State the evaluation criteria used in the NIOSH HHE Report.
3. Results ? Present the findings from the Health hazard evaluation.
4. Recommendations ? Describe the recommendations for improvements.
5. Discussion ? Review relevant literature on the subject. Does research support the recommendations of the case? In addition, are there any other issues of concern?
6. Conclusion ? Present your comments on the case. What did you learn in this review? What more would you like to have seen discussed in the report? In general, your own opinions should only be included in this section.
Instructions:
Your answer to this assignment must be four to six pages, double spaced, and 12 point font (separate title page and reference page are not included in the page length). The assignment requires that you use your textbook and at least two other references and readings which pertain to the topic in question.
text book that I'm using is title ERGONOMIC foundational principles, applications,and techologies by Pamela McCauley Bush, PhD, CPE
The main issue that Derek Bok discussed is the extent in which freedom of speech should be tolerated in campus. This was brought about from the student’s display of the confederate flag and swastika. The author goes ahead to say that the displays should not be forbidden but the best option would be to ignore them. This will trigger the person doing so to lay low and stop the protests. The students who feel disturbed should make a move on those displaying the flags and let them know their opinions regarding the issue. His reasoning for this is based on a number of this. First, he says that people have the freedom of speech and expression. This means that the displays are not any legal. The symbols are offensive and it is only ethical for students to stop doing so. However, they are not harmful and ethics are not protected by law. In my opinion, the manner in.
Driving Age Essay. Should the driving age be raised to 21 Essay Example Topi...Chelsea Cote
The Driving Age Should Be Raised to 18 (600 Words) - PHDessay.com. Business paper: Persuasive essay on driving age. Body paragraphs - Driving Age essay.docx - To begin, letting teens .... Raising the driving age essays megaessays.com. PPT - Five Paragraph Essay PowerPoint Presentation, free download - ID .... Essay topics Lowering driving age essay. Texting While Driving Essay | Essay on Texting While Driving for .... The Legal Driving Age Essay - EssaysForStudentcom. Should the Legal Driving Age Be Raised to 21? - GCSE English - Marked .... Band 7 Essay About Driving Age - IELTS Practice | International English .... Persuasive essay on driving age essay writing service. Driving age should be raised to 21 essay - pdfeports867.web.fc2.com. 015 Essay About Car Example Ielts Band Sample Topic Increased Usage .... Driving Driving Essay. The story of Tom Brennan | English (Standard .... ⇉Argumentative on legal driving age Essay Example | GraduateWay. Should the driving age be raised to 21 Essay Example | Topics and Well .... Raising the Malaysian driving age to : Is it necessary? Free Essay Example. Speech on Mandatory Yearly Driving Tests for Those Over 65 Free Essay .... Argumentative essay on raising the driving age. Texting And Driving Essay - Cause and Effects of Texting While Driving .... Essay | 18 is the Right Age to Start Driving.
The Driving Age Should Be Raised to 18 (600 Words) - PHDessay.com. Business paper: Persuasive essay on driving age. Body paragraphs - Driving Age essay.docx - To begin, letting teens .... Raising the driving age essays megaessays.com. PPT - Five Paragraph Essay PowerPoint Presentation, free download - ID .... Essay topics Lowering driving age essay. Texting While Driving E
Top of FormPresentation Research in the Social SciencesSoc.docxedwardmarivel
Top of Form
Presentation
Research in the Social Sciences
Social science, including academic subjects such as criminal justice and homeland security, focuses on studying human interaction between individuals, groups, or societies. Social science is about questioning the world around you by examining cultures, societies, economies, politics, behaviors, and any assortment of social interaction. This range in scope is emphasized by a number of academic disciplines such as anthropology, political science, and sociology. Researchers within social science fields consider how individual or group actions impact their society.
Compare, for a moment, social sciences to the physical sciences such as physics or biology. In studying physics, one can grasp how an aircraft can stay in the air. A physicist recognizes the physical forces that impact the aircraft’s flight and can predict what impact these elements will have on the aircraft's continued operation. In understanding the science behind flight, physicists can also estimate or predict what conditions will negatively impact a journey. The aircraft’s design, improvements, and success are all founded on proven mathematical principles. There are also mechanical principles that determine how it must be maintained, fueled, and operated. There are engineering designs with elements that can be measured, tested, and proven reliable. With the knowledge and information these hard sciences provide, practitioners and researchers alike can make better predictions about what designs, models, or activities will be successful.
Meanwhile, society has no rules to explain why things may or may not happen. All who are a part of a society represent living, dynamic organisms. There is form and function in a society to a degree, yet the whole can theoretically be impacted by any single element. Societies and social relationships maintain customs, accepted norms, traditions, economic exchanges, and communications within various social constructs. Social sciences examine countless activities occurring in an ever-changing environment.
By extension, factors that impact an individual’s response to phenomena may be infinite. For example, in studying homeland security, you might consider the elements of prevention, preparation, mitigation, and response in regard to natural disasters. Researchers consider why individuals choose not to evacuate in advance of a known and deadly hurricane. In asking people about their reasons, researchers select individuals who refused to evacuate before a hurricane arrived. In doing so, they might find that there are dozens of possible answers or combinations of answers. Potential answers such as the following are among the answers a survey might reveal:
· Having no transportation
· Fearing their homes will be looted
· Believing the storm’s intensity was exaggerated
· Not comprehending what a hurricane can potentially do to them
· Dealing with many storms in the past
· Unwilling to leave pets or li ...
Good Judgement And Shared Commitment To Long-range Educational Objectivesnoblex1
College and university leaders may recognize that realistic solutions will require an end to "business as usual," and may be reluctant to explore options that will be painful and disruptive on campus. And yet, the growing numbers of young people wanting and needing higher education are (and will be) there, and it is foolish to think that denial is an effective long-run strategy. The ideas advanced later in this paper may ultimately be easier for an outsider to propose than for those enmeshed in the system.
A case can be made for increased student fees in public institutions that enroll large numbers of students from high-income families, provided the higher fees are accompanied by increased need-based aid directed to students from low-income families. This policy calls for the state to redirect some of the savings achieved from reduced institutional appropriations into student financial aid.
The patterns are consistent with short-run decision making under financial duress, not guided by an overarching policy. While "muddling through" might suffice for a few years with limited damage to student access and institutional quality, it is a recipe for disaster if continued, given the demographic tidal wave about to wash over the states. The time has clearly come for a longer view, before what remains of the promise imbedded in the master plan is lost.
Clearly, we face a budget crisis - not a transitory problem that likely economic growth or the usual policy changes can address, but a fundamental and long-term change in the options we can choose from. A small set of essentially fixed demands will soon consume virtually all of the state's unrestricted income. Only a few basic options seem to present themselves, and none appears attractive.
The most one can say about economic projections is that they are subject to considerable uncertainty, and thus the course of wisdom lies in not fixing a policy based on any single estimate of funds likely to be available in future years. The sensitivity analyses of the technical report and the research demonstrate convincingly, however, that higher education is not going to be able to meet its obligations to the next generation of students through increased state support.
Although it would be easy to criticize the actions (or lack thereof) of state and university leaders over the past ten years, there is no point in such a negative exercise. Given human fallibility, several years' experience may have been necessary before the enduring nature of the financial crisis facing higher education could truly sink in. College and university leaders reacted to the events of the last five years defensively and protectively, seeking to preserve educational quality and minimize damage to the institutions.
Source: https://ebookschoice.com/good-judgement-and-shared-commitment-to-long-range-educational-objectives/
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Running head: STUDENT TRANSFER 1
STUDENT TRANSFER 3
Student transfer
Tangela Jones
Walden University
5/20/18
The above stakeholders all play important roles to ensure there are no significant gaps during the transfer enrollment processes. Rhine et al. (2000), asserts that both 4-year institutions and community college should work together for smooth student transitioning. Unfortunately, there is the theta of state cuts which affects transfer students in community colleges such as in California (Keller, 2009).
References
Keller, J. (2009). At transfer time in California, thousands of students hit a dead end. Chronicle of Higher Education, 56(7), A1-A20.
Rhine, T., Milligan, D., & Nelson, L. (2000). Alleviating transfer shock: Creating an environment for more successful transfer students. Community College Journal of Research and Practice, 24(6), 443-453.
Administrator
The Office of Admissions and registrar
Roles:
Maintenance and supervision of university
Professors
Department of Dean of Studies
Role:
To offer guidance to students on the metrics to consider when transferring.
Lecturers
Department of undergraduate and postgraduate studies
Role:
To develop and implement learning courses that help students transition from one major to another.
Researchers
Department of academic research
Role:
To provide comprehensive and free resources that guide students on enrolling on the best transfer programs and academic majors
Students
School of undergraduate and graduate studies
Role:
To fully engage with all the stakeholders involved in the transfer enrollment processes in order to fully meet their academic and career needs.
Week 14 - Ethics and Information Management
Discussion Question
Using Campbellsville University library and/or other sources such as Google Scholar, read at least four (4) academically reviewed articles on the ethical issues that may arise in information management.
Please note that Wikipedia or other internet articles or books will not be accepted for this discussion.Students must support their discussion with at least 4 academically reviewed articles. (Wikipedia, Smallbusinesschron.com and other internet articles are not acceptable. Professor reviews the originality of all postings). Do not copy and paste.
1. Write a comparative analysis of the articles noting the similarities and differences.
2. Compare the information in those articles to the materials in Chapter 14 of your textbook. Does the premise of those articles support the overall theme of the materials in Chapter 14 of your textbook? Why or why not?
3. Discuss what you learned from those articles. In your discussion, give example(s) of your organization handles ethic concerns as they relate to information man ...
Running head: CYBERBULLYING 1
CYBERBULLYING 6
Cyberbullying and the First Amendment
Jane Doe
July 28, 2016
Cyberbullying and the First Amendment
All papers should have an introductory paragraph that provides background on the subject you are going to write about in the paper. I recommend finding a current event, perhaps an article where a student committed suicide after having been the target of cyberbullying. A good approach follows this line: Tell them what you are going to tell them (introduction), Tell them (body of paper), and Tell them what you told them (Conclusion). The introduction must contain a thesis statement previewing the paper. An examination of Minford School District’s school board policy as well as the faculty and student handbooks in addition to the relevant sections of the Ohio Revised Code followed by a review of the First Amendment arguments the student who is charged with cyberbullying might make, and the First Amendment responses based on case law the school district could argue, will provide insight into the issue of cyberbullying. (This is just an example off the top of my head). (Another approach for the purpose statement could be: Having been notified that a student in your class has been subjected to bullying through another classmate's Facebook page, a discussion of steps required by (enter your state's name)"s statutes, (enter your school district's name)'s school board policies as well as the student handbook, will provide a basis for examining any First Amendment arguments that the bullying has raised, and a discussion of the school district’s First Amendment argumentative responses consistent with the cases in the assigned readings.)
State Statutes and District Policies on Cyberbullying
Paragraph one should explain how the school district policy that you are examining addresses cyberbullying. You should examine the district’s policy, the faculty handbook, and the student handbook. Make sure that you are correctly providing in-text citations to these sources.
In a separate paragraph, you should examine your state’s laws on cyberbullying. (We looked these up in one of the DQs this week). The question you should answer after reviewing each of the above are what steps that a faculty member should take based on the laws and policies examined. Another issue to examine might be if the policy differentiates between cyberbullying that occurs out of school and cyberbullying that occurs during school. Remember to refer back to the facts of the specific scenario as you examine each of these laws or policies. Citations to sources should be used throughout the paper. Transition sentence into the next section of the paper goes here. Examples: Having examined the Minford Local School District’s policy, the faculty handbook, the student handbook, and the Ohio Revised Code, this paper w ...
ETHICS IN E-LEARNING
Assist.Prof.Dr. Elif TOPRAK – Anadolu University
etoprak1@anadolu.edu.tr
Assist.Prof.Dr. Berrin ÖZKANAL – Anadolu University
Res. Assist.Dr. Sinan AYDIN – Anadolu University
Instructor Seçil KAYA – Anadolu University
TOJET: The Turkish Online Journal of Educational Technology – April 2010, volume 9 Issue 2
InstructionsApplication 2 Laying the Foundation for New Approac.docxnormanibarber20063
Instructions
Application 2: Laying the Foundation for New Approaches to Practice
As frequently noted in the literature, there is often a gap between research evidence and practice. This is not a new phenomenon; however, with the rapid growth of knowledge, it is essential that nurses hone their ability to identify this gap, determine best practices based on the evidence, and then apply this evidence to practice through the development of new approaches. In order for that to transpire, nurses must be skilled in leading change efforts so that adoption of new practice approaches can be successful.
For your EBP Project in Week 2 (Application 1), you identified an issue in your practicum setting in which the outcome is different from what would be expected according to the research literature. This week, continue to explore current research literature looking for new evidence to address the problem. In addition, you build on the work you began in this week’s Discussion and select an evidence-based practice model and change theory or framework that will support your efforts.
To prepare for Application 2 address the following:
· How current is the science underlying the practices related to your EBP Project issue?
· Consider possible causes of the difference in outcomes from what would be expected according to the research literature.
· Evaluate the effect the EBP Project issue is having in practice.
· Using the Walden Library and other credible sources, locate current research evidence of new practices that are effective in addressing the issue.
· Use the GRADE model presented in the Guyatt et al. (2011) article to evaluate the research evidence.
The full Application 2 is due by Day 7 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Week 4.
To complete:
In a 3- to 5-page paper, include the following:
· A brief summary of the currency of the science underlying the practices used to address your EBP Project issue
· Possible causes of the difference in outcomes from what would be expected according to the research literature
· The effect the EBP Project issue is having in practice
· Current research evidence on new practices for addressing the EBP Project issue
· A summary of the evidence-based practice model (including models from other disciplines as appropriate) and/or change theory or framework you will utilize to systematically integrate new approaches to practice to address the issue
http://tso.sagepub.com/
Teaching Sociology
http://tso.sagepub.com/content/37/1/76
The online version of this article can be found at:
DOI: 10.1177/0092055X0903700107
2009 37: 76Teaching Sociology
Robert J. Hironimus-Wendt and Lora Ebert Wallace
The Sociological Imagination and Social Responsibility
Published by:
http://www.sagepublications.com
On behalf of:
American Sociological Association
can be found at:Teaching SociologyAdditional services and information for
.
Driving Age Essay. Should the driving age be raised to 21 Essay Example Topi...Chelsea Cote
The Driving Age Should Be Raised to 18 (600 Words) - PHDessay.com. Business paper: Persuasive essay on driving age. Body paragraphs - Driving Age essay.docx - To begin, letting teens .... Raising the driving age essays megaessays.com. PPT - Five Paragraph Essay PowerPoint Presentation, free download - ID .... Essay topics Lowering driving age essay. Texting While Driving Essay | Essay on Texting While Driving for .... The Legal Driving Age Essay - EssaysForStudentcom. Should the Legal Driving Age Be Raised to 21? - GCSE English - Marked .... Band 7 Essay About Driving Age - IELTS Practice | International English .... Persuasive essay on driving age essay writing service. Driving age should be raised to 21 essay - pdfeports867.web.fc2.com. 015 Essay About Car Example Ielts Band Sample Topic Increased Usage .... Driving Driving Essay. The story of Tom Brennan | English (Standard .... ⇉Argumentative on legal driving age Essay Example | GraduateWay. Should the driving age be raised to 21 Essay Example | Topics and Well .... Raising the Malaysian driving age to : Is it necessary? Free Essay Example. Speech on Mandatory Yearly Driving Tests for Those Over 65 Free Essay .... Argumentative essay on raising the driving age. Texting And Driving Essay - Cause and Effects of Texting While Driving .... Essay | 18 is the Right Age to Start Driving.
The Driving Age Should Be Raised to 18 (600 Words) - PHDessay.com. Business paper: Persuasive essay on driving age. Body paragraphs - Driving Age essay.docx - To begin, letting teens .... Raising the driving age essays megaessays.com. PPT - Five Paragraph Essay PowerPoint Presentation, free download - ID .... Essay topics Lowering driving age essay. Texting While Driving E
Top of FormPresentation Research in the Social SciencesSoc.docxedwardmarivel
Top of Form
Presentation
Research in the Social Sciences
Social science, including academic subjects such as criminal justice and homeland security, focuses on studying human interaction between individuals, groups, or societies. Social science is about questioning the world around you by examining cultures, societies, economies, politics, behaviors, and any assortment of social interaction. This range in scope is emphasized by a number of academic disciplines such as anthropology, political science, and sociology. Researchers within social science fields consider how individual or group actions impact their society.
Compare, for a moment, social sciences to the physical sciences such as physics or biology. In studying physics, one can grasp how an aircraft can stay in the air. A physicist recognizes the physical forces that impact the aircraft’s flight and can predict what impact these elements will have on the aircraft's continued operation. In understanding the science behind flight, physicists can also estimate or predict what conditions will negatively impact a journey. The aircraft’s design, improvements, and success are all founded on proven mathematical principles. There are also mechanical principles that determine how it must be maintained, fueled, and operated. There are engineering designs with elements that can be measured, tested, and proven reliable. With the knowledge and information these hard sciences provide, practitioners and researchers alike can make better predictions about what designs, models, or activities will be successful.
Meanwhile, society has no rules to explain why things may or may not happen. All who are a part of a society represent living, dynamic organisms. There is form and function in a society to a degree, yet the whole can theoretically be impacted by any single element. Societies and social relationships maintain customs, accepted norms, traditions, economic exchanges, and communications within various social constructs. Social sciences examine countless activities occurring in an ever-changing environment.
By extension, factors that impact an individual’s response to phenomena may be infinite. For example, in studying homeland security, you might consider the elements of prevention, preparation, mitigation, and response in regard to natural disasters. Researchers consider why individuals choose not to evacuate in advance of a known and deadly hurricane. In asking people about their reasons, researchers select individuals who refused to evacuate before a hurricane arrived. In doing so, they might find that there are dozens of possible answers or combinations of answers. Potential answers such as the following are among the answers a survey might reveal:
· Having no transportation
· Fearing their homes will be looted
· Believing the storm’s intensity was exaggerated
· Not comprehending what a hurricane can potentially do to them
· Dealing with many storms in the past
· Unwilling to leave pets or li ...
Good Judgement And Shared Commitment To Long-range Educational Objectivesnoblex1
College and university leaders may recognize that realistic solutions will require an end to "business as usual," and may be reluctant to explore options that will be painful and disruptive on campus. And yet, the growing numbers of young people wanting and needing higher education are (and will be) there, and it is foolish to think that denial is an effective long-run strategy. The ideas advanced later in this paper may ultimately be easier for an outsider to propose than for those enmeshed in the system.
A case can be made for increased student fees in public institutions that enroll large numbers of students from high-income families, provided the higher fees are accompanied by increased need-based aid directed to students from low-income families. This policy calls for the state to redirect some of the savings achieved from reduced institutional appropriations into student financial aid.
The patterns are consistent with short-run decision making under financial duress, not guided by an overarching policy. While "muddling through" might suffice for a few years with limited damage to student access and institutional quality, it is a recipe for disaster if continued, given the demographic tidal wave about to wash over the states. The time has clearly come for a longer view, before what remains of the promise imbedded in the master plan is lost.
Clearly, we face a budget crisis - not a transitory problem that likely economic growth or the usual policy changes can address, but a fundamental and long-term change in the options we can choose from. A small set of essentially fixed demands will soon consume virtually all of the state's unrestricted income. Only a few basic options seem to present themselves, and none appears attractive.
The most one can say about economic projections is that they are subject to considerable uncertainty, and thus the course of wisdom lies in not fixing a policy based on any single estimate of funds likely to be available in future years. The sensitivity analyses of the technical report and the research demonstrate convincingly, however, that higher education is not going to be able to meet its obligations to the next generation of students through increased state support.
Although it would be easy to criticize the actions (or lack thereof) of state and university leaders over the past ten years, there is no point in such a negative exercise. Given human fallibility, several years' experience may have been necessary before the enduring nature of the financial crisis facing higher education could truly sink in. College and university leaders reacted to the events of the last five years defensively and protectively, seeking to preserve educational quality and minimize damage to the institutions.
Source: https://ebookschoice.com/good-judgement-and-shared-commitment-to-long-range-educational-objectives/
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Running head: STUDENT TRANSFER 1
STUDENT TRANSFER 3
Student transfer
Tangela Jones
Walden University
5/20/18
The above stakeholders all play important roles to ensure there are no significant gaps during the transfer enrollment processes. Rhine et al. (2000), asserts that both 4-year institutions and community college should work together for smooth student transitioning. Unfortunately, there is the theta of state cuts which affects transfer students in community colleges such as in California (Keller, 2009).
References
Keller, J. (2009). At transfer time in California, thousands of students hit a dead end. Chronicle of Higher Education, 56(7), A1-A20.
Rhine, T., Milligan, D., & Nelson, L. (2000). Alleviating transfer shock: Creating an environment for more successful transfer students. Community College Journal of Research and Practice, 24(6), 443-453.
Administrator
The Office of Admissions and registrar
Roles:
Maintenance and supervision of university
Professors
Department of Dean of Studies
Role:
To offer guidance to students on the metrics to consider when transferring.
Lecturers
Department of undergraduate and postgraduate studies
Role:
To develop and implement learning courses that help students transition from one major to another.
Researchers
Department of academic research
Role:
To provide comprehensive and free resources that guide students on enrolling on the best transfer programs and academic majors
Students
School of undergraduate and graduate studies
Role:
To fully engage with all the stakeholders involved in the transfer enrollment processes in order to fully meet their academic and career needs.
Week 14 - Ethics and Information Management
Discussion Question
Using Campbellsville University library and/or other sources such as Google Scholar, read at least four (4) academically reviewed articles on the ethical issues that may arise in information management.
Please note that Wikipedia or other internet articles or books will not be accepted for this discussion.Students must support their discussion with at least 4 academically reviewed articles. (Wikipedia, Smallbusinesschron.com and other internet articles are not acceptable. Professor reviews the originality of all postings). Do not copy and paste.
1. Write a comparative analysis of the articles noting the similarities and differences.
2. Compare the information in those articles to the materials in Chapter 14 of your textbook. Does the premise of those articles support the overall theme of the materials in Chapter 14 of your textbook? Why or why not?
3. Discuss what you learned from those articles. In your discussion, give example(s) of your organization handles ethic concerns as they relate to information man ...
Running head: CYBERBULLYING 1
CYBERBULLYING 6
Cyberbullying and the First Amendment
Jane Doe
July 28, 2016
Cyberbullying and the First Amendment
All papers should have an introductory paragraph that provides background on the subject you are going to write about in the paper. I recommend finding a current event, perhaps an article where a student committed suicide after having been the target of cyberbullying. A good approach follows this line: Tell them what you are going to tell them (introduction), Tell them (body of paper), and Tell them what you told them (Conclusion). The introduction must contain a thesis statement previewing the paper. An examination of Minford School District’s school board policy as well as the faculty and student handbooks in addition to the relevant sections of the Ohio Revised Code followed by a review of the First Amendment arguments the student who is charged with cyberbullying might make, and the First Amendment responses based on case law the school district could argue, will provide insight into the issue of cyberbullying. (This is just an example off the top of my head). (Another approach for the purpose statement could be: Having been notified that a student in your class has been subjected to bullying through another classmate's Facebook page, a discussion of steps required by (enter your state's name)"s statutes, (enter your school district's name)'s school board policies as well as the student handbook, will provide a basis for examining any First Amendment arguments that the bullying has raised, and a discussion of the school district’s First Amendment argumentative responses consistent with the cases in the assigned readings.)
State Statutes and District Policies on Cyberbullying
Paragraph one should explain how the school district policy that you are examining addresses cyberbullying. You should examine the district’s policy, the faculty handbook, and the student handbook. Make sure that you are correctly providing in-text citations to these sources.
In a separate paragraph, you should examine your state’s laws on cyberbullying. (We looked these up in one of the DQs this week). The question you should answer after reviewing each of the above are what steps that a faculty member should take based on the laws and policies examined. Another issue to examine might be if the policy differentiates between cyberbullying that occurs out of school and cyberbullying that occurs during school. Remember to refer back to the facts of the specific scenario as you examine each of these laws or policies. Citations to sources should be used throughout the paper. Transition sentence into the next section of the paper goes here. Examples: Having examined the Minford Local School District’s policy, the faculty handbook, the student handbook, and the Ohio Revised Code, this paper w ...
ETHICS IN E-LEARNING
Assist.Prof.Dr. Elif TOPRAK – Anadolu University
etoprak1@anadolu.edu.tr
Assist.Prof.Dr. Berrin ÖZKANAL – Anadolu University
Res. Assist.Dr. Sinan AYDIN – Anadolu University
Instructor Seçil KAYA – Anadolu University
TOJET: The Turkish Online Journal of Educational Technology – April 2010, volume 9 Issue 2
InstructionsApplication 2 Laying the Foundation for New Approac.docxnormanibarber20063
Instructions
Application 2: Laying the Foundation for New Approaches to Practice
As frequently noted in the literature, there is often a gap between research evidence and practice. This is not a new phenomenon; however, with the rapid growth of knowledge, it is essential that nurses hone their ability to identify this gap, determine best practices based on the evidence, and then apply this evidence to practice through the development of new approaches. In order for that to transpire, nurses must be skilled in leading change efforts so that adoption of new practice approaches can be successful.
For your EBP Project in Week 2 (Application 1), you identified an issue in your practicum setting in which the outcome is different from what would be expected according to the research literature. This week, continue to explore current research literature looking for new evidence to address the problem. In addition, you build on the work you began in this week’s Discussion and select an evidence-based practice model and change theory or framework that will support your efforts.
To prepare for Application 2 address the following:
· How current is the science underlying the practices related to your EBP Project issue?
· Consider possible causes of the difference in outcomes from what would be expected according to the research literature.
· Evaluate the effect the EBP Project issue is having in practice.
· Using the Walden Library and other credible sources, locate current research evidence of new practices that are effective in addressing the issue.
· Use the GRADE model presented in the Guyatt et al. (2011) article to evaluate the research evidence.
The full Application 2 is due by Day 7 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Week 4.
To complete:
In a 3- to 5-page paper, include the following:
· A brief summary of the currency of the science underlying the practices used to address your EBP Project issue
· Possible causes of the difference in outcomes from what would be expected according to the research literature
· The effect the EBP Project issue is having in practice
· Current research evidence on new practices for addressing the EBP Project issue
· A summary of the evidence-based practice model (including models from other disciplines as appropriate) and/or change theory or framework you will utilize to systematically integrate new approaches to practice to address the issue
http://tso.sagepub.com/
Teaching Sociology
http://tso.sagepub.com/content/37/1/76
The online version of this article can be found at:
DOI: 10.1177/0092055X0903700107
2009 37: 76Teaching Sociology
Robert J. Hironimus-Wendt and Lora Ebert Wallace
The Sociological Imagination and Social Responsibility
Published by:
http://www.sagepublications.com
On behalf of:
American Sociological Association
can be found at:Teaching SociologyAdditional services and information for
.
Teaching undergradutae statisitcs using dating ads
Final Paper
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Campus Carry: The Interdisciplinary Edition
Oggha Htut
Texas Tech University
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Abstract
In this interdisciplinary research paper, the issue of campus carry will be addressed. Primary concerns for
those against this idea typically stems the fear of the unknown while supporter of this issue argue that it is
within their right to carry. The research process was conducted through Repko’s Interdisciplinary
Research Process and the literature search was approached from an interdisciplinary perspective. After
narrowing the disciplines down to two, conflict within the insights is discovered and from there, common
ground between the two disciplines is established. After establishing common ground, a further
comprehension of the disciplines in regards to the issue is expanded upon. The conclusion reached after
conduction this research is that proper training and education is necessary to address the concerns of the
students and faculty members. By Fall of 2016, the Senate Bill No. 11 will be in effect and the right to
conceal carry on campus cannot be prohibited. Future research can focus on the lingering effects of how
this bill has affected campus life along with the effects it may have had on the local communities around
the campus.
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INTRODUCTION
In Texas Penal Code 46.03(a) and 46.03(f), it states the following:
Individuals are prohibited from intentionally, knowingly, or recklessly possessing
or going with a firearm on the physical premises of a school or educational
institution, any grounds or building on which an activity sponsored by a school or
educational institutional is being conducted, or in a passenger transportation
vehicle of a school or educational institution, whether the school or educational
institution is public or private, unless pursuant to written regulations or written
authorization of the institution (Laws Concerning Carrying Concealed Firearms
on Campus in Texas, 2015).
However, with the passing of Texas State Legislature Senate Bill Number 11 (S.B. No.11), all of that
changes August 1, 2016 for all state 4-year colleges and universities. This new law will allow individuals
with a license to carry (LTC) to conceal on campus. S.B. No. 11 defines a campus as all encompassing
land and buildings owned or leased by an institution of higher education. In Section 411.2031.c of S.B.
No.11, said institution may not adopt any policies that prohibit LTC holders from carrying on campus
with exception to those listed in subsection (d), (d-1), or (e). Campuses will be allowed to establish rules
and regulations where weapons will continue to be prohibited such as sponsored sporting events or club
activities. Provisions concerning the storage of handguns in dormitories or residential halls may also be
implemented. As stated before, a general prohibition of handguns may not be implemented. Therefore,
only after taking into account the nature of the student population and uniqueness of the campus, can
campuses enact policies that are necessary for campus safety. After consulting with the students, staff, and
faculty of the campus, the President or presiding officer will submit these policies to the Board of Regents
which must gardner a two-thirds majority vote in order to be implemented.
STEP 1: Stating the Focus Question
This topic of campus carry has brought to light numerous safety and ethical concerns that not
only affects the campus but also the surrounding local communities. How will campuses justify
prohibiting a gun-free one without causing an unnecessary inconvenience for LTC holders? Will the fact
that a student has a LTC license and is carrying be known the professor? If so, how can campuses ensure
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that the student will not be singled-out because he/she is carrying? Will this create a form of segregation
amongst the student body and faculty? An interdisciplinary approach to this topic of campus carry is
required because no single discipline can address this complex situation. The interdisciplinary research
process offers an effective method to consider different discipline’s perspective in finding common
ground between conflicting insights to integrate these concepts, and apply the results to better understand
broader issues related to campus carry. As stated previously, S.B. No. 11 (2015) defines a campus as “all
land and buildings owned or leased by an institution of higher education or private or independent
institution of higher education” (p. 1). In regards to this issue, the focus question can be stated as the
following: How can campuses effectively educate and inform students and faculty members on proper
safety precautions associated with campus carry?
STEP 2: Justify an Interdisciplinary Approach
While every problem may be complex, not every problem meets the requirement for an
interdisciplinary inquiry. According to Repko (2012), there are four common criteria that a topic must
achieve in order to justify an interdisciplinary approach. First, the topic at hand must be complex. Second,
relevant insights of said topic are offered by two or more disciplines. Third, a single discipline is not
enough to fully address the topic. Last and certainly not least, the topic being addressing must be an
unresolved societal issue.
In terms of complexity, campus carry deals with the interaction amongst multiple variables. The
most obvious being safety issues. What safety precautions must said firearm be able to achieve? What are
the mandatory features that LTC holders must have on their firearm in order to carry on campus? This
perspective can be further broadened. What areas will prohibit firearms and how will campuses go about
enforcing these rules? Let’s take it one step further. How will campuses implementing campus carry affect
the city as a whole? How will it affect local businesses specifically those stationed near the campus? A
topic is considered complex when it is composed of components which are connected through both linear
and nonlinear relationships. When it comes to discovering relevant insight from two or more disciplines
involving campus carry, there are plenty of activist groups nationwide conducting research that can offer
valuable insight from their perspective. As previously stated, no single discipline can single-handedly
comprehend this complex situation. It is only when multiple disciplines pool their resources that valuable
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information can be referred backed to. Finally, the elephant in the room asks, “Is campus carry an
unresolved societal issue?” There may be many who are uncomfortable with firearms especially with a
record of infamous shootings on school campuses. Some would argue that this will lead to more
shootings. Others might be scared of accidental discharges leading to fatal incidents. On the opposite on
the of spectrum, several might argue that campus carry would decrease the chances of a mass shooting on
campus. Despite this happening all across the nation, a compromise has yet to come forth so until one
comes forward, it remains an unresolved societal issue.
STEP 3: Identify Relevant Disciplines
“A potentially relevant discipline is one whose research domain includes at least one phenomenon
involved in the question or problem at hand, whether or not its community of scholars has recognized the
problem and published its research” (Repko, 2012, Kindle Location (KL): 3844). The nature of
interdisciplinarians is to focus on complex problems that stray outside traditional disciplinary boundaries.
By skimming through various literatures, an attempt is made to narrow the topic down to address the
issue of campus carry. As an interdisciplinarian, one should identify potentially relevant disciplines before
conducting a full-scale search. “Disciplinarians usually emphasize conducting the full-scale literature
search at the very outset of the research process because they are concerned not to duplicate previous
scholarship” (Repko, 2012, KL: 3852). On the other hand, an interdisciplinarian’s concerns lie elsewhere.
Their uneasiness lies more along the lines of finding research done in the discipline on the phenomenon.
Potentially relevant disciplines will be defined in the Table 1.
Table 1
RELEVANT DISCIPLINE, INTERDISCIPLINE,
OR APPLIED FIELD
OVERARCHING QUESTION ABOUT CAMPUS
CARRY
Engineering What can be designed to address the general safety
concerns involved with having guns on campus such as
accidental discharges or proper securement of weapons?
Organizational Leadership What can both the student body and faculty members of
campuses do to ensure that the needs and safety of its
population are being met in regards to campus carry?
Personal Financial Planning In what ways will campus carry affect student’s
monetary assets?
RELEVANT DISCIPLINE, INTERDISCIPLINE,
OR APPLIED FIELD
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Out of all of the potentially relevant disciplines defined in Table 1, this focus question will be
addressed from the perspective of Engineering and Organizational Leadership (OL). While the other three
disciplines have a higher affinity with OL in terms of research, they do not match the requirement set by
the focus question. The discipline of Personal Financial Planning (PFP) is geared towards individuality
rather than the community as a whole. While OL holds the power to reach out to the community, PFP
does not hold the knowledge to properly address the safety mechanics of a firearms. There is a thin line
between OL, Political Science, and Education. While Political Science and Education contains the
capability to reinforcement OL’s standpoint, boundaries between the three disciplines become so blurred
that there is a possibility that the issue will be addressed from the same perspective rather than different
perspectives. This approach cannot fully address the focus question as it does not take into consideration
the in-depth safety mechanics of firearms required to effectively inform the masses. Therefore,
Engineering and OL are the appropriate disciplines that will be used to address the issue of campus carry.
STEP 4: Conduct a Literature Search
In order to conduct this literature search, Repko (2012) states that it is important to take the
following into consideration: Author’s disciplinary perspective, insights/thesis in the disciplinary
literature, assumptions of the author, theories used to explain the data presented, key concepts, research
method, phenomena addressed, and the author’s bias (KL: 4753-4762). This literature search was
conducted through an interdisciplinary approach. The sources gathered through this process is framed
from the two disciplines discussed in the previous step. An in-depth breakdown of the sources will be
discussed in STEP 6.
Political Science What role will the Federal Government play in regards
to policies implemented by campuses to address
campus carry?
Education What are some ways that the issue of campus carry
could be addressed in the classroom to help keep
students safe?
OVERARCHING QUESTION ABOUT CAMPUS
CARRY
RELEVANT DISCIPLINE, INTERDISCIPLINE,
OR APPLIED FIELD
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STEP 5: Develop Adequacy in Each Relevant Discipline
Repko (2012) states that “developing adequacy calls for comprehending enough basic
information about each discipline to decide which of its defining elements bear on the problem most
directly” (p. 193). This leads to what researchers call the burden of comprehension which is defined as
having a minimum understanding of a discipline’s cognitive map. Achieving adequacy is an important
preparation needed for integrating disciplinary insights and theories. By taking into consideration the
applicable insights, theories, concepts, and even assumptions of each relevant discipline, the knowledge
obtained can later be applied to the subject of campus carry.
The first discipline that will be discuss is Engineering. Engineering is a process of trail and error.
Engineers observes the world through the lens of logic which sees the world as black or white. There are
numerous incorrect ways of completing a task. Engineers know this because they are the first ones to
know when something does not go as planned. When an idea does not work out as planned, engineers
move onto the next idea and repeat this process until satisfaction is achieved or they run out of resources.
Learning from past mistakes is a key characteristic of an engineer as this leads to progress and progress
leads to new innovations. This logic can be applied to all types of engineering. The topic of campus carry
will be addressed through the eyes of a computer engineer. Computer engineering, like many engineering
disciplines, has no clearly stated theory. Courses in computer engineering focus more on application of
the discipline rather than learning the theory behind it. For example, the Number Theory, which is the
foundation of mathematics, serves as a platform for the logic behind coding. By implementing higher
level arithmetic into a processor, a language for computers is created. From there, it is once again trail and
error as engineers learn which arithmetic does what or accomplishes nothing. While the grammar within
the code is correct, the arithmetic may not be. It could be as something as simple as mixing up the “+” for
addition and “-” for subtraction or forgetting to put in a line of code for the output. Engineers, in general,
care more about the end results rather than why it works the way it does. In terms of campus carry, the
perspective of a computer engineer takes into account the current situation/safety concerns of the campus
and creates software/programs to address these uneasy notions.
The second discipline that will be discussed is Organizational Leadership (OL).
BusinessDictionary.com (2016) defines it as a “management staff that provides inspiration, objectives,
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operational oversight, and other administrative services to a business”. A business is an establishment that
provides goods and services in exchange for monetary assets. For all intents and purposes, colleges are a
business. In exchange for money, colleges provide an opportunity to earn a degree in any field of study
that one wishes to study in. Behind every successful business is a leader(s) who knows how to inspire and
support his/her team in reaching their goals. For any business to thrive, they have to cater to the needs of
not only the consumer but also its employees. Satisfied employees plus happy consumers equals a
productive and thriving business. How leadership is conducted ultimately decides the future of a business.
There have been multiple arguments on what exactly it means to be a good leader. To expand on this,
studies in OL have developed multiple theories about different leadership styles. Functional Theory
promotes the idea of a leader’s primary responsibility being to assess what their followers need and
ensure that those needs are met. This theory states that a leader must perform five primary functions:
monitor the environment, organize subordinate activities, train and coach subordinates, motivates
followers, and participate in the group’s work (Guzman, 2016). The ideal leader that Functional Theory
dictates is typically one that a majority of people would want to follow. While this type of leadership
might be ideal for everyday situations, it may not be the best in times of crisis. Situational Contingency
Theory argues that “the desired traits and behaviors exhibited by a leader depend largely on the situation,
and that there is not best way to lead” (Guzman, 2016). For example, an authoritarian leadership style is
effective during times of crisis but not for everyday operations. A democratic leadership style is effective
when a consensus needs to be built and a laissez-faire leadership style is ideal when employees are
experienced individuals who appreciate the freedom provided. However, one aspect that all leaders have
in common is that success in their field of operations. In terms of campus carry, the objective of OL is to
create an ideal environment where the concerns of its population are being addressed.
STEP 6: Analyzing the Problem and Evaluating Insights
According to Repko (2012), “analyzing the problem from each disciplinary perspective involves
moving from one discipline to another and shifting from one perspective to another” (Ch. 8). The
perspective primarily consist of insights and theories of each respective discipline. The overarching
question asked by each discipline is to be stated in terms of “what” or “how” which brings about several
benefits in framing each perspective. The question can provide a deeper understanding of an existing
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inquiry or create a new line of inquiry which can assist in mapping the interrelationships among
phenomena. The idea of “telescoping down” presented by Repko forces the researcher to think
deductively in order to move from general to specific. This requires a mapping of the problem to
understand how its parts interact with one another as well as identify gaps between disciplinary
perspectives. Focusing this intensely on each perspective also enables the researcher to verify whether or
not the disciplines are as relevant to the problem as initially thought to be. Restating the question
addressed earlier in this paper: From the perspective of Organizational Leadership, what can both the
student body and faculty members of campuses do to ensure that the needs and safety of its population are
being met in regards to campus carry? From an Engineer’s point of view, what can be designed to address
the general safety concerns involved with having guns on campus such as accidental discharges or proper
securement of weapons?
The Insights of Engineering
Wintermute (2013) conducted series of Firearms Licensee Surveys (FLS) to evaluate the support
among the federally licensed firearms retailers for an extensive background check on all firearm transfers
and the power to deny the purchase of handguns based on criminal conviction, alcohol abuse, and serious
mental illness. This insight may provide campuses a means of implementing policies to police the legality
of a Conceal Handgun License (LTC) holder’s license. In the state of Texas, a LTC license is typically
valid for about four for the initial license and five years after renewal, assuming no crime or incident
occurs during the duration of the license (Texas LTC: FAQs). The survey was conducted by mail on a
random sample of 1,601 licensed dealers and pawnbrokers in 43 states who on annual basis sell at least 50
firearms. The response rate was roughly 37%. Out of the 37%, about half of them were in favor of a more
comprehensive background check and an estimate of 38% strongly advised it. In this study, there was a
link between the degree of respondents’ concern over the ease with which criminals acquire firearms and
negatively to their concern over the extent of existing firearms regulations. Support in both areas was
associated with measures of the respondents’ exposure to illegal activities and their estimates of the
prevalence of participation in illegal sales by other licensees. The link suggests that the respondents’ are
well aware of the situation and are concerned that someone who shouldn’t have a firearm, someone who
has a criminal intent, or someone who is at high risk of committing crimes can readily acquire firearms
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under current conditions. The data that this article provides opens new windows of opportunities to
properly address the issue of campus carry.
In regards to the firearms itself, Bures, Kurkin, Sekulova, & Simon (2015) provides valuable
insights on the engineering of handguns. Due to various differences between different populations (Asians
and Europeans or Americans), it is important to use an anthropometric* database to design concrete
products. An anthropometric database allows for usage of the physical dimensions of different
populations so that the final product may be tailored to a specific group of users. In this study, digital
human models (DHM) are used. Customization of DHMs include gender, nationality, percentile or
specific body measurements. This allows the researchers to find our how users from different populations
perform any given task and analyze the risk of injury, needed power, reach, grips, plus many other factors.
Ergonomic analysis of these firearms pertains to the location of the controls and the way of the weapon
grip. The aim was to ensure maximum comfort during weapon usage and the elimination of adverse
effects on the user which in the end, relates to a safety use. For this study, three populations were chosen
for analysis. The database ANSUR ANSUR (U.S. Army Anthropometry Survey) represents the American
population, GERMAN represents the European population, and KOREAN represents the Asian
population. Each population analyses were carried out for three different sizes of statures, namely for 5th,
50th and 95th percentile. LTC holder will, or at least should, know how to properly handle a handgun
because to the education required to get that license. The idea of using this article is to provide a crash
course on weapon safety for the general campus body because despite the fact that campus carry is legal,
not everyone will be carrying. The goal of any policy is to implement a form of risk-prevention. The
reasoning behind this is that the more people know, the less likely an incident is going to occur. More
importantly, the more that people are willing to learn, the easier the transition will be.
Continuing on this tangent of firearms, Renegar, Soons, Thompson, Vorburger, & Zheng (2013)
delves into surface metrology which offers an opportunity to vastly improve forensic toolmark
identification. Fired bullets and cartridge cases are commonly marked by this toolmark which can be used
by examiners to link bullet casings to specific firearm. However, the objectivity of the visual toolmark
identification by examiners has been called into question by the National Academics. It was suggested by
National Academics that an objective toolmark identification criteria and confidence limits are developed.
*Latin for “Measurement of the Individual”
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The National Institute of Standards and Technology (NIST) sought out to do this by developing the
Standard Reference Material (SRM) 2460 standard bullet and SRM 2461 standard cartridge to “facilitate
quality control and traceability of identifications performed in crime laboratories” (Renegar, Soons,
Thompson, Vorburger, & Zheng, 2013, p. 3). Part of this study used cartridge cases from another study by
Fadul, Hernandez, Stoiloff, & Galati (2011) which involves ten consecutively manufactured pistol slides.
Each slide was used to fire two cartridge cases to create a set of 20 known cases. The slides were
randomized afterwards and were used to fire 15 unknown cases. After 400 firings, a total of 20 unknown
cartridges were identified. To evaluate the application for objective identification, NIST “measured the
topography for the breech face impression of every test fire with a disc scanning confocal
microscope” (Renegar et al, p. 8). Based on their criterion, no false identification or exclusions were
present in the known comparisons. This application yielded positive for 40 matching comparisons and for
all 360 non-matching comparisons. The idea behind using this particular article is to provide campuses a
means of registering firearms to their respective LTC owners. With a system similar to that implemented,
it might encourage the LTC owners to be even more responsible when securing their firearms because the
firearm can be traced back to them if an incident were to occur.
From firearm safety to firearm injuries, Thompson, Price, Khubchandani, Bryant, Reindl, &
Hogue (2012) looks at the content of firearm injury prevention training in the curriculum of physical
assistant were explored. The primary idea of using this information is not to have the average student or
faculty member act in place of a trained, medical personnel but to have instilled into them an immediate
basic knowledge to deal with firearm injury until proper help arrives. Since this study was conducted
through a survey, 24-item questionnaires were sent to a population of 145 physician assistant program
directors in which 77% of them responded. Out of that 77%, 82% of the directors had not seriously
thought about providing a training course that pertains to firearm injuries. Three common barriers that
prevented the directors from doing so are as follows: lack of time, lack of faculty expertise on the topic,
and lack of standardized teaching materials yet 77% though that firearm injuries is a vital issue that needs
to be addressed to the health and welling being of the United States population. It is evident there is a
serious need for programs to incorporate firearm injury prevention topics into professional preparation
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programs in order for future clinical uses as well as those in faculty positions to incorporate this into their
curriculum. The same can be said in terms of campus carry.
Engineering offers a unique perspective on this topic as it is not the first discipline that comes to
mind when one is dealing with such an opinionated issue. When the insights of these articles are broken
down and processed in the mind of an engineer, the results provide a solid testing ground for more trail
and error which is what engineering does best. Next, the focus will shift from the perspective of an
engineer to that of organization leadership.
Insights of Organizational Leadership
LaPoint (2010) presents the ideals of the proponents and opponents of campus carry. Mass
shootings on college campuses have sparked interest in creating policies that will ensure a safe and secure
campus. “Proponents believe the presence of concealed carry increases campus safety, while opponents
believe the absence of concealed carry increases campus carry” (LaPoint, 2010, p. 16). The Students for
Concealed Carry on Campus (SCCC) was created shortly after the Virginia Tech shooting in order to rally
like-minded people to this cause. Members of the SCCC filed a complaint against the campuses’ regents,
chancellors, and police chiefs to the state court. The students “claimed they have the right to defend
themselves and that the university’s policy is unconstitutional by denying them their Second Amendment
rights” (LaPoint, 2010, p. 18). In response to the forming of SCCC, the Students for Gun Free Schools
(SGFS) believe that “colleges and universities are safe sanctuaries for learning, and… would be
endangered by the presence of concealed handguns” (SGFS, n.d., para. 5). SGFS’s suspect that students
who are stressed from rigors of college life are prone to inappropriately handle firearms. The idea is that
“prevention instead of reaction by campus administration as means to deter violence is a far better course
of action to reduce the violence, injury, or possible death by gun violence” (LaPoint, 2010, p. 18). The
primary use of this article is to showcase the concerns of those against the idea of having firearms on
campus and the wishes of those who believe that self-defense is something they are entitled to.
Cavanaugh, Bouffard, Wells, and Nobles (2012) conducted a survey which examined student
support for a policy that would allow those with a LTC to conceal on campus. The participants consisted
of student from two public universities, one is southeast Texas and one in east Washington. 16 classes
were randomly selected from each of the five academic buildings of both campuses and out of those, a
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total of 39 classes in Texas and 9 in Washington decided to participate. The survey is designed to measure
several attitudes and individual characteristics that correlate with the varying opinions about the topic of
carrying on campus. “With respect to the question about comfort with guns on campus, students in
Washington sample were more than 3 times as likely to report that they were not at all comfortable with
concealed handguns on campus as they were to report that they were very comfortable with
guns” (Cavanugh, Bouffard, Wells, Nobles, 2012, p. 4). The results in Texas was similar as it was greater
than 2:1. Ratios concerning the comfort with guns in the community were closer to 1:1. This suggests that
students regard the campus “as a unique environment in terms of concealed handgun carrying” (Cavanugh
et al, 2012, p. 4).
While a student’s concerns need to be properly addressed, it is important to take into
consideration the backlash officials face when they support or oppose any issue. Bartula and Bowen
(2015) records the responses of university officials and campus police in regards to carrying on campus.
Both groups are then categorized according to gender, race, age, years at the institution, and years as
officer or top official respectively. The dependent variable defined in this study was the approval/
disapproval of campus carry and out of the 115 surveys sent out, a total of 47 responded (N = 47). Bartula
and Bowen also looked into past research conducted on the topic which included, but not limited to,
perceptions of students and faculty members. They found that in a majority of those studies, a majority of
university personnel and students were not comfortable with people carrying a concealed handgun on
campus. Out of the 47, 44 of the participants are not in favor of campus carry. Out of the 3, only 1 was in
favor of campus carry and the other 2 were uncertain. The majority ruled that this law would only
increase the fear of crime and victimization amongst the students, faculty, and staff. They concluded that
even though the sampling size was only that of Texas universities, many officials in charge are opposed to
the idea of carrying on campus.
Continuing this tangent, the purpose of Hosking’s dissertation is to dissect the perspective of
campus security director concerning concealed carry firearms on campus. The study was conducted
through interviews with the seven security directors for each of the Wyoming community college districts
and Smith’s interpretative phenomenological analysis qualitative method of inquiry served as a beacon for
this inquiry. The analysis of this data was later examine for patterns, trends, or common themes taken
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from the campus security directors’ responses. This involved personal and in-depth process of the
individual interviews to describe the perceptions, attitudes, and understandings of the participant which
was divided into fifteen subthemes. The end result of Hosking’s research that if the carry of concealed
firearms was unrestricted, this would likely harm the overall safety of Wyoming community colleges.
However, if a proper training of carrying concealed firearms were to implemented, it would create a safer
environment for campuses. Campus security directors stated that possession of firearms by a victim
would not have prevented any violent campus crime. They also indicated that concealed carry firearms
may be irrelevant to the safety of Wyoming community college districts. The interview data yielded
information and considerations for campus security directors, college administrators and anyone else who
might be interested in firearm safety at Wyoming community colleges.
STEP 7: Identifying Conflicts Between Insights
According to Repko (2012), “the immediate challenge for interdisciplinarian is to identify
conflicts between disciplinary insights concerning the problem” (Ch. 10). Conflict is the wall that
prevents the two different insights from integrating with one another. Conflicts between insights typically
stems from concepts, assumptions, and theories.
Conflict within Organizational Leadership
A primary source of conflict that is seen within the discipline is the conflict of interest between
the proponents and opponents of campus carry. To take it a step further, conflict stems from assumptions
within the group and about the other. Proponents of campus carry believe that firearms on campus will
create a safer environment because it will deter gun violence. On the other side of the spectrum,
opponents believe that firearms on campus will only invite more gun-related violence due to firearms
being more accessible. The problem is that these assumptions are based on the values of the individuals
thus creating biases. The idea that firearms will either deter or invite violence is a value-laden assumption
with little to no concrete evidence to support either claim. Community leaders must not let their
judgement be influenced by a biased mindset. A good leader looks for an outcome that will please the
majority. However, an excellent leader takes into account the concerns of both factions involved in the
issue and work towards an ideal solution without having to compromise one another. Despite neither side
willing to concede, both do share the idea of creating a safe campus environment. Student affair
15. L8 !15
professionals should look for ways to bring the attention to key areas of concerns regarding campus carry.
LaPoint talks about developing training programs and awareness opportunities to better educate students,
families, and faculties.
STEP 8: Create Common Ground
Repko (2012) states that “interdisciplinary common ground is one or more concepts or
assumptions through which conflicting insights or theories can be largely reconciled and subsequently
integrated, thus enabling collaborative communication between disciplines” (Ch. 8). While common
ground is not the same as integration, it is an integral part of the process. The technique of organization
will be utilize to create the bridge between Organizational leadership and Engineering in Table 2.
Table 2
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STEP 9: Construct a More Comprehensive Understanding
“The integration of concepts or theories is an objective in service of the goal of integrating
disciplinary insights, a means to the end of integrating insights” (Repko, 2012, Ch. 13). In the previous,
common ground was established from the various conflicting insights and in this step, the door of
possibilities for constructing a more comprehensive understanding is opened up as a result. During this
process, going back and forth between “the overall observable pattern of the behavior of the phenomenon
as a whole and the contributing disciplinary theories” is used to construct a more comprehensive theory or
interdisciplinary theory (Repko, 2012, Ch. 13). According to Repko (2012), “the best theory is the one
that jointly maximizes its fit with the overall pattern on the one hand, and with the disciplinary theories on
the other hand” (Ch. 13).
In most of the literary sources used for this research, no theory is clearly stated but insights were
clearly identified in previous steps. The general consensus amongst the research is that firearms are a
wildcard. It should be obvious that handling a firearm in an unsafe manner can have a disastrous outcome
so unless one has gone through the proper training procedure, that might very well be the end result. At
the same time, the presence of a concealed firearm may increase safety on college campuses in the
presence of appropriate training. One of the primary concerns of all university officials is the safety of its
student body and faculty members. The more familiar one is with handling a firearm, the odds of
inflicting accidentally harming oneself or others decrease. When addressing the issue of campus carry,
policies will be implemented with those concerns in mind. S.B. No. 11 already has made it so that college
campuses can no longer outright ban the act of concealed carry but they may limit areas where it is not
permitted. However, this “generally indicate(s) that the projected impact of changes to state statutes and/
or university policies regarding concealed handguns are complex and nuanced and that estimates of the
likely increase in obtaining LTCs and legal concealed carry on campus vary widely depending on which
building was surveyed and which outcome measure was used” (Bouffard, Nobles, Wells, & Cavanugh,
2012, p. 337).
STEP 10: Communicating the Results
The conclusion reached from the findings of this research coincides with the focus question: How
can campuses effectively educate and inform students and faculty members on proper safety precautions
17. L8 !17
associated with campus carry? It is safe to conclude that firearms, for the most part, are not dangerous
when in the hands of an informed individual. While it is effective to educate the student body and faculty
members through training sessions, it is more efficient to conduct lessons by means of electronic learning.
The lessons can be divided into two separate categories. The first category is for LTC holders and the
second is for non-LTC holders (i.e. everybody else). Lessons for LTC holders are primarily to reinforce
what they already know about firearm safety from their LTC classes and proper securement of firearms in
accordance to university policy. It should also include designated areas where one can carry or prohibited
to carry along with suggestions on what to keep in mind one is about to enter an area a gun free zone.
Lessons for non-LTC holders include ways of properly dealing with situations in which firearm(s) is
involved like a roommate who forgot to put away his firearm, dealing with situations where firearms not
secured properly, and even what to do when handling a firearm themselves. Tips can be as simple as
making sure the safety is on. Both parties will also be educated on dealing with everyday situations and
abiding by the university’s campus carry policies. A personal preference that the insights have inspired to
be implemented is a form of mandatory first-aid procedure in the event of an accidental discharge or a
campus crime that involves firearms. The average response time for EMS in a “high priority” medical call
is rough five to six minutes. Unfortunately, those five to six minutes may mean the difference between life
or death to someone who has been injured by a firearm. The purpose is not to train every student and
faculty member to the level required of a certified professional but instead to have just enough knowledge
to alleviate the pain until EMS arrives. Students and faculty will be considered a concerned citizen rather
than being certified therefore avoiding liability.
By Fall of 2016, campus carry policies are to be implemented and it will be something that cannot
be contested unless it is officially repealed by the Federal government. Suggestions for future research
might be to look into the outcomes of campus carry along with the effects it may or may not have had on
the campus. Crime statistics on campus and around the community will have to take into account that a
LTC holder may be involved, whether they were the perpetrator or someone who stopped the perpetrator.
How will local and campus police be trained to react in situations where multiple people involved are
potentially carrying firearms? Future research should expand upon these topics.
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