College of Education, Health & Human Development
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/24
The College of Education, Health and Human Development (EHHD) is comprised of two departments: the Department of Education and the Department of Health and Human Development.
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Item Contextualizing CBPR: Key Principles of CBPR meet the Indigenous research context(2009-06) LaVeaux, Deborah; Christopher, SuzanneThis paper addresses two questions regarding the use of Community-based Participatory Research (CBPR) approaches with tribal communities. First, how do “gold standard” CBPR principles hold up when applied to Native American communities and what additional contextual information is necessary to understand and work with these principles in this setting? Second, what additional principles or recommendations are helpful for researchers interested in conducting research using a CBPR approach with tribal communities? We studied a variety of literature sources on CBPR and Native health research to answer these questions. We are unaware of any publications that contextualize CBPR principles for working with specific populations. This information has direct application for conducting research with tribal communities, and confirms the importance of using CBPR approaches in this setting.Item Why Musella lasiocarpa (Musaceae) is used in Southwest China to Feed Pigs.(2008-06) Long, Chunlin; Ahmed, Selena; Wang, Xiaorong; Liu, Yitao; Long, Bo; Yang, Chunyan; Shi, Yana; Li, Xingyu; Guo, RongThis study seeks to understand the usage of Musella lasiocarpa as pig fodder in southwest China by investigating its cultivation, consumption quantities, and nutrient composition. A previous report on the ethnobotany and conservation status of Musella lasiocarpa highlighted the importance of this plant for its multiple uses and services (Liu et al. 2003). The research presented here, which is a follow up effort to the previous study, is a step toward a more comprehensive exploration of the cultivation potential of Musella lasiocarpa for food and fodder in an expanded geographic area. Musella lasiocarpa (Franch.) C. Y. Wu ex H. W. Li (Fig. 1), with synonyms of Musa lasiocarpa Franch. and Ensete lasiocarpum (Franch.) E. E. Cheesman, is a species of a monotypic genus in the Musaceae family. It is endemic to the watersheds of the Upper Yangtze River and its branches between Yunnan and Sichuan provinces in southwest China (Wu and Kress 2000). Wild populations of Musella are found around cliffs in northern Yunnan and southern Sichuan. This plant is adapted to broad ecological conditions; it is able to withstand dry, cold, and mountainous environments. The literature on uses of Musella lasiocarpa focuses on practices by Han Chinese communities and reports that it is primarily used as fodder and, to a lesser extent, in the human diet. Aside from fodder and food, our previous research in the communities of Yunnan’s minority cultural groups shows that Musella is valuable for soil and water erosion control, weaving material, medicine, wine–brewing, and as a source plant for honey during the winter season (Long 1997; Liu et al. 2003). Recently, some horticulturalists from the United States, United Kingdom, European Union, and Japan have taken an interest in the commercial development of this resource as an ornamental. While the chemical composition of Musella previously has been documented (Qin et al. 2000; Yang et al. 2001), no studies have reported on its nutrient content or extent of use. Given this lack of research, coupled with Musella’s extensive use in southwest China and broad ecological adaptation, we investigated its cultivation, quantities consumed as pig fodder, and nutrient composition in order to understand the rationale for its usage and development potential.Item LGBT legal issues in Jesuit higher education(2008) Hughes, Bryce E.Issues facing the LGBT (lesbian, gay, bisexual, and transgender) community can prove to be a legal nightmare for college and university administrators to address, particularly at religiously affiliated institutions like Jesuit colleges. Administrators have to walk a fine line between nondiscrimination statutes and the religious beliefs and teachings of the school's affiliation. This paper explores the main legal issues pertaining to the LGBT community on campus, including students, employees (faculty and staff), and university policy. It offers a historical perspective on these issues, including a quick overview of Catholic Church doctrine and relevant United States case law, and summarizes implications for administrators at Jesuit colleges and universities. Finally, it makes recommendations to administrators ways in which Jesuit colleges and universities can address these issues, staying true to their mission while being mindful of all human experiences. In 2004, Gonzaga University became the first Jesuit university to establish an LGBT (lesbian, gay, bisexual, and transgender) Resource Center, a much needed but highly controversial milestone in the history of providing LGBT services at Jesuit colleges and universities. Due to their relationship with the Roman Catholic Church, Jesuit universities are faced with the complex issue of balancing their need to provide student support with their need to maintain Catholic identity. This is especially true with regard to LGBT issues because of the Church's strong stance on homosexuality, particularly at Catholic universities, which train future priests. This paper will examine several issues related to sexual orientation facing different facets of the university community (students, employees, and policy), summarizing legal and policy implications for Jesuit colleges and universities. Then these trends will be analyzed through several perspectives to extract implications for Jesuit higher education, ultimately resulting in recommendations for handling LGBT affairs on Jesuit campuses. The purpose is not to call on Jesuit higher education to challenge the Vatican on its stance on homosexuality, but rather to encourage institutions to remain faithful to their mission of intellectual curiosity and thirst for justice. Unfortunately, the scope of this paper cannot meet the goal of addressing LGBT issues broadly. The acronym LGBT includes the letter T, referring to the community of people who identify as transgender. Issues impacting the transgender community, those relating to gender identity or expression, are not explicitly addressed here despite the need for a voice for the transgender community on Jesuit campuses. A whole separate paper could be written to address concerns specifically related to gender identity and expression. Some of the issues that affect lesbian, gay, and bisexual communities will impact the transgender community as well, but for the sake of analysis, this paper will focus on issues related to sexual orientation.Item Measuring work conditions for teachers of American Indian students(2008) Erickson, Joanne L.; Terhune, M. Neil; Ruff, William G.The purpose of this study was to re-validate the Quality of Teacher Work Life Survey (QTWLS) with a population of 404 teachers in Montana schools with predominant American Indian student enrollments; and to describe the job-related stress and satisfaction of those teachers. Factor analysis showed nine satisfaction and eight stress factors with this population compared to eleven satisfaction and 10 stress factors in Pelsma, Richard, and Harrington’s (1989) original study with primarily Caucasian teachers and students. Knowledge of these results on the QTWLS could lead to interventions that contribute to an improved work life for teachers of American Indian students and increased learning among the students.Item Leadership, quality, and school improvement: A reflection(2008-08) Ruff, William G.The author discussed the notion of leadership as instilling within individuals and infusing within a community the greater capacity for experiencing quality. The meaning of capacity and quality was deconstructed to provide clarity. Capacity was viewed as the potentiality of individuals to assume multiple roles, view events from different circumstances, and determine action from a variety of possible responses. The author defined quality as the close alignment of a mental model to the current reality of a situation. An argument was elaborated concluding that school leadership requires empowerment, but without the requirement for inquiry as well, quality remains unattainable.Item Buying into Community Supported Agriculture: Strategies for Overcoming Income Barriers(2008-04) Forbes, Cristin B.; Harmon, Alison H.Community-supported agriculture provides benefits to members, including improved nutrition, economic savings, increased food security, and knowledge about the source of one's food. Unfortunately, membership may seem out of reach for limited-resource consumers because a lump sum membership fee is generally required at the beginning of the season. This article examines the strategies being used by CSA farms to help potential limited-resource members overcome income barriers. Those strategies include acceptance of government food assistance, payment plans, working shares, subsidized low-income shares, low-cost shares, transportation assistance, bartering, outreach efforts, and connections to emergency food assistance.Item University engagement through local food enterprise: community-supported agriculture on campus(2009-05) Wharton, Christopher; Harmon, Alison H.Community-supported agriculture programs (CSAs) are growing in number and variety across the country. Though CSAs can be found in a variety of settings, a less common but potentially successful venue in which to run a CSA is the university campus. Although universities present certain challenges for operating a CSA, they offer a number of unique advantages that can aid in the growth and success of the campus CSA. As such, university-based food and nutrition professionals may find that CSA development is a viable avenue through which to accomplish nutrition goals, such as increasing consumption of fresh fruits and vegetables. In this article, the authors review both the benefits and detriments of operating a CSA on a university campus and present 2 different but successful university CSA models.Item Position of the American Dietetic Association: Food and Nutrition Professionals Can Implement Practices to Conserve Natural Resources and Support Ecological Sustainability(2007-06) Harmon, Alison H.; Gerald, Bonnie L.It is the position of the American Dietetic Association to encourage environmentally responsible practices that conserve natural resources, minimize the quantity of waste generated, and support the ecological sustainability of the food system—the process of food production, transformation, distribution, access, and consumption. Registered dietitians and dietetic technicians, registered, play various roles in the food system and work in settings where efforts to conserve can have significant effects. Natural resources that provide the foundation for the food system include biodiversity, soil, land, energy, water, and air. A food system that degrades or depletes its resource base is not sustainable. Making wise food purchases and food management decisions entails understanding the external costs of food production and foodservice and how these external costs affect food system sustainability. This position paper provides information, specific action-oriented strategies, and resources to guide registered dietitians and dietetic technicians, registered, in food decision making and professional practice. Food and nutrition professionals also can participate in policy making at the local, state, and national levels, and can support policies that encourage the development of local sustainable food systems. Our actions today have global consequences. Conserving and protecting resources will contribute to the sustainability of the global food system now and in the future.Item Moral spaces in MySpace: Preservice teachers’ perspectives about ethical issues in social networking(2009-01) Foulger, Teresa S.; Ewbank, Ann D.; Kay, Adam; Osborn Popp, Sharon; Carter, Heather L.My Space and Facebook are innovative digital communication tools that surpass traditional means of social interaction. However, in some instances in which educators have used these tools, public reactions to them have resulted in sanctions. With the notion that traditional ideas of privacy and teacher conduct are not yet defined in online worlds, the researchers developed a case-based reasoning intervention to support more informed decisions by preservice teachers. The case-based coursework led students to perceive a need for more definitive guidelines about their participation in social networking spaces. The findings have professional development implications for educators and educational institutions that wish to harness the positive potential of social networking tools without risking professional status.Item Education library 2.0: The establishment of a dynamic multi-site liaison program(2009-12) Ewbank, Ann D.Using a combination of marketing, Web 2.0 tools, videoconferencing, face-to-face instruction and site visits, a library presence including systematic information literacy instruction is embedded into multiple programs at sixteen sites in a growing college of education with nearly 6000 students and over 115 full-time faculty members. As the needs of the students and faculty evolve, the library program responds. This article describes the education library liaison program for Arizona State University’s College of Teacher Education and Leadership, including both successes and challenges, within the context of university, college, and library change.
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