A ToolBook computer program to develop course objectives and assessment measures

College courses are generally developed because of current fashion in the field and/or student and faculty interest in some topic without reference to departmental or programmatic goals. Current calls and needs for accountability in higher education demand a more organized approach. A computer program, ToolBook 1.53, which provides information to the instructor about systematic development of courses and assessment of student outcomes, is described. The program supports the construction of outcome-oriented learning objectives and corresponding assessment techniques. Instructors who used this program to learn about how to construct such objectives showed an increase in knowledge and evaluated the program positively. Using the information provided in this program leads to an integrated approach to course design and development in which course objectives are linked to the college mission statement through departmental or program objectives.     

Four stages of Spiritual Experience: A comparison of the Ignatian Exercises and Jungian Psychotherapy

The Four Weeks of the Spiritual Exercises of St. Ignatius of Loyola are compared with four stages of Psychotherapy described by Carl Jung: confession, explanation, education, and transformation. The dynamics, goals, and outcomes of each of the Weeks are successively discussed and considered pairwise with the corresponding Jungian stage.Mary Jo Meadow is Professor of Psychology and Director of Religious Studies at Mankato State University, Mankato MN. She is the founder of Resources for Ecumenical Spirituality, a non-profit corporation promoting human understanding through interfaith spiritual practice and study. Her books includePsychology of Religion: Religion in Individual Lives andA Time To Weep, A Time To Sing: Faith Journeys of Women Scholars of Religion. She may be contacted at Box 35, Mankato State University, Mankato MN 56001.     

Children's control over attention to phonological and semantic properties of words

A study is reported in which children from 5 to 9 years old were examined as they gained awareness and control over the phonological and semantic properties of isolated words. Children were asked to match a stimulus words on the basis of either its sound or its meaning under conditions that varied in their support for the correct answer. The results are presented as discriminability data, indicating the child's ability to distinguish these properties under the different experimental conditions. Although all the children could select either of these properties in a simple control condition, adding various levels of distraction interrupted their ability to attend to the requested feature. In the age range examined, the youngest children were unable to attend selectively to either feature, older children adopted a default or bias to phonological properties, and only the oldest children were able to attend to meaning as well as sound. Even for the oldest children, however, performance was far from perfect.     

The evolution of leadership during group development

This paper is based on the view that the theory of the group-as-a-whole is illuminated and clarified by a developmental perspective. Beck's theory of group development is used as the framework within which the evolution of four leadership roles across nine developmental phases are discussed. Leadership is defined as a shared function in which four participants play important roles in a dialectical process through which the structure of a group is developed, maintained, reinterpreted or modified as needed. Data are presented on verbal participation and on a sociometric questionnaire to illustrate changes in the four leaders' behavior and the members' perceptions of them across the phases of group development.     

DEFINISSEURS CULTURELS ET REPERES INDIVIDUELS: LE RAPPORT AU CORPS CHEZ LES PERSONNES AGEES

In ageing the relationship to the body refers to the way in which old age is defined in our representational systems. This defining process intervenes on a social and individual level. The individual relationship to ageing is influenced by the way in which our society prefers a spatial or corporeal definition of old age to a temporal one and by the way in which it assigns a certain position to the individual on the ageing scale. In reference to this defining process different conceptions regarding the relationship between corporeity and ageing appear. Drawing on a survey of the literature and an exploratory interview conducted among elderly, three types of corporeity are disclosed. First, the diagnosed corporeity, which is also defined by the medical system in chronic illness terms, reflects our fear of the irreversibility and the deterioration which we associate with this stage of life. Second, the imagined and projected corporeity of the elderly by which they themselves react to their devalorised image offered by society. Third, the lived and acted corporeity in which the corporeal signs reflect the social, relational, and behavioral space. In these different domains the concept of strategy seems appropriate to learn how the aged copes, at the margins, with his/her life conditions which are very difficult as well in a material, social as symbolic sense.     

Career Goals of College Women and Men and Perceived Achievement-Related Encouragement

Encouragements and discouragements for achievement-related behavior were reported in an interview setting by three groups of college seniors: Career women (n = 20), career men (n = 20), and traditional women (n = 19). Career women reported significantly more encouragement from teachers, family members (except parents), and significant others of the opposite sex than did either career men or traditional women. Career women also reported more encouragement from counselors and friends, while career men reported more encouragement from parents; however, these differences were not significant. Career women reported a significantly higher grade point average than either of the other groups. Implications of the results for the achievement behavior of women and men are considered.