The character of propositions in Homans's writings on interpersonal relationships is such that the mathematicians can make a mathematical treatment a logical and straightforward extension. In stochastic process terms, the notion of interpersonal commitment sounds very much like an absorbing state. If people move into and out of exchanges as a result of comparing current with alternative reward-cost ratios, then a state in which no alternatives are monitored is never challenged. The essential fact for current purposes is that they corrected the deficient diagonal problem by postulating two distinct transition matrices applicable to two discrete types of workers. Obviously some interpersonal commitments are rescinded, as evidenced by divorce or the termination of close friendship. The model of interpersonal involvement development presented has been relatively limited, but it has generated a number of hypotheses about transitions among and duration in various states of interpersonal involvement.

: This project has focused on the nature and effectiveness of dissemination of and response to warnings of natural hazards. Two components of the project involved field studies of 31 communities, subject to one of four hazards: hurricane, flash flood, tornado or earthquake. One component studied selected organizations in the community regarding the adequacy of the dissemination network, and the other component studied samples of 200 households in each community regarding preparedness and response. A quasi-experimental design specified pre-threat studies to be followed by post-threat follow-up studies of the same organizations and households if a major threat occurred. A third component involved laboratory experimental simulation studies of the effects of message content, timing, prior experience, and social structure factors on response to warnings. A number of serious problems with existing dissemination mechanisms have been found, and critical factors affecting response to warnings have been identified. Laboratory and field data are in close accord. Results generally concur with and expand on previous knowledge. Twelve recommendations for improving dissemination and response are provided. (Author)

Scholars are trained to be experts in their discipline and to develop disciplinary identities and commitments. Faculties and administrators expect evidence of those identities and commitments in the form of publications and professional service for promotion and tenure. Yet faculty of color are typically disproportionately loaded down with special committee assignments, task force requests, student demand, and so on. The intent is certainly not malevolent. It is in the nature of “Oh, we need a Black/Hispanic/Indian/Asian …representative. Can you help us out?” or “Finally there is someone who can advise our Black/Hispanic/Indian/Asian… students”. Such demands serve the university's interests but have little to do with scholarly identities and commitments. They consume time needed to establish scholarly credentials, and they undermine disciplinary identities and compete with disciplinary commitments. In effect, the faculty member has her/his racial identity thrust upon her/him as THE primary identity. Yet when promotion and tenure roll around, colleagues who were so welcoming wonder why she/he wasn't more academically productive. There must be mechanisms for supporting the disciplinary identities and commitments of all faculty and reducing conflicting demands on their time and resources, or we will systematically destroy, for faculty of color, just that which we presume to value most.11This chapter is an expanded version of a paper presented at “Keeping our: Addressing the Recruitment and Retention of Faculty of Color in Higher Education,” University of Minnesota conference, October 18–20, 1998, Radisson Hotel Metrodome, Minneapolis.

Threats to tenure are not isolated challenges, but result from broad systematic change that have extensive implications for academe. Social system factors such as changed public attitudes, increased competition for public funds and increased competition for students are generating budget reductions which in turn affect;views about how universities should be managed. Increasingly, higher education is seen as a business, and academic programs are evaluated in 'bottom-line' budgetary terms. These trends, In turn, may have many important consequences for the academic world, from grade inflation to reduced academic freedom. Examining such forces and trends should help place the tenure debate in a larger context so as to better understand why it is occurring and what might be needed to protect tenure.

The purpose of this project is to explore the effect that declining conditions among the poor in the United States may have on the potential for intervention programs to make a genuine difference in the lives of those receiving services. This particular study was performed in Minneapolis, Minnesota, and focuses on the ways in which family life stress may be affecting the impact of the Head Start program.

In this paper we develop a formal, testable theory of problem-solving behavior with special relevance to individuals and small groups. The theory is consistent with principles drawn from operant behavior and social exchange theories but also incorporates elements of cognitive psychology. Problem solving is defined as a nonroutine activity oriented toward changing an undesirable state of affairs. The focus on change differentiates problem solving from coping, which is oriented toward relieving feelings of stress. A decision-making model is presented, which takes the problem-solving process through its latter stages. The theory is based on two axioms and three theorems pertaining to the process of decision making. These axioms and theorems serve as the foundation for deriving 14 theorems that establish the antecedent conditions affecting decisions relevant to each of four stages in the problem-solving process. This theory is distinguished from other problem-solving theories in its effort to account for conditions leading to awareness of problems and in its emphasis on generic problem-solving processes rather than on the effectiveness of problem-solving outcomes.

Computerized game-simulation experiments were conducted as part of a larger study of response to the 1980 eruptions of Mt. St. Helens. Sixty 3-person families from three Washington state communities (experimental group) and 10 families from Minnesota (control group) were studied. Results of the game-simulation indicate that different aspects of individual preferences and family decisions with respect to relocation were (1) highly consistent in the game-simulation, (2) responsive to the simulated threat, and (3) compatible with response data from studies of other actual natural hazards. Family behavior in the game-simulation was strongly related to actual family behavior when the volcano erupted as reported by wives but weakly related to the family behavior as reported by husbands and teenagers. If the wives' reports of family responses to the actual threat of the volcano are more accurate than the husbands' or teenagers', then the data suggest close agreement between the game-simulation behaviors and how the same families responded to the real hazard. The control families showed behavior predictably different from that of the experimental sample in response to the game-simulation. Thus, to the extent that game-simulation experiments tap actual participant experiences, they generate realistic or externally valid responses. Keywords: game-simulation, experiment, decision making, family, disasters, computer.

Abstract : This report presents results of a study of individual and family stress due to the eruptions of Mt. St. Helens, and subsequent reactions to those eruptions. Samples were selected from three Washington State sites. Both telephone surveys and in-depth family interviews were conducted, with the family interviews involving husband, wife and one teenager from each family. Following the family interviews, all three members participated in a computerized simulation experiment involving a worsening Mt. St. Helens scenario. Data indicate considerable stress, both by reports by objective experiences and by a new technique called a Stress Graph. Despite numerous problems, very few families evacuated at the time of the eruptions and almost none of the interview families seriously considered moving away from the volcano's threat. However, effects show consistent relationships to distance from the volcano. Seven policy recommendations are included. (Author)

The five previous chapters are part of the work started at a three-week seminar on causal models for nominal and ordinal data. The seminar took place in Seattle at the University of Washington from June 25 to July 13, 1973. Participants were Hubert M. Blalock, Jr., Phillip Bonacich, Roland K. Hawkes, Gudmund Hernes, James D. Laing, Robert K. Leik (director), Donald Ploch, and Aage S0renson. Funding was provided by The Center for Advanced Study in the Behavioral Sciences. The primary question around which the seminar was structured was how to reap the benefits of path analysis or its equivalent when data are not up to the standards of intervalor ratio-scale measurement. This problem requires us to consider the properties of regression and association at the interval level and compare them with possible analogues of regression for the

The present study attempts to show the influence of women’s (15–49 years) education on the utilization of Maternal Health Care (MHC) services in India and also find out the other determinants for the utilization of MHC services.The entire study depends on secondary data collected from the National Family Health Survey (NFHS)-4 in the year of 2015–16 in India which was conducted on 190,898 women (15–49 years). In the present study, the last birth women (190,898) have been considered. For the proper depiction of the resulting binary logistic regression has been conducted.To show the level of utilization of MHC services in India, the highest educational level of the respondents have been considered as the explanatory variable and six outcome variables have been selected.The unadjusted odds ratio (UOR) shows that women’s education positively and very significantly associated with the utilization of MHC services which indicates that the higher educated women are more likely to received at least 4 ANC visit [UOR 6.450, 95% CI (6.223–6.685) & p-value < 0.01], taking 1st antenatal visit within first trimester [UOR 2.563, 95% CI (2.458–2.672) & p-value < 0.01], ANC visit by skilled health professionals [UOR 9.139, 95% CI (8.624–9.684) & p-value < 0.01], taking 2 or more than 2 TT doses [UOR 2.348, 95% CI (2.239–2.463) & p-value < 0.01], delivered in health facility [UOR 14.64, 95% CI (13.63–15.73) & p-value < 0.01] and received PNC within 42 days of delivery [UOR 1.361, 95% CI (1.024–1.808) & p-value < 0.01] than the illiterate women. The adjusted odds ratio (AOR) was low compared to UOR which indicate that there were important effect of other variables (which have been controlled in the adjusted odds ratio) except education which also impact on the utilization of maternal health care services i.e. maternal age, age at marriage, birth order, caste, religion, wealth index, place of residence, exposure to mass media, and region.