The purpose of this study was two-fold: to identify role functions and characteristics perceived as important to Advanced Nurse Practitioners (ANPs) in Texas, and to identify differences in perceived importance of role functions and characteristics of ANPs according to gender, educational preparation, practice setting, and whether the practitioner entered practice before or after the current rules and regulations for ANP practice were adopted. Two questionnaires and a demographic data form were mailed to 300 ANPs in primary health care in Texas, with 152 responding. Data from the questionnaire, "Characteristics of the Advanced Nurse Practitioner," were analyzed using independent group t-tests. The findings indicated that the characteristics "person-oriented," "perceptive," and "skilled in problem-solving" were the most valued by the practitioners, while aggressive" was the least valued. Independent group t-tests were used to analyze data from the instrument, "Advanced Nurse Practitioner Functions." The results of this analysis were not significant. The Chi square test was used to further examine data from this questionnaire to determine if the responses differed from chance. With the exception of four items, all of the responses differed significantly from chance. The responses "extremely important or important" were selected significantly more frequently that any of the other options. …

This study gives a historical analysis of the life and career of John F. Walvoord. He has served Dallas Theological Seminary for over fifty years in various capacities. The process of gathering information included a review of literature, a review of the institutional records of the Seminary, and a systematic search of the Archives, providing a chronological history of personal correspondence from the Office of the President from 1924 through 1954. An interviewing process concluded the study and served as the means of evaluation and review.

The purpose of this study was to investigate job satisfaction among full-time faculty members of nursing colleges in Thailand, by using the Faculty Job Satisfaction /Dissatisfaction Scale developed by Olin R. Wood. The investigation was based on the ten factors of job satisfaction selected from the Herzberg Motivation-Hygiene theory as follows: achievement, growth, interpersonal relations, policy and administration, recognition, responsibility, salary, supervision, work itself, and working conditions. The questionnaire consisted of 68 items, using a six-point rating scale for ten factors of job satisfaction. The population consisted of 621 full-time nursing faculty members in twenty-one nursing colleges across the country of Thailand. A total of 408 nursing faculty members or 65.70 percent of the population participated in this study. Frequencies, percentage, one-way ANOVA, two-way ANOVA, regression analysis, and coefficience of concordance W. were used in the follow-up investigation, with the level of significance at .05.

This study measured and analyzed job satisfaction among faculty members at Yarmouk University in relation to gender, marital status, age, annual salary, years of experience, academic rank, academic activity, faculty affiliation, country in which the last degree was received, tenure status, and nationality. The population consisted of 350 full-time faculty members. A total of 216 (61.7%) faculty members participated in this study. The data collecting instruments consisted of the faculty data sheet and the Job Descriptive Index. Frequencies, percentages, means, and one-way analysis of variance (ANOVA) were employed to analyze the data. The level of significance was set at 0.05. A Scheffe method of multiple comparison was used for follow-up investigation. Although the results of the study indicate that there were no significant differences in job satisfaction among faculty members with regard to gender, marital status, academic activity, and the country in which the faculty member received the last degree, significant differences were found with regard to age, annual salary, nationality, years of experience, rank, tenure status, and faculty affiliation.

Each vocational nursing program in Texas was surveyed to determine the faculty and media costs per student classroom instructional hour. Data were obtained from 131 schools, or 99 per cent of the population. These schools taught a total of 4,718 students. The average faculty cost was $1.72 per hour. Faculty cost ranged from $0.17 to $7.75. The average media cost was $0.12 per student hour with a range from no media expenditure to $7.55. The reliability of these costs was not demonstrated. Each program director was asked to identify a principal textbook representing the content taught for each content area in their program. A total of 75 textbooks were identified by two or more programs. A cross tabulation analysis procedure yielded 1,582 combinations of 2 or more textbooks from 2 or more schools. Twenty-five per cent of the schools used the most frequently identified combination of two textbooks. Computer hardware and operating expenses were subtracted from the combined faculty and media cost per student classroom instructional hour. The amount remaining for software purchase was identified as $1.61 with a range of from $0.03 to $7.85 per hour for teaching the required 600 hours. The twenty textbook combinations with the greatest …