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102. Dependency Theory

Author

Mahoney, James, Rodríguez-Franco, Diana, Lancaster, Carol, book editor, and van de Walle, Nicolas, book editor

Published
2018
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111. Author's Response: The Logic of Social Science and Contemporary Political Science

Author

Mahoney, James

Subjects
Qualitative Methods
Abstract

I would like to thank the five commentators in this symposium (Jennifer Cyr, Gary Goertz, Alan M. Jacobs, Carsten Q. Schneider, Hillel David Soifer) for their engagement with and thoughtful discussions of The Logic of Social Science (LSS). Their comments focus mainly on Part I (Ontology and Epistemology) and Part II (Methodological Tools) of the book, and I will also concentrate on these parts.

Published
2022
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112. Yellowstone conference

Author

Mahoney, James

Subjects
Photographic Society of America -- Conferences, meetings and seminars -- Social aspects, Digital photography -- Conferences, meetings and seminars -- Social aspects, Photographers -- Conferences, meetings and seminars -- Social aspects, Yellowstone National Park, Wyoming -- Portrayals -- Social aspects
Abstract

Fascinating Yellowstone National Park with its bison, elk, bears, bubbling pots, springs, steaming geysers and Old Faithful made neighboring West Yellowstone, Montana the perfect location for the 2015 PSA Conference. […]

Published
2015

117. Perceptual Support of Diagram Creation and Editing

Author

Saund, Eric, Mahoney, James, Goos, Gerhard, editor, Hartmanis, Juris, editor, van Leeuwen, Jan, editor, Carbonell, Jaime G., editor, Siekmann, Jörg, editor, Blackwell, Alan F., editor, Marriott, Kim, editor, and Shimojima, Atsushi, editor

Published
2004
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122. ABC of Conflict and Disaster

Author

Anthony D. Redmond, Peter F. Mahoney, James M. Ryan, Cara Macnab, Anthony D. Redmond, Peter F. Mahoney, James M. Ryan, Cara Macnab and Anthony D. Redmond, Peter F. Mahoney, James M. Ryan, Cara Macnab, Anthony D. Redmond, Peter F. Mahoney, James M. Ryan, Cara Macnab

Published
2009

125. Fostering telecompetence: A descriptive evaluation of clinical psychology predoctoral internship and postdoctoral fellowship implementation of telehealth education.

Author

Perle, Jonathan G., Perle, Alexandria R., Scarisbrick, David M., and Mahoney, James J.

Subjects
CLINICAL psychology, CURRICULUM, INTERNSHIP programs, DOCTORAL programs, POSTDOCTORAL programs, RESEARCH funding, DESCRIPTIVE statistics, DATA analysis software, TELEMEDICINE
Abstract

Purpose: Telehealth education within clinical psychology predoctoral internships and postdoctoral fellowships has become a frequent recommendation designed to prepare future providers with evidence‐informed telehealth skills that can be applied to rural populations. Unfortunately, the availability of telehealth training among internships and fellowships, as well as areas for growth, remains unclear. Thus, the current study evaluated graduate clinical psychology internship and fellowship integration of telehealth training components before and after the onset of COVID‐19. Methods: Individuals representing 74 internships and 29 fellowships completed author‐created REDCap‐hosted demographic and telehealth training surveys. Findings: Before COVID‐19, 2 internships and 4 fellowships reported implementing telehealth education, with a majority of materials for both types of programs being optional educational targets and generally encompassing 0‐15 hours of student education. After the onset of COVID‐19, 72 internships and 27 fellowships indicated implementing telehealth education, with a majority indicating materials as mandatory and encompassing between 0 and 50+ hours. Despite increases, 73.6% of internship programs and 62.1% of fellowship programs noted a desire for their students to receive additional telehealth education in the future. Integrated educational foci are discussed. Conclusions: The current study demonstrated positive trends in the development of telehealth education among internships and fellowships. Nevertheless, some programs can likely benefit from additional integration of telehealth components, as well as more formal programming built around field‐supported competencies and models. While work is required to further clarify field offerings, the current study provided a preliminary evaluation of internship and fellowship telehealth educational offerings. [ABSTRACT FROM AUTHOR]

Published
2023
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126. Critical Event Analysis in Case Study Research.

Author

García-Montoya, Laura and Mahoney, James

Subjects
*CRITICAL analysis, *COUNTERFACTUALS (Logic)
Abstract

This article develops a framework for the causal analysis of critical events in case study research. A critical event is defined as a contingent event that is causally important for an outcome in a specific case. Using set-theoretic analysis, this article offers definitions and measurement tools for the study of contingency and causal importance in case study research. One set of tools consists of guidelines for using theoretical expectations to arrive at conclusions about the level of contingency of events. Another set of tools are guidelines for using counterfactual cases to determine the extent to which a given event is necessary and sufficient for a particular outcome in an individual case. Examples from comparative and international studies are used to illustrate the framework. [ABSTRACT FROM AUTHOR]

Published
2023
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129. The Learning Edge: Advanced Technological Education Programs at Community Colleges.

Author

American Association of Community Colleges, Washington, DC., Mahoney, James R., Barnett, Lynn, Mahoney, James R., Barnett, Lynn, and American Association of Community Colleges, Washington, DC.

Abstract

This book is one of several supported by a National Science Foundation (NSF) grant to the American Association of Community Colleges. It reviews the first seven years of the Advanced Technological Education (ATE) program by showcasing activities, partners, and achievements at 13 colleges. When Congress enacted legislation in 1993 establishing the ATE program, America's community colleges became the focus of a NSF effort to improve the nation's technological workforce. NSF's Division of Undergraduate Education and Division of Elementary, Secondary, and Informal Education jointly manage the ATE program. The aims of the ATE program are to improve advanced technology education, create models for other institutions, ensure that students gain strong backgrounds in mathematics and science, and generate educational products that can be applied nationwide. From its inception through the end of fiscal year 1999, the ATE program supported more than 250 individual projects and 12 national centers of excellence. The centers focus on specific technologies and serve as national resources that provide wide-ranging support to all institutions that are concerned about improvement in those specific technologies. Some of the programs described in this report achieved the following outcomes: new courses in telecommunications; new associate of arts and sciences degree and certificate program in environmental technology; and faculty development in geographical information systems, image processing, and remote sensing. Appendices contain ATE Centers of Excellence, ATE Funded Institutions, and Advisory Committee. (Contains 35 references.) (JA)

Published
2000

132. Community College Centers for Contracted Programs: A Sequel to Shoulders to the Wheel.

Author

American Association of Community and Junior Colleges, Washington, DC. and Mahoney, James R.

Abstract

Based on a survey of 37 colleges, this booklet provides a summary of the characteristics of special community college centers that contract educational services to business, industry, government, and other groups in the local community. Following background information on the development and uses of the booklet and its special relevance to energy education, factors are outlined that have influenced the creation of centers for coordinating college and community relationships. Next, a composite is drawn of the centers' goals, objectives, services, contact and linkage approaches, program development procedures, and administrative details. Problems experienced by the centers are then discussed in areas such as faculty, college/program credibility, and tracking and follow-up systems. Advice offered by survey respondents is then presented for colleges interested in initiating or expanding involvement in contracted educational services. Finally, brief case studies are presented of the centers at the West Valley Joint Community College (CC) District, College of DuPage, Moraine Valley CC, Prairie State College, University of Maine at Augusta, North Shore CC, Kalamazoo Valley CC, Mercer County CC, College of the Albemarle, Portland CC, Southwestern Oregon CC, Williamsport Area CC, State Technical Institute at Memphis, Lee College, and Wytheville CC. Each case study provides information on the community, the college, and the operations and characteristics of the center. (DAB)

Published
1982

133. Offender Assistance Through Community Colleges Program. Final Report.

Author

American Association of Community and Junior Colleges, Washington, DC. and Mahoney, James R.

Abstract

This document reports the results of an 18 month demonstration program conducted by the American Association of Community and Junior Colleges (AACJC) to show that the community college is uniquely suited as a resource for offenders. Pilot programs were established at three community colleges--Central Piedmont Community College in North Carolina, Florida Junior College at Jacksonville, and Community College of Denver. Each college was free to establish its own model program, consistent with the overall AACJC project objectives. Goals of the program included provision of educational and human service assistance to offenders, development of collaborative relationships between the college and criminal justice and public service agencies, and development of nationally appropriate program models. The target population was first-time convicted felons who were on probation; non-target offenders were accomodated at the request of justice officials. Of 712 offenders served by the program, 445 were target offenders. Per student costs for the total group and for the target group only were $292 and $467, respectively. Approximately 25% of the target group enrolled in Adult Basic Education, 20% in General Educational Development courses, 27% in academic curricula, 20% in occupational courses, and 8% in other areas. Of the target population, 27 (6.1%) were charged with new offenses, a far lower rate than the national average. Evaluation reports by each of the three participant colleges and other related project material is appended. (Author/JDS)

Published
1976

134. The Quality of Police Education: An AACJC Response.

Author

American Association of Community and Junior Colleges, Washington, DC., Mahoney, James R., and Rasmussen, Howard M.

Abstract

These two symposium presentations are endorsed by the American Association of Community and Junior Colleges in response to the book, "The Quality of Police Education," which was prepared by the Police Foundation with support from the Law Enforcement Assistance Administration. Specifically, the papers refute allegations made in the book in criticism of community college police education programs. James R. Mahoney's response to the book points out the age and unverifiable nature of much of the data upon which the criticisms were based; contains quotes from Police Education Program administrators in response to specific claims made in the book; criticizes the stylistic tactics which, without evidence, cast a negative light on the programs; and points out the impracticality of the recommended baccalaureate degree requirements in police education. Additionally, the address points out the values of the study. Howard Rasmussen's presentation contradicts the premise of the study that the role of police education programs should be to educate police for institutional change, stating that the more important goal is the generation and dissemination of knowledge. Also questioned is the belief that a liberal-arts-oriented, full-time, residence education is the best model for police education programs. (AYC)

Published
1979

135. Alcohol Fuels Production, Manpower, and Education: Where Do Two-Year Colleges Fit?

Author

American Association of Community and Junior Colleges, Washington, DC. Energy Communications Center. and Mahoney, James R.

Abstract

The Energy Communications Center (ECC) has sponsored a number of alcohol fuels activities designed to share information about alcohol fuels with two-year college faculty and administrators and to clarify the manpower and curriculum issues related to fuel production. This paper is the result of the last of these activities, a one-day meeting of fuel experts and educators held in March 1981. After a summary of the major conclusions reached at the meeting, background information on the goals and activities of the ECC is presented, along with a listing of the March 1981 meeting participants. Next, the paper explains why the alcohol fuels industry is in flux and presents two arguments in support of American investment in the industry. These arguments relate to alcohol as a means of enhancing national security and alcohol production as a trigger for rural revitalization. Speculative figures are then presented for the future of alcohol fuel production, followed by a review of studies projecting labor requirements in the industry. The next section of the paper looks at the role of the community colleges, focusing on their function as regional training centers, a three-phase approach to program development, the implementation of this approach at State Fair College, and their responsibility to provide objective, factual details about the alcohol fuels issue to diminish community resistance. After summarizing the issues raised at the March meeting, the paper concludes with an annotated list of resources. (AYC)

Published
1981

136. Local History: A Guide for Research and Writing.

Author

National Education Association, Washington, DC. and Mahoney, James

Abstract

Based on the work of a seventh/eighth grade school teacher and one of his classes, this guide provides teachers and other interested persons with step-by-step instructions for conducting research and interviews to publish a local history of the community. Chapters provide information on the following topics: (1) introducing the topic of local history; (2) starting the project--setting goals, selecting topics, and determining the specific area and scope of study; (3) researching local history by using resources such as the library, historical society, public records, newspapers, photographs, and oral history; (4) organizing and evaluating the research; (5) writing and publishing a local history, including how to prepare the dummy copy, select a printer, and finance the project; (6) student participation; and (7) local history activities, such as slide-tape presentations, visiting cemeteries, organizing history fairs, preparing time capsules, and going on field trips. Three appendixes contain an outline for researching and writing local history, an outline for conducting an interview, and a list of categories for organizing oral tapes. A list of recommended readings is also provided. (RL)

Published
1981

137. Energy-Related Activities in Community, Junior, and Technical Colleges: A Directory.

Author

American Association of Community and Junior Colleges, Washington, DC. Energy Communications Center., Duncan, Shelby T., and Mahoney, James R.

Abstract

An alphabetical list by state is presented of two-year colleges which offer some type of energy instruction in the form of courses, seminars, workshops, forums, information centers, and other educational resources and/or have implemented energy conservation strategies in an effort to reduce energy costs. Each of the 823 entries provide complete address information for the college, an indication of the program focus (facilities conservation, humanities, solar, environmental education, community service, and others), activity description, contact person, and reference source for the information listed. The introduction summarizes the work of the Energy Communications Center, the directory, and general information about the historical development and future projections for energy programs in two-year colleges. The appendices list, among other information, the colleges which have degree programs, certificate programs, research and demonstration projects, and information centers. (DC)

Published
1981

138. Community Education-Work Councils. Volume III: Demonstration Site Reports on the First Year, February 15 through October 15, 1977.

Author

American Association of Community and Junior Colleges, Washington, DC. and Mahoney, James R.

Abstract

Internal and external evaluation reports of community education-work councils established at Southeast Community College (Nebraska), Motlow State Community College (Tennessee), Tanana Valley Community College (Alaska), and the Community College of Vermont are included in this document. Under sponsorship of the American Association of Community and Junior Colleges and the Department of Labor, the councils serve to develop a working partnership among local education agencies and business and industry to help bridge the gap between schooling and work. The reports cover the following components: an executive summary, chronology of major events, various problems encountered, finances, recommendations, program-related materials, program objectives and effectiveness, the role of the staff, program development, and various charts and tables. (LH)

Published
1977

139. Community Education-Work Councils. Volume I: National Office Report on the First Year, October 15, 1976 through October 15, 1977.

Author

American Association of Community and Junior Colleges, Washington, DC. and Mahoney, James R.

Abstract

Seven rural community colleges were selected to demonstrate the effectiveness of the community college in serving as a catalyst and facilitator for community education-work councils. The councils were intended to establish mechanisms for easing the transition from schooling to work. Initiated in 1977 through subcontract with the American Association of Community and Junior Colleges, the programs were implemented at the Community College of Vermont, Asnuntuck Community College (Connecticut), Motlow State Community College (Tennessee), Bayamon Regional College (Puerto Rico), Tanana Valley Community College (Alaska), De Kalb Community College (Georgia), and Southeast Community College (Nebraska). Chapters of this report discuss national office activities, including demonstration site subcontracts, prime contract budget requirements, case studies for each of the seven community colleges, and issues and problems regarding staff, the council, financing, service areas, and college and federal roles. Appendices take up the bulk of the document and include: Department of Labor-AACJC contract, request for proposal (RFP); RFP notice, grading device and request record; a list of RFP requests by state; application records, selection confirmation and rejection letters, demonstration site subcontract; reimbursement and financial report forms; information and publicity samples, project letters, and budget modification request. (LH)

Published
1977

140. Shoulders to the Wheel: Energy-Related College/Business Cooperative Agreements.

Author

American Association of Community and Junior Colleges, Washington, DC. Energy Communications Center., Jackman, Mary Jane G., and Mahoney, James R.

Abstract

This booklet provides information on cooperative agreements between college and industry, focusing special attention on such agreements in energy-related fields. After highlighting the major elements of cooperative agreements and their benefits and potential problems, the report examines the economic context in which joint activity between colleges and industry must operate; outlines current national economic problems; discusses the Reagan administration's proposed solution to these problems and the impact of Reagan's economic recovery plan on federal agencies; and assesses the potential contributions which community colleges can make to the resolution of these problems. Next, a full case study of a cooperative agreement between Edmonds Community College and the Public Utility District Number 1 of Snohomish County, Washington, is provided, followed by five brief case studies, and 32 case study abstracts of current projects involving two-year colleges and industry in 21 states. The North Carolina State Economic Development Model is then described. The following section provides an analysis of cooperative agreements; identifies some of their special characteristics; highlights several models; points to benefits and problems associated with their implementation; and offers advice for developing joint college/industry activities. Appendices provide a formal overview of federal economic policies since the 1930's, an example of a formal written agreement, and a bibliography. (HB)

Published
1982

141. Community, Technical, and Junior College Directory, 1986: A Statistical Analysis. AACJC Directories No. 3.

Author

American Association of Community and Junior Colleges, Washington, DC. and Mahoney, James R.

Abstract

Drawing from a national survey conducted by the American Association of Community and Junior Colleges (AACJC), this report offers institutional and national statistics on two-year college enrollments, faculty, staff, degrees awarded, and student fees. Introductory material provides information on the AACJC and its affiliated councils, international members, associates, board of directors, and officers. Next, summary findings are presented based on the fall 1985 survey, including information on enrollment trends, institution types, tuition, faculty, budget, minority enrollments, student employment, degrees/certificates awarded, general education and occupational/technical degrees awarded, room and board, professional staff, administrators, and program enrollment. Changes in institutions since the 1985 directory are highlighted next, along with definitions of data categories. Next, the following information is presented by institution by state: location; zip code; chief executive officer; type of control; full-, part-time, and total enrollment for October 1984 and October 1985; minority enrollment; employed students; community education enrollments, 1984-85; total degrees awarded; total certificates awarded; full-, part-time, and total faculty; professional staff; administrative staff; and annual tuition and fee charges. The report concludes with lists of two-year college organizations, state directors/administrators of two-year college education; the AACJC constitution; the survey instrument; and an alphabetical listing of administrators and of two-year colleges. (RO)

Published
1986

142. International Trade and Education: Issues and Programs. AACJC Issues Series, No. 2.

Author

American Association of Community and Junior Colleges, Washington, DC., Mahoney, James R., and Sakamoto, Clyde

Abstract

This technical assistance monograph on international trade education was designed to give college officials insights into programs and services offered by a number of postsecondary institutions; to identify problems experienced by program administrators; and to share the perspectives of leaders in international trade education. First, introductory articles by Dale Parnell, and by James R. Mahoney and Clyde Sakamoto underscore the importance of international trade for the nation's economic development. Then, the following brief articles are presented: (1) "Title VI B: Business and International Education Program," by Kenneth D. Whitehead; (2) "The Internationalization of the Business Curriculum," by Lee C. Nehrt; (3) "A National Consortium for International Trade Education," by Virgil H. Blanco; (4) "Small Business Resource Center: Providing the Means to Success," by Evelyn Fine; (5) "Chambers of Commerce and Colleges: Allies in International Trade Development," by Mark Van Fleet; (6) "Content and Focus of Intercultural Training for Doing Business Abroad," by John W. Gould; (7) "Cultural Awareness Training for the International Businessperson," by Sondra Sen; (8) "Foreign Language Needs of the Businessperson," by Edith Margolin; (9) "Identifying Need: Analysis of an International Business Survey," by Ronald W. Reinighaus; (10) "Assessing International Trade and Business Information," by Joseph E. McCann and Luis Gomez-Mejia; (11) "Research Activities Crucial to Successful International Trade Education," by C. P. Rao; (12) "Faculty Upgrading for International Business Teaching," by John A. Dier; (13) "Development, Implementation, and Evaluation of Internship Programs," by C. Parr Rosson III and Patricia W. Wannamaker; (14) "A Comprehensive International Business Education Program," by Santiago Wood; (15) "A Joint Venture of Business and Academe: International Trade Roundtables," by Virgil H. Blanco; (16) "Noncredit Programs in International Trade Education," by Evelyn Fine; and (17) "The AACJC International/Intercultural Consortium." (LAL)

Published
1985

143. Community, Technical, and Junior College Directory, 1985.

Author

American Association of Community and Junior Colleges, Washington, DC. and Mahoney, James R.

Abstract

Based on a 1984 survey of all accredited two-year colleges in the United States and members of the American Association of Community and Junior Colleges (AACJC) in other countries, this directory provides a comprehensive list of the 1,222 community, junior, and technical colleges as well as statistics on enrollment and staffing for each. Following introductory material on the uses of the directory, information is presented on the AACJC; its mission and goals; and its affiliated councils, associates, and board of directors. After explaining how to interpret data, summarizing changes since 1984, and defining key terms, the directory lists each two-year college alphabetically by state or country and provides the following information: location; chief executive officer; telephone number; year college classes began; type of control or affiliation; AACJC membership; state recognition or accrediting agency; type of academic calender; October 1983 and 1984 full- and part-time and total enrollments; community education enrollments in 1983-84; full- and part-time and total faculty, professional staff, and administrators as of October 1984; and tuition and fees required in 1984-85. Next, tables are presented summarizing enrollment and personnel data by state for all institutions, and for public and independent colleges. Lists of community, technical, and junior college organizations and state administrators of two-year college education and an alphabetical listing of colleges conclude the directory. Appendices include the AACJC constitution. (LAL)

Published
1985

144. Fact Booklet on Community, Technical, and Junior Colleges: Access with Excellence.

Author

American Association of Community and Junior Colleges, Washington, DC. and Mahoney, James

Abstract

This compilation of quotations and information about the 1,222 community, technical, and junior colleges in the United States focuses on enrollment, students, finances, and institutional characteristics and contributions. The first sections provide quotations from Ronald Reagan and other political leaders regarding the educational role and impact of the community college. After the essential elements of the community college philosophy are stated, data are provided showing the number of colleges and their enrollment ranges; credit and noncredit headcount; enrollment trends in public and private two-year colleges from 1935-36 to 1985-86; part-time enrollment; noncredit enrollment trends from 1974-75 to 1984-85; and states with the largest two-year college enrollments in fall 1985. The next sections provide information on two-year college students, focusing on the characteristics of transfer, minority, handicapped, part-time, female, employed, and international students. Community college finances are examined next in terms of total operating budget, tuition, student financial aid, state appropriations, and college spending. The final sections consider other characteristics and achievements of the two-year college, focusing on the associate degree, student/faculty ratios, faculty and administrator characteristics, developmental education, cultural resources, flexibility, and contributions to the economy. (EJV)

Published
1986

148. Developing Technicians: Successful International Systems.

Author

American Association of Community Colleges, Washington, DC., Mahoney, James R., Barnett, Lynn, Mahoney, James R., Barnett, Lynn, and American Association of Community Colleges, Washington, DC.

Abstract

This monograph contributes to the problem-solving process involved in educational globalization, presenting snapshots of technician training systems from six developed countries. Components of each system are highlighted, and problems and trends associated with them are discussed. The six essays--featuring technician education and training systems in Denmark, Scotland, Australia, Japan, Israel, and Germany--illustrate essential components of each country's system. Seven visions are common among the authors: (1) clear national standards are necessary to shape learning; (2) standard development requires participation by industry and employee leaders; (3) standards must be reviewed periodically; (4) qualification and assessment measures are vital; (5) funding is primarily the responsibility of the national government, but other contributors are necessary; (6) options must be made available; and (7) learning and training should begin early in the system. (Contains 57 references) (AS)

Published
1998

149. The Inviting School Superintendent.

Author

Mahoney, James A.

Abstract

A practicing school superintendent examines effective leadership and examines ways to be a more inviting school superintendent in a more inviting school setting. A practical look at some of the issues which draw upon the author's and others' experiences. (Author)

Published
1998

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