Stephen P. Petzinger, George Mason University
Full paper: www.kon.org/urc/v13/petzinger.html
Abstract As the United States embarks on massive health care reform through the continued implementation of the Patient Protection and Affordable Care Act of 2010 (ACA), policy makers must look to the future with unrelenting support for greater access to care. Albert Einstein (1946), one of the greatest intellectuals of all time, once said, ” . . . a new type of thinking is essential if mankind is to survive and move toward higher levels.” How does a health care system, with such deep-rooted principles of profit making and inefficiency, accomplish such lofty aspirations? Balabanova et al. (2013) argued, policy makers need to realize the complexity of the US health care system and that no simple recipe exists for success. No one can accurately predict the state of our health care system 17 years from now or what role the safety-net system will play to increase access to care. However, this author does know that if we ignore or sublimate such important questions, we will be much worse off than we are today.
Carly Maloney, Idaho State University
Full manuscript: www.kon.org/urc/v13/maloney.html
Abstract: Whenever a reform takes place in the field of education, questions arise concerning implementation of the change in classrooms. The current educational shift to the Common Core State Standards (CCSS) Initiative, proposed and adopted in 45 states is no different. The CCSS were created to prepare students to become more college and career-ready in both English Language Arts and Mathematics. In preparation for teaching the CCSS, educators from districts across Idaho are and will continue to participate in professional development training, developing an understanding of what has been deemed the ICS (Idaho Core Standards)–including becoming familiar with the architecture and then creating various unit plans for implementation. The purpose of this study was to measure one part of teachers’ personal agency beliefs–the context (environmental) beliefs–that might support teachers’ implementation of the ICS. It was concluded that, on average, participants had high context belief scores, indicating that they believed their environments were supportive of and responsive to ICS implementation.
Justine A. Von Arb, Olivet Nazarene University
Full manuscript: www.kon.org/urc/v13/von-arb.html
Abstract: This paper considers the catastrophic occurrence of Hurricane Katrina and investigates the social changes that resulted. The criteria for catastrophe are presented, including the disruption of normal life. The possibility that better preventative measures could have been instituted is explored, primarily with regard to governmental measures that failed due to a lack of an accurate perception of both the threat and the efficacy of the proposed solutions, and the immediate responses of the victims are noted. Although devastation ravaged the cities and the lives of those impacted by Hurricane Katrina, each day is an opportunity for the victims to adapt to the changes that were forced upon them.