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Journal of Family & Consumer Sciences PDU Questions for Scholarship Section – Volume 103, No. 1 Asha Hegde, Caroline Hill Graduate Education in Interior Design: Opinions and Perceptions of Professional Leaders 1. The study sought the perspectives about graduate interior design education from a. Entry level practitioners b. Graduate students c. Interior Design Educator’s Council d. Faculty members e. Interior design firm executives 2. The proposed terminal degrees identified by IDEC is a. Masters of Arts (MA) b. Masters of Interior Design (MID) c. Masters of Design Practice (MDP) d. Masters of Design Education (MDE) e. Masters of Science (MS) 3. The two areas of specialization indicated of most value by respondents were a. Design education and theory b. Color science and light and color c. Sustainable design and lighting design d. Lighting design and programming e. Ergonomics and adaptive needs 4. The areas of specialization for response by those surveyed were identified by the researchers from a. position announcements b. graduate ID job descriptions c. theses and dissertation titles d. bachelor degree curricula e. current graduate program offerings 5. The researchers identified three content areas that are common to ID and fashion, textiles, and apparel. These are a. Sustainability, human factors, color science b. Light and color, marketing, design education c. Sustainability, light and color, color science d. Human factors, adaptive reuse, light and color e. Sustainability, marketing, programming Juan A. Jurado Group Projects in Interior Design Studio Classes; Peer Feedback Benefits 1. (True/False) Group projects were explored in two different formats for benefits of peer feedback. 2. (True/False) The two formats for team interaction were virtual teams and joint class meetings. 3. (True/False) The interior design projects had five phases: research, concept development, project design, presentation, and evaluation. 4. (True/False) The general pattern of students’ responses was an increase in engagement as the project progressed. 5. (True/False) Group work alleviated perception of workload and provided pressure to work at a pace consistent with other students. Asha Hegde, Mira Ahn Lighting in Independent Living Facilities and How Designers Can Help Improve It 1. Lighting standards in assisted living facilities were explored for a. Cost and aesthetics b. Cost and safety c. Safety and accessibility d. Accessibility and adaptation e. Adaptation and aesthetics 2. Levels of light needed by the aging eye are a. About six times less than earlier in life b. About the same as earlier in life c. About the same as earlier in life if corrective lenses are used d. About six times more than earlier in life e. About ten times more than earlier in life 3. Lighting standards for the aging eye and therefore in living spaces were updated in a. 1987 b. 1996 c. 2003 d. 2005 e. 2007 4. Residents of the facilities rated safety highest in the a. Dining room and living room b. Bathroom and bedroom c. Hallways and game room d. Game room and bedroom e. Bathroom and game room 5. (True/False) Both assisted living facilities lacked sufficient levels of light in public areas. Jodi Dworkin, Chris Gonzalez, Colleen Gengler, Kathleen Olson Using Newsletters to Improve Parents’ communication with Their Early Adolescents\ 1. The newsletters were intended to address a. School problems b. Career opportunities c. Parental fears d. Risky behaviors e. Sibling interaction 2. The newsletters were distributed via a. Schools b. Boys’ and girls’ clubs c. PTAs/PTOs d. In‐service teachers’ workshops e. Community centers 3. The newsletters were targeted to parents of a. 7‐8 year olds b. 9th ‐10th graders c. 9‐10 year olds d. 5th‐6th graders e. 7th‐8th graders 4. Parents most frequent source of parenting information in the six months prior was a. Family/friends b. Counselors/therapists c. Electronic media d. Parenting classes e. Lectures/seminars 5. Findings indicated that after reading the newsletters parents a. Became more worried about parenting their boys b. Became less worried about parenting their girls c. Were equally worried about parenting boys and girls d. Became less worried about parenting their boys e. Became more worried about parenting their girls Schweta Linga Reddy, Leslie Davis Burns Preventing Body Dissatisfaction among Young Women 1. The three influences on body image dissatisfaction include a. siblings, physicians, media b. physicians, media, parents c. siblings, parents, peers d. peers, heroes, media e. peers, parents, media 2. In countering negative body image, social support has been identified as a. responsive b. protective c. emotional d. strategic e. threatening 3. College women’s responses indicated that their current college environment was a. more stressful than the previous educational setting b. more welcoming than the previous educational setting c. less stressful than the previous educational setting d. less welcoming than the previous education setting e. more demanding for appropriate dress 4. The women interviewed identified social support from a. mentors, classmates, and roommates b. roommates, fathers, and sisters c. sisters, girlfriends, and significant others d. mothers, sisters, and fathers e. significant others, mentors, and classmates 5. Which of the following was not identified by the women as a practice a. clothes shopping b. unhealthy eating c. physical exercise d. losing weight e. assessing media images PDU approvals for Journal questions will come in the form of an email. Some email programs have a built-in
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