Preparing Teachers for Rural Appointments

Rural schools face difficulties recruiting or retaining qualified teachers. Prospective teachers need help better understanding the nature of rural teaching. Despite many pluses, collegial isolation, low salaries, multiple grade or subject teaching assignments, and lack of familiarity with rural schools and communities are challenges to new teachers in rural schools. This study examined nine mid-continent institutions for five components identified as preparing and retaining teachers to teach in rural schools. From the 120 teacher preparation institutions in the mid-continent, 17 confirmed the existence of a rural program emphasis. Nine of the 17 had three or more rural programs. Three of the nine programs offered options for teachers to receive multiple certifications. As to access, seven of the nine programs offered online courses and four offered courses at more accessible community college campuses. Four of the nine recruited students from rural communities and two programs actively sought student teaching placements in rural schools

Alexithymia and impulsivity in combat sports – A tale of three measures

The purpose of this study was to compare the psychometric properties of two measures of alexithymia – the Toronto Alexithymia Scale (TAS-20) and the Perth Alexithymia Questionnaire (PAQ) – as well as the Barratt Impulsiveness Scale 11 measure of behavioural impulsivity because the psychometric properties of these scales have not been established in athletes. As part of a larger study, 298 participants completed an online survey that included the TAS-20, PAQ, and BIS 11, as well personal- (age and gender) and sport-specific (primary combat sport and level of competition) demographic measures. A unidimensional model was retained for the TAS-20. A unidimensional model with the possibility of multidimensional measure was retained for the PAQ, with the viability of a subscale for Generalised Externally Orientated Thinking supported. The only versions of the BIS that were retainable were unidimensional models for the BIS-15 (a 15-item version of the BIS 11) and the BIS-Brief (an 8-item version of the BIS 11). As expected, the measures of alexithymia were highly correlated. The associations between impulsivity and alexithymia as well as age and alexithymia were small in nature, with none these associations moderated by level of gender, level of competition, or primary sport for the participants. No differences in alexithymia or impulsivity according to gender, level of competition, or primary sport were noted for the participants. Implications of these findings for the measures of alexithymia – the TAS-20 and PAQ – and impulsivity – the BIS-15 and BIS-Brief – examined in the present study with athletes (as well as with other populations) are discussed

Strategies for Recruitment and Retention of Secondary Teachers in Central U.S. Rural Schools

This study sought to identify differences in strategies used for teacher recruitment and retention by successful and non-successful rural high schools. According to data from the 2003-2004 Schools and Staffing Survey (SASS), small towns and rural areas in the central U.S. states did have relatively more difficuly in recruiting teachers than did larger communities. However, when the successful and unsuccessful school districts were compared on the strategies and benefits included in the SASS, the only difference was with signing bonuses, which were offered significantly more often in the unsuccessful group than the successful group. The researchers also interviewed seven principals identified as successful by their state agencies. Their responses revealed minimal reliance on the strategies addressed in the SASS. however, there was some alignment between many of the strategies they did use and the three approaches investigated in previous research: grow-your-own, using federal funding opportunities, and using targeted incentives

Accelerator Design for the CHESS-U Upgrade

During the summer and fall of 2018 the Cornell High Energy Synchrotron Source (CHESS) is undergoing an upgrade to increase high-energy flux for x-ray users. The upgrade requires replacing one-sixth of the Cornell Electron Storage Ring (CESR), inverting the polarity of half of the CHESS beam lines, and switching to single-beam on-axis operation. The new sextant is comprised of six double-bend achromats (DBAs) with combined-function dipole-quadrupoles. Although the DBA design is widely utilized and well understood, the constraints for the CESR modifications make the CHESS-U lattice unique. This paper describes the design objectives, constraints, and implementation for the CESR accelerator upgrade for CHESS-U

The use of positive behaviour support plans in mental health inpatient care: a mixed methods study

An international drive is to minimise restrictive practices in mental healthcare. Positive behaviour support Plans (PBSPs) help staff prevent behaviour which would require restrictive intervention. Originating in learning disability services, data within mental healthcare are limited. To evaluate PBSPs within a mental health‐inpatient service; understand mental health nurses’ and relatives’ attitudes to them and understand the barriers and facilitators for their use in routine mental healthcare. Mixed methods ‐ quality‐ratings and interviews with relatives and nurses. PBSPs were poorly implemented. Relatives and nurses valued the potential of PBSPs to facilitate holistic care, though no relative had contributed to one and not every eligible patient had one. Barriers to their use included confusion around positive behaviour support, including how, when and for whom PBSPs should be used, and difficulties describing the function of a behaviour. The potential of PBSPs to improve mental healthcare is recognised. However, there are barriers to their use which should be addressed to ensure that PBSPs have been properly implemented before their impact on patient care can be assessed. Mental health professionals implementing PBSPs should engage with relatives and patients, gain organizational commitment and ensure that those involved understand fully the positive behaviour support approach

Online intervention, ‘MePlusMe’, supporting mood, wellbeing, study skills, and everyday functioning in students in higher education: a protocol for a feasibility study

Background: Psychological and study skill difficulties faced by students in higher education can lead to poor academic performance, sub-optimal mental health, reduced study satisfaction, and drop out from study. At the same time, higher education institutions’ support services are costly, oversubscribed, and struggle to meet demand whilst facing budget reductions. The purpose of the proposed study is to evaluate the acceptability of a new online intervention, MePlusMe, aimed at students in higher education facing mild to moderate psychological and/or study skill difficulties. The study will also assess the feasibility of proposed recruitment and outcome assessment protocols for a future trial of effectiveness. The system supports self-management strategies alongside ongoing monitoring facilitated by a messaging service, as well as featuring a built-in community of student users. It is based on current clinical guidelines for the management of common mental health problems, together with best practice from the educational field. Methods/design: Two hundred and forty two students will be recruited to a within-subjects, repeated measures study conducted over 8 weeks. Self-report measures of depression and anxiety symptoms, mental wellbeing, academic self-efficacy, and everyday functioning will be collected at baseline, and then at 2, 4, and 8 weeks. During this period, students will have access to the intervention system. UK higher education institutions Bournemouth University and University of Warwick will participate in the study. Data on student satisfaction and engagement will also be collected. Study findings will help to determine the most appropriate primary outcome and the required sample size for a future trial. Discussion: This study will evaluate the acceptability of an online intervention system for students facing psychological and/or study skill difficulties and will test recruitment procedures and outcome measures for a future trial of effectiveness. The system is designed to be implemented as a stand-alone service or a service complementary to student support services, which is accessible to the majority of students and effective in improving student experience at higher education institutions

A Reappraisal of the U.S. Clinical Trials of Post-Treatment Lyme Disease Syndrome

Four federally funded randomized placebo-controlled treatment trials of post-treatment Lyme syndrome in the United States have been conducted. Most international treatment guidelines summarize these trials as having shown no acute or sustained benefit to repeated antibiotic therapy. The goal of this paper is to determine whether this summary conclusion is supported by the evidence. Methods: The methods and results of the 4 U.S. treatment trials are described and their critiques evaluated. Results: 2 of the 4 U.S. treatment trials demonstrated efficacy of IV ceftriaxone on primary and/or secondary outcome measures. Conclusions: Future treatment guidelines should clarify that efficacy of IV ceftriaxone for post-treatment Lyme fatigue was demonstrated in one RCT and supported by a second RCT, but that its use was not recommended primarily due to adverse events stemming from the IV route of treatment. While repeated IV antibiotic therapy can be effective, safer modes of delivery are needed

Popular critiques of consultancy and a politics of management learning?

In this short article, I argue that popular business discourse on the role of management consultancy in the promotion and translation of management ideas is often critical, informed by more or less implicit ethical and political concerns with employee security, equity, openness and the transparency and legitimacy of responsibility. These concerns are, in part, ‘sayable’ because their object is seen as a scapegoat for management. Nevertheless, combined with the popular form of their expression, they can support and legitimize critical studies of management learning, a discipline which otherwise has become overly concerned with processual and situational phenomena at the expense of broader political dynamics and of the content and consequences of management and management knowledg