Partnering with Districts in Principal Preparation: Key Program Features in Strengthening Aspiring Principals’ Understanding of Issues of Equity and Excellence

The need for increased numbers of students of all ethnic groups to access and succeed in postsecondary education is a 21st century reality (Swail, Cabrera, & Lee, 2004). As Swail, Cabreraet al. (2004) reported, The act of going to college and earning a degree is more important than ever to today’s youth and our society. . . . Unfortunately, access to a postsecondary education is not equal in America. Students historically underrepresented at the postsecondary level – students of color, those from low-income backgrounds, and first-generation students- are still less likely to prepare for, apply for, enroll in, and persist through postsecondary education. (p. iv) For example, Latinos are one of the fastest growing ethnic groups, but only 19% of Latinos have completed an associate’s or higher degree (Excelencia in Education, 2010). While the number of Latinos accessing college is growing, a disparity still exists between minority group enrollment in college and white student enrollment (Swail et al., 2004). The principal has a key role in schools of creating the conditions wherein all students can be successful and access the next step of postsecondary education whether through a community college, a technical program, the military, or a university (Kaser & Halbert, 2009). As Kaser and Halbert (2009) stated, “Leadership creates the conditions in schools where all learners grow, progress, graduate, go on to some form of postsecondary learning and lead productive lives” (p. 20). Educational leaders can play key roles in advocacy for student success, recognizing inequities where they exist and working to overcome the inequities (Anderson, 2009; Papa & English, 2011)

Preparing Aspiring Superintendents to Lead School Improvement: Perceptions of Graduates for Program Development

Changes in the design and delivery of educational leadership preparation programs are advocated in order to meet the needs of leadership for 21st century schools (Byrd, 2001; Cox, 2002; McKerrow, 1998; Smylie & Bennett, 2005). The changing needs of the 21st century, coupled with accountability standards and more diverse populations of students within school districts, create challenges for leaders who are attempting to increase student achievement (Firestone & Shipps, 2005; Schlechty, 2008). Further, student performance demands have increased at the state and national level because of the No Child Left Behind Act (Wong & Nicotera, 2007). These standards have thus increased the emphasis of the administrator\u27s responsibility to positively impact student achievement (Taylor, 2001). With the graying of the profession and the need for exemplary school superintendents, the preparation of school superintendents who can successfully lead school improvement is vitally important (Lashway, 2006). According to the National Council for the Accreditation of Teacher Education (NCATE, 2002), university preparation programs should seek current leaders\u27 perspectives of critical content components and the processes to be used in the preparation of educational leaders who can lead school improvement practices and processes

Building Capacity for Quality Leadership with English Language Learners

Waxman, Téllez, and Walberg (2004) advocated that school leaders must assist staff developers in providing English language learner (ELLs)-related professional development that includes “demonstration of theories of language, sustained coaching, and evaluation programs measuring teacher implementation and impact” (p 2-3). These professional development goals are central to the leader’s purposeful expansion of teachers’ knowledge, skills, and dispositions concerning the unique needs of ELLs and communicating the importance of the effective curricular integration of well-planned and embedded strategies designed to meet the needs of the often marginalized ELL population. School leaders must be willing to provide a systematic program of professional development that concentrates on teachers’ attitudes toward change; an understanding of the campus’s vision for the success of all students and its focus on student learning; the nurturing of an environment of trust, collaboration, and the critical importance of the campus as a learning as a professional community

Conjugated Linoleic Acid Supplementation Does Not Reduce Visceral Adipose Tissue in Middle-Aged Men Engaged in a Resistance-Training Program

Conjugated linoleic acid (CLA) supplementation has shown convincing effects at reducing body fat in animals; yet human study results have been somewhat inconclusive. The purpose of this study is to determine whether four weeks of CLA supplementation, the approximate length of a commercial package, can result in a positive change in visceral adipose tissue in resistance-trained middle-aged men. Thirty overweight and moderately obese, but otherwise healthy male subjects (aged 35 to 55 years) currently involved in resistance training, were randomly assigned into CLA and placebo groups in a double-blind, placebo controlled approach. The study lasted for 12 weeks and consisted of three four-week periods. During the first four weeks (run-in period) each subject received placebo (4 g safflower oil). Throughout the next four weeks (supplementation period), the placebo group continued receiving placebo, while the CLA group received 3.2 g/d of CLA. During the final four weeks (run-out period) all subjects received the placebo. Computed tomography (CT) scans were used to measure visceral adipose tissue (VAT) at weeks 4, 8 and 12. No significant reduction in VAT cross-sectional area was determined in the CLA group during the study. On the contrary, a significant reduction in cross-sectional area of VAT of 23.12 cm2 during the supplementation period was measured in the placebo group, which was abated during the run-out period. Our results suggest that CLA supplementation of 3.2 g/d for four weeks does not promote decreases in VAT in middle-aged men currently participating in a resistance-training program

Campus Vol I N 1

Saveson, John. Seguille . Prose. 2. Bammann, Glenn. Behind The Scenes . Prose. 3. Thompson, Rolan. Autumn Nocturne . Picture. 4. Little, Marjorie. Three Quatrains . Poem. 6. Little, Marjorie. Inland Spring . Poem. 6. Little, Marjorie. Triolet . Poem. 6. Little, Marjorie. Magic . Poem. 6. Little, Marjorie. Invitation . Poem. 6. Dancy, Betty Jane. Dad\u27s Home . Poem. 6. Dancy, Betty Jane. Untitled. Poem. 6. Brokaw, Jean. The Responsibility is Mine . Prose. 7. Loranger, Willy. Dig and Drive . Prose. 8. Jain, Bob. The Bargain . Prose. 10. Youngblood, Charles. Have You Read... Prose. 11. Alford, Jo et al. Happy Days Are Here Again! . Prose. 12. Denison News Bureau. Untitled. Picture. 13. Indianapolis Engraving Co. Cover. Picture. 0

The genetic architecture of the human cerebral cortex

The cerebral cortex underlies our complex cognitive capabilities, yet little is known about the specific genetic loci that influence human cortical structure. To identify genetic variants that affect cortical structure, we conducted a genome-wide association meta-analysis of brain magnetic resonance imaging data from 51,665 individuals. We analyzed the surface area and average thickness of the whole cortex and 34 regions with known functional specializations. We identified 199 significant loci and found significant enrichment for loci influencing total surface area within regulatory elements that are active during prenatal cortical development, supporting the radial unit hypothesis. Loci that affect regional surface area cluster near genes in Wnt signaling pathways, which influence progenitor expansion and areal identity. Variation in cortical structure is genetically correlated with cognitive function, Parkinson's disease, insomnia, depression, neuroticism, and attention deficit hyperactivity disorder

Leading academic achievement for english language learners : a guide for principals

xiv, 148 hlm.: 24 c

CD-ROM Nutrient Analysis Database Assists Self-Monitering Behavior of Active Duty Air Force Personnel Receiving Nutrient Counseling for Weight Loss

This study observed the effect of using a computerized vs. a manual method of self-monitoring among Air Force personnel receiving nutrition counseling for weight loss

Developments in Pursuit of a Micro-Optic Gyroscope

Rotation sensors (gyros) and accelerometers are essential components for all precision-guided weapons and autonomous mobile surveillance platforms. MEMS gyro development has been based primarily on the properties of moving mass to sense rotation and has failed to keep pace with the concurrent development of MEMS accelerometers because the reduction of size and therefore mass is substantially more detrimental to the performance of gyros than to accelerometers. A small ({approx}0.2 cu in), robust ({approx}20,000g), inexpensive ({approx}$500), tactical grade performance ({approx}10-20 deg/hr.) gyro is vital for the successful implementation of the next generation of ''smart'' weapons and surveillance apparatus. The range of applications (relevant to Sandia's mission) that are substantially enhanced in capability or enabled by the availability of a gyro possessing the above attributes includes nuclear weapon guidance, fuzing, and safing; synthetic aperture radar (SAR) motion compensation; autonomous air and ground vehicles; gun-launched munitions; satellite control; and personnel tracking. For example, a gyro of this capability would open for consideration more fuzing options for earth-penetration weapons. The MEMS gyros currently available are lacking in one or more of the aforementioned attributes. An integrated optical gyro, however, possesses the potential of achieving all desired attributes. Optical gyros use the properties of light to sense rotation and require no moving mass. Only the individual optical elements required for the generation, detection, and control of light are susceptible to shock. Integrating these elements immensely enhances the gyro's robustness while achieving size and cost reduction. This project's goal, a joint effort between organizations 2300 and 1700, was to demonstrate an RMOG produced from a monolithic photonic integrated circuit coupled with a SiON waveguide resonator. During this LDRD program, we have developed the photonic elements necessary for a resonant micro-optical gyro. We individually designed an AlGaAs distributed Bragg reflector laser; GaAs phase modulator and GaAs photodiode detector. Furthermore, we have fabricated a breadboard gyroscope, which was used to confirm modeling and evaluate signal processing and control circuits