Moderating Effect of Psychological Hardiness on the Relationship Between Occupational Stress and Self-Efficacy Among Georgia School Psychologists

School psychologists have unique advisory, consultative, interventional, and therapeutic leadership functions within schools. Consequently, they are confronted with increased levels of occupational stress, which test their cognitive appraisal, coping mechanisms, and feelings of self-efficacy. Although studies have included school psychologists, none have examined the moderating effect of psychological hardiness on the relationship between occupational stress and self-efficacy. A cross-sectional, nonexperimental, and quantitative design used convenience, single-stage, and self-administered web-based surveys with 112 Georgia school psychologists. Using a framework structured by the theory of psychological hardiness, self-efficacy theory, and transactional model of stress and coping, sequential multiple linear regression revealed that occupational stress was not related to self-efficacy, psychological hardiness was related to self-efficacy, and psychological hardiness moderated the relationship between occupational stress and self-efficacy. Noting levels of increasing stress for American educators, these findings underscore the importance that school psychologists incorporate self-care techniques into their practice to maintain efficacious service. Future research might investigate other psychological constructs, which affect school psychologists\u27 perceptions of occupational stress, psychological hardiness, and self-efficacy. Given school psychologists\u27 important functions and responsibilities within communities and schools, the study endorsed positive social change with explication of the multidimensional influence of psychological health as a means to ensure the well-being of children, families, and schoolhouse personnel

Results from Assimilating AMSR-E Soil Moisture Estimates into a Land Surface Model Using an Ensemble Kalman Filter in the Land Information System

Improve simulations of soil moisture/temperature, and consequently boundary layer states and processes, by assimilating AMSR-E soil moisture estimates into a coupled land surface-mesoscale model Provide a new land surface model as an option in the Land Information System (LIS

A bio-economic model for cost analysis of alternative management strategies in beef finishing systems.

peer-reviewedGlobal population growth together with rising incomes is increasing the demand for meat-based products. This increases the need to optimize livestock production structures, whilst ensuring viable returns for the farmers. On a global scale, beef producers need tools to assist them to produce more high-quality products whilst maintaining economic efficiency. The Grange Scottish Beef Model (GSBM) was customized to simulate beef finishing enterprises using data from Scottish beef finishing studies, as well as agricultural input and output price datasets. Here we describe the model and its use to determine the cost-effectiveness of alternative current management practices (e.g. forage- and cereal-based finishing) and slaughter ages (i.e. short, medium or long finishing duration). To better understand drivers of profitability in beef finishing systems, several scenarios comparing finishing duration, gender, genetic selection of stock for growth rate or feed efficiency, as well as financial support were tested. There are opportunities for profitable and sustainable beef production in Scotland, for both cereal and forage based systems, particularly when aiming for a younger age profile at slaughtering. By careful choice of finishing systems matched to animal potential, as well as future selection of high performing and feed efficient cattle, beef finishers will be able to enhance performance and increase financial returns

Assimilation of SMOS Retrievals in the Land Information System

The Soil Moisture and Ocean Salinity (SMOS) satellite provides retrievals of soil moisture in the upper 5 cm with a 30-50 km resolution and a mission accuracy requirement of 0.04 cm(sub 3 cm(sub -3). These observations can be used to improve land surface model soil moisture states through data assimilation. In this paper, SMOS soil moisture retrievals are assimilated into the Noah land surface model via an Ensemble Kalman Filter within the NASA Land Information System. Bias correction is implemented using Cumulative Distribution Function (CDF) matching, with points aggregated by either land cover or soil type to reduce sampling error in generating the CDFs. An experiment was run for the warm season of 2011 to test SMOS data assimilation and to compare assimilation methods. Verification of soil moisture analyses in the 0-10 cm upper layer and root zone (0-1 m) was conducted using in situ measurements from several observing networks in the central and southeastern United States. This experiment showed that SMOS data assimilation significantly increased the anomaly correlation of Noah soil moisture with station measurements from 0.45 to 0.57 in the 0-10 cm layer. Time series at specific stations demonstrate the ability of SMOS DA to increase the dynamic range of soil moisture in a manner consistent with station measurements. Among the bias correction methods, the correction based on soil type performed best at bias reduction but also reduced correlations. The vegetation-based correction did not produce any significant differences compared to using a simple uniform correction curve

Beyond summative evaluation: The Instructional Quality Assessment as a professional development tool

In order to improve students' opportunities to learn, educators need tools that can assist them to reflect on and analyze their own and others' teaching practice. Many available observation tools and protocols for studying student work are inadequate because they do not directly engage educators in core issues about rigorous content and pedagogy. In this conceptual paper, we argue that the Instructional Quality Assessment (IQA)--a formal toolkit for rating instructional quality that is based primarily on classroom observations and student assignments--has strong potential to support professional development within schools at multiple levels. We argue that the IQA could be useful to "teachers" for analyzing their own and their colleagues' practice; additionally, the IQA could aid the efforts of "principals" in their work as instructional leaders, identifying effective practitioners to help lead professional development within a school and targeting professional development needs that would require external support. Although the IQA was designed for summative, external evaluation, we argue that the steps taken to improve the reliability of the instrument--particularly the efforts to make the rubric descriptors for gradations of instructional quality as transparent as possible--also serve to make the tool a resource for professional growth among educators. The following are appended: (1) Abridged Version of the Principles of Learning; (2) Relationship between Checklist Ratings and Rubric Scores; and (3) Accountable Talk Function Checklist. (Contains 3 notes, 1 table, and 1 figure.

Using the Instructional Quality Assessment toolkit to investigate the quality of reading comprehension assignments and student work (CSE Report 669)

This study presents preliminary findings from research developing an instructional quality assessment (IQA) toolkit that could be used to monitor the influence of reform initiatives on students' learning environments and to guide professional development efforts within a school or district. This report focuses specifically on the portion of the IQA used to evaluate the quality of teachers' reading comprehension assignments and student work. Results are limited due to a very small sample of participating teachers (N = 13, 52 assignments), and indicate a poor to moderate level of inter-rater agreement and a good degree of consistency for the dimensions measuring academic rigor, but not the clarity of teachers' expectations. The rigor of the assignments collected from teachers also was associated with the rigor of observed instruction. Collecting four assignments (two challenging and two recent) from teachers did not yield a stable estimate of quality. Additional analyses looking separately at the two different assignment types indicate, however, that focusing on one assignment type would yield a stable estimate of quality. This suggests that the way in which assignments are collected from teachers should be revised. Implications for professional development are also discussed. The 2003 Draft Observation and Assignment Rubrics for Reading Comprehension is appended. (Contains 6 tables, 4 figures, and 4 footnotes.

Work-worlds colliding: Self-reflexivity, power and emotion in organizational ethnography

While organizational ethnographers have embraced the concept of self-reflexivity, problems remain. In this article we argue that the prevalent assumption that self-reflexivity is the sole responsibility of the individual researcher limits its scope for understanding organizations. To address this, we propose an innovative method of collective reflection that is inspired by ideas from cultural and feminist anthropology. The value of this method is illustrated through an analysis of two ethnographic case studies, involving a ‘pair interview’ method. This collective approach surfaced self-reflexive accounts, in which aspects of the research encounter that still tend to be downplayed within organizational ethnographies, including emotion, intersubjectivity and the operation of power dynamics, were allowed to emerge. The approach also facilitated a second contribution through the conceptualization of organizational ethnography as a unique endeavour that represents a collision between one ‘world of work’: the university, with a second: the researched organization. We find that this ‘collision’ exacerbates the emotionality of ethnographic research, highlighting the refusal of ‘researched’ organizations to be domesticated by the specific norms of academia. Our article concludes by drawing out implications for the practice of self-reflexivity within organizational ethnography

Beef production from feedstuffs conserved using new technologies to reduce negative environmental impacts

End of project reportMost (ca. 86%) Irish farms make some silage. Besides directly providing feed for livestock, the provision of grass silage within integrated grassland systems makes an important positive contribution to effective grazing management and improved forage utilisation by grazing animals, and to effective feed budgeting by farmers. It can also contribute to maintaining the content of desirable species in pastures, and to livestock not succumbing to parasites at sensitive times of the year. Furthermore, the optimal recycling of nutrients collected from housed livestock can often be best achieved by spreading the manures on the land used for producing the conserved feed. On most Irish farms, grass silage will remain the main conserved forage for feeding to livestock during winter for the foreseeable future. However, on some farms high yields of whole-crop (i.e. grain + straw) cereals such as wheat, barley and triticale, and of forage maize, will be an alternative option provided that losses during harvesting, storage and feedout are minimised and that input costs are restrained. These alternative forages have the potential to reliably support high levels of animal performance while avoiding the production of effluent. Their production and use however will need to advantageously integrate into ruminant production systems. A range of technologies can be employed for crop production and conservation, and for beef production, and the optimal options need to be identified. Beef cattle being finished indoors are offered concentrate feedstuffs at rates that range from modest inputs through to ad libitum access. Such concentrates frequently contain high levels of cereals such as barley or wheat. These cereals are generally between 14% to 18% moisture content and tend to be rolled shortly before being included in coarse rations or are more finely processed prior to pelleting. Farmers thinking of using ‘high-moisture grain’ techniques for preserving and processing cereal grains destined for feeding to beef cattle need to know how the yield, conservation efficiency and feeding value of such grains compares with grains conserved using more conventional techniques. European Union policy strongly encourages a sustainable and multifunctional agriculture. Therefore, in addition to providing European consumers with quality food produced within approved systems, agriculture must also contribute positively to the conservation of natural resources and the upkeep of the rural landscape. Plastics are widely used in agriculture and their post-use fate on farms must not harm the environment - they must be managed to support the enduring sustainability of farming systems. There is an absence of information on the efficacy of some new options for covering and sealing silage with plastic sheeting and tyres, and an absence of an inventory of the use, re-use and post-use fate of plastic film on farms. Irish cattle farmers operate a large number of beef production systems, half of which use dairy bred calves. In the current, continuously changing production and market conditions, new beef systems must be considered. A computer package is required that will allow the rapid, repeatable simulation and assessment of alternate beef production systems using appropriate, standardised procedures. There is thus a need to construct, evaluate and utilise computer models of components of beef production systems and to develop mathematical relationships to link system components into a network that would support their integration into an optimal system model. This will provide a framework to integrate physical and financial on-farm conditions with models for estimating feed supply and animal growth patterns. Cash flow and profit/loss results will be developed. This will help identify optimal systems, indicate the cause of failure of imperfect systems and identify areas where applied research data are currently lacking, or more basic research is required

Antimicrobial drug usage from birth to 180 days of age in Irish dairy calves and in suckler beef calves

peer-reviewedConcern about the use of antimicrobials in food producing animals is increasing. The study objective was to quantify antimicrobial drug usage in calves using antimicrobial treatment records from Irish suckler beef and dairy farms. Antimicrobial treatment records for calves born between 1 July 2014 and 30 June 2015 on 79 suckler beef and 44 dairy farms were analyzed. Calves were followed from birth (day 0) until 6 months of age. According to standard farm protocol, calves exhibiting clinical signs of any disease were identified and antimicrobial treatment was administered. Farmers recorded the following information for each treatment administered: calf identification, age at treatment, disease event, drug name, number of treatment days, and amount of drug administered. In total, 3,204 suckler beef calves and 5,358 dairy calves, representing 540,953 and 579,997 calf-days at risk, respectively, were included in the study. A total of 1,770 antimicrobial treatments were administered to suckler beef (n = 841) and dairy calves (n = 929) between birth and 6 months of age. There was large variation in TIDDDvet and TIDCDvet by farm. This study provides new insights into the time periods and indications for which specific antimicrobial substances are used in Irish dairy and beef suckler calves

Diversity among Equals: Educational Opportunity and the State of Affirmative Admissions in New England

This report reviews the practice of Affirmative Admissions as a strategy for achieving diversity within New England colleges and universities. It shows how educational leaders perceive Affirmative Admissions, the nature of regional Affirmative Admissions policies, and the numbers of student affected by current enrollment strategies. This report is part of a larger series on educational access and opportunity in New England. Research was organized into five components: (1) analysis of pertinent legal issues related to postsecondary access and equity; (2) interviews with postsecondary campus and state leaders (n=104); (3) interviews with K-12 leaders and educators at state, district, and school levels (n=45); (4) a survey of 221 postsecondary education institutions in New England; and (5) econometric analyses of student data. The focus was on groups of institutions, 18 groups clustered by admissions policies and restrictions. The most compelling conclusion is that there is no significant evidence that colleges have reduced standards to admit greater numbers of minority students. By increasing educational access to a broader segment of the population, the regions higher education institutions have taken crucial steps toward assuring the vitality and vibrancy of New Englands future economy and civic life. The study also indicates that the pool of qualified minority students is much too small, highlighting the need to improve the preparation of minority students. Three appendixes contain details about survey methodology, participating institutions, and regression coefficients. Prepared by the Center for Education Policy (CEP) and Massachusetts Institute for Social and Economic Research (MISER), University of Massachusetts at Amherst. Sponsored by the Nellie Mae Education Foundation