Implementing Universal Social And Emotional Learning Programs: The Development, Validation, And Inferential Findings From The Schoolwide SEL Capacity Assessment

In order to effectively transport universal social and emotional learning (SEL) programs into natural settings, it is important to understand implementation barriers that may hinder the likelihood of successful outcomes (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). The current study is primarily based on the notion that within the planning phase of implementation, few technically adequate assessment measures targeting both organizational capacity (OC) and provider characteristics (PC) for SEL programming actually exist. The purpose is to extend the SEL implementation assessment literature by developing a new rating scale designed to measure SEL implementation barriers (School SEL Capacity Assessment [SSCA]) and make preliminary inferences regarding the current state of SEL implementation. In order to satisfy our objectives, we evaluated the psychometric quality of the SSCA using the Rasch Rating Scale model. In all, the data are encouraging and provide promising validity evidence of internal structure for the OC and PC scales within the SSCA. Within reason, the SSCA met the qualifications for accurate measurement. Findings from the Rasch analysis helped us analyze survey response differences among subgroups, which included participants’ stage-of-implementation, years of professional experience, grade level, and social economic status. Generally speaking, teachers who are maintaining an SEL program found it easier to endorse items on the SSCA, suggesting that they have more OC and PC attributes. Contrary to what we would expect, years of professional experience is not related to teachers’ level of OC and PC attributes. Because they’re so few teachers in several of the grade levels, any comparison would be tenuous and we have opted to not to include the analysis in our results. As anticipated however, the results show that teachers in high SES schools have significantly more OC attributes, but their level of PC attributes are not affected by their schools SES. Limitations of this study as well as directions for future research are discussed

Educators’ Preferences for Professional Learning Formats by Learning Objective

Innovations in information technology have generated an array of options for the professional learning for educators. Face-to-face, remote, and hybrid formats for professional learning each have their advantages and disadvantages for advancing educators’ knowledge and skills in evidence-based practices to promote student achievement. The purpose of this study was to better understand teacher and educational leaders’ preferences for professional learning formats in relation to the intended learning objective. The results indicate that educators preferences for professional learning format varied by the intended learning objective of the session. Remote professional learning was preferred relative to face-to-face and hybrid formats for a session in which the primary objective was to share information uni-directionally from the presenter to the audience (53% versus 25% and 22% preferred hybrid). The respondents were equally split in their preference for either a face-to-face or remote format when the learning objective was to understand new concepts and learn how to apply the concepts to their setting. The results have important implications for designing professional learning

Tool for measuring self-preserved "pressure" in athletes

The purpose of this study was to develop a practical assessment tool for measuring self-perceived "pressure", a situational variant in athletes. A checklist was developed and in its final form contained 16 items. The checklist was shown to be a valid, reliable, readable, and standardized assessment tool. Responses to the scale used in the checklist were weighted to reflect the levels of both positive (facilitatory) or negative (inhibitory) effects of internal and external sources of pressure. The developed checklist was administered to four Olympic athletes during competitions and provoked honest, accurate responding while demonstrating the sensitivity to "pressure". The checklist was shown to be capable of providing immediate feedback to coaches concerning athletes' perceptions of pressure prior to performance. The checklist provides scores which can be quickly interpreted by the coach as a measure of the levels and sources of pressure perceived by athletes

Ideal golf swing : an evaluation of its characteristics and the assumptions underlying its acquisition during coaching

The game of golf requires hitting a ball from a range of lies over a range of distances in environments that include many obstacles to be avoided. Each of these different golf shots arc designed to move the ball from the tee to the hole in the least number of strokes. However, the fundamental assumption that seems to underlie the coaching of golf, particularly to novice players, is that acquisition of an ideal basic golf swing is the most important outcome of coaching. Implicit in this view are three further assumptions. The first is that once this ideal basic golf swing is acquired by players, they are able to complete a game of golf in a competent manner even though this requires a range of different shots. The second is that there is a close correspondence between the quality of execution of any golf swing as judged in terms of this ideal swing, and the quality of outcome of the golf shot of which the swing is a part, as judged by where the ball comes to rest. The third assumption is that visual inspection of the golf swing by a coach can reveal inadequacies which can be remedied leading lo improved performance in the game of golf. The research reported in this thesis is an investigation of these assumptions. The rationale underlying coaching of golf was examined by reviewing the golf coaching literature (Chapter 1) and conducting a survey of professional golf coaches (Chapter 2). Results of the literature review and the survey indicated that the major emphasis of golf coaching of novices was on their acquiring what might be described as an ideal basic golf swing. This typically involved identifying components in sequence. Little emphasis was placed during this stage of coaching on what might be described as the complete action of a golf shot which involves hitting a ball to some target location. To examine the assumption that there was a close correspondence between the quality of execution of the golf swing and the quality of the outcome of a golf shot, two studies were conducted. In Chapter 3 the development of a 70-item checklist to be used to evaluate the quality of execution of a golf swing is reported. This checklist was based on a detailed behavioural analysis of the golf swing involving collaboration with relevant experts (i.e., golf coaches, biomechanist, kinesiologist), and information derived from a review of golf coaching materials. Development of the checklist was an iterative process in which earlier versions were used to evaluate sample golf swings, and problems identified during this lest process were used to improve the checklist. The final 70-item checklist comprised of a static component with three parts (left-hand grip; right-hand grip; stance) and a dynamic component with six parts (half backswing; full backswing; half downswing; ball contact; half followthrough; finish position). This version of the checklist was used in a study (reported in Chapter 4) of the relationship between the judged quality of execution of a golf swing and the outcome accuracy of a golf shot. Three groups of golfers with varying ability and experience were required to hit 50 balls with a 9-iron club to a target. Outcome accuracy for each shot was assessed in terms of the distance between the target and the resting location of the ball. Edited videotapes (showing only execution of the golf swing) of the five most, and five least accurate shots produced a sub-sample of these golfers (four professional players; four novice players) were subsequently viewed by three expert coaches. They independently rated using the checklist, the quality of execution of the 80 golf swings in random order without having information about the accuracy of any shot. As expected, the professional golfers completed more accurate golf shots than did the novices, and the golf swings completed by the professionals were rated more highly than those completed by the novices. However, for both groups of golfers the results indicated that there was no clear relationship between the rated quality of execution of golf swings and the outcome accuracy of the shots of which the swing were the initial part. Chapter 5 provides a summary and overview of the research reported in Chapter 1 to 4. It is argued that this research suggests a need for a change of emphasis in golf coaching away from consideration of the golf swing in isolation to consideration of the golf swing as part of a complete action. That is, the quality of execution of a golf swing should not be judged simply in relation to some ideal set of golf-swing components, but rather in relation to how well the completed swing (i.e., the golf shot) achieves the desired aim of propelling the ball from its present location to the target location

Single color and single flavor color superconductivity

We survey the non-locked color-flavor-spin channels for quark-quark (color superconducting) condensates in QCD, using an NJL model. We also study isotropic quark-antiquark (mesonic) condensates. We make mean-field estimates of the strength and sign of the self-interaction of each condensate, using four-fermion interaction vertices based on known QCD interactions. For the attractive quark pairing channels, we solve the mean-field gap equations to obtain the size of the gap as a function of quark density. We also calculate the dispersion relations for the quasiquarks, in order to see how fully gapped the spectrum of fermionic excitations will be. We use our results to specify the likely pairing patterns in neutral quark matter, and comment on possible phenomenological consequences

Belief bias during reasoning among religious believers and skeptics

We provide evidence that religious skeptics, as compared to believers, are both more reflective and effective in logical reasoning tasks. While recent studies have reported a negative association between an analytic cognitive style and religiosity, they focused exclusively on accuracy, making it difficult to specify potential underlying cognitive mechanisms. The present study extends the previous research by assessing both performance and response times on quintessential logical reasoning problems (syllogisms). Those reporting more religious skepticism made fewer reasoning errors than did believers. This finding remained significant after controlling for general cognitive ability, time spent on the problems, and various demographic variables. Crucial for the purpose of exploring underlying mechanisms, response times indicated that skeptics also spent more time reasoning than did believers. This novel finding suggests a possible role of response slowing during analytic problem solving as a component of cognitive style that promotes overriding intuitive first impressions. Implications for using additional processing measures, such as response time, to investigate individual differences in cognitive style are discussed

Ape Population Abundance Estimates

This annex presents ape abundance estimates at the site level. The term “site” refers to a protected area and its buffer zone, a logging concession or group of concessions, or any discrete area where a survey has taken place in the past two decades, although this annex also lists a few sites that were last surveyed in the 1970s and 1980s.Output Type: Online-only anne

Comparative transcriptomic analysis of whole blood mycobacterial growth assays and tuberculosis patients’ blood RNA profiles

In vitro whole blood infection models are used for elucidating the immune response to Mycobacterium tuberculosis (Mtb). They exhibit commonalities but also differences, to the in vivo blood transcriptional response during natural human Mtb disease. Here, we present a description of concordant and discordant components of the immune response in blood, quantified through transcriptional profiling in an in vitro whole blood infection model compared to whole blood from patients with tuberculosis disease. We identified concordantly and discordantly expressed gene modules and performed in silico cell deconvolution. A high degree of concordance of gene expression between both adult and paediatric in vivo-in vitro tuberculosis infection was identified. Concordance in paediatric in vivo vs in vitro comparison is largely characterised by immune suppression, while in adults the comparison is marked by concordant immune activation, particularly that of inflammation, chemokine, and interferon signalling. Discordance between in vitro and in vivo increases over time and is driven by T-cell regulation and monocyte-related gene expression, likely due to apoptotic depletion of monocytes and increasing relative fraction of longer-lived cell types, such as T and B cells. Our approach facilitates a more informed use of the whole blood in vitro model, while also accounting for its limitations