The Relationship Between Revision Behaviors and Syntax in the Spoken Narratives of Language-Impaired and Normally Developing School-Aged Children

The relationship between spontaneous revision behaviors and quantitatively measured syntax skills for language-impaired and normally developing school-aged children was investigated. Differences in revision behaviors and syntactic behaviors between the two groups of children and across three age levels were also examined. Narratives were obtained from 39 language-impaired and 39 normal-language children, aged 8 through 10 years. Correlations between spontaneous revision behavior scores and syntax scores were low to moderate. The revision behavior mean scores were not significantly different between the two groups of children. Mean syntax scores were higher for the NL children and did discriminate between LI and NL children. Among the differing age levels, spontaneous revision behavior mean scores were not found to differ significantly except for 10-year-olds, who produced statistically significantly fewer substitutions and significantly more expansions that 9-year-olds. Finally, with respect to syntax scores, 10-year-olds produced statistically significantly more words per T unit than 8- and 9- year olds and mean DSS was significantly higher for 10-year-olds as compared to 9-year-olds

The Relationship Between Principal Effectiveness and the Use of Counseling Skills

In most educational leadership programs, the working relationship of the principal with teachers, parents, and the community is discussed, but the relationship of the principal and counselor is typically not given much, if any, attention. Principals are not trained in the use of counseling skills in educational leadership programs at Mississippi universities (Delta State University, 2008; Jackson State University, 2007; Mississippi State University, 2008; Mississippi University for Women, 2008, 2009; The University Southern Mississippi, 2009; University of Mississippi, 2007). The leadership training provided to school administrators is very important because of the role they play in the success of the school. The skills, and behaviors of, and the decisions made by, principals can impact the successfulness of schools. The purpose of this study was to determine if there is a relationship between counselors’ reports of principals’ effectiveness and their use of counseling skills. Principals’ effectiveness was measured using Mississippi Curriculum Test, 2nd edition (MCT2), Algebra 1, and English 2 Multiple Choice score gains, performance ratings assigned by the Mississippi Department of Education (MDE) and counselor report of leadership effectiveness based on the 21 responsibilities of the Mid-continental Research for Education Leadership (McREL) Balanced Leadership Framework. Counseling skills were measured using the American School Counseling Association (ASCA) National Model. Descriptive data were used to create a model that was analyzed to determine if those variables predicted the counselors’ report of principals’ use of counseling skills. Data were collected from 129 Mississippi public school counselors, from 121 schools. A strong, positive relationship was found to exist between counselors’ reports of principals’ use of counseling skills and principal effectiveness based on counselors’ report of principal effectiveness measured by the McREL Balanced Leadership Framework. When principal effectiveness was measured using standardized test score gains, only 3rd grade MCT2 Language Arts scores were moderately, positively correlated with counselor report of principals’ use of counseling skills. There was a small, positive correlation between counselors’ reports of principals’ use of counseling skills and MDE’s rating of school performance. The overall model, using the principal, school, and student demographic characteristics, was found to be predictive of counselors’ report of principals’ use of counseling skills, but only student socioeconomic status was a statistically significant predictor of the principals’ use of counseling skills. This study found significant correlations among counselors’ ratings of principal effectiveness and counselors’ reports of principals’ use of counseling skills. Significant results can be used to enhance educational leadership programs in order to better train more effective principals. More effective principals can improve schools, thus assisting many students in becoming more successful (Marzano, Waters, & McNulty, 2005)

A Randomized Trial of Hypnosedation Versus General Anesthesia for Women with Breast Cancer Undergoing Surgery

Reshonda Smith and Karen Cleckler-Hughes pictured.https://openworks.mdanderson.org/aprn-week-23/1003/thumbnail.jp

Oral History Interview with J. Glen Cleckler, November 24, 2006

Interview with J. Glen Cleckler, a U. S. Marine during World War II. He discusses his background, including the day he and seven of his friends skipped school to see a movie. In order to provide a believable excuse for their absence to their principal, they went to a recruiting office to get informational forms. The principal then gave them permission to graduate early to join the Marines. He discusses his experiences in boot camp and other training programs and the Battle of Iwo Jima, including hygiene during the battle and the famous flag-raising there. He shares some stories about one of the flag-raisers, Harlan Block, who had been part of the group that enlisted in the Marines with him. He also recalls returning to the United States on a ship full of Section-8 soldiers (PTSD victims), meeting German prisoners of war, and living with Jim Crow laws

African-Americans\u27 and Child Protection Caseworkers\u27 Definitions of Child Abuse: Cultural Competency Within Child Protection

According to national statistics and research, African Americans are consistently overrepresented within the child protective service (CPS) system (U.S. Department of Health and Human Services, 2002; Levine, Doueck, Freeman, & Compaan, 1996; Smith, 2004). Research also indicates that people often define child maltreatment based on their own cultural values (Chan, Elliot, Chow, & Thomas, 2002). This suggests that people of a dominant culture may evaluate parenting skills based on their own culture\u27s definition, rather than that of the culture of the parent whom they are evaluating. To assess cultural differences in the determination of child abuse in African-American families by African Americans and Caucasians, this study incorporated quantitative and qualitative data regarding the responses of 24 African-American helping professionals and 66 CPS caseworkers of varying ethnicities to two parenting vignettes depicting possible child abuse scenarios. The two parenting vignettes differed by ethnicity with one depicting an African-American single mother and one a Caucasian single mother. Results indicated that the subject groups defined child abuse differently with the CPS caseworkers using a concrete, operationalized definition of the presence of a red mark on the child at least 24 hours following the use of physical punishment, while the African-American sample employed a broader definition incorporating more the behavior and intention of the child. Results further indicated that the CPS caseworkers did not define child abuse differently based on the ethnicity of the mother, while the African-American helping professionals defined the Caucasian mother as more abusive. The participants also filled out a standardized parenting measure (parental Authority Questionnaire-Revised) and an African-American Family Dynamics Scale (AAFDS). Similar to previous research 111 (Hines, Petro, McGoldrick, Almeida, & Weltman, 1999) the African-American helping professionals endorsed a more authoritarian parenting style, though the sample as a whole favored an authoritative parenting style. Qualitative data showed that the African-American helping professionals were more willing to condone parenting styles that included some physical discipline, particularly when the child was disrespectful toward his/her parents. The results of this study indicated that there are differences in how African Americans and Caucasians with similar education and backgrounds define child abuse in African-American families

Fungal Endophytes Promote Tomato Growth and Enhance Drought and Salt Tolerance

In a search for efficient fungal endophytes that can promote crop production and/or increase crop tolerance to abiotic stress, we isolated and tested various species harbored by wild plants. Sixty-seven endophytic fungal isolates were obtained from drought stressed, poor soil habitats, and inland high salt areas. We extensively tested the roles of Ampelomyces sp. and Penicillium sp. isolates in improving tomato growth and yield. Under greenhouse and field trails, Ampelomyces sp. and Penicillium sp. endophytes proved effective in conferring positive benefits to tomatoes placed under stress as well as under normal growing conditions. Ampelomyces sp. conferred tolerance to tomatoes placed under drought stress in addition to enhancing overall plant growth and fruit yield in comparison to non-symbiotic plants under drought stress. Penicillium sp. conferred tolerance to tomatoes placed under 300 mM salinity stress in addition to enhancing root biomass in comparison to non-symbiotic plants. Both endophytes proved efficient in enhancing plant growth, stress tolerance, recovery, and fruit yield under optimal experimental conditions in comparison to non-symbiotic plants. Field testing of tomato yield showed increased yield of symbiotic tomatoes compared to non-symbiotic ones. This data suggests that both Ampelomyces sp. and Penicillium sp. share a promising potential for improving future agricultural production, particularly with the projected changes in climate in the future

Prey Consumption by a Large Aggregation of Barn Owls in an Agricultural Setting

Barn owls produce large numbers of young, will nest in close proximity, are easily attracted to nest boxes, and occasionally form dense colonies. Their diet consists largely of various species of rodent pests. These characteristics suggest barn owls could contribute to pest control in agriculture. Studies have been conducted in Israel and Malaysia, but little quantitative research has documented their effectiveness. This study measured the effect of a population of barn owls on a rodent population in a 40-ha vineyard near Sacramento, California. In 2011, 11 of 20 boxes were occupied by breeding pairs, fledging 40 young. In 2012, 18 of 24 owl boxes were occupied, fledging 66 young; and in 2013, three of 24 boxes were occupied, fledging nine young. Nocturnal observations revealed the owls hunted the study area heavily. Monthly pocket gopher surveys using the mound-count method indicated that gophers declined on the vineyard with barn owl boxes relative to a control vineyard without barn owl boxes. Pellet analysis showed diet was composed mainly of Botta’s pocket gophers (70.4%) and California voles (26.2%). An infrared camera recorded 316 deliveries to a nest with three chicks (105.3 per chick) over the first eight weeks. Using these figures, and adding conservative estimates of adult consumption over the 165-day breeding season, and adult and fledgling consumption prior to dispersal, the total number of prey taken over the three breeding seasons was estimated to be 30,020 rodents. Cost comparison analysis showed an average cost of $8.11 per pocket gopher trapped versus$ 0.34 per rodent taken by barn owls

Prey Consumption by a Large Aggregation of Barn Owls in an Agricultural Setting

Barn owls produce large numbers of young, will nest in close proximity, are easily attracted to nest boxes, and occasionally form dense colonies. Their diet consists largely of various species of rodent pests. These characteristics suggest barn owls could contribute to pest control in agriculture. Studies have been conducted in Israel and Malaysia, but little quantitative research has documented their effectiveness. This study measured the effect of a population of barn owls on a rodent population in a 40-ha vineyard near Sacramento, California. In 2011, 11 of 20 boxes were occupied by breeding pairs, fledging 40 young. In 2012, 18 of 24 owl boxes were occupied, fledging 66 young; and in 2013, three of 24 boxes were occupied, fledging nine young. Nocturnal observations revealed the owls hunted the study area heavily. Monthly pocket gopher surveys using the mound-count method indicated that gophers declined on the vineyard with barn owl boxes relative to a control vineyard without barn owl boxes. Pellet analysis showed diet was composed mainly of Botta’s pocket gophers (70.4%) and California voles (26.2%). An infrared camera recorded 316 deliveries to a nest with three chicks (105.3 per chick) over the first eight weeks. Using these figures, and adding conservative estimates of adult consumption over the 165-day breeding season, and adult and fledgling consumption prior to dispersal, the total number of prey taken over the three breeding seasons was estimated to be 30,020 rodents. Cost comparison analysis showed an average cost of $8.11 per pocket gopher trapped versus$ 0.34 per rodent taken by barn owls

State Water Resources Control Board

Chapter 9 presents only the references that are cited in this document (the Draft SEIS/REIR). Chapter 9 is being revised in response to public comments received on the Draft EIS/EIR. The complete revised chapter will be presented in th