Dealing With Difficult Co-Workers

An article providing tips for those dealing with difficult co-workers

Lead is an Action Verb

An article discussing the difference between dialog and discussion

Playing Around: The Role of Games in Creating World-Class Workplace Teams

Games are certainly not the only way to build high-performance teams. Classroom training, role-playing, profile testing and other structures all play a positive role. But when team members go away from the office, dress informally and get outside their “business as usual” selves, what tends to happen is that “positions” are forgotten and people show more of their true nature. In this way, games create understanding. And when this understanding is in place, synergy can happen, that magic that makes ideas and results much greater than the sum of their parts

Living a Legacy of Leadership

An article discussing the qualities of a Legacy Leader

Providing Students with Effective Feedback

Feedback is a classroom process that has been under the researchers’ microscopes since the 1970’s to the present, and with good cause—it’s a teacher practice that works. Consistently, researchers have found that when teachers effectively employ feedback procedures, they positively and often powerfully impact the achievement of their students. In fact, Bellon, Bellon, and Blank note, “Academic feedback is more strongly and consistently related to achievement than any other teaching behavior….This relationship is consistent regardless of grade, socioeconomic status, race, or school setting….When feedback and corrective procedures are used, most students can attain the same level of achievement as the top 20% of students.

Regional productivity and efficiency in the U.S.: effects of business cycles and public capital

Business cycles ; Regional economics

Semiconducting Copolymeric Polythiophene Films

We describe the incorporation of a specific binding site into a semiconducting matrix. The specific binding is boronic acid which was incorporated into a semiconducting polythiophene film. This semiconducting polymer was shown to have new semiconducting properties

Learning with a Purpose: Academic Service-Learning Curriculum

The Dwight D. Eisenhower Professional Development Program is authorized under Title II of P. L. 103-382. It provides institutions of higher education the opportunity to partner with K-12 teachers and administrators to assist with professional development through sustained, high-quality professional development activities in mathematics, science, reading, and other areas of the core academic curriculum. The Dwight D. Eisenhower Professional Development project shared here was undertaken by Eastern Michigan University and Romulus Community Schools to provide Romulus teachers professional development to integrate the teaching methodology of academic service-learning into their mathematics and science curriculum. The goal was to increase academic achievement and civic participation. This monograph contains sample units and lesson plans produced by teachers who participated in this grant

An evaluation of clinical and pateitn acceptance of the Dow Corning silcon hard resin contact lenses

The purpose of this study was to determine the clinical and patient acceptance of the Dow Corning SILCON hard resin lens. Ten subjects were initially used for this study. After three months of wear, the lenses showed superior wettability, consistent visual acuities, and no clinically significant edema. Subjective patient comfort was good with a few intermittent reports of a scratchy or itchy feeling of the eyes. These symptoms Here found to be relieved by a thorough recleaning of the lenses. Because of the lens surface alteration, ·these lenses cannot be modified or polished. This created a. problem .with turn around time for lenses that needed to be refit or modified

The Essential Role of Integrating Technology Content and Skills into University Principal Preparation Programs

Just-in-time delivery of goods and services was the call to action phrase of the 1990\u27s, but in the 21st Century, just-in-time is too late. University leaders in principal preparation programs must not only respond to the call of the field, but also anticipate the needs even before school administrators recognize the content and skills necessary with which to lead. As building principals become increasingly accountable for integrating technology into instruction and infrastructure, principal preparation programs are more accountable to prepare principals to succeed in their leadership roles, acknowledge the impact of principals on student achievement and teacher performance, and accept our responsibility to reinvent preparation programs instead of just reforming them