The Empirical Volatility-Growth Relationship: Is Economic Freedom the Missing Link?

This paper examines the role of economic freedom in the empirical relationship between business cycle volatility and long-run growth across countries. In a diverse sample of ninety-nine countries, accounting for economic freedom’s influence on volatility mitigates or even eliminates the negative impact of volatility on growth. Evidence also suggests that the impact of volatility on growth is not homogeneous across countries at different levels of freedom. In particular, volatility has a negative impact on growth only in countries at very low levels of economic freedom. Mixed results in previous studies suggested a more complicated relationship between volatility and growth, but there was no clear evidence that economic freedom was the missing link

Factors affecting elementary teachers' beliefs about arts integration and their practices

"The purpose of the study was to gain insight on factors affecting elementary teachers (a) beliefs about integrating the arts with content instruction and (b) their classroom practices. An cross-sectional survey design was used to collect data. The survey was administered to 164 elementary (K-5) teachers in seven school of a small suburban school system in southeastern United States. Eighty-one teachers completed the surveys for a response return rate of 49%. A previously tested questionnaire, Teaching with the Arts (Oreck, 2001) was used. The questionnaire included background information (demographics and experiences with the arts) as well as 31 items using a likert scale for responses. Data were analyzed using descriptive and inferential statistics. In addition, a factor analysis was conducted on the 31 likert scale items yielding four subscales: beliefs about the importance of the arts, beliefs about self-efficacy, beliefs about support for arts integration, and frequency of practicing arts integration. The results of the study indicated that the teachers (a) believed that the arts were important, (b) were ambivalent about their self-efficacy regarding arts integration as well as support for arts integration in their school, and (c) did not regularly integrate the arts with content instruction. There were statistically significant correlations between the four subscales. There were no statistically significant interactions between demographic variables and the four subscales. Eight themes emerged from responses to open-ended questions about motivation to integrate the arts. Recommendations for professional development, administrative support, teacher education, and further research are discussed."--Abstract from author supplied metadata

An evaluation of the secondary curriculum of a suburban school in the Carolina Piedmont

If an educational system is to merit the appelation of an effective and efficient institution, it must of necessity meet the needs of those for whom it is intended. If it falls to accomplish this, its efforts are of no avail and it defeats its purpose. Each school in a system may be meeting the minimum requirements of the State Board of Education, thereby remaining on the accredited list; however, it does not follow necessarily that the educational unit is meeting the needs of the patrons of the school and of those who live in the community. In order to determine the common needs of the patrons of any school, it becomes imperative that each locality be treated as an individual community. When the individuality of the community is taken into account, it becomes apparent that there is no fixed rule by which an educational standard can be set up that will do justice to each person or to all the people in any locality. Moreover the needs of the people change according to the standards of living and the occupational habits found in the area

The characterization of Theseus in Chaucer

Theseus, legendary slayer of the Minotaur, betrayer of Ariadne, ruler of Athens, and conqueror of the Amazons, appears as either a heroic figure or a villain in four of Chaucer's works. Yet the development of Theseus as a character in these works has no logical progression; for Chaucer presents Theseus as a villain in an early unfinished work, The House of Fame, as the virtuous duke of Athens in Anelida and Arcite—which was presumably written only a few years after The House of Fame—again as a villain in The Legend of Good Women, written after Anelida and Arcite and before The Knight's Tale, from which Theseus emerges as a fully-developed character, and one who is greatly admired for his bravery, kindness, and wisdom. Chaucer uses classical legend in one work after another, without regard to consistency in his characterization of Theseus, and draws from various classical sources traits and actions which may contribute to the kind of character that he desires to create

Our brothers’ keeper: the leadership practices of African-American male principals and their work with African-American male students in rural schools

The primary purpose of this qualitative study is to understand the ways in which African-American male principals support African-American male students in rural schools. Secondly, the study explores how experiences during their developmental years influenced these supportive leadership practices of the African-American male principals. Extensive research exists on the successes and failures of African-American males; however, this research has been primarily conducted in urban settings. Rural schools and principals face similar challenges and obstacles of deficit-thinking, inadequate resources, and poor performance in educating African-American males, but may also face other conditions unique to the rural context. As such, this qualitative study examines the relationships and leadership practices of eight, rural African-American male principals as they support African-American male students at their respective schools. The findings revealed African-American principals support African-American males by encouraging positive relationships, promoting academic and community supports, and being cognizant of exclusionary disciplinary practices. Critical race theory (CRT) is used as a theoretical framework to explore how race influences negative perceptions about many African-American principals, as they face trials and tribulations themselves as educational leaders—and in many cases, are subjected to the same racism as their African-American male students

The Link Between Volatility And Growth: Evidence From The States

We present evidence on the relationship between output volatility and growth using state data. No evidence of such a relationship is found once other correlates of growth are incorporated into the analysis. This finding contradicts published results using international data; some possible explanations for the contradictory results are discussed

The visual design of Mart Crowley's The boys in the band

Mart Crowley's The Boys in the Band was chosen because it contained the appropriate qualities necessary for the educational development of the designer. It is a dramatic-comedy affording the opportunity to design within the confines of realism. The thesis is divided into three parts: (1) Part I: Preproduction Research; (2) Part II: The Technical Production; and (3) Part III: Observation. Part I will include the analysis of stylistic considerations and a discussion of the design approach. Part II will be illustrative containing the set and costume renderings, the working drawings, light plot, poster design, light cues, sound plot, and properties. Part III will be a detailed criticism evaluating the visual design elements of the production

Factors Impacting The Development Of Teachers' Relationships With Students Who Are Obese

This case study explores the first person viewpoints of K-12, public education teachers on their knowledge about childhood obesity. The study asks what teachers know about childhood obesity and the impact, if any, that it has on them (as a teacher) when dealing with their students. The findings of the study suggest that while teachers have a basic knowledge of childhood obesity, this knowledge does not typically come from trainings received as educators and therefore, it is not as relevant in the classroom. Teachers place getting to know their students and creating positive relationships in the classroom with higher importance than they do addressing obesity issues only. Teacher participants identified that in caring for all students, issues of obesity will be addressed but unless mandated by the school or district, extra efforts will not be put forth as there are other things given by schools that must take precedence. Teachers identified success with students as not coming from their knowledge of childhood obesity factors but of being able to know their students and tailor instruction and activities based on that knowledge. Equally important, teachers acknowledge, caring for the whole child is paramount in educating students

Can script concordance testing be utilized in nursing education to accurately assess clinical reasoning skills?

The purpose of this tool validation study was to provide additional evidence of the validity and reliability of the Script Concordance Test (SCT) in evaluating the clinical reasoning competency of nursing students by replicating the study conducted by Deschenes, Charlin, Gagnon and Goudreau (2011). The question this researcher attempted to answer was: Can script concordance testing be utilized in nursing education to accurately assess clinical reasoning skills? The study was conducted on a convenience sample of 48 first year bachelor of nursing students. The Script Concordance Test from the Deschenes et al. (2011) study was administered to the students and 13 panel members. A scoring grid was developed using the aggregate scores method based on the modal responses of the panel. The reliability of the scores was measured by Cronbach's alpha coefficient and the scores of the students and panel were compared using a t-test. The difference between the panel and student scores was statistically significant and the reliability of the scores was high. The SCT provides a reliable, standardized, and easy to administer method of evaluating clinical reasoning in nursing students