Good Principals Are the Key to Successful Schools: Six Strategies to Prepare More Good Principals

Defines strategies that state and local leaders can use to secure enough highly qualified principals. Draws from research and direct experiences in helping schools, universities, and state agencies rethink and redesign educational leadership programs

Are SREB States Making Progress? Tapping, Preparing and Licensing School Leaders Who Can Influence Student Achievement

Looks at the progress SREB states are making in developing systems to identify, prepare, and assess future school leaders

Emotional/Behavioral Disorders: A Retrospective Examination of Social Skills, Linguistics, and Student Outcomes

A language-based social skills instruction intervention used to prepare middle and high school students with emotional/behavioral disorders for return to less restrictive public school placements was evaluated. The daily 50-minute intervention focused on repetitive readings, recitations, and role-playing of skill step procedures until students achieved mastery on each required task in five broad dimensions: peer relations, self-management, academic, compliance, and assertion. The students were divided into three groups according to the length of intervention (under 2 years, 2 to 3 years, and more than 3 years). Dependent t tests were used to test the effects of prolonged intervention on past year and final year disruptive behavior totals and response to a self-control question for students in each group. In addition, a chi-square was used to evaluate the frequency of students with four or fewer disruptive behaviors across groups to determine progress toward unsupervised transition. Implications for social skills intervention and communication disorders practice are discussed

Economic and regulatory approaches to improve the environmental performance of buildings in South Africa

In the past, economic instruments for environmental purposes were strongly resisted by industry, government and the public. As such, they were used only in exceptional circumstances. More recently, there has been a realisation that economic instruments can be a powerful complement to direct regulations. Consequently, economic instruments are playing an increasingly important role in the environmental management of buildings. The activities of the construction industry are driven by economic forces, so using market mechanisms is a logical strategy to pursue the objectives of sustainable construction. Perhaps the question is not whether economic mechanisms should be employed to improve environmental building performance, but rather how this should be achieved.This article suggests that it can be achieved by using the economic instrument of ecolabelling to create market competition for improved building performance. Ecolabelling has traditionally been associated with household products, but has more recently been applied to a wider range of products, including buildings and building materials. The basis for building ecolabels is provided by the results of building environmental assessments, which evaluate building per formance. In developed countries, these assessments have stimulated market demand for ‘green’ building developments. Building environmental assessment methods have used the concept of ecolabelling to provide consumers with an additional benchmark in renting or purchasing buildings.Yet, it is unknown whether the South African building market will be similarly responsive to ‘green’ market incentives. In South Africa, where the majority of the population are struggling to satisfy their basic needs, and lack proper education, the environmental ‘ethos’ of the general public has not developed to an extent where environmental issues are seen as a serious priority.Building environmental assessment methods in South Africa are evolving from ‘green’ evaluations that were pragmatically developed to respond to immediate needs, to the measurement of ‘sustainability’. Ecolabels can now reflect the performance of building development in terms of all aspects of sustainability, including socio economic, technical and environmental dimensions of sustainable construction. This has been made possible by the development of a unique South African building environmental assessment method that measures sustainability, namely the “Sustainable Buildings Assessment Technique.”Although much has been written about economic mechanisms, practical guidance on how to implement these mechanisms in building developments is scarce. This article outlines some of the opportunities and constraints associated with market driven and environmental performance in buildings. The limitations of economic approaches in South Africa include a lack of environ mental awareness, misconceptions of ‘green’ buildings, building industry constraints and the market dependence of voluntary assessment protocols. Regulatory approaches are not without their own limitations, the most significant of which is the acute shortage of resources in South African environmental authorities, a factor that is likely to restrict the effectiveness of regulatory approaches.The article goes on to examine the particular problems associated with developing world markets (such as South Africa’s). Furthermore, the relationship between regulatory, ‘command and control’ approaches and economic, market driven approaches is discussed. It is concluded that the ideals of sustain able construction can best be achieved by using regulatory approaches in conjunction with economic instruments

Phylogeography of Maoricicada Cambelli (Hemiptera: Cicadidae): MtDNA Evidence Interpreted Using Phylogenetics and Nested Clade Analysis

New Zealand, because of its wide range of habitats and rapidly changing, well-studied palaeohistory provides an excellent opportunity to investigate the impact of earth processes on the distribution of taxa. There are now a variety of studies on plants that investigate such patterns, and a growing number of studies on animal taxa. Most studies have supported the hypothesis that current patterns of distribution of New Zealand taxa were created by dispersal, mediated by landscape and climatic conditions over time, and have contradicted the panbiogeographic hypothesis that explained distributions via vicariant landscape changes such as lateral displacement along the Alpine Fault. This thesis presents a detailed phylogeographic history of a widespread, endemic New Zealand cicada, Maoricicada campbelli, that is abundant throughout much of the South Island and is also found in the central volcanic plateau of the North Island. Mitochondrial DNA sequences of 223 individuals from 70 populations of M. campbelli were studied using both traditional phylogenetic methods and nested clade analysis (NCA). As found in a previous study of 35 M. campbelli individuals, geographic structuring was strong, with two main clades (North Island+northern South Island versus Otago) representing diverse lineages that may in fact be different species. Population structuring within the northern South Island clade suggested that the central South Island was mostly uninhabitable during glacial periods and demonstrated a sister-group relationship between northern and southern Southern Alps populations to the exclusion of the more central Southern Alps populations. Population histories estimated from NCA support the hypothesis that most M. campbelli populations were formed through dispersal rather than via fragmentation or Alpine Fault vicariance. Three areas of ring-species-like secondary contact were found between the Otago and northern South Island clades, between lineages that had been isolated for approximately 2.3my. Further study is predicted to confirm the presence of additional suspected contact zones, and will demonstrate whether the different lineages are reproductively isolated or hybridising at these areas of secondary contact

Community Resilience and the 2005 Deer Creek Fire – Summary Report

6 p.This report provides an overview of the purpose, findings, and recommendations from interviews conducted with residents affected by the 2005 Deer Creek Fire

Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors

Summative assessments tend to be viewed as high-stakes episodes by students, directly exposing their capabilities as learners. As such, receiving feedback is likely to evoke a variety of emotions that may interact with cognitive engagement and hence the ability to learn. Our research investigated the emotions experienced by undergraduate students in relation to assessment feedback, exploring if these emotions informed their learning attitudes and behaviours. Respondents were drawn from different years of study and subject/major. A qualitative approach was adopted, using small group, semi-structured interviews and reflective diaries. Data were analysed thematically and they revealed that receiving feedback was inherently emotional for students, permeating their wider learning experience positively and negatively. Many students struggled to receive and act upon negative feedback, especially in early years, when it was often taken personally and linked to a sense of failure. Negative emotional responses tended to reduce students’ motivation, self-confidence, and self-esteem. Some students, especially in later years of study, demonstrated resilience and engagement in response to negative feedback. By contrast, positive feedback evoked intense but fleeting emotions. Positive feedback made students feel cared about, validating their self-worth and increasing their confidence, but it was not always motivational. The paper concludes with recommendations for instructors, highlighting a need to communicate feedback carefully and to develop student and staff feedback literacies

Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward

Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefits of feedback. In this research, we aimed to explore the emotional responses that instructors experienced through the giving and receiving of assessment feedback. We undertook qualitative data collection, carrying out individual semi-structured interviews with instructors from three universities who had administered a dialogic feed-forward intervention on one of their teaching units. The full interview transcripts were analysed inductively using thematic analysis. Five main themes emerged from the interview data: 1. Summative written feedback aroused largely negative emotions in instructors because they felt distanced from their students; 2. Instructors experienced a broad range of emotions related to dialogic feed-forward encounters, emerging from their proximity to students; 3. Dialogic feed-forward, as an affective encounter, was emotionally challenging for instructors; 4. Dialogic feed-forward built strong learning relationships between students and instructors, strengthening students’ sense of belonging; 5. Dialogic feed-forward was transformational for instructors as educators. We consider the implications of our findings for instructors and wider assessment and feedback practices, including emotional labour, promotional reward, and instructor professional development

Differences in Heart Disease Risk Perception and Actual Cardiac Risk in Men vs. Women

Differences in Heart Disease Risk Perception and Actual Cardiac Risk in Male vs. Female Cardiac Patients Amanda Dietz, Julie Borsack, Steve Martin, Kathy L. Hill, Thomas Meade, Stephen F. Crouse, FACSM, and John S. Green, FACSM Texas A&M University, College Station, TX (Sponsor: John S. Green, FACSM) PURPOSE: To describe gender differences in both risk perception and actual coronary risk in patients with coronary artery disease (CAD). METHODS: 33 females and 67 males with documented CAD completed a questionnaire designed to assess CAD risk perception. They also underwent assessments for all ACSM risk factors. Five-point Likert scale responses to the question “Compared to others of your own age and gender, how would you rate your risk of ever having a heart attack?” were used to quantify CAD risk perception. To quantify actual risk, the number of ACSM risk markers for each subject was tabulated. It should be noted that, since all of the subjects had active CAD, they were all at high risk. Tabulations and Likert scale responses were compared using Chi-square analysis or Fisher’s Exact test with significance accepted at p\u3c0.05. To further assess risk perception accuracy, Chi-square analysis with pre-determined expected cell count percentages was used. RESULTS: Likert responses for perceived risk between genders were not significantly different but showed perception inaccuracies of the entire cohort. Only 41% of the subjects perceived their risk as “higher” or “much higher” than their peers while 27% perceived their risk as lower or much lower. 32% of the subjects perceived their risk to be the same as their peers. Comparison of risk marker number between genders was significantly different (Fisher’s exact test, p = .046) with males having 33% more markers than females. Chi-square analysis using an expected cell percentage of 75% in the “higher” Likert category, 25% in the “much higher” Likert category, and fractions of 1 in the other categories revealed significance (p\u3c.0001) with only 29.8% of subject responses in the “higher” category and 11.9% in the “much higher” category. The female cohort showed similar results with test percentages of 73% in the “higher” category and 27% in the “much higher” category. Responses were significantly different (p\u3c.0001) with only 30% choosing the “higher” category and 10% choosing the “much higher” category. CONCLUSIONS: Although significant differences in actual cardiac risk exist between genders in a cohort of cardiac patients, perceived risks are not significantly different. Both genders greatly underestimate their risk

Memory Inflation during Chronic Viral Infection Is Maintained by Continuous Production of Short-Lived, Functional T Cells

SummaryDuring persistent murine cytomegalovirus (MCMV) infection, the T cell response is maintained at extremely high intensity for the life of the host. These cells closely resemble human CMV-specific cells, which compose a major component of the peripheral T cell compartment in most people. Despite a phenotype that suggests extensive antigen-driven differentiation, MCMV-specific T cells remain functional and respond vigorously to viral challenge. We hypothesized that a low rate of antigen-driven proliferation would account for the maintenance of this population. Instead, we found that most of these cells divided only sporadically in chronically infected hosts and had a short half-life in circulation. The overall population was supported, at least in part, by memory T cells primed early in infection, as well as by recruitment of naive T cells at late times. Thus, these data show that memory inflation is maintained by a continuous replacement of short-lived, functional cells during chronic MCMV infection