On the asymptotic normality of the Legendre-Stirling numbers of the second kind

For the Legendre-Stirling numbers of the second kind asymptotic formulae are derived in terms of a local central limit theorem. Thereby, supplements of the recently published asymptotic analysis of the Chebyshev-Stirling numbers are established. Moreover, we provide results on the asymptotic normality and unimodality for modified Legendre-Stirling numbers

A Quantitative Study of the Impact of Leadership on School Culture in a Small Rural School District as Measured by Stakeholder Satisfaction

This study examined the relationship of school leadership on school culture. Given the demands on educational leaders, the goal is to improve student achievement and school culture. The literature review examines the previous study of the history of school leadership, history of school culture, effective school leadership, elements of effective school culture, and public perception as it relates to school culture. The literature review discusses leadership styles and how each one contributes to positive school culture as perceived by various stakeholders to build the case for the current study. The study uses the School Culture Triage Survey by Wagner (2002). It is a 17-item Likert scale survey defining three variables–professional collaboration, affiliative collegiality, and self-determination/efficacy. The analysis was done with hierarchical linear modeling and stepwise multiple regression. By using the combination of methods, it was confirmed that leadership does have a statistically significant impact on school culture. A positive correlation was found to exist in all schools with variables with comparison to professional collaboration. In schools, including the three middle schools in this study, school leaders need to focus on valuing teacher ideas, trusting the professional judgment of teachers, praising teachers who perform well, involving teachers in decision-making, facilitating teachers working together, keeping teachers informed about current issues, rewarding teachers for experimenting with new ideas and techniques, supporting risk-taking and innovation in teaching, and protecting instruction and planning time

Personal Norms and Visitor Compliance: A Case Study of Wildlife Tourism in Manuel Antonio National Park, Costa Rica.

Ph.D. Thesis. University of Hawaiʻi at Mānoa 2018

Journeys to Open Educational Practice: UKOER/SCORE Review Final Report

In 2008 the JISC Good Intentions report concluded that the landscape around learning materials had changed sufficiently to support a range of sustainable models for sharing. The report charted and acknowledged the long history of approaches to support sharing that had helped to shape the landscape. Most of the models highlight a growing acknowledgement of the need to build and support open and sustainable communities to share practice and resources. Indeed such communities are often the key to sustaining the service, whichever model is adopted. This is the type of model most likely to encourage sharing between teachers as well as learners. The growing OER community is taking collaborative approaches to tackling the ongoing challenges of raising awareness, licensing and trust issues, and standards and technologies. The challenge for the UK now is to ensure that our HE institutions are enabled to create policies, practices and support their staff to accelerate the transformations required to contribute and benefit from this global movement. It is also vital to ensure that we capture the real picture of use and re-use of such services and collections to inform future OER programmes. HEFCE funding for OER initiatives followed this report in 2009 and has, in many ways, provided some of the scaffolding and support for a variety of individuals, communities and institutions to move forwards in their own journeys, whether they started years before in other contexts or had just joined on the road to open sharing