A Modern Cat-tas-trophe? The Relationships and Impacts between Feral Cat Management and Sustainable Urban Development: A Literature Review

For this literature review, I will be reviewing the impacts that feral populations have on sustainable development, specifically in urban environments, and doing an intensive analysis of the economic, social, and most significant, environmental impacts that feral cats have on the respective urban environment. Following this, I will then be reviewing the different management strategies that currently are in place for managing feral cat populations, specifically lethal methods of feral cat management, and then analyzing a non-lethal feral cat management program known as “TNR”, which stands for Trap-Neuter-Return, and seeing which methodology is the best suited for managing urban feral cats, and debating the pros and cons between lethal and non-lethal methods. Finally, I will then demonstrate what my overall opinion on the subject matter is based on the data that I have gathered, and what actions I believe should be implemented in regards to management plans and possible future research endeavors

The effects of an affective curriculum on perfectionism and coping in gifted middle school students

This study investigated the effects of an affective curriculum on perfectionism and coping among sixth, seventh, and eighth grade gifted students. The study also determined differences among gender and grade level on perfectionism and coping in response to academic stress and determined specific dimensions of perfectionism as predictors for coping. A quasi-experimental non-equivalent control group design was employed. All participants (N = 153) completed pretests of the Goals and Work Habits Survey and the Self-Report Coping Scale at two time points (pretesting and posttesting). The experimental group received affective curriculum, created from a developmental primary intervention model, consisting of nine 45-50 minute lessons in a gifted pull-out classroom setting for six weeks. No significant intervention effects were found when comparing control and experimental groups. However, when looking at participants with moderate to high levels of unhealthy perfectionism, ANOVA procedures showed the experimental group\u27s Concern over Mistakes scores were lower than the control group. Results of paired t-tests further revealed significant decreases in Concern over Mistakes, Doubt of Action, Personal Standards, and Unhealthy Perfectionism Total among unhealthy perfectionists in the experimental group. Results of ANOVAs also showed that gifted girls display higher levels of healthy perfectionism (Personal Standards and Organization) and approach-type coping (Seeking Social Support) compared to gifted boys. Moreover, gifted boys displayed higher scores of avoidance-type coping (Externalizing and Distancing). Participants in sixth grade reported higher Organization, and approach-type coping (Seeking Social Support and Problem-solving) than participants in seventh and eighth grade. Unhealthy dimensions of perfectionism (CM, PE, PC, and DA) predicted Avoidance coping while healthy dimensions of perfectionism (PS and O) predicted Approach coping. Translating multidimensional perfectionism theory into classroom-based interventions was successful in helping students decrease self-critical evaluative tendencies; however, the study showed no evidence of enhancing healthy perfectionism. Implications also include targeting older students (i.e., grades 7 and 8) and gifted boys as populations for increasing healthy perfectionism and positive coping. Findings suggest that gifted education programs consider addressing the emotional needs of gifted students through affective curriculum, especially in light of pressures presented from No Child Left Behind. Future directions for research are discussed

Response of blood pressure to relaxation and subliminal suggestion

The present investigation compared the effectiveness of an audible relaxation strategy and a subliminal suggestion strategy for lowering blood pressure in a normotensive population. These strategies were compared with each other and with a control group. Data were obtained from 108 females and 37 males on: 1) baseline systolic and diastolic blood pressure; and 2) end of treatment systolic and diastolic blood pressure.It was anticipated that if there was a difference between group means on the dependent measures, the difference would occur between 1) the audible relaxation instruction and the control conditions, and 2) the subliminal suggestion and the control conditions. A one-way multivariate analysis of variance was used to determine pretreatment equivalence of blood pressure in the three treatment groups. A one-way multivariate analysis of variance was used to test for statistical significance on the end of treatment data.The findings revealed that neither treatment strategy was more effective than the other, nor more effective than the control group at the end of treatment. Even though there were slight reductions from pretreatment blood pressure to end of treatment blood pressure in each group, there were no significant differences among groups. The validity and generalizability of these findings were discussed in light of previous research. Recommendations were made for further research.Thesis (Ph. D.

Engaging gifted teachers in professional learning about content curriculum

This chapter emphasizes the importance of identifying criteria for selecting high-quality curriculum, which impacts the content identified during professional learning opportunities. Engaging teachers in professional learning about gifted curriculum must include a clear understanding of what high-quality gifted curriculum actually is and what makes it different from regular curriculum. Professional learning related to content curriculum may highlight how curriculum developers take varied approaches to designing units around advanced content. Professional learning for gifted educators should focus on developing and/or selecting curriculum that intentionally differentiates by readiness for gifted learners by considering how advanced content-specific academic language and discourse can be used within the curriculum to channel learning. The National Association for Gifted Children’s Curriculum Studies Rubric is a tool that can be referred to during professional learning and other collaboration efforts to design, select, and evaluate gifted curriculum and how it is implemented in the classroom

Perfectionism, Coping, and Underachievement in Gifted Adolescents: Avoidance vs. Approach Orientations

Perfectionism can influence how one approaches challenges and deals with setbacks, and, consequently, can inhibit or facilitate achievement. The present study (1) explored the relationship between Frost’s six dimensions of perfectionism and five types of coping strategies; (2) examined how dimensions of perfectionism predict coping in response to academic stress; and (3) investigated differences between gifted underachievers and other gifted students on perfectionism and coping among 130 American gifted students in grades 6–8. Results of stepwise regression models revealed approach coping was predicted by adaptive perfectionism (Positive Strivings-notably Organization), whereas avoidance coping (Internalizing, Externalizing, and Distancing) was predicted by various combined models. Gifted underachievers displayed lower Positive Strivings perfectionism scores and lower positive coping when compared to achievers. This information is helpful when considering ways to guide gifted students to high levels of academic achievement while utilizing adaptive approaches

Ray Mofield and Bill Wilson Interview - Part 1 (Marshall County)

An interview with Ray Mofield by Robert M. Rennick on the place names of communities in Marshall County, Kentucky

Ray Mofield and Bill Wilson Interview - Part 2 (Marshall County)

An interview with Ray Mofield and Bill Wilson by Robert M. Rennick on the place names of communities in Marshall County, Kentucky

The Associations Between Army National Guard Versus Active Duty Soldier Status and Perceived Burdensomeness, Thwarted Belongingness, and Acquired Capability

Objective This study aimed to examine if levels of thwarted belongingness, perceived burdensomeness, and acquired capability significantly differed between guardsmen and active duty soldiers. Method Multivariate analysis of covariance was used to test for differences between active duty Army (n = 1,393) and Army National Guard (n = 623) groups, before and after controlling for the effects of age, gender, race, marital status, level of education, and deployment history. Results Guardsmen reported significantly higher mean levels of thwarted belongingness and perceived burdensomeness than did active duty soldiers, even after adjusting for demographic differences. Guardsmen also reported slightly lower levels of acquired capability, though this effect was accounted for by demographic differences. Conclusion These findings support the notion that National Guard and active duty soldiers differ on perceived burdensomeness and thwarted belongingness. Additional research investigating sources of perceived burdensomeness and thwarted belongingness among guardsmen is needed