A multiple case study of professional development and perspective change within the Cooperative Extensive Service

This multi-case study explored individual and organizational perspective change by analyzing two long-term, management-supported professional development courses within the Cooperative Extension Service (CES). Data sources consisted of a survey of course participants, and interviews of selected participants and course designers. More than one half of the participants in both courses self-reported a perspective change, although only 5 of the 16 participant interviews revealed premise reflection--a necessary condition in this study for a perspective change. Seven learning themes were identified, five of which were similar to the transformational learning phases identified by Mezirow (1991). The two themes not similar to Mezirow\u27s findings were affirmation and common language/shared meaning. These themes have implications for making perspective changes within organizations. Learning supports most frequently identified by participants were self-motivation, peer support, and instructor support. Learning was found to be insufficiently supported before and after the PD experience. A finding that emerged from cross-analysis was a process called liminality--a period of ambiguity where learners are caught between rejecting the introduced learning concepts and transforming their perspective. Recommendations based on the findings provide may guidance to future CES professional development managers and practitioners on how to affectively design professional development for perspective change in future courses

A study of general education teachers\u27 perceptions of their ability to provide effective instruction in an inclusive model

The purpose of the study was to determine if general educators felt they were meeting the diverse needs of classified students in the mainstream setting. The sample consisted of twenty teachers from an elementary school in an affluent community. The classification of the special education students ranged from perceptually impaired to emotionally disturbed. A questionnaire consisting of four open ended questions was distributed and content analysis methodology was used to analyze the responses. Fifty-five percent of those surveyed felt they had a positive experience teaching the special education student, while thirty percent expressed negative experiences and fifteen percent of the teachers could not decide if their experience was positive or negative. Those surveyed expressed the need for more information about the special education children they are to teach as well as staff training and appropriately trained paraprofessionals

Isolation and sequence of omcA, a gene encoding a decaheme outer membrane cytochrome c of Shewanella putrefaciens MR-1, and detection of omcA homologs in other strains of S. putrefaciens

AbstractThe sequence of the omcA gene, which encodes a decaheme cytochrome c that is localized to the outer membrane (OM) of Shewanella putrefaciens MR-1, was determined. The 2202 bp nucleotide sequence of omcA encodes for 734 amino acids with a predicted molecular protein mass of 78.6 kDa. Comparison with the amino-terminal sequence of the mature protein suggests the presence of a hydrophobic leader sequence which is cleaved during translocation of the protein to the OM. This leader sequence has a lipoprotein consensus sequence for signal peptidase II at the cleavage site. The predicted mature protein is comprised of 708 amino acids with a predicted molecular mass of 75.8 kDa, but the addition of ten covalently attached heme c groups and covalent lipid modification to the amino-terminal cysteine increases the predicted mass to 82.7 kDa. This is consistent with its apparent mass of 83 kDa in SDS-PAGE gels. The predicted amino acid sequence for the OmcA protein shows no significant homology to known proteins. A RNA of approx. 2300 bases that hybridizes to the omcA gene was detected in anaerobically grown MR-1 cells. The size of this transcript is similar to the coding region of the omcA gene, suggesting that it is not part of a multicistronic operon. Similar to MR-1, four other strains of S. putrefaciens were all found to localize a majority of their membrane-bound cytochromes to the OM when grown under anaerobic conditions, and all contained an OM cytochrome of similar size to OmcA. In two of these strains, MR-4 and MR-8, a homolog of omcA was identified by RT-PCR and Southern blotting using primers and probes specific for omcA of MR-1. Western blot analysis using a polyclonal antibody to OmcA was similarly positive in strains MR-4 and MR-8. Partial nucleotide sequence analysis of these homologs demonstrated 74–77% predicted amino acid homology with OmcA of MR-1. In contrast, strains MR-30 and MR-42 tested negative for omcA homologs by Southern and Northern blots, RT-PCR, and Western blots

Competition between Lythrum salicaria and a rare species: combining evidence from experiments and long-term monitoring

The rare endemic plant Sidalcea hendersonii (Henderson's checker-mallow) occurs in tidal marshes of the Pacific Northwest and may be threatened by Lythrum salicaria (purple loosestrife), a European invader plant. We compared the abundances of Lythrum and Sidalcea in a wetland in British Columbia (Canada) in 1999 to those measured in 1979 to track changes in both species. Although the frequency of Sidalcea decreased by more than 50%, and that of Lythrum increased by almost 20%, there was no significant relationship between the changes of the two species. We assessed the potential effects of competition by Lythrum on Sidalcea in field and patio experiments. In the field, we measured the response of Sidalcea to the removal of Lythrum over a two-year period and compared this to the response of Sidalcea to the removal of native species and in unmanipulated control plots. Removal of Lythrum significantly improved the vegetative performance of Sidalcea compared to the removal of randomly selected native plants and the control treatment in the first year. In the second year, the performance of Sidealcea did not differ significantly with treatment. Removals did not influence the reproductive performance of Sidalcea in either year. A one-year additive experiment, carried out in pots, compared the competitive effect of Lythrum on Sidalcea with that of two native species. Lythrum's impact on Sidalcea was not consistently stronger than that of the native species. Collectively, these results do not indicate a strong impact of Lythrum on the reproduction or abundance of Sidalce

If You Don\u27t Like It, Neither Do I

Most children do not know about, nor care about, food value, vitamins, minerals, or food groups,\u27 making it important for parents to provide guidance to their children to help them eat right. This publication will explore the ways in which parents influence children\u27s eating habits and suggest some specific techniques parents can use to guide children as they learn about nutrition. How can parents help children to appreciate and enjoy foods that are good for them

Integration of Food Literacy and Food Numeracy Across Australian Secondary Schools’ Curriculum: Teachers’ Opinions in a Mixed Method Study

Objective: This article reports the findings from a convergent parallel mixed method study, aiming to ascertain the opinions of New South Wales (Australia) government secondary school teachers on integration of food literacy and food numeracy (FL&FN) across secondary school curriculum. Methods: Participants were invited to take part in an anonymous survey and a semi-structured interview [n (email invitations) =401 schools, duration of study=17 weeks]. Their opinions were sought on the integration of FL&FN within their own subject, in all subjects, in whole school programs and as an additional cross-curriculum priority. The collected qualitative and quantitative data were analysed separately, using analytic software programs, and discussed together. Results: Participants in quantitative and qualitative components [n (surveys received) =200, (valid surveys) =118, n (interviews conducted) =14] reported higher feasibility rates in lower secondary grades and stated several barriers and enablers for this integrative pedagogy. Conclusion: If FL&FN is to become an integral part of secondary school curriculum, a collaborative approach by secondary and tertiary education sectors is required to address two main barriers i.e., provision of teacher training and teaching resources. Implications for public education: The reported poor dietary intake among Australian adolescents and its impact on public health, cognitive development, economy, and environment requires further strengthening of school-based food and nutrition education interventions such as the proposed integration of FL&FN across secondary school curriculum. This study provides an initial insight into the feasibility of this proposal

Helping Children Cope with Stress

Stress is a response to change or conflict. It is usually considered to be negative and damaging. However, not all forms or levels of stress are bad. Competing in sports and achieving in school or at work are examples of positive stressors. Stress becomes negative when the pressures surrounding these and other situations become too great or when several small stressors occur at once, and one can no longer adjust. It is becoming evident that this type of stress overload is taking its toll on children as well as adults. This publication explains how stress exists in your child\u27s world from infancy through the teen years. You will learn how to recognize signs of stress and help your child express, understand, and manage pressure. Suggestions on preventing excessive stress for your child also are provided

The construction of a survey test in literature for grades four, five and six

Thesis (Ed.M.)--Boston Universit

Integration of Food and Nutrition Education Across the Secondary School Curriculum: Two Experiential Models as Two Case Studies

The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the secondary school curriculum and whole school programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is secondary school students in Years 7–12; both programs are conducted within secondary schools and within school hours. Both interventions focus on developing secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case study, and focus groups with both students and teachers. Both programs have reported possible integration across secondary school subjects and modifications in students’ knowledge and skills in food and nutrition. These programs have focused on developing an experiential and localised learning model for food and nutrition education, which may also address food insecurity concerns among adolescents which has been shown to correlate with poor nutrient intake and consequential health complications. Their overall model can be adapted taking into account the social, economic, and environmental context of a secondary school