Becoming Director: An Internal Candidate\u27s View

Within the literature on moving into library directorships, the track of the internal candidate is largely ignored. The purpose of this paper is to address this gap through description and analysis of the experiences of a successful inside candidate for the position of law library director

Becoming Director: An Internal Candidate\u27s View

Within the literature on moving into library directorships, the track of the internal candidate is largely ignored. The purpose of this paper is to address this gap through description and analysis of the experiences of a successful inside candidate for the position of law library director

The role of affect and affective congruence in perceptions of leaders: an experimental study

Based on the idea that emotional exchanges determine symbolic meanings in interpersonal exchanges, we hypothesized that displays of positive and congruent affect determine members' ratings of leaders in a simulated performance appraisal context. To test the hypotheses, 537 participants viewed videotapes of four male and female leaders giving positive and negative feedback, and with facial expressions of affect that were either congruent or incongruent with the verbal message that they were delivering. Results supported hypotheses that positive and message-congruent leader affect results in more positive member ratings of the leader, assessed using a seven-item measure of members' perceptions of the leader's negotiating latitude. The least positive ratings of negotiating latitude were given when positive feedback was delivered with negative facial affect. (C) 2002 Elsevier Science Inc. All rights reserved

Becoming Director: An Internal Candidate\u27s View

Articles reviewing the challenges of assuming a library directorship typically begin in the middle of the story. The new hire arrives from another campus to face a range of challenges. The accounts from there go on to extract a general map of the initial experiences along with helpful tools to navigate this intimidating terrain. That view, we suggest, obscures natural fault lines within the community of new directors. These divisions can fundamentally influence the initial experiences upon which the authors are offering their advice. On such variable concerns the route by which the successful applicant has been named the new director. Some are in-house candidates with specific experience in the library they will now lead, while others are outside candidates who face the added challenge to understand the ways that their understanding of other institutions will translate to the new context. The latter is so much the more common that it is often taken for granted. On the contrary, we suggest that this distinction impacts not only the early actions of the new director, but the hiring process as well. To bring greater balance to the literature of director hiring, we offer the personal experience of the lead author as a successful internal candidate, and put this personal account into the broader context of the hiring process for library leadership positions

Evaluating weaknesses of "perceptual-cognitive training" and "brain training" methods in sport: An ecological dynamics critique

The recent upsurge in "brain training and perceptual-cognitive training," proposing to improve isolated processes, such as brain function, visual perception, and decision-making, has created significant interest in elite sports practitioners, seeking to create an "edge" for athletes. The claims of these related "performance-enhancing industries" can be considered together as part of a process training approach proposing enhanced cognitive and perceptual skills and brain capacity to support performance in everyday life activities, including sport. For example, the "process training industry" promotes the idea that playing games not only makes you a better player but also makes you smarter, more alert, and a faster learner. In this position paper, we critically evaluate the effectiveness of both types of process training programmes in generalizing transfer to sport performance. These issues are addressed in three stages. First, we evaluate empirical evidence in support of perceptual-cognitive process training and its application to enhancing sport performance. Second, we critically review putative modularized mechanisms underpinning this kind of training, addressing limitations and subsequent problems. Specifically, we consider merits of this highly specific form of training, which focuses on training of isolated processes such as cognitive processes (attention, memory, thinking) and visual perception processes, separately from performance behaviors and actions. We conclude that these approaches may, at best, provide some "general transfer" of underlying processes to specific sport environments, but lack "specificity of transfer" to contextualize actual performance behaviors. A major weakness of process training methods is their focus on enhancing the performance in body "modules" (e.g., eye, brain, memory, anticipatory sub-systems). What is lacking is evidence on how these isolated components are modified and subsequently interact with other process "modules," which are considered to underlie sport performance. Finally, we propose how an ecological dynamics approach, aligned with an embodied framework of cognition undermines the rationale that modularized processes can enhance performance in competitive sport. An ecological dynamics perspective proposes that the body is a complex adaptive system, interacting with performance environments in a functionally integrated manner, emphasizing that the inter-relation between motor processes, cognitive and perceptual functions, and the constraints of a sport task is best understood at the performer-environment scale of analysis

Application of a constraints-led approach to pedagogy in schools: embarking on a journey to nurture physical literacy in primary physical education

Background: Oversimplified, reductionist approaches to operationalising Physical Literacy (PL) have been a barrier to the development of a complex, dynamic and embodied understanding of the individual Physical Literacy journey. Further, there has been no appropriate approach that might allow practitioners to integrate Physical Literacy in Physical Education (PE). Whilst popular approaches, such as Teaching Games for Understanding (TGfU) and Game Sense (GS), for operationalising learner-centred and problem-based learning, have gained professional traction in the last three decades, the development of a comprehensive theoretical basis to underpin pedagogical principles has been neglected – particularly in Physical Education. Pedagogical approaches grounded in play have gained popularity as a vehicle for Physical Literacy development in Physical Education. Despite the prominence of a Constraint-Led Approach (CLA) in sport pedagogy to assist in developing ‘the intelligent, autonomous individual’ in sport, application to Physical Education is limited. Purpose: In this article, we propose key pedagogical principles of a Constraints-Led Approach (CLA) in primary physical education, underpinned by the theoretical framework of Ecological Dynamics (ED). Driven by the challenge of designing affordance landscapes for learning, we present our reflections on a recently designed PE curriculum for primary schools, Boing, which could facilitate the development of movement capacities in play-based curricula designed to nurture the Physical Literacy journey for individuals. An articulation of support for the key theoretical ideas is provided in this paper. Design: This is achieved through reflections on the play-based curriculum (BOING) founded on the principles of Ecological Dynamics (ED) underpinning a Constraints-Led approach (CLA) to better serve the implementation of a Physical Literacy focussed Physical Education in a Primary school setting based on key principles for delivery. Findings: Summarising the findings, the we were able to highlight the importance of developing key principles for delivering a theoretically informed curriculum that elicits key principles of Physical Literacy. Whilst movement skills are key, these approaches are able to elicit the intended outcomes in learners of confidence, motivation and competence (Whitehead 2010, 2016). Conclusions: A CLA affords the theoretical design of play-based curricula beyond just play or sport towards purposeful, inclusive learning environments. Practitioners should look to underpin their practice with key theoretical ideas. This paper is of particular interest to those coaches and teachers tasked with designing practical environments for learning beyond the rhetoric of skill development in sport

The nanoSIMS as a tool to study zonation around/in melt inclusions

Melt inclusions preserve geochemical records of magmatic processes and can provide windows into melt composition prior to near-surface fractionation processes such as degassing, crystal fractionation, and mixing that can influence the compositions of erupted magmas. The compositions of melt inclusions are usually measured near their centers using in-situ analytical techniques such as electron microprobe, ion probe, or LA-ICPMS. However, melt inclusions can experience post-entrapment modifications through crystallization or exchange with the host mineral or the outside melt via diffusion through the host mineral. For example, water loss (or gain) can occur by diffusion of H-bearing species through the host mineral toward (or from) the enclosing melt. Zonation in melt inclusions and their host minerals provide information on such post-entrapment modifications. We present a new approach to the study of such zonation using the nanoSIMS Cameca 50L high-resolution ion microprobe. Our data document mechanisms of chemical evolution of melt inclusion after entrapment and can constrain the nature and timescales of syn-eruptive processes

Salinity preference in killifish (Fundulus spp.)

1 online resource (IV, 24 pages) : illustrations (some colour), colour mapsIncludes abstract.Includes bibliographical references (pages 20-24).Fish normally live in salinities ranging from 0 ppt (freshwater) to ~35 ppt (seawater) but most fish can only inhabit fresh or saltwater making salinity a main factor in determining their distribution. While euryhaline fish can tolerate the osmoregulatory challenges that occur with changes in environmental salinity, they exhibit preference for particular salinities. The Common Killifish (Fundulus heteroclitus) is a small estuarine fish that normally prefers brackish water (~20 ppt). In brackish water where they overlap, F. heteroclitus can co-occur and hybridize with Banded Killifish (Fundulus diaphanus), a fish that prefers freshwater. The first goal of this thesis was to set-up and optimize the Loligo® ShuttleBox system to measure salinity preference of the two species to compare this new, more accurate system to previously published data. The second goal was to determine the salinity preference of wild juvenile F1 F. diaphanus x F. heteroclitus hybrids. The system consists of two connected choice tanks and a video-tracking system that allows salinity to be automatically increased or decreased depending on fish location. I predicted that the salinity preference of F. heteroclitus would be 20 ppt, F. diaphanus would be 1 ppt, and wild juvenile hybrids would be ~9.5 ppt, consistent with an additive genetic basis for salinity preference. Future work should include completing additional trials using wild F. heteroclitus, F. diaphanus, and hybrids as well as lab bred pure and reciprocal F1 hybrid crosses to gain a better understanding of the role of parental effects on salinity preference