The Gentle People of Prejudice

Hogg Foundation for Mental Healt

The phase of the crosspolarized signal generated by millimeter wave propagation through rain

Proposed schemes for cancelling rain-induced crosstalk in dual-polarized communications systems depend upon the phase relationships between the wanted and unwanted signals. This report investigates the phase relationship of the rain-generated crosspolarized signal relative to the copolarized signal. Theoretical results obtained from a commonly accepted propagation model are presented. Experimental data from the Communications Technology Satellite beacon and from the Comstar beacon are presented and the correlation between theory and data is discussed. An inexpensive semi-adaptive cancellation system is proposed and its performance expectations are presented. The implications of phase variations on a cancellation system are also discussed

THE RELATIONSHIP BETWEEN THE PROTEAN CAREER ATTITUDE AND FEEDBACK AFTER THE EMPLOYEE PROMOTION PROCESS

The deterioration of the traditional organizational career model progressively challenges employees to manage their careers (Briscoe et al., 2006). Increasingly, individuals self-manage their careers, focusing on both professional and personal circumstances throughout a career (Li et al., 2019). Employees continue to pursue career advancement by developing their knowledge, skills, and competencies. While individuals seek career development pursuing more challenging and higher paying jobs, organizations also show interest in career development. Organizations take an interest in the career growth of employees because career advancement leads to increased morale and productivity and reduced costs associated with employee turnover (Bowness, 2019). Increased morale and productivity and reduced turnover costs benefit organizations. Feedback offers managers opportunities to improve their team’s performance (Wong, 2020). Additionally, feedback ties to positive organizational outcomes benefiting the employee (Cavanaugh, 2017). While academics examine feedback extensively, the tendency to overlook feedback as a catalyst for self-development continues (Cavanaugh, 2017). The present study examines the relationship between feedback and protean career attitude (PCA), an individual’s tendency to proactively manage his or her career, following the employee promotion process (Hall, 2002). This study explores the relationship between the timeliness of feedback, the quality of feedback, the timeliness and quality of feedback, and PCA as perceived by employees not chosen for promotion. Findings from this study emphasize the importance of providing feedback to employees not chosen for promotion after the employee promotion process. Findings show a significant relationship between the timeliness of feedback, the quality of feedback, the timeliness and quality of feedback provided after the employee promotion process and PCA as perceived by employees not chosen for promotion. Future research considerations include extending the study through qualitative methods and the use of control and treatment groups

A Self-Study of the Relationships between My Leadership and the Promotion of a Supportive School Environment

A SELF-STUDY of the RELATIONSHIPS between MY LEADERSHIP and the PROMOTIon of a SUPPORTIVE SCHOOL ENVIRONMENT There has been a recent focus in education on Social Emotional Learning, Restorative Justice, and Multi-Tiered Systems of Support (MTSS). All of these areas are tied to creating a Supportive School Environment that will help students be successful. Chicago Public Schools created a Supportive School Certification process in 2017 and works closely with schools to help them achieve certification (Mathewson, 2017). as the fifth principal in the past ten years at J. P. Miller School, there has been a significant change in leadership styles, school visions, and allocation of resources. the school received the highest or second highest rating issued by Chicago Public Schools prior to my arrival as principal. from the outside, it would appear that the school is performing at a high level, however, an alarming undercurrent indicated by the University of Chicago\u27s 5 Essential Survey was that students rated the Support School Environment has €œNeutral€ for years leading to me becoming principal. Research shows that relationships are vital to students feeling welcome at a school, which informs their academic success and social emotional growth (CASEL, 2018). Creating a supportive school climate is imperative for a school principal to lead their school towards continuous improvement. This study has implications for school leaders who are working with all stakeholders to continuously improve educational opportunities and experiences for the students they serve. Through a Self-Study, the school principal will use Sergiovanni and Blumer\u27s €œLeadership through Proposing€ to guide the school community through Chicago Public Schools\u27 Supportive School Certification to increase student academic performance and social emotional growth

Asian and Asian American Families and their Representations in Literature

This project explores representations of Asian and Asian American families in literature and some other media. These representations, though different in their plotlines, all contain overarching similarities in family dynamics which ties together this genre of literature for young readers

Review of Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy by Christy Wenger

When given the chance to review a book for JAEPL, I immediately suggested Christy Wenger’s Yoga Minds, Writing Bodies. Not only is this a book I highly respect, but one of its themes is perhaps more relevant than ever today, some six years after its publication

Reading Disability and Mathematics Disability: Is There a Correlation?

My review was conducted in order to provide me with research-based findings that could assist me in developing a better means of providing remediation to students who exhibit mathematics difficulties (Evans, 2008). In my review of articles, there were three specific student disability groups that were identified and referenced throughout the research: students exhibiting mathematics and concurring reading disabilities (MD-RD students), students exhibiting reading disabilities but not exhibiting mathematics disabilities (RD-only students), and students exhibiting mathematics disabilities but not exhibiting reading disabilities (MD-only students) (Bryant, 2005; Bryant & Bryant, 2008; Evans, 2008; Fuchs, Fuchs, & Prentice, 2004; Knopik, Alarcόn, & DeFries, 1997; Powell, Fuchs, Fuchs, Cirino, & Fletcher, 2009; Wise et al., 2008). These groups were identified based on specific skill strengths or deficiencies that were evident as these students completed reading and mathematics assessments. Article reviews will follow that summarize specific findings that were noted in the literature. The paper concludes with implications for leadership based on the overall findings