Queer Representation and Public Pedagogy in American Musical Theatre

This paper explores the Broadway musical as a site of queerness and queer representation through the lens of queer public pedagogy

Pressures and influences on school leaders as policy makers during COVID-19

Pressure and influences on school leaders as school policy makers during COVID-19 have made the task of interpreting, translating and implementing guidance more a complex and essential operation. School leaders need to prioritise and balance ever-changing government policy advice, against limitations of school buildings, the welfare of students and staff as well as the needs of the communities their schools serve. By surveying and interviewing headteachers, senior leaders and governors, this paper identifies the inputs school leaders have had to react and respond to when creating policy in the context of COVID-19. The paper addresses the nature of, and factors affecting, pressures school leaders feel in authoring policy. The considerable challenges school-based policy makers face in implementing social distancing policy are non-trivial and increase tension to what is already highly stressful work. The report draws on data collected from a randomised, stratified sample of primary and secondary school leaders from across England in early June 2020, during the time of social distancing and school closure for most students. Findings suggest quality, quantity and frequency of top-down communication have contributed to school leader stress, while horizontal communication and collaboration between school leaders and across school communities helped to support leaders during rapid change. We recommend government and the education sector address communication, collaboration and change, to harness the challenges and opportunities identified by school leaders during the COVID-19 pandemic

Variability Tests for Intrinsic Absorption Lines in Quasar Spectra

Quasar spectra have a variety of absorption lines whose origins range from energetic winds expelled from the central engines to unrelated, intergalactic clouds. We present multi-epoch, medium resolution spectra of eight quasars at z~2 that have narrow ``associated'' absorption lines (AALs, within $\pm$5000 km s^{-1} of the emission redshift). Two of these quasars were also known previously to have high-velocity mini-broad absorption lines (mini-BALs). We use these data, spanning ~17 years in the observed frame with two to four observations per object, to search for line strength variations as an identifier of absorption that occurs physically near (``intrinsic'' to) the central AGN. Our main results are the following: Two out of the eight quasars with narrow AALs exhibit variable AAL strengths. Two out of two quasars with high-velocity mini-BALs exhibit variable mini-BAL strengths. We also marginally detect variability in a high-velocity narrow absorption line (NAL) system, blueshifted \~32,900 km s^{-1}$ with respect to the emission lines. No other absorption lines in these quasars appeared to vary. The outflow velocities of the variable AALs are 3140 km s^{-1} and 1490 km s^{-1}. The two mini-BALs identify much higher velocity outflows of ~28,400 km s^{-1} and ~52,000 km s^{-1}. Our temporal sampling yields upper limits on the variation time scales from 0.28 to 6.1 years in the quasar rest frames. The corresponding minimum electron densities in the variable absorbers, based on the recombination time scale, are \~40,000 cm^{-3} to ~1900 cm^{-3}. The maximum distances of the absorbers from the continuum source, assuming photoionization with no spectral shielding, range from ~1.8 kpc to ~7 kpc.Comment: 16 pages, 4 figures, ApJ, accepte

The State of Global Giving by U.S. Foundations, 2011-2015

The State of Global Grantmaking Giving by U.S. Foundations is the latest report in a decades-long collaboration between Foundation Center and The Council on Foundations and aims to help funders and civil society organizations better navigate the giving landscape as they work to effect change around the world. The analysis reveals that global giving by U.S. foundations increased by 29% from 2011 to 2015, reaching an all-time high of $9.3 billion in 2015. In addition to a detailed analysis of trends by issue area, geographic region, population group, and donor strategy, this analysis also relates these trends to key events and developments, including the adoption of the Sustainable Development Goals, the spread of Ebola in West Africa, and the increasing legal restrictions faced by civil society in countries around the world

\u3cem\u3ePseudomonas aeruginosa\u3c/em\u3e reverse diauxie is a multidimensionl, optimized, resource utilization strategy

Pseudomonas aeruginosa is a globally-distributed bacterium often found in medical infections. The opportunistic pathogen uses a different, carbon catabolite repression (CCR) strategy than many, model microorganisms. It does not utilize a classic diauxie phenotype, nor does it follow common systems biology assumptions including preferential consumption of glucose with an ‘overflow’ metabolism. Despite these contradictions, P. aeruginosa is competitive in many, disparate environments underscoring knowledge gaps in microbial ecology and systems biology. Physiological, omics, and in silico analyses were used to quantify the P. aeruginosa CCR strategy known as ‘reverse diauxie’. An ecological basis of reverse diauxie was identified using a genome-scale, metabolic model interrogated with in vitro omics data. Reverse diauxie preference for lower energy, nonfermentable carbon sources, such as acetate or succinate over glucose, was predicted using a multidimensional strategy which minimized resource investment into central metabolism while completely oxidizing substrates. Application of a common, in silico optimization criterion, which maximizes growth rate, did not predict the reverse diauxie phenotypes. This study quantifies P. aeruginosa metabolic strategies foundational to its wide distribution and virulence including its potentially, mutualistic interactions with microorganisms found commonly in the environment and in medical infections

Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning.

AIM: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. SAMPLE AND METHOD: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. RESULTS: Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students' resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). CONCLUSIONS: Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students' perceptions of teacher support

Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning

Aim: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. Sample and method: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. Results: Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students’ resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). Conclusions: Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students’ perceptions of teacher support

Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning.

AIM: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. SAMPLE AND METHOD: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. RESULTS: Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students' resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). CONCLUSIONS: Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students' perceptions of teacher support

International Giving by U.S. Community Foundations: Local Communities with Global Reach

This report, a joint effort by the Council on Foundations and Foundation Center, examines the current state and recent trends in international giving and engagement by large U.S. community foundations. The first-ever analysis of this type suggests that many community foundations are beginning to adopt a broader, more nuanced definition of "community" than they have in the past.The report documents how funds channeled from U.S. community foundations support international programs and recipients and highlights five U.S. community foundations and their approaches to global engagement and international grantmaking. For this report, we analyzed all the international grants made by U.S. community foundations included in Foundation Center's set of 1,000 of the largest U.S. Foundations from 2011 to 2014, which included 10,533 grants worth $697 million

Exploring environmental and biological drivers of cetacean occurrence in the cross-border region of the Malin Shelf using data from a European fishery survey

Irish and Scottish waters are important habitats for cetaceans in Europe. Yet, little data is available for the region of the Malin Shelf, north of Ireland. Despite a rich species diversity, relative cetacean abundance appears low compared to hotspots documented west of Scotland and Ireland. Whether this perceived low prevalence accurately portrays an ecological discontinuity or arises from a lack of published results and low survey effort in that transborder area remains unclear. Here, we used sighting records from a multi-disciplinary fisheries survey, the Western European Shelf Pelagic Acoustic Survey (WESPAS), to explore cetacean habitat preferences over the Malin and Hebridean shelves. Northern minke whale and common dolphin occurrence was modelled within a Bayesian Additive Regression Trees (BART) framework, against selected environmental and biological variables. No correlation was observed between cetacean presence and in-situ prey biomass. Minke whales distribution was better explained by oceanography, notably proxies for frontal activity, and primary productivity. Common dolphins similarly showed preferences for shelf waters within 5-25km of fronts, but also affinities for fine substrates. Favourable habitats identified by the models were consistent with literature around the Hebrides and shed light on potentially important areas along the Islay front and north of Donegal, so far unreported due to data deficiency. Results will contribute towards informing future monitoring, strategic management and conservation efforts in this cross-border region