Overlaying an Open Journals service onto an Institutional Repository at the School of Advanced Study, University of London

A poster for Open Repositories 2012 describing and illustrating the JISC-funded SAS OJS project and the resulting Open Journals service for the School of Advanced Study

SAS Open Journals. Overlaying an Open Journals service onto an institutional repository

In 2011, the School of Advanced Study, University of London (SAS) and the University of London Computer Centre (ULCC) worked jointly to develop the SAS Open Journals Service (SAS OJS). The project was funded by the JISC as part of its Scholarly Communications Programme, and aimed to create an open journal system that interfaced with the existing Institutional Repository (SAS-Space). This poster was presented at the 2012 Open Repositories conference in Edinburgh

International School Leadership: A Phenomenological Study Of Climate And Culture

The purpose of this study was to describe and explain the phenomena of international school leadership and school climate and culture. It proposed to identify key leadership strategies and techniques that can be implemented to initiate change which will foster a positive school culture and climate. The theoretical framework that shaped this study was the Five Dimensions of School Climate as described by Thapa, Cohen, Guffey, and Higgins-D’ Alessandro (2013). This study used a Interpretative Phenomenological Analysis (IPA) methodology to explore the lived experiences of leaders of international schools in south-east Asia in relation to school culture and climate. Through semi-structured interviews with eight participants the key leadership styles and techniques that foster a positive school culture and climate were identified along with the specific challenges that leaders in this setting face. It was found that relationships are integral to the fostering of a positive school culture and climate. This could be the relationships that leaders have with each other and the relationships that they have with all stakeholders in a school, such as staff, students and parents. Positive relationships can be built from the specific practices of having an open-door policy and through a leader’s recruitment and human resources practices. Leaders should also measure the existing culture, model the expected culture and communicate it across a school. Further, leaders should provide professional development for staff since it plays an important role in fostering a positive school culture. The specific challenges that leaders in this setting face were the cultural diversity that exists in the make-up of an international school, the expectations from parents and the ones that staff place upon themselves, retaining staff and recruiting new staff. It is therefore recommended that any data that is collected on the existing culture and climate should be used to grow and develop the culture and climate. Further, it is recommended that the specific leadership practices that were identified are used in conjunction with one another. Lastly, it is recommended that professional development is used to invest and develop people in order to foster a positive school culture and climate

A Survey of the Cedar City High School Graduates Who have Taken the One-Year Gregg Shorthand Course

Statement of Purpose: The purpose of this study was twofold: (1) to ascertain the value of the training received in the one-year shorthand program at the Cedar City High School, Cedar City, Utah, as indicated by the graduates of the program; and (2) to suggest ways in which the Cedar City High School business education department may improve the curricula insofar as the one-year shorthand program is concerned. Methods and Sources Used: A follow-up study in the form of a survey was made of the graduates of Cedar City High School who participated in the one-year shorthand program. Permission to perform the study was obtained from the school administration, and names of participants were taken from the school records. A questionnaire containing pertinent information was sent to each graduate participating in the program during the years 1959-1960 and 1965-1966. The responses of each were compiled as a part of this thesis. Summary of Findings: After graduating from the vocational shorthand program, students are finding jobs which require little or no shorthand skill. With 29 out of 76 graduates finding employment in which they can use their shorthand skill, a great deal of information and sources need to be made available to students concerning shorthand job opportunities. Thirty of the graduates made an effort to strengthen their shorthand skills in business college, junior college, and university programs. Sixty-two (72 per cent) of the responding graduates indicated a lower ability level in shorthand than they had attained in high school. Students may not be aware of the educational opportunities available in the community in which they can refresh their shorthand skills. The stenographic office practice course is not used to provide practice in dictation and transcription. Sixty per cent of the graduates were allowed to skip this valuable part of the course in which reinforcement of shorthand skills can be accomplished. Evidently, students would rather take other courses in the school curriculum than continue with the advised shorthand program. Students do not seem to be developing high rates of transcription speeds because of the limited time available in which the skill is taught, learned, and developed. Evidently dictation and transcription skills are taught and learned as separate activities instead of as a fusion of both. The low proficiency demonstrated in transcription activities (18 to 25 words a minute ) may indicate the need for a fused program

Habitat Conservation Plans under the Endangered Species Act

This Comment analyzes the development of Habitat Conservation Plans (HCP) as a means for planners to free themselves from the prohibitions against the taking of endangered species under the Endangered Species Act. The author argues that the use of the HCP has resulted in an increase in the number of parties seeking statutory permission to take endangered species. The author examines the statutory requirements for the development and approval of HCPs under section 10(a) of the Endangered Species Act. The author further critiques the first three HCPs that were developed, and suggests various changes to harmonize section 10(a) with the rest of the Endangered Species Act

Thiouracil treatment of the female guinea pig : effect on reproduction and the offspring

Dissertation (Ph.D.)--University of Kansas, Anatomy, 1950