Components of Effective Leadership

[First paragraph] The effective schools literature demonstrates that the principal\u27s leadership is key to the revitalization of schools. The purpose of this article is to feature those components of leadership on which principals need to place attention and to provide suggested activities to enhance these components

Greater fear reactivity and psychophysiological hyperactivity among infants with later conduct problems and callous-unemotional traits

Approximately one-third of children who meet criteria for conduct problems (CP) are also characterized by elevated callous-unemotional (CU) traits. This subgroup is at elevated risk for more pervasive and extreme levels of later antisocial behavior and has been characterized by a fearlessness temperament and blunted stress psychophysiology at older ages. The objective of this study is to examine group differences in fear reactivity and stress psychophysiology in infancy among children classified as having CP with CU (CP+CU), CP without CU (CP-only), or no CP in later childhood

Leadership Styles

[First paragraph] Effective schools literature shows clearly that the leadership of the principal is key to the effectiveness of the school (Hoy and Miskell, 1982, and Arnn and Mangieri, 1988). To be effective, principals must use leadership styles appropriate to the situation

Grievances

[First Paragraph] The Virginia Board of Education has adopted a procedure for resolving disputes concerning the application of local board policies, rules, and regulations as they impact the work or disciplinary actions of teachers. It is vital that the principal be aware of the process and the timeline involved in the grievance procedure since the solution should be secured at the lowest administrative level in the process. It is beyond the scope of this article to provide every detail of the grievance process. For a complete detailing of procedure, please refer to Chapter 15, Article 3, Sections 22.1-306 through 22.1-314 of the Code of Virginia

Virginia\u27s Plan for Dual Enrollment

[First paragraph] There is a plan where Virginia pays Average Daily Membership (ADM) monies to a school system for a student attending a community college - and the community college collects the Full Time Equivalency (FTE) from the State. Principals must be aware of this dual enrollment plan for secondary students with community colleges approved in September of 1988. This plan provides options for students which were not available before. Dual enrollment allows high school students to accumulate credits for graduation while simultaneously earning college credit. The courses to be offered are to be mutually agreed upon by the school division and the community college

Unit Plans

[First paragraph] Careful unit planning as a framework for daily lesson plans can help teachers individualize instruction, manage time and classroom behavior, bring cohesive-ness to a series of related daily lessons, and ultimately improve student achievement. Principals can help teachers by providing clear expectations and a consistent framework for unit planning. School and district philosophy will help determine the particular model chosen from the wide variety available. Following is one format

Personal computer-based flight training devices

This article reviews the role of personal computer aviation training devices (PCATDs) in general aviation pilot training. A brief history of flight simulator development is provided, accompanied by a sampling of early research on the effectiveness of simulator training. PCATDs are described along with their more common interface devices. Next, an examination of the use of PC-based flight simulators in formal and informal flight training programs reveals some of the recent data validating their use. Special emphasis is paid to the use of PC-based flight simulators for the instruction of novices in how to fly and the training of pilots in the performance of instrument flight maneuvers. Then, the role fidelity plays in producing transfer from PC-based training devices is addressed. Finally, a case is made for researchers to provide the kind of data that regulatory agencies should use in determining the standards for certification of PCATDs in flight training programs. Finally, suggestions are made for improvement of future PC-based flight training devices

The Influence Of A Perceptual-Motor Training Activity On The Stability Of Pc-Based Cognitive Test Scores: A Repeated Measures Paradigm

The authors repeatedly administered four computerized tests to 21 students engaged in a lengthy PC-based flight training simulation as part of their pre-training activities at a professional aviation academy. Test scores were examined for disruption, or evidence of transfer, during intervals in which the tests were expected to correlate with training performance. No significant disruptions were noted for grammatical reasoning, code substitution, or four-choice reaction time. However, the BFITS group experienced significant improvement on one test (air defense maneuvering) during the predicted interval. The effect was not mirrored by either of two control groups (flight instructors and university undergraduates). Implications for performance prediction are discussed

Differences in mortality among full-sib channel catfish families at low dissolved oxygen

Fifteen full-sib channel catfish (Ictalurus punctatus) families from the Yazoo strain and eight from the Louisiana State University (LSU) strain were tested for variability in mortality rate at a low level of dissolved oxygen (1.1 ± 0.1 mg/L [ppm]). Channel catfish fry ranging from 2 to 10 days of age were subjected to low dissolved oxygen shock tests for 10-hour periods following 12-hour acclimation. There was no significant difference between the LSU and Yazoo strains in mortality. No significant differences were detected among age groups of fry (3 and 4; 5 and 6; 7 and 8; and 9 and 10 days old). There were highly significant and significant intra-class correlations among the full-sib families, indicating that families differed either in total genotypic value or due to environmental effects common to full-sib groups. © 1985 Taylor & Francis Group, LLC