The evaluation of principals and the improvement of public elementary schools.

The purpose of this study is to determine how elementary principals are evaluated and the extent to which evaluation is considered a means for assisting elementary school principals to improve student learning. The four major research questions guiding this study are: What evaluation procedures do selected public schools use to evaluate the effectiveness of elementary school principals? What similarities and differences in procedures do selected school systems use to evaluate the effectiveness of elementary school principals? What ways do teachers in selected public schools use to evaluate elementary school principals? How are evaluations of elementary school principals in selected public schools used to improve student learning? The review of research and literature undertaken for this study described contemporary principal evaluation procedures and examined the role of parents, students, and teachers in the evaluation of elementary school principals. Data were gathered about principal evaluation procedures in interviews with fourteen public elementary school principals in demographically diverse schools in the state of Massachusetts. A content analysis of the principal evaluation procedures found in the data was conducted to determine whether school districts have documented principal evaluation procedures, the characteristics of the evaluation procedures that school districts are utilizing, the participants included in the evaluation of principals, and the procedures/similarities and differences in the evaluation procedures. This study analyzed the performance indicators included on principal evaluations and how they contributed to improving student learning. The data gathered in this research found that the participating principals supported the linkage of their evaluation to the improvement of student learning. Further, this research indicated that the participating principals were knowledgeable of their school district\u27s principal evaluation procedures and tat some school districts in Massachusetts are lacking documented principal evaluation procedures. Finally, this study proposes recommendations that may be useful to principal preparation programs and to assist school districts in strengthening principal evaluation procedures for improving student learning

CHOOSING ALTERNATIVES TO CONTAMINATED GROUND WATER SUPPLIES: A SEQUENTIAL DECISION FRAMEWORK UNDER UNCERTAINTY

In increasing numbers, communities that rely on groundwater for drinking supplies have discovered contamination from agricultural pesticides and herbicides, road salt, underground fuel storage, and septic systems. A variety of short- and long-run remedies are available with highly uncertain outcomes. An appropriate technique for solving a benefit-cost problem of this type is a sequential decision framework using stochastic dynamic programming procedures for solution. The approach is illustrated here by means of an application to the problem of the recent contamination of the groundwater of Whately, Massachusetts by the agricultural fumigant EDB and the pesticide aldicarb.Environmental Economics and Policy,

The Modern Skyscraper, 1931

This article details the history of The Philadelphia Saving Fund Society (PSFS) building, constructed through the partnership of William Lescaze and George Howe in 1932. The author argues the building to this day remains modern , displaying complexity and a varitey of color and materials. The building is also, the author says, the first skyscraper designed in the International Style. The author also examines the PSFS in the context of other tall buildings of the period, usually described as belonging to the Art Deco style

Assessing MyPlate Familiarity and Typical Meal Composition using Food Models in Children Aged 7-13

The Dietary Guidelines for Americans serve as a basis for developing federal nutrition education materials for the public, such as MyPlate. MyPlate is a visual cue that uses food groups as a guide to building healthy plates at mealtime. The objective of this study was to determine factors associated with child familiarity with MyPlate guidelines and to determine if typical meals met MyPlate guidelines using food models. A convenience sample of 250 children (aged 7-13 years) and their parent/guardian were recruited at a local science and history museum. Children viewed a picture of the MyPlate icon and were asked to identify the picture. Next, participants used a nine-inch plate to build a typical meal (meals that they would regularly consume) from a buffet of food and beverages models (>65 items to choose from). Research team members took photographs of the plates. A Registered Dietitian Nutritionist determined the percentage of plates that met MyPlate guidelines. Eighty-six percent of children recognized the MyPlate icon upon viewing the image; 7.6% could accurately identify the icon by name. When participants were asked to build a typical meal, however, only 3.43% met MyPlate guidelines. The results of this study suggest that despite being familiar with MyPlate, children built typical meals that did not meet MyPlate guidelines

Establishing and supporting educational research in engineering from a local and national perspective

This paper describes an action research approach to supporting an improvement in the educational research skills of engineering academics in the UK. Two engineering education centres based at Loughborough University (the engCETL which is funded to support academics based at the university and the Engineering Subject Centre which has a national remit) have worked collaboratively to develop resources, including guides, workshops and other events and have started to disseminate this work internationally. In response to an identified need to develop understanding and to facilitate collaborative opportunities, a Special Interest Group has been established that will promote high quality educational research and provide the UK voice for international research communities. This is work in progress and there will be further evaluation undertaken of the impact of these developments. The aim is to establish a selfsustaining community of researchers as there is limited funding for engineering education research in the UK

Meeting the needs of industry: the drivers for change in engineering education

This paper examines the drivers for change as engineering departments develop ‘experience-led degrees’ that aim to equip students with the employability skills needed by industry. The term ‘experience-led engineering degree’ came from the Sainsbury Review and is taken to mean components of an engineering degree that develop industry related skills and which may also include industry interaction. It presents the relevant findings from a study on how engineering degrees meet the needs of industry (Engineering graduates for industry). The study used a case study approach to address the research question: “How can we enhance a sustainable world-class higher education engineering sector that meets the graduate recruitment needs of industry?” Six case studies were developed that describe examples of experience-led components in engineering departments across England. A number of key messages emerged from the analysis of the case studies and this paper looks in detail at the drivers that lead to change within universities and discusses how these vary according to institutional missions and priorities. The case studies demonstrated examples of both wide-scale radical change and incremental small-scale change, with all cases showing the vital role played by learning and teaching champions in driving forward change at a departmental level and the importance of support from senior management. It is also recognised that responsibility for change must be shared between universities, industry and the funding bodies. Barriers to change have been identified and recommendations are made as to how change can be facilitated

2009-2010 Mostly Music: Haydn

https://spiral.lynn.edu/conservatory_mostlymusic/1006/thumbnail.jp

It helps to talk: A guiding framework (TRUST) for peer support in delivering mental health care for adolescents living with HIV.

INTRODUCTION: Adolescents living with HIV have poor treatment outcomes, including lower rates of viral suppression, than other age groups. Emerging evidence suggests a connection between improved mental health and increased adherence. Strengthening the focus on mental health could support increased rates of viral suppression. In sub-Saharan Africa clinical services for mental health care are extremely limited. Additional mechanisms are required to address the unmet mental health needs of this group. We consider the role that community-based peer supporters, a cadre operating at scale with adolescents, could play in the provision of lay-support for mental health. METHODS: We conducted qualitative research to explore the experiences of peer supporters involved in delivering a peer-led mental health intervention in Zimbabwe as part of a randomized control trial (Zvandiri-Friendship Bench trial). We conducted 2 focus group discussions towards the end of the trial with 20 peer supporters (aged 18-24) from across 10 intervention districts and audio recorded 200 of the peer supporters' monthly case reviews. These data were thematically analysed to explore how peer supporters reflect on what was required of them given the problems that clients raised and what they themselves needed in delivering mental health support. RESULTS: A primary strength of the peer support model, reflected across the datasets, is that it enables adolescents to openly discuss their problems with peer supporters, confident that there is reciprocal trust and understanding derived from the similarity in their lived experiences with HIV. There are potential risks for peer supporters, including being overwhelmed by engaging with and feeling responsible for resolving relationally and structurally complex problems, which warrant considerable supervision. To support this cadre critical elements are needed: a clearly defined scope for the manageable provision of mental health support; a strong triage and referral system for complex cases; mechanisms to support the inclusion of caregivers; and sustained investment in training and ongoing supervision. CONCLUSION: Extending peer support to explicitly include a focus on mental health has enormous potential. From this empirical study we have developed a framework of core considerations and principles (the TRUST Framework) to guide the implementation of adequate supportive infrastructure in place to enhance the opportunities and mitigate risks