FIT for purpose – the new FLARE Index to Treaties

The FLARE Index to Treaties which was launched in March 2009 on the Institute of Advanced Legal Studies web server, was conceived to fill a gap in the range of information finding tools available on the internet for the international lawyer. It is a fully searchable database indexing and listing over 1,500 of the most significant multilateral treaties concluded from 1856 onwards. This article describes the background to the development, the various ways in which the service can be used and technical issues in its construction and use.Preprint of an article by Dr Peter Clinch, Senior Subject Librarian for Law, Cardiff University, Wales, UK and Steven Whittle, Information Systems Manager, Institute of Advanced Legal Studies, University of London published online by LLRX.co

School Climate Development Survey

Over the last twenty-five years the Consortium on Chicago School Research has engaged in systematic study of more than 400 Chicago Public Schools to determine organizational traits that are related to improvement in student learning. This effort was designed to help explain widely divergent levels of student success between very similar schools in the Chicago system. Initial discussions with educators at all levels, reviews of previous research, pilot studies, and field studies led to the identification of five school contextual factors – the 5Essential Supports – determined to be critical to school success: (1) effective leaders, (2) collaborative teachers, (3) involved families, (4) supportive environment, and (5) ambitious instruction. The framework of the 5Essential Supports served as a theoretical basis for a survey effort designed to measures and report on facets of school culture that could then be used by school leaders and practitioners to guide school improvement efforts. Research related to the 5Essential Supports consistently demonstrates a strong relationship between the presence of these supports and gains in student achievement. Led by Dr. James McMillan and Dr. Charol Shakeshaft from VCU’s School of Education, the purpose of this MERC study was (1) to develop a shortened version of the 5Essentials staff climate survey for the Metropolitan Educational Research Consortium schools, (2) to pilot test the new survey with teachers and administrators, and (3) to determine effective methods of dissemination to support schools use f the survey data for school improvement purposes. The piloting and validation phase of the study demonstrated that the core constructs underlying the 5Essentials maintained high levels of validity and reliability in the shortened version. MERC also piloted and received feedback from school leaders on formats for reporting school climate results

Larval development of the western school prawn Metapenaeus dalli Racek, 1957 (Crustacea: Decapoda: Penaeidae) reared in the laboratory

The six Naupliar, three Protozoea, three Mysis and first post-larval forms of the western school prawn Metapenaeus dalli Racek, 1957 were cultured in the laboratory. These stages were described in detail and compared to those of other metapenaeids. The ontogenetic development occurred in 12 days at 26°C, with both the growth rate and morphological patterns of development in M. dalli broadly following those recorded for other metapenaeids. Differences were found between M. dalli and other metapenaeids at corresponding stages of larval development, with these being the number, location and composition of individual setae and other minor spinal development

School development : a consultative approach : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University

This thesis uses a case study approach to show how a strategy of 'School Development' might be applied to New Zealand schools. It is argued that a policy of school based staff development and training will lead to greater school effectiveness. Such a policy uses a coordinated organizational approach rather than the more traditional reliance on withdrawing teachers from their classrooms for a time in order to concentrate on elements of the teaching-learning process. Support for this concept is derived from Organization Development theory and research. The term 'School Development' has been used to distinguish the particular New Zealand modifications which have been made to the more generic organization development theory. The notion of a consultant is central to the approach described and tasks and procedures which would be used by interventionists are discussed. School development assumes that schools have the capacity for self renewal. The consultant merely helps the school to realise this capacity. Components of teaching practice can be addressed within the framework of the school where they occur. Teachers can in this way increase their effectiveness with their present classes. The study concludes with a discussion of the implications of school development for teacher education generally