If It Ain’t Broke, Don’t Fix It

2011 ◽  
Vol 14 (4) ◽  
pp. 22-30 ◽  
Author(s):  
Jennifer K. Clayton ◽  
Bryce Johnson
Keyword(s):  
Academic Success ◽  
Leadership Style ◽  
School Leaders ◽  
Transition Process ◽  
Short Term ◽  
School Communities ◽  
New School ◽  
Background Data ◽  
New Buildings

This case uncovers the balance between school culture and academic success that school leaders must consider while leading their schools. New school leaders as well as experienced leaders transitioning into new buildings find that each school has its own distinctive culture. The existing culture and ethos of a school must be considered as leaders gauge the need for short-term and long-term improvements. This must be balanced with the experiences and expectations brought by the leader that have the ability to create positive change. This transition process should not be taken lightly, and administrators should carefully observe what traditions their new school communities value when considering what change needs to be incorporated. This case uncovers the need for new building principals to reflect and analyze background data, both qualitative and quantitative, prior to mandating change in their building. In that sense, it gives aspiring leaders an opportunity to reflect on leadership style and whether there is an opportunity to contextualize that style.

Position of Croatia on European tourist market

1997 ◽  
Vol 3 (2) ◽  
pp. 209-224
Author(s):  
Ivo Ban ◽  
Vesna Borković-Vrtiprah
Keyword(s):  
Transition Process ◽  
European Market ◽  
Short Term ◽  
Market Segments

Croatia is an important factor to the European tourist market. The constructed tourist capacities, realized traffic and revenues are a significant segment of the European "satisfaction industry". However, unfavorable trends were perceived in Croatian tourism already during the second half of the 1980's. War and war destruction had the effect of drastically influencing traffic, as well as resulting in the complete absence of tourists in some regions, as in Dubrovnik. All this, alongside the unavoidable problems of the transition process which appeared on this path, contributed to the serious difficulties that Croatian tourism faces. The come-back of Croatian tourism and the building of its entirely new identity is a long complex and difficult process. Regardless of present circumstances and the evident return of tourists to Croatia in 1997, it is necessary indispose the fundamental changes in the approach to tourism and tourist practices. It is necessary to define long-term goals and market segments towards which offers can be explicitly directed and to systematically develop contemporary, tourist marketing. As the changed and ever-increasing demands of today's tourist consumer seek substantial improvements in the Croatian tourist product, which must be significantly better in quality, richer and more diverse, and thereby more competitive. The Croatian tourist product must comply with all contemporary market demands. The paper considers all these questions and problems and indicates what is necessary and objectively possible to achieve within short-term and long-term periods, in order to accomplish the desired goal - the better placement of Croatia on the European market.

Leading Through Conflict With Credibility

2020 ◽  
Author(s):  
Thomas R. Hughes ◽  
Frank D. Davidson
Keyword(s):  
School Leaders ◽  
Educational Leaders ◽  
Organizational Capacity ◽  
Short Term ◽  
School Settings ◽  
Building Trust ◽  
Underlying Causes ◽  
To Come ◽  
Positive Climate

Even though conflict is increasingly finding its way into school settings, there is evidence that school leaders do not view themselves as being adequately equipped to meet the growing challenges. Training on short-term approaches to dealing with immediate issues may be available to practitioners through professional development offerings, but there is more involved in successfully and sustainably dealing with conflict than getting through a tense moment. School leaders need to be able to understand the causes and complexities—as well as navigate time elements—associated with ongoing conflict that can take place at the personal as well as organizational levels. Beyond understanding these concepts, administrators themselves need to increase the capacity of their staff and their organizations to assist in their development. In addition to learning how to recognize patterns and underlying causes advancing adversity, administrators would do well to invest in long-term conflict diminishing approaches such as building trust and improving interpersonal and organizational capacity as ways to increase credibility within and outside of the school itself. Finding people who can think critically and work adaptively to solve problems could prove to be a real advantage for educational leaders who strive to reduce the stress of the workplace and create a more collegial climate within the schools they serve. Building trust and the ability to “come through” capably for others even in tough situations increases the credibility of leaders. Leading through conflict with this credibility in turn helps to sustain a positive climate in schools.

scholarly journals Structural change without trust: Reform cycles in Hungary and Slovakia

2009 ◽  
Vol 59 (2) ◽  
pp. 147-177 ◽  
Author(s):  
D. Győrffy
Keyword(s):  
Transition Process ◽  
Theoretical Framework ◽  
Short Term ◽  
The Past ◽  
History Of ◽  
Potential Factors ◽  
Maastricht Criteria ◽  
High Level ◽  
Special Circumstances

The recent admission of Slovakia into the Economic and Monetary Union (EMU) stands in sharp contrast with the considerable difficulties faced by Hungary with the fulfilment of the Maastricht criteria. This is a puzzling development for two reasons: first, during the early phase of the transition process Hungary was ahead of Slovakia, and second, the high level of political polarisation and general public disillusionment are shared characteristics of the two countries and not conducive to reforms in either case. In order to address these contradictions a theoretical framework is developed examining the conditions of structural reforms in a low-trust environment, where promises about long-term benefits for short-term costs are not believed. After the identification of three potential factors — perception of crisis, emergence of credible reformers, elite consensus — that can help to overcome the gap in credibility, the theoretical framework is applied to the transition history of the two countries. It is shown that while in the past decade all three factors had been present in Slovakia, the former success of Hungary strongly contributed to the absence of such special circumstances. The continued divergence of the two countries, however, cannot be taken for granted as in both cases reform cycles rather than sustainable progress can be observed. In order to ensure sustainability the difficult tasks of consensus- and trust-building cannot be avoided.

scholarly journals High-expectation comments increase students’ mental activity and confidence in the test

2020 ◽  
Vol 185 ◽  
pp. 02005
Author(s):  
Yingshan Wang
Keyword(s):  
Academic Success ◽  
Test Performance ◽  
Test Scores ◽  
Test Score ◽  
Past Research ◽  
Mental Activity ◽  
High Expectation ◽  
Short Term ◽  
Brain Waves

Past research has consistently found that teachers’ expectations for students’ performance shape their long-term academic success. This study extends this work by examining possible short-term pathways through which instructors’ test-related expectations may influence their academic success, specifically students’ confidence, mental activity and immediate test score performance. It was hypothesized that after receiving high- expectation encouragement, students would have experience greater confidence, superior immediate test performance, and stronger gamma waves (i.e., brain waves that indicate more intense mental activity). To test these hypotheses, an experiment was conducted with nine students from Guangxi, China. Results showed that students who received high-expectation comments tended to generate stronger EEG gamma waves and experience higher levels of confidence. However, no relationship was found between the expressed expectation and students’ test scores. Future experiments with a larger participant pool can build upon the preliminary outcomes of my study.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Ultrastructural investigations of MDL 19,660-induced effects on the canine platelet and megakaryocyte

1990 ◽  
Vol 48 (3) ◽  
pp. 374-375
Author(s):  
D.E. Loudy ◽  
J. Sprinkle-Cavallo ◽  
J.T. Yarrington ◽  
F.Y. Thompson ◽  
J.P. Gibson
Keyword(s):  
Antidepressant Drug ◽  
Beagle Dogs ◽  
Long Term Effects ◽  
Short Term ◽  
Platelet Counts ◽  
Toxicological Studies ◽  
Induced Aggregation ◽  
Internal Architecture

Previous short term toxicological studies of one to two weeks duration have demonstrated that MDL 19,660 (5-(4-chlorophenyl)-2,4-dihydro-2,4-dimethyl-3Hl, 2,4-triazole-3-thione), an antidepressant drug, causes a dose-related thrombocytopenia in dogs. Platelet counts started to decline after two days of dosing with 30 mg/kg/day and continued to decrease to their lowest levels by 5-7 days. The loss in platelets was primarily of the small discoid subpopulation. In vitro studies have also indicated that MDL 19,660: does not spontaneously aggregate canine platelets and has moderate antiaggregating properties by inhibiting ADP-induced aggregation. The objectives of the present investigation of MDL 19,660 were to evaluate ultrastructurally long term effects on platelet internal architecture and changes in subpopulations of platelets and megakaryocytes.Nine male and nine female beagle dogs were divided equally into three groups and were administered orally 0, 15, or 30 mg/kg/day of MDL 19,660 for three months. Compared to a control platelet range of 353,000- 452,000/μl, a doserelated thrombocytopenia reached a maximum severity of an average of 135,000/μl for the 15 mg/kg/day dogs after two weeks and 81,000/μl for the 30 mg/kg/day dogs after one week.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

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