The purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in School District A perceived the program’s effectiveness in preparing them to demonstrate Florida’s principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles within School District A. This study was conducted at the request of the professional development services designee in School District A and is a companion study to research conducted by Eddie Ruiz and Wesley Trimble. The Preparing New Principals Program Completer Survey was sent to 90 administrators in School District A who completed the preparing new principals program between 2008 and 2011. Follow-up interviews were conducted with six volunteers in order to further clarify responses to the survey and to gather additional input from program completers. Survey results as well as interview data were analyzed in order to give the professional development services designee information for designing a new principal preparation program for School District A. The literature review and the results of this study supported the premise that preparing principals for school leadership in 2013 involves more than developing management skills and knowledge of the functions of a school. Principals must be instructional leaders with an unwavering focus on student achievement. Overall, results of the study found the PNPP in the urban school district supported the participant’s awareness of the FPLS and also showed they perceived they were prepared to demonstrate the majority of the standards. However, the individual requirements and experiences of the PNPP had varying levels of perceived value to iii the professional practice of the participants. Results of the study recommended the PNPP experiences perceived to be invaluable or not practical should be evaluated for applicability, revised accordingly or possibly eliminated to improve the effectiveness of the PNPP. Although the structure of principal preparation programs in the state of Florida are unique due to laws that created a two leveled principal certification process, the findings and conclusions of this research study could be useful to any school district working to develop future principals. Suggested improvements to the PNPP included a longer principal internship, a strengthened mentor relationship, an application process for initial program entry, differentiated experiences, and an emphasis on increasing teacher effectiveness

One alternatively certified elementary teacher was the subject of this sixteen week research study on science teaching self-efficacy. The researcher taught inquiry based student level science lessons to the fourth grade teacher. The teacher participant, in turn, taught those same lessons to her class while the researcher observed and took field notes. The participant responded to specific open ended questions in a journal after each science experience and also completed three interviews with the researcher. Each sequential lesson from the researcher was then modified based on participant needs. The participant completed the STEBI (Science Teaching Efficacy Belief Instrument) as a pre and post test to measure the effects of the above mentioned activities. The collected data from the STEBI was reported quantitatively. The collected data from the reflective journal entries and interviews were reported qualitatively. After careful analysis of the data gathered for this case study, the researcher came to the conclusion that inquiry based professional development through the use of a mentor affected the alternatively certified elementary teacher's science teaching self-efficacy. The subject maintained a positive attitude about the use of a mentor for the duration of the study and her Personal Science Teaching Efficacy increased or stayed the same on all of the STEBI questions. Limitations of the study as well as recommendations for further research were also discussed.

In 1986, the Carnegie Forum on Education and the Economy published A Nation Prepared: Teachers for the 21st Century in which it recommended that a National Board for Professional Teaching Standards (NBPTS) be established to ascertain and institute criteria for teacher excellence (Steiner, 1995). No Child Left Behind Act of 2001 (NCLB) mandated that every classroom employ a "highly qualified teacher" (No Child Left Behind, 2001a); moreover, NCLB articulated the relationship between improving student achievement and higher standards for qualifying classroom teachers (Rotberg, Futrell & Lieberman, 1998). Research conducted in Miami-Dade County supports Florida's use of National Board Certification (NBC) as an "effective signal of teacher quality"(CNA Corporation, 2004, p.1). Critical theorist, Michael Apple, emphasized the role of education as an agent for the maintenance of hegemony (Apple, 2004). However, Apple further posited that the actual bureaucracy of school - the institution of education itself - is reflective of the same consumerist ideology of society, thus making the hegemony even more complete. Using the aforementioned theoretical construct, the researcher examined the development of the National Board for Professional Teaching Standards (NBPTS), the distribution of Nationally Board Certified Teachers (NBCTs) in a central Florida school district, and their professional responsibilities as a means of examining whether this mechanism for identifying "highly qualified teachers" achieves its stated aim of providing every student with access to a "highly qualified" teacher, as is legislated and funded per NCLB.

Описаны методы прогнозирования нагрузки удостоверяющего центра, т. е. колчиества присланных заявок в удостоверяющий центр. / The methods of prdiction the load of the certifying center are described, that is the number of sent applications to the certifying center.

An increase in the prevalence rate of autism is not necessarily matched by a concurrent increase in the rate of highly qualified special education teachers. The low ratio of highly qualified teachers to the number of students with autism has resulted in chronic teacher shortages in this area. Alternative certification is used as a mechanism to alleviate the demand for highly qualified teachers in special education. However, alternative certification routes have often left novice teachers underprepared for teaching students with autism, more specifically in the implementation of evidence-based practices necessary for instructional effectiveness. The purposes of the study were: a) to assess the knowledge of novice alternatively certified (AC) teachers in the area of autism education; and b) to determine the extent to which age, credit hours of instruction, formal hours of instruction, amount of professional development, and number of students with autism predict the variance in knowledge scores. Participants included all novice (i.e., first-and second-year) alternatively certified special education teachers in the state of Texas. Data were collected through an electronic survey instrument disseminated state-wide to approximately 33 individuals. Multiple regression was conducted in order to determine the strongest predictors of autism knowledge scores. In addition, a multi-way ANOVA was performed to identify differences between groups. The largest predictor of knowledge of autism was hours engaged in self-directed learning. Overall, AC programs in Texas need to provide basic and core content in the area of autism to increase the knowledge of novice teachers.

Denna studie undersöker hur det kan bli lönsamt för fastighetsägare och fastighetsinvesterare att investera i miljövänliga och hållbara byggnader. Dessutom fokuserar arbetet på hållbara byggnader och vad som sker i fastighetsbranschen som gynnar hållbarheten. Studien har genomförts med hjälp av en kvalitativ ansats. Resultatet och analysen grundas på semistrukturerade intervjuer med kunniga aktörer inom fastighetsbranschen. De som har blivit intervjuade har kunskaper inom hållbarhet och representerar fastighetsföretag i både den privata och publika sektorn. Med hjälp av svaren från respondenterna, det teoretiska ramverket och analysen, har det kunnat framställs ett svar för frågeställningen.  Resultatet visar att det finns fördelar med att investera i hållbara byggnader. Är byggnaderna miljöcertifierade kan fastighetsbolag erhålla gröna lån, bättre finansiella villkor, förbättrad företagsbild och kontroll över byggnaden. Det finns även ekonomiska fördelar med att investera i hållbara byggnader, vilket kan vara flera konkurrensfördelar. Fastighetsbolag kan reducera energiförbrukningen med hållbara byggnader och som ett resultat spara stora summor kapital. Dessutom leder detta till minskning av driftkostnader och underhållskostnader. Förutom fördelarna som hållbara byggnader kan tillföra, visar resultatet att strategier har en viktig roll för att uppnå hållbarhet och framgång. Strategic fit och CSR är även värdefulla koncept som beaktas för att kunna uppnå mål som företag har. / This study explores how investing in environmental and sustainable buildings can be profitable for real estate owners and investors. In addition, it focuses on sustainable buildings and what is happening in the real estate sector to promote sustainability. The study has been conducted using a qualitative approach. The results and analysis are based on semi-structured interviews with knowledgeable actors in the real estate sector. The interviewees have knowledge of sustainability and represent real estate companies in both the private and public sectors. With the help of the answers from the respondents, the theoretical framework and the analysis, it has been possible to produce an answer to the question. The results show that there are benefits to investing in sustainable buildings. If the buildings are environmentally certified, real estate companies can obtain green loans, better financial conditions, improved corporate image and control over the building. There are also economic benefits to investing in sustainable buildings, which can be a competitive advantage. Real estate companies can reduce energy consumption with sustainable buildings and as a result save large amounts of capital. This can also lead to a reduction in operating and maintenance costs. In addition to the benefits that sustainable buildings can bring, the results show that strategies play an important role in achieving sustainability and success. Strategic fit and CSR are also valuable concepts that are considered in order to achieve the goals of companies.

The purpose of this study was to identify the perceptions of alternatively certified public K-12 teachers regarding their preparedness to teach and to identify key areas for training and administrative support needed for teacher retention. This basic qualitative study with elements of phenomenological design included a semi-structured focus group protocol in which 23 candidates participated in four focus groups. Study participants were provisionally licensed K-12 public school teachers in Virginia and represented elementary, middle, and high school teachers in both general and special education roles. Findings indicated that beginning teachers who have completed an alternative teacher certification program (ATCP) do not feel prepared for the teaching role and many have considered leaving the profession prematurely. Additionally, study findings indicate that ATCP teachers perceive that their training did not adequately prepare them for classroom management, working with parents, and managing the many responsibilities of a teacher, resulting in high levels of stress among provisionally licensed teachers. Data demonstrate that increased financial support for required coursework, a reduction in workload, mentoring programs, and more hands-on training will support ATCP teacher retention. Implications of this study's findings indicate that school, district, and state school leaders can positively impact ATCP teacher retention by implementing specific professional development programs, providing coaching and mentoring, and by adjusting ATCP training to better prepare their graduates for teaching in the areas of managing student behavior and working with parents. / Doctor of Education / The purpose of this qualitative study was to identify the perceptions of alternatively certified public K-12 teachers regarding their preparedness to teach and to identify key areas for training and administrative support needed for teacher retention. In this study, 23 candidates participated in four focus groups. Study participants were provisionally licensed K-12 public school teachers in Virginia and represented elementary, middle, and high school teachers in both general and special education roles, as well as school counselors, foreign language teachers, career and technical education, and business teachers. Findings from this study indicate that teachers who complete alternative teacher certification programs (ATCPs) perceive that they are unprepared when they begin teaching as a result of their training and many consider leaving the profession prematurely. Provisionally licensed teachers perceive they lack adequate training in areas including classroom management, academic instruction, and working with parents, resulting in high levels of stress and feeling overwhelmed. Findings from this study indicate that school, division, and state level educational leaders can provide coaching, mentoring, and professional development opportunities for ATCP teachers that will promote their retention. This study provides a lens through which to examine the experiences of ATCP teachers and understand their perceptions of their unique training and experiences so that they can be better prepared and supported by school leaders in order to remain in the profession. This study also recognizes the resiliency of ATCP teachers who overcome unique challenges in order to remain in their teaching role and positively impact student achievement.

A March 1866 issue of The Lancet observes, "If a newspaper were in want of a startling story with which to enliven a dull copy in the 'off season,' it could not do better than select one with the heading "'Buried Alive'"("Premature Interment" 295). Stories of being buried alive gave readers of all backgrounds a thrill. However, the stories frustrated the medical and scientific communities who were quick to dismiss the threat of live burial as a possibility in a modern world. Drawing on the literary history of "buried alive" stories and medical knowledge surrounding death signs and catalepsy, this thesis explores how two of L.T. Meade's stories from her Stories from the Diary of a Doctor series engages with the "buried alive" literary tradition in favor of nineteenth-century debate for death certification reform. Through applying common tropes found within the "buried alive" literary tradition, Meade's Diary of a Doctor stories address the most pressing concerns surrounding death certification reform in a way that engage contemporary readers' interest while emphasizing the need for legislative change.

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In order to ensure safe travel, railway vehicles must be stable under every condition along the track. Thus, a vehicle can be certified for operation only when it can fulfil certain criteria related to the ride stability. The stability of the vehicle is highly dependent on the wheel-rail friction coefficient: higher friction results in worse ride. So, to ensure a good evaluation of the stability, the friction should be high enough during tests. The same applies to the risk of wheel flange climbing. At the present time, the wheel-rail friction can not be measured directly but there are different procedures utilized to ensure that the conditions are suitable for testing the stability of the vehicle. In this study an algorithm is proposed to estimate the wheel-rail friction coefficient by using quantities which can be measured in reality. The algorithm is tried out in computer simulations. The algorithm has two parts: in Part 1 the friction coefficient is proposed to be equal to the ratio of the total creep force divided by the normal force; in Part 2 the total creep and spin creep are estimated to observe their correlation to the estimated friction. The contact angle in Part 1 is estimated by a contact point function. In the simulations, different conditions are tried. There are four horizontal radii: tangent track, R1300m, R1000m, and R400m. Three friction coefficients are used: 0.5, 0.4 and 0.3. In addition to this, track irregularities are included. A single vehicle is simulated in two modes: capable and incapable of passive radial steering. The track irregularities caused high values of the proposed estimated friction coefficient. The values in some instances were close or equal to the input friction coefficient of the simulation. Thus, if the highest values of the estimated friction were taken over a certain distance or time, the friction of the simulation could be approximated. In most cases, the total creep was following the trend of the estimated friction. The total creep and spin creep were used as a quality factor to determine how close the estimated friction was to the simulation’s friction. In this study when the total creep was greater than 0.006 and the spin creep was less than 1.0 m-1, the estimated friction was close to the input friction. The closeness was dependent on the simulation’s friction. Higher input friction resulted in larger deviation compared to lower friction. A sensitivity analysis has been performed by deliberately introducing errors in the position of the contact point and the angle of attack. The analysis shows that the errors are not critical when the contact point is close to the tread circle. When the contact point is close to the flange, a good measurement of the wheel profile and the contact point position required to obtain accurate results. On the other hand, the errors affect the friction estimate for high spin and low total creepage. These results are discarded by the algorithm, the influence of the errors is minimized.