Internalizing symptomatology and academic achievement: bi-directional prospective relations in adolescence

Prior research has documented negative, concurrent relations between internalizing symptomatology and academic achievement among adolescents. The present study provided the first rigorous, longitudinal examination of the bi-directional, prospective relations between adolescent internalizing symptomatology and academic achievement. One hundred and thirty adolescents reported depression and anxiety annually from 6th through 10th grades, and GPA records were obtained annually from schools. Results showed that a) high depression and anxiety at the beginning of a school year predicted lower GPA during that school year, and b) low GPA in any school year predicted higher depression and anxiety at the beginning of the following school year. These findings underscore the tight link between adolescent internalizing symptomatology and academic achievement.

Breaking the double-edged sword of effort/trying hard: developmental equilibrium and Longitudinal relations among effort, achievement, and academic self-concept

Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: whilst it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC and achievement,in the context of modern self-concept theory and statistical methodology. Nor have there been developmental equilibrium tests of whether these effects are consistent across the potentially volatile early-to-middle adolescence. Hence, focusing on mathematics, we evaluate reciprocal effects models over the first four years of secondary school, relating effort, achievement (test scores and school grades), ASC, and ASCxEffort interactions for a representative sample of 3,421 German students (Mn age = 11.75 years at Wave 1). ASC, effort and achievement were positively correlated at each wave, and there was a clear pattern of positive reciprocal positive effects among ASC, test scores and school grades—each contributing to the other, after controlling for the prior effects of all others. There was an asymmetrical pattern of effects for effort that is consistent with the double-edged sword premise: prior school grades had positive effects on subsequent effort, but prior effort had non-significant or negative effects on subsequent grades and ASC. However, on the basis of a synergistic application of new theory and methodology, we predicted and found a significant ASC-by-effort interaction, such that prior effort had more positive effects on subsequent ASC and school grades when prior ASC was high—thus providing a key to breaking the double-edged sword.

Global analytic regularity for structures of co-rank one

We consider real analytic involutive structures V, of co-rank one, defined on a real analytic paracompact orientable manifold M. To each such structure we associate certain connected subsets of M which we call the level sets of V. We prove that analytic regularity propagates along them. With a further assumption on the level sets of V we characterize the global analytic hypoellipticity of a differential operator naturally associated to V. As an application we study a case of tube structures.

Instability of equilibrium points of some Lagrangian systems

In this work we show that, if L is a natural Lagrangian system such that the k-jet of the potential energy ensures it does not have a minimum at the equilibrium and such that its Hessian has rank at least n - 2, then there is an asymptotic trajectory to the associated equilibrium point and so the equilibrium is unstable. This applies, in particular, to analytic potentials with a saddle point and a Hessian with at most 2 null eigenvalues. The result is proven for Lagrangians in a specific form, and we show that the class of Lagrangians we are interested can be taken into this specific form by a subtle change of spatial coordinates. We also consider the extension of this results to systems subjected to gyroscopic forces. (C) 2008 Elsevier Inc. All rights reserved.

The lower central and derived series of the braid groups of the projective plane

In this paper, we determine the lower central and derived series for the braid groups of the projective plane. We are motivated in part by the study of Fadell-Neuwirth short exact sequences, but the problem is interesting in its own right. The n-string braid groups B(n)(RP(2)) of the projective plane RP(2) were originally studied by Van Buskirk during the 1960s. and are of particular interest due to the fact that they have torsion. The group B(1)(RP(2)) (resp. B(2)(RP(2))) is isomorphic to the cyclic group Z(2) of order 2 (resp. the generalised quaternion group of order 16) and hence their lower central and derived series are known. If n > 2, we first prove that the lower central series of B(n)(RP(2)) is constant from the commutator subgroup onwards. We observe that Gamma(2)(B(3)(RP(2))) is isomorphic to (F(3) X Q(8)) X Z(3), where F(k) denotes the free group of rank k, and Q(8) denotes the quaternion group of order 8, and that Gamma(2)(B(4)(RP(2))) is an extension of an index 2 subgroup K of P(4)(RP(2)) by Z(2) circle plus Z(2). As for the derived series of B(n)(RP(2)), we show that for all n >= 5, it is constant from the derived subgroup onwards. The group B(n)(RP(2)) being finite and soluble for n <= 2, the critical cases are n = 3, 4. We are able to determine completely the derived series of B(3)(RP(2)). The subgroups (B(3)(RP(2)))((1)), (B(3)(RP(2)))((2)) and (B(3)(RP(2)))((3)) are isomorphic respectively to (F(3) x Q(8)) x Z(3), F(3) X Q(8) and F(9) X Z(2), and we compute the derived series quotients of these groups. From (B(3)(RP(2)))((4)) onwards, the derived series of B(3)(RP(2)), as well as its successive derived series quotients, coincide with those of F(9). We analyse the derived series of B(4)(RP(2)) and its quotients up to (B(4)(RP(2)))((4)), and we show that (B(4)(RP(2)))((4)) is a semi-direct product of F(129) by F(17). Finally, we give a presentation of Gamma(2)(B(n)(RP(2))). (C) 2011 Elsevier Inc. All rights reserved.

The Survivability of Swedish Emergency Management Related Research Centers and Academic Programs : A Preliminary Sociology of Science Analysis

The Survivability of Swedish Emergency Management Related Research Centers and Academic Programs: A Preliminary Sociology of Science Analysis Despite being a relatively safe nation, Sweden has four different universities supporting four emergency management research centers and an equal and growing number of academic programs. In this paper, I discuss how these centers and programs survive within the current organizational environment. The sociology of science or the sociology of scientific knowledge perspectives should provide a theoretical guide. Yet, scholars of these perspectives have produced no research on these related topics. Thus, the population ecology model and the notion of organizational niche provide my theoretical foundation. My data come from 26 interviews from those four institutions, the gathering of documents, and observations. I found that each institution has found its own niche with little or no competition – with one exception. Three of the universities do have an international focus. Yet, their foci have minimal overlap. Finally, I suggest that key aspects of Swedish culture, including safety, and a need aid to the poor, help explain the extensive funding these centers and programs receive to survive. 

From a traditional academic library to a modern learning environment : Dalarna University Library - expectations and results

This report describes the ideas and vision behind Dalarna University's award-winning library in Falun. A description of the planning and construction processes and an evaluation of the final outcome are presented together with experiences and observations drawn from the project.

MONEY AND EDUCATION: HOW ECONOMIC DISTRIBUTION CORRESPONDS TO ACADEMIC SUCCESS

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Money and Education: How Economic Distribution Corresponds to Academic Success

Urban sprawl is a significant issue in the United States, one effect of which is the departure of the wealth from cities. This study examined the distribution of wealth in Erie County, New York, focused around Buffalo. The question is then raised, why do those with the money leave the city, and to where do they go? While this study does not attempt to explain all of the reasons, it does examine two significant issues: quality of public school education, and proximity to main highways with easy access to the city. Using ArcGIS, I was able to place the public high schools and their relative ranking over a distribution of per capita income. The results of this analysis show that the wealthiest areas are located within the best school districts. Moreover, the areas where the wealth accumulates are directly connected by major highways.

Social Media, Privacy, and the Academic Classroom

We live in a world full of social media and portable technology that allows for the effortless access to, and sharing of, information. While this constant connection can be viewed as a benefit by some, there have been recent, sometimes embarrassing, instances throughout the world that show just how quickly any expectation of privacy can be destroyed. From pictures of poorly dressed shoppers at a grocery store to customers recording interactions with their servers at restaurants, the internet is full of media (all with the potential to go viral) created and posted without consent of all parties captured. This risk to privacy is not just limited to retail and restaurants, as being in any situation amongst people puts you at risk, including being in an academic classroom. Anyone providing in-class instruction, be they professor or librarian, can be at risk for this type of violation of privacy. In addition, the students in the class are also at risk for being unwittingly captured by their classmates. To combat this, colleges and universities are providing recommendations to faculty regarding this issue, such as including suggested syllabus statements about classroom recording by students. In some instances, colleges and universities have instituted formal policies with strict penalties for violators. An overview of current privacy law as it relates to an academic setting is discussed as well as recent, newsworthy instances of student recording in the classroom and the resulting controversies. Additionally, there is a discussion highlighting various recommendations and formal policies that have been issued and adopted by colleges and universities around the country. Finally, advice is offered about what librarians can do to educate students, faculty, and staff about the privacy rights of others and the potential harm that could come from posting to social media and the open web images and video of others without their consent.

The Value of Using Interns in the Academic Library

Graduate programs in library and information science programs provide strong theoretical foundations in information systems, library organization, library history, management, collection management to support user needs, reference, information literacy instruction, and specialized information resources. While practical course projects create approximations of professional librarianship, the best hands-on learning experiences include work-based learning through internship placements in actual libraries. Internships immerse students in valuable hands-on practical work in real-workd settings. Internships also learn from the interns' perspectives on library processes and challenges, while also providing library professionals with enriching opportunities to mentor library students and convey knowledge to future generations of professionals.

What Do Academic Library Deans Do?

A recent discussion apropos of nothing set me to a thought-experiment: what is it deans of library services (or, as it often the case when I’m introduced, deans of library sciences) do? If one were to write up a short list of some of the most important general attributes of an effective dean, what would they be?

Optimizing the Performance Evaluation Process for Non-Academic Staff

If conducted poorly and without support from all employee levels, performance management programs at institutions may devolve into annual evaluations that represent a staff burden rather than an ongoing career development opportunity. This brief analyzes the key components of successful performance evaluation systems for non-academic staff, incorporating insights from employers outside of the higher education sector as well. It examines the importance of midyear check-in meetings; employee goal-setting; simplified rating scales on evaluation forms; and core staff competencies that reflect institutional priorities. It also describes how institutions communicate modifications to the evaluation system and offers recommendations for the implementation of process change.

Revising the Program Portfolio: Elevating Academic Program Performance and Strategic Alignment

At many institutions, program review is an underproductive exercise. Review of existing programs is often a check-the-box formality, with inconsistent criteria and little connection to institutional priorities or funding considerations. Decisions about where to concentrate resources across the portfolio can be highly politicized. This report profiles how academic planning exemplars use program review as a strategic tool, integrating data on academic quality, student demand, and resource utilization to improve the economics of challenged programs and prioritize programs for investment and expansion.