Sequential and simultaneous processing and reading performance in the first grade

The purpose of this study was to relate the acquisition of reading skills by first-grade students to assessed sequential and simultaneous cognitive processing abilities. Eighty-six students from five first-grade classrooms at Alcoa Elementary School, Alcoa, Tennessee, were selected as subjects. An ex post facto research design was used to test 11 hypotheses. Psychometric data were obtained from fall and spring administrations of the California Achievement Tests—Reading subtests and fall testing on the mental processing scales of the Kaufman Assessment Battery for Children. Classroom achievement levels (groups) were determined by obtaining, in interviews with the first-grade teachers, information on student mastery of reading objectives and performance in the classroom. In general, the results of the research indicated that sequential-and simultaneous-processing abilities are significant factors in accounting for the variability in first-grade students\u27 reading performance. Both factors were found to be involved equally in the reading process, but they did not differ in their relationship to reading skill acquisition. It was also indicated that a discrepancy between sequential- and simultaneous-processing abilities existed with students at all classroom performance levels (i.e.. Levels 1, 2, 3, 4). The students with assessed sequential- and simultaneous-processing abilities at a high or low level also achieved a corresponding high or low level of performance in the classroom. The prediction of spring CAT reading subtest scores was found to be as accurate with fail sequential and simultaneous measures as with the fall CAT reading test scores. End-of-the-year placement in achievement groups, based on classroom performance on the reading curriculum, was predicted equally well by fall CAT total reading scores and the K-ABC mental processing factor scores. Measures of sequential and simultaneous processing are useful in the development of an understanding of the underlying cognitive processes involved in reading. Results of the research also have implications for use of cognitive processing measures with beginning readers in the prediction of reading development. The early identification of children\u27s needs can affect how the initial reading experience is shaped via the curriculum and instructional processes. Although this investigation confirms the significance of information processing skills\u27 relationship to the reading process, researchers must continue to explore the differential effects of these factors on reading subskills. This is important if a causal relationship is to be hypothesized and psychometric measures of intelligence are to advance beyond their present use in predicting future achievement in school

Touching Water: Exploring Thermodynamic Properties with Clausius App

The effect of pressure and temperature on the properties of water is a critical concept within engineering curriculum. Instructors spend considerable effort training students to use reference databases; traditionally in tabulated forms or more recently with use of computer-aided references. The reliance on tables however, places undue emphasis on the property values over property relationships. Understanding thermodynamic relationships and the trends are of greater value from a student learning perspective than the numeric value of the properties. This value is highlighted by the practice of asking students to sketch thermodynamic cycles on a temperature-entropy T-s or pressure-volume P-v chart. The typical analytical steps involving property retrieval followed by depiction on a property chart is disjointed and reversed. If property values are acquired directly from a T-s or P-v property chart, the process is integrated into a single intuitive step that promotes deeper understanding. While printed charts exist, they can be challenging to read considering a single point must supply up to six discrete values (namely P, T, v, u, h, and s). Instead, an interactive property chart that displays properties values for states identified by the user can be highly effective. This was the inspiration behind the Clausius app. Clausius allows users to simply tap on a desired state within a T-s chart to retrieve property values. The design was driven by the need to visualize thermodynamic property relationships as opposed to simply delivering property values. The app was subsequently studied in thermodynamics courses for its impact on student learning (with a treatment group) when compared to accessing properties via steam tables (with a control group). The intervention involved a guided exploration of water properties by the participants, followed by an assessment of students’ understanding of the property trends. Three sets of treatment and control groups participated, across two campuses and three departments. The outcomes provide a strong endorsement for Clausius and its ability to teach property trends. Student feedback also supported the advantages of more visual and dynamic reference for water properties. Overall, enabling students to ‘touch and explore’ thermodynamic properties seems more intuitive and conducive to deeper learning than the traditional use of tabulated property values

Special and inclusive education in the Republic of Ireland: reviewing the literature from 2000 to 2009

Provision for pupils with special educational needs in Ireland has undergone considerable change and review in the first decade of the twenty first century. In response to international demands for a more equitable education system which recognises diversity and considers how schools might address the needs of pupils who have been previously marginalised, Irish legislation has focused upon the development of inclusive schooling. Researchers during this period have endeavoured to understand how responses to the demand for greater inclusion have impacted upon the perceived need for change. This paper reviews the research literature for this period and identifies four key themes under which research has been conducted. The literature pertaining to these themes is explored and a possible agenda for future researchers identifie

Oxidation of substrates tethered to N-donor ligands for modeling non-heme diiron enzyme active sites

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Chemistry, 2005.Vita.Includes bibliographical references.Chapter 1. Modeling Carboxylate-Rich Diiron Sites of Dioxygen-Dependent Non-Heme Enzymes Carboxylate-bridged diiron centers are employed in a variety of biological systems to activate dioxygen for substrate oxidation, and small molecule models have been synthesized to mimic this chemistry outside of the natural systems. In this introductory chapter a brief overview of terphenyl-based carboxylate systems is given and progress toward achieving structural, spectroscopic, and functional models of the protein active sites is reviewed. Chapter 2. Synthesis and Reactivity of Carboxylate-Bridged Diiron(II) Complexes with Primary Alkyl Amine Ligands The synthesis and crystallographic characterization of a series of diiron(II) complexes with sterically hindered terphenyl carboxylate ligands and alkyl amine donors are presented. The compounds ... , where ... 2,6-di(p-tolyl)benzoate, and [...] (L= NH₂(CH₂)₃SMe (4); NH₂(CH₂)₃CCH (5)), where ... is 2,6-di(3,5- dimethylphenyl)benzoate, were prepared as small molecule mimics of the catalytic sites of carboxylate-bridged non-heme diiron enzymes.(cont.) The compounds with the ... carboxylate form tetrabridged structures, but those containing the more sterically demanding ... ligand have only two bridging ligands. The ancillary nitrogen ligands in these carboxylate-rich complexes incorporate potential substrates for the reactive metal centers. Their oxygenation chemistry was studied by product analysis of the organic fragments following decomposition. Compound 1 reacts with dioxygen to afford PhCHO in [approx.] 30% yield, attributed to oxidative dealkylation of the pendant benzyl group. Compound 3 decomposes by established bimolecular pathways upon exposure to dioxygen at low temperatures. When the ... carboxylate is replaced by the ... ligand, as in 5, this behavior no longer occurs. Instead the six- coordinate iron(III) complex with one bidentate and two monodentate carboxylate ligands, [...] (6), was isolated from the reaction mixture following the oxidation of 5.(cont.) Chapter 3. C-H Activation with Benzyl- and Ethyl- Substituted Pyridine Ligands in Carboxylate-Bridged Diiron(II) Complexes with Dioxygen In this study benzyl and ethyl groups were appended to pyridine and aniline ancillary ligands in diiron(II) complexes of the type [...], where ... is the sterically hindered 2,6-di(p-tolyl)- or 2,6-di(p-fluorophenyl)benzoate (R = Tol or 4-FPh, respectively). These crystallographically characterized compounds were prepared as models for the diiron(II) center in the hydroxylase component of soluble methane monooxygenase (MMOH). Use of 2- benzylpyridine (2-Bnpy) afforded doubly-bridged [...] (1) and [...] (4), whereas tetra-bridged [...] (3) resulted when 4-benzylpyridine (4-Bnpy) was employed. Similarly, 2-(4-chloro- benzyl)pyridine (2-(4-ClBn)py) and 2-benzylaniline (2-Bnan) were employed as N-donor ligands to prepare [...] (2) and [...](5). Placement of the substituent on the pyridine ring had no effect on the geometry of the diiron(II) compounds isolated when 2-, 3-, or 4-ethylpyridine (2-, 3-, or 4-Etpy) was introduced as the ancillary nitrogen ligand. The isolated [...] (6), [...] (7), [...] (8), and [...] (9) complexes all contain doubly-bridged metal centers.(cont.) The oxygenation of compounds 1 - 9 was studied by product analysis of the organic fragments following decomposition. Hydrocarbon fragment oxidation occurred for compounds in which the substrate moiety is in close proximity to the diiron center. The extent of oxidation depended on the exact makeup of the ligand set. Chapter 4. A Thermally Sensitive Intermediate Generated in the Reaction of [...] with Dioxygen In this chapter the reaction of [...] (la) with dioxygen at low temperature to form the 02-sensitive intermediate (lb) was investigated. Various spectroscopic methods including UV-visible, resonance Raman (rR), electron paramagnetic resonance (EPR), and M6ssbauer were applied to study the mechanism and the intermediates involved. Chapter 5. Synthesis and Reactivity Studies of Carboxylate-Bridged Diiron(II) Compounds with Dangling Sulfur-Containing Substrates Functional models of the carboxylate-bridged diiron active site in soluble methane monooxygenase are described in which potential substrates are introduced as substituents on bound pyridine ligands.(cont.) Thiol, sulfide, and sulfoxide moieties tethered to pyridine were allowed to react with the prefabricated diiron(II) complex [...], where ... is a sterically hindered 2,6-di(p-tolyl)benzoate. The resulting diiron(II) complexes were characterized crystallographically. Triply- and doubly-bridged compounds [...] (1), [...] (2), and [...] (3) resulted when 2-phenylthiopyridine (2-PhSpy), 2-methylthio- pyridine (2-MeSpy) and 2-pyridylmethylsulfoxide (2-MeS(O)py), respectively, were employed. Use of 2-mercaptopyridine (2-HSpy) afforded the mononuclear complex [...] (4a). The dioxygen reactivity of these iron(II) complexes was investigated. A dioxygen-dependent intermediate (4b) formed upon exposure of 4a to 0₂, the electronic structure of which was probed by various spectroscopic methods. Exposure of 1 - 3 to dioxygen revealed both sulfide and sulfoxide oxidation. Chapter 6. Effect of Substrate Position in Diphenylphosphinopyridine Ligands on Geometry and Reactivity of Diiron(II) Carboxylate-Bridged Compounds In this chapter the exploration of carboxylate-bridged diiron(II) compounds containing phosphino-derivatized pyridine ligands to mimic aspects of chemistry at the active site of soluble methane monooxygenase (sMMO) is presented.(cont.) 2-, 3-, or 4-Diphenylphosphino moieties incorporated into a pyridine ligand (2-, 3-, or 4-Ph₂Ppy) were allowed to react with the preassembled diiron(II) complex [...], where ... is a sterically hindered 2,6-di(p-tolyl)- or 2,6-di(p-fluorophenyl)benzoate (R = Tol or 4-FPh). Triply-, doubly-, and tetrabridged compounds [...] (1), [...] (2), [...] (3), [...] (4) resulted and were characterized crystallographically. Exposure of 1 - 4 to dioxygen revealed both stoichiometric and catalytic phosphine oxidation. Oxidation of 4 in CH₂C1₂ affords [...] (6), which contains the biologically relevant [Fe₂([mu]-OH)₂([mu]-O₂CR)] ³⁺ core. This reaction is sensitive to the choice of carboxylate ligands, however, since the p-tolyl analog 1 yielded a hexanuclear species, 5, upon oxidation.by Emily Carrig Carson.Ph.D

The CHRO and Culture: Results of the 2019 HR@Moore Survey of Chief HR Officers

Given the rash of scandals (Wells Fargo, Uber, etc.) that cast negative light on culture and the recent positive emphasis (e.g., Larry Fink’s letters to BlackRock shareholders), part of the 2019 HR@Moore Survey of examined CHRO perceptions of how the board of directors (BOD) and CEO view culture. This report presents these results. Quantitative results from the CHRO survey indicate that knowledge of culture and its impact on organizational outcomes is highest for CHROs, followed by CEOs and board members. All three groups recognize that culture has a strong impact on engaging and retaining employees, driving performance, branding the organization, aligning organizational members, implementing strategic initiatives, and avoiding enterprise risks. The major difference among these three groups is that CHROs perceive that board members believe leveraging culture to avoid enterprise risks is its second most important effect, whereas CHROs and CEOs were perceived to rate this benefit least important. Qualitative results indicate that CHROs help the Board of Directors with understanding the organization’s culture largely by sharing data and metrics through presentations. In contrast, CHROs tend to help CEOs understand the organization’s culture more in one-on-one settings, and discussions and brainstorming sessions regarding how to best manage the culture. CHROs reported that many BODs and CEOs have been consistently focused on culture, but a large number also noted that both groups are increasingly focused on it, usually due to their increasing recognition of culture’s impact on firm outcomes such as performance, engagement, diversity & inclusion (D&I), and merger and acquisition (M&A) success. Finally, CHROs described their role in culture in ways that are helpful, specific, and to some extent, confusing. They describe some very clear ways that they help manage culture, but these descriptions vary greatly, indicating that little consensus seems to exist regarding the best or most important roles that CHROs play in building, transforming, and maintaining culture

The Chief HR Officer Role: Results of the 2020 HR@Moore Survey of Chief Human Resources Officers

The 2020 HR@Moore Survey of Chief Human Resources Officers (CHROs) was conducted during the COVID crisis, an unusual time for businesses. Because of this, fewer CHROs responded than usual (100), but still provided useful data for exploring the changing nature of the CHRO role. We explored the demographic composition of CHROs based on the past three years of survey data as well as our own gathering of data on S&P 500 companies. Regardless of the data set, women comprised the majority (approximately 60%) of these roles and these roles also were predominantly white (over 80%). Interestingly, black females had greater representation (5–9%) than black males (1–6%). Regarding the various demands of the CHRO role, CHROs reported spending the most time in leading the HR function followed by strategic advisor. The latter was not surprising given the centrality of the CHRO in the development of work-fromhome and employee safety strategies. They also spent significant time being the architect of the firm’s talent. The results were similar when using the newer Gartner Group model of the “World Class CHRO” although the latter includes a “Driver of Culture” component that CHROs reported as comprising a significant portion of their time. Finally, CHROs continue to predominantly enter the role through direct outside hires and this percentage was higher than ever before (64%). On the other hand, CFOs predominantly enter the role through promotions from within (49%) although that has decreased from its peak at 56%

Building the Executive Leadership Team: Results of the 2019 HR@Moore Survey of Chief HR Officers

The 2019 HR@Moore Survey of Chief HR Officers examined a number of aspects of executive leadership teams (ELTs), including team composition, the frequency with which CEOs meet with the whole team and individual members, team cohesion, and how the CHRO assesses problems that might exist within these teams. In terms of composition, our results showed that the average ELT size was 10.6 members, with 75% of ELT members being male, and only 16% of members from underrepresented groups. Just under half of CEOs tend to meet with the entire ELT on a weekly basis, with 25% meeting every two weeks and 24% meeting every month. CEOs formally meet with CFOs, COOs, and CHROs the most frequently, with over half meeting daily or weekly. CEOs meet informally with CFOs (75%), COOs (63%), and CHROs (60%) far more frequently than the formal meetings. In terms of ELT cohesion, our results indicate that most teams seem to get along professionally, but that they generally do not seem to form more personal bonds. Specific conclusions about how teams are building cohesion are inconclusive. Finally, CHROs tend to work with the CEO to assess the ELT’s effectiveness as well as to diagnose the potential causes of a lack of high performance. The causes tend to be a lack of alignment, poor communication, or a lack of trust among ELT members. Solving these problems tends to be accomplished through more clearly communicating goals and agreeing on basic principles for how the ELT should operate

Building Diversity Into the Talent Pipeline for Senior Operating Roles: Results of the 2020 HR@Moore Survey of Chief HR Officers

Organizations seek to build diverse pipelines of talent comprised of individuals who can rise to attain senior operating roles (i.e., positions running large businesses within the corporation.) The 2020 HR@Moore Survey of Chief HR Officers sought to assess the level of diversity in terms of women and racial minorities in these pipelines, identify the obstacles to increasing the number of diverse candidates and strategies for successfully building diversity in these pipelines. Our results show a lack of diversity in these pipelines with 60% white males, 22% white females and no more than 5% in any other sex/race categories. CHROs primarily pointed to supply problems as the biggest obstacles to increasing the number of women and racial minorities, but they also noted significant internal obstacles such as insufficient attention to developing these talent pools and bias in hiring and promotion decisions. They proposed focusing more on intentionally developing candidates internally and exerting meaningful effort to hire externally as the most effective strategies to increasing the numbers of diverse candidates in these pools. Based on all of the responses, we focus recommendations on six areas: Setting the tone from the top to manage and measure the pipeline, building the pipeline through broader recruiting sources, using development to refine/expand the pipeline, managing promotion processes to ensure flow through the pipeline, leveraging external recruitment to fill the pipeline, and using retention strategies to prevent leakage in the pipeline

Building the High-Performing Executive Leadership Team: Results of the 2020 HR@Moore Survey of Chief Human Resources Officers

Over the past two years researchers in the Center for Executive Succession have conducted interviews with CEOs, former CEOs, board members, and CHROs regarding how they build their executive leadership teams (ELT) and accelerate those teams to become high-performing. In addition, the 2020 HR@Moore Survey of CHROs assessed a number of relevant characteristics of the CEO and the ELT. This report provides a summary of this multi-method research stream. First, the interviews reveal that CEOs must first build a team whose skill sets match the needs of the strategy and whose motivations prioritize the outcomes of the organization and the team over their own. Once in place, CEOs can accelerate the team’s performance by articulating a broader purpose than just financial returns and working to create a culture and values that engage the team and the organization. They also must articulate a clear strategy and the values that will guide decision-making by team members, drive alignment to the strategy and values among the team members, and ensure that incentives promote behaviors that foster alignment and drive support for the strategy. The CEO must also constantly evolve the team as the strategy changes, and listen to the advice and counsel provided by board members. Second, the 2020 survey assessed a relatively new characteristic known as CEO Generativity, a characteristic described as a focus on developing and enhancing the vitality of the next generation and a desire to leave one’s own contributions in capable hands. We found that high Generativity CEOs had more diverse, cohesive and inclusive ELTs. They also were more engaged in the CEO succession process and had driven more diverse talent pipelines for senior operating roles