The Administrator Experience with Students with Emotional and Behavioral Disorders in Comprehensive High Schools: A Phenomenological Study

This was a qualitative phenomenological study conducted in a state in the western United States. The study explored comprehensive high school administrator experiences with students with EBD with the purpose of developing a holistic description of which experiences and descriptions were shared between participants and what participants held to be the most meaningful elements of their experiences. Nine comprehensive high school administrators from seven schools, having between one and >15 years of experience as administrators and from schools serving over 1,000 students, were interviewed on this topic using a semi-structured interview format. A qualitative analytic coding process was used to analyze interview transcripts, resulting in six themes: definitions of and attitudes toward students with EBD, positive experiences, views on success, negative experiences, administrator actions and interventions, and perception of impact and relationships. An inter-rater reliability check was completed with a Cohen’s Kappa score of k= .786, indicating a high level of agreement between researchers. Agreement between administrator experiences on positive and compassionate attitude toward students with EBD, feeling ownership of these students in the school, mostly positive experiences with students with EBD, frustration with lack of adequate supports for students with EBD, and a belief that administrator impact on students with EBD primarily took place in person was found. Administrators were also found to agree on salient and meaningful elements of their experiences with students with EBD, including treating students with EBD like any other student, having clear and consistent boundaries, individualizing supports, building relationships with students with EBD, and being proactive in supporting these students. Differences in administrator experiences comprised definitions of students with EBD, views on what constitutes success for these students, in which order to address academic and behavioral needs, and the extent to which they had an impact on students with EBD and how that impact was made

Ab-initio Carbon Capture in Open-Site Metal Organic Frameworks

During the formation of metal–organic frameworks (MOFs), metal centres can coordinate with the intended organic linkers, but also with solvent molecules. In this case, subsequent activation by removal of the solvent molecules creates unsaturated ‘open’ metal sites known to have a strong affinity for CO2 molecules, but their interactions are still poorly understood. Common force fields typically underestimate by as much as two orders of magnitude the adsorption of CO2 in open-site Mg-MOF-74, which has emerged as a promising MOF for CO2 capture. Here we present a systematic procedure to generate force fields using high-level quantum chemical calculations. Monte Carlo simulations based on an ab initio force field generated for CO2 in Mg-MOF-74 shed some light on the interpretation of thermodynamic data from flue gas in this material. The force field describes accurately the chemistry of the open metal sites, and is transferable to other structures. This approach may serve in molecular simulations in general and in the study of fluid–solid interactions