Relevant bibliographies by topics / Principal support

Academic literature on the topic 'Principal support'

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Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Principal support"

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Ngang, Tang Keow, and Lim Chap Sam. "Principal Support in Lesson Study." Procedia - Social and Behavioral Sciences 205 (October 2015): 134–39. http://dx.doi.org/10.1016/j.sbspro.2015.09.040.

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Krovetz, Martin L. "Principal Support Network: Collegial Support for School Restructuring." NASSP Bulletin 79, no. 574 (November 1995): 69–74. http://dx.doi.org/10.1177/019263659507957412.

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Adams, Curt, and Jentre Olsen. "Principal support for student psychological needs." Journal of Educational Administration 55, no. 5 (August 7, 2017): 510–25. http://dx.doi.org/10.1108/jea-05-2016-0045.

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Purpose Although leadership evidence highlights the importance of cooperative principal-teacher relationships, research has not looked thoroughly at the content behind principal-teacher interactions. The purpose of this paper is to use self-determination theory and organizational conversation to develop principal support for student psychological needs (PSSPN), a concept that represents principal-teacher interactions based on social and psychological factors contributing to student learning. The empirical part of the study tests the relationship between PSSPN and faculty trust in students and student self-regulated learning. Design/methodology/approach Hypotheses were tested with a non-experimental, correlational research design using ex post facto data. Data were collected from 3,339 students and 633 teachers in 71 schools located in a metropolitan area of a southwestern city in the USA. Hypotheses were tested with a 2-2-1 multi-level mediation model in HLM 7.0 with restricted maximum likelihood estimation. Findings Principal support for student psychological needs had a positive and statistically significant relationship with faculty trust in students and self-regulated learning. Additionally faculty trust mediated the relationship between principal support for student psychological needs and self-regulated learning. Originality/value This is one of the first studies to examine school leadership by the content that is exchanged during principal-teacher interactions. Principal support for student psychological needs establishes a theoretically-based framework to study leadership conversations and to guide administrative practices. Empirical results offer encouraging evidence that the simple act of framing interactions around the science of wellbeing can be an effective resource for school principals.
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Pass, Michael W., Kenneth R. Evans, John Lastovicka, and John L. Schlacter. "Manufacturers’ Representative–Principal Relationship Management: A Principal Leadership Style and Support Perspective." Journal of Relationship Marketing 11, no. 3 (July 2012): 125–48. http://dx.doi.org/10.1080/15332667.2012.704347.

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Ax, Mary, Greg Conderman, and J. Todd Stephens. "Principal Support Essential for Retaining Special Educators." NASSP Bulletin 85, no. 621 (January 2001): 66–71. http://dx.doi.org/10.1177/019263650108562108.

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Principals play a crucial role in the level of job satisfaction and the retention of special educators. This article highlights issues surrounding the need for administrative support, especially for teachers of children with emotional and/or behavioral disabilities (ED/BD).
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Mosrie, David. "An Effective Principal Training and Support System." NASSP Bulletin 74, no. 526 (May 1990): 12–15. http://dx.doi.org/10.1177/019263659007452604.

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Adams, Curt M., Jentre J. Olsen, and Jordan K. Ware. "The School Principal and Student Learning Capacity." Educational Administration Quarterly 53, no. 4 (March 1, 2017): 556–84. http://dx.doi.org/10.1177/0013161x17696556.

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Purpose: The purpose of this study was to define student learning capacity and to examine the role of the school principal in nurturing it. Method: The study used cross-sectional data from 3,175 students in 70 schools located in a metropolitan area of a Southwestern city. We tested three hypotheses by following a conventional modeling building process in HLM 7.0: Hypothesis 1—Principal Support for Student Psychological Needs (PSSPN) is related to school differences in student-perceived autonomy-support; Hypothesis 2—PSSPN is related to school differences in student-perceived competence-support; Hypothesis 3—Student-perceived need-support mediates the relationship between PSSPN and grit. Results: Evidence aligns with our initial theorizing about student learning capacity and principal support for student psychological needs. Student-perceived need-support, as a social characteristic of capacity, manifests itself through teacher–student interactions in the learning process. Need-supporting interactions varied significantly across schools, and principals played a critical role in developing an instructional environment that students experienced as nurturing autonomy and competence. Implications: PSSPN highlights the transformative effects that regular principal–teacher social exchanges can have on instructional practices. School principals who interacted with teachers about student psychological needs and need-supporting instructional practices contributed to a learning environment that students experienced as autonomy-supporting and competence-supporting.
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Chunhong, Zheng, Jiao Licheng, and Li Yongzhao. "Support vector classifier based on principal component analysis." Journal of Systems Engineering and Electronics 19, no. 1 (February 2008): 184–90. http://dx.doi.org/10.1016/s1004-4132(08)60065-1.

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Daresh, John C. "Collegial Support: a Lifeline for the Beginning Principal." NASSP Bulletin 72, no. 511 (November 1988): 84–87. http://dx.doi.org/10.1177/019263658807251119.

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Honig, Meredith I., and Lydia R. Rainey. "Supporting principal supervisors: what really matters?" Journal of Educational Administration 57, no. 5 (September 9, 2019): 445–62. http://dx.doi.org/10.1108/jea-05-2019-0089.

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Purpose Districts across the country are calling on their principal supervisors to shift from mainly focusing on operations and compliance to dedicating their time to help principals grow as instructional leaders. Learning theory elaborates that such support for principals demands that supervisors take a teaching-and-learning approach – which the authors define as consistently using particular strategies that are characteristic of high quality teachers and mentors across various apprenticeship settings – to their work with principals on their instructional leadership. Prior research on leadership supports these shifts but does not examine the conditions under which principal supervisors are able to persist and grow in taking a teaching-and-learning approach specifically. What are those conditions? The paper aims to discuss these issues. Design/methodology/approach This paper addresses that question through a re-examination of data from two studies with socio-cultural learning theory as the conceptual framework. The authors primarily use observation data (approximately 760 hours), supplemented by 344 interviews and reviews of hundreds of documents. Findings Contrary to extant research the authors did not associate high quality outside coaching with the positive cases of principal supervision. Nor did hiring principal supervisors with requisite prior knowledge explain why some principal supervisors regressed and grew. Findings underscore the importance of supervisors of principal supervisors (SPSs) being principal supervisors’ main mentors and principal supervisors not over-relying on others for assistance but actively leading their own learning, especially through work with colleagues and protecting their time themselves. Originality/value This analysis distinguishes conditions that support principal supervisors in taking a teaching-and-learning approach to their work with principals. The authors elaborate key roles for chief academic officers and others who supervise principal supervisors typically overlooked in policy and research on district leadership. Findings reinforce the importance of mentoring to learning and also district leaders serving as main mentors for each other, rather than relying on outside coaching.
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Dissertations / Theses on the topic "Principal support"

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Rogers, Richard Alan. "Performance coaching as a support for new principals." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2527.

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The problem of this study was that too few new principals have the requisite skills to effectively manage their time, the school's instructional program, and the myriad interpersonal communications that they have on a daily basis. To be able to handle the aforementioned tasks and all of their other duties, they often need support from a veteran, often referred to as a coach. Therefore, the purpose of this study was to examine how performance coaching of elementary school principals helped to ensure that leaders behave in such a way that best organizational practices are continuously implemented so that school leaders are consistently successful at supporting all students to high levels of achievement. A phenomenological approach to this qualitative study on new elementary school principals of the same urban school district was utilized. Each of the new principals was a recipient of ongoing performance coaching. Semi-structured interviews of each of the learner principals individually were conducted as well as of their respective. Also interviews conducted with the associate superintendent supervising the study participants and with each the performance coaches involved with the learner principals. Additionally, focus group interviews of the learner principals and of the coaches, as well as interviews of new principals of an additional urban school district were conducted. Finally, questionnaires relating to new principals' experiences with coaching or similar support were sent to 150 principals throughout the state. The findings indicated that the new principals sought from their coaches technical support, strategies for time and process management, and concrete instruction and guidance on interpersonal communication. New principals worked with their coaches to gain access to and to cultivate their own networks of support in terms of relationships with practicing professionals. The new principals could rely upon the coaches for guidance in life management and balance of personal and professional obligations. Performance coaches supported new principals via frequent meetings, e-mails, and phone conversations, as well as on an as-needed basis. Coaches supported new principals with explicit instruction and also modeled professional behavior. Finally, coaches had supportive conversations in settings where new principals knew the conversations would be confidential.
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Sorapuru, Reina Bianca Heron. "Alternatively Certified Teachers' Perceptions of Principal Support." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/276.

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The purpose of this study was to examine the perceptions of alternatively certified teachers about the support they receive from their principal, assigned mentor, and other teachers to address the challenges of teaching. The importance of those supports as they correlate to teacher satisfaction was determined. The primary research questions were, 1) Do first and second year alternatively certified teachers perceive that they are supported by their principals, assigned mentors, and other teachers? 2) What are the factors of that support they deem most important? There were two ancillary questions, 1) Is teacher perception of support related to satisfaction with teaching? 2) Is teacher perception of support related to teacher-reported intent to remain at the current school and in the profession? Support received from principals, assigned mentors, and other teachers were important to early year success and were strong indicators in determining teacher satisfaction. Implications for alternative certification program development, principal, and mentor development, as well as future research suggestions are included.
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Lytle, Natalie Elizabeth. "The Relationship among Teacher Job Satisfaction, Trust in the Principal, and Principal Support." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1463413079.

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Every year across the United States, teachers feel higher demands placed on them. Teacher turnover rates are increasing, and fewer teachers are entering the field of education. Job dissatisfaction due to administrators’ dispositions is one of the reasons teachers often cite when leaving the profession. The purpose of this research study is to identify the relationship among three variables: teacher job satisfaction, principal support, and trust teachers have in their principal. Quantitative data from the Principal Support Scale, Omnibus T-Scale, and Teacher Satisfaction Scale were analyzed to assess the relationship among the three variables. The data revealed that the relationship between administrative support and trust teachers have in their principal had the most significant relationship, α 0.86. Further analysis of the data confirmed that the level of trust teachers have in their principal, α 0.5, and principal support, α 0.57, are both related to teacher job satisfaction. The dimension of instrumental support was more strongly related to teacher job satisfaction, while expressive support was more strongly related to trust in the principal. This study revealed that if a principal creates a trusting climate within a school and provides teachers with instrumental and expressive support, an increase in teacher job satisfaction within a school will most likely occur.
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Dumler, Carolyn Marie. "Principal Behaviors That Support First-Year Teacher Retention." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195697.

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High attrition during the first few years of teaching is a long-standing dilemma. Research findings vary somewhat according to specific studies, but it is estimated that about 30% of new teachers do not teach beyond two years, and within the first five years of teaching 40-50% leave the profession.Traditionally, discussions of new teacher induction have not considered the role of the school principal as significant (Carver, 2003). However, Brock & Grady (2001) found that beginning teachers identified the school principal as the most significant person in the school, as well as a key source of support and guidance. A recent exploratory case study of the supportive behaviors of four principals resulted in a structural framework of recommended practices (Carver, 2002); however, the importance of those behaviors in the retention of first-year teachers has not been studied.This mixed methods research study examined the relationship between principal support behaviors and the likelihood of first-year teachers remaining in the teaching profession. Q sorts, detailed questionnaires, and follow-up interviews were conducted with first-year and fifth-year teachers.Findings indicated that principal support was important to some first-year teachers in making retention decisions; additionally, specific principal behaviors that have the most influence on the likelihood of first-year teachers remaining in the profession were identified. Analysis resulted in the development of a list of 10 principal support behaviors that are most likely to influence first-year teachers to remain in teaching. These findings could prove beneficial in stemming the attrition rate of new teachers.
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Perelli, Todd Edward. "Principal Support and Academic Optimism in Urban High Schools." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192495.

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The purpose of this study was to investigate the relationship between principal support and teacher academic optimism. The conceptual framework guiding this study proposed that the existing relationship between the constructs of teacher academic optimism could be related to principal support. Extant data from high school teachers in an urban setting provided quantitative data analysis of the four types of principal support (emotional, instrumental, informational, and appraisal) and whether they can predict the constructs of teacher academic optimism (teacher self-efficacy, teacher trust in parents and students, and teacher academic emphasis) or academic optimism itself. This study identified the relationship between types of principal support and academic optimism in an urban setting that can be applicable to school settings, and based on past studies, impact student achievement.
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Banks, Dora Mae. "Identifying Principal Leadership Practices to Effectively Support Gifted Learners and Gifted Programs." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/102578.

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The success of gifted learners and gifted programs in public schools depends upon principals who are well versed in the needs of gifted learners (Gallagher and Gallagher, 1994). Principal leadership in setting direction, developing people, and redesigning the organization influences teaching and student achievement in schools (Leithwood et al., 2004). Research indicated limited knowledge of the unique social-emotional and academic needs of the gifted learner contributing to underachievement and underrepresentation in gifted education (Lewis, et al., 2007; Reis and McCoach, 2000; Rimm, 2008; Siegle and McCoach 2003). The purpose of this Delphi study was to identify principal leadership practices that are effective in supporting gifted learners and gifted programs. Empirical data collection included three Delphi rounds, one open and two-structured principal leadership practices surveys, one included individual and panel ratings. Supervisors of gifted, principals, and university professors represented multiple regions across the Commonwealth of Virginia on the Delphi panel. By consensus, the Delphi panel identified 10 highly effective principal leadership practices, eight to support gifted learners and two for gifted programs. The highly effective principal leadership practices addressed social-emotional, curriculum, teacher differentiation, scheduling for staff collaboration, peer grouping, and selecting gifted cluster teachers. Implications for practice included teacher reluctance to differentiate, targeted professional development for principals and teachers of gifted students, professional learning community for teachers to analyze practices, and district and school opportunities in hiring, acceleration, and compacting curriculum (Urlik, 2017; Weber et al. 2003). Future research recommended studying implementation and impact of the 10 highly effective principal leadership practices in this study, gifted programs, and professional development in gifted education and principal and teacher preparation programs.
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Gonzalez, Deborah Renée. "Matters of perception : understanding and defining large district support for comprehensive high school principals /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7901.

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Bournes, Stephen Derrick. "Transforming the Underperforming| Principal Perceptions of Support in Turnaround Schools." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640877.

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Research on turnaround schools suggests that school districts have had limited success in effectively turning around underperforming schools including how districts support turnaround principals. Furthermore, the research makes an explicit connection between the success of a turnaround, the principal, and district support. Absent from the literature is how turnaround principals experience this support. In this qualitative study, I examine the experiences of turnaround principals and their perceptions of the district support provided them. My research questions are: “How do turnaround principals experience district support? What do struggling and successful principals say about the support process?” The primary data collection method consisted of interviews of 20 turnaround principals, 10 who were successful and 10 who were struggling. The data was analyzed using inductive thematic analysis, and the following themes emerged: distributed leadership, self-efficacy, and capability and capability development. There were five major findings: 1) There is an interrelationship between self-efficacy, capability development, locus of control, and the success of turnaround principals; 2) Turnaround principals want differentiated support from central office; 3) Successful turnaround principals employ distributed leadership practices; 4) Both successful and struggling turnaround principals need social-emotional support from central office; and 5) The capacity of the district’s central office to support turnaround principals is crucial.

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McNeil, Alexandra Montes. "Supporting Principal Professional Practice Through Evaluative Feedback: One District’s Implementation of the Massachusetts Model System for Educator Evaluation to Support the Growth and Development of Principals." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106799.

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Thesis advisor: Fr. Joseph O'Keefe
One of six studies examining one district’s implementation of the Massachusetts Model System of Educator Evaluation (MMSEE), this study examines how central office administrators (COAs) implement one of the central components of MMSEE, feedback. Feedback is intended to provide educators information and insight from supervisors with the intent to reflect on, improve and develop educators’ professional practice. Although there has been much research on principal evaluation, there has been little research on how feedback supports principals through the evaluation process making this study relevant and timely. By analyzing data collected through semi-structured interviews, findings revealed that principals and COAs had differing views of the type, frequency and relevance of feedback. To create a coherent and supportive structure for principal feedback recommendations include ensuring structures for effective communication and creation of collaborative professional development – COAs and principals – that include principal voice with explicit discussion and instruction on feedback
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Bressler, Kathleen M. "The relationship of high school teachers' job satisfaction to principal support." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618847.

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The purpose of this study was to examine the relationship between high school teacher job satisfaction, using an instrument that measures Herzberg's Two Factor Theory and principal support, using an adapted instrument from House's theory of administrative support. Data were collected by a team of researchers from 34 self-selected public Virginia high schools and consisted of 1276 teacher participants. Correlation and regression analyses were performed to find the relationship between teacher job satisfaction and principal support. The results showed no significant relationship between principal support and high school teacher job satisfaction. This may be explained in part by the weakness of the Professional Job Satisfaction Survey (PJSS). The data on the Principal Support Scale (PSS) revealed two distinct factors of principal support that related back to House's original theory of administrative support (DiPaola, in press). A significant positive correlation was found between the expressive and instrumental dimensions of principal support (r = .796, p < .01). A significant negative correlation was found between job satisfiers and job dissatisfiers (r = -.421, p < .05). Based on these findings future researchers should continue to explore this topic with a more reliable measurement of job satisfaction. Future researchers should continue to explore the relevance of Herzberg's two factor theory in education and examine the effect of external forces on both job satisfaction and principal support. Continued use of the PSS for measuring principal support in relationships with other school social variables is also strongly supported by this study.
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Books on the topic "Principal support"

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Improving school leadership through support, evaluation, and incentives: The Pittsburgh principal incentive program. Santa Monica, CA: RAND, 2012.

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Support for school management. London: Croom Helm, 1987.

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F, Gordon Molly, ed. Aligning student support with achievement goals: The secondary principal's guide. Thousand Oaks, Calif: Corwin Press, 2006.

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The challenges for new principals in the twenty-first century: Developing leadership capabilities through professional support. Charlotte, N.C: Information Age Pub., 2010.

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McNie, Bob. Headteacher management training and the development of support materials: A planning overview. London, England: Commonwealth Secretariat, 1991.

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Hayes, Alan Lauffer. What happened to Morning Prayer?: The service of the word as principal Sunday liturgy. Toronto: Wycliffe College, 1997.

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Fernández, Irene Arce. El desamparo de menores: Normativa y práctica del principado de Asturias. [Oviedo]: Universidad de Oviedo, 2011.

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(South), Korea. Agreement with Korea on Social Security: Message from the President of the United States transmitting an Agreement between the United States of America and the Republic of Korea on Social Security, which consists of two separate instruments--a principal agreement and an administrative arrangement, pursuant to 42 U.S.C. 433(e)(1). Washington: U.S. G.P.O, 1997.

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(South), Korea. Agreement with Korea on Social Security: Message from the President of the United States transmitting an Agreement between the United States of America and the Republic of Korea on Social Security, which consists of two separate instruments--a principal agreement and an administrative arrangement, pursuant to 42 U.S.C. 433(e)(1). Washington: U.S. G.P.O, 1997.

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(South), Korea. Agreement with Korea on Social Security: Message from the President of the United States transmitting an Agreement between the United States of America and the Republic of Korea on Social Security, which consists of two separate instruments--a principal agreement and an administrative arrangement, pursuant to 42 U.S.C. 433(e)(1). Washington: U.S. G.P.O, 1997.

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Book chapters on the topic "Principal support"

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Rogers, Laura K., Ellen B. Goldring, Mollie Rubin, Michael Neel, and Jason A. Grissom. "Managing time? Principal supervisors' time use to support principals." In How School Principals Use Their Time, 110–25. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429327902-7.

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Schönberger, Jörn. "Decision Support in Principal-Agent-Relationships." In Operations Research/Computer Science Interfaces Series, 63–81. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9682-4_4.

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Rogers, Laura K., Ellen Goldring, Mollie Rubin, and Jason A. Grissom. "Principal Supervisors and the Challenge of Principal Support and Development." In The Wiley Handbook of Educational Supervision, 433–57. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119128304.ch18.

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Koonsanit, Kitti, and Chuleerat Jaruskulchai. "Band Selection for Hyperspectral Image Using Principal Components Analysis and Maxima-Minima Functional." In Knowledge, Information, and Creativity Support Systems, 103–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24788-0_10.

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Artemiou, Andreas, and Min Shu. "A Cost Based Reweighted Scheme of Principal Support Vector Machine." In Springer Proceedings in Mathematics & Statistics, 1–12. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0569-0_1.

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Kämpke, T., and F. J. Radermacher. "Project Experiences and Some Principal Considerations Concerning Operations Research as an Interesting Branch of Science." In Models, Methods and Decision Support for Management, 111–35. Heidelberg: Physica-Verlag HD, 2001. http://dx.doi.org/10.1007/978-3-642-57603-4_7.

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Morris, Betty J. "Principal Support of Media Specialist and Teacher Collaboration: A Research Study." In Educational Media and Technology Yearbook, 291–306. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09675-9_20.

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McLeod, Suzanne E. "What Can a Principal Do to Support Teacher Collaboration for ELLs?" In Effective Teacher Collaboration for English Language Learners, 165–74. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003058311-13.

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Meng, Tong, Yuehui Chen, Wenzheng Bao, and Yi Cao. "Mal_PCASVM: Malonylation Residues Classification with Principal Component Analysis Support Vector Machine." In Intelligent Computing Theories and Application, 681–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84529-2_57.

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Torres-Molina, Richard, Carlos Bustamante-Orellana, Andrés Riofrío-Valdivieso, Francisco Quinga-Socasi, Robinson Guachi, and Lorena Guachi-Guachi. "Brain Tumor Classification Using Principal Component Analysis and Kernel Support Vector Machine." In Intelligent Data Engineering and Automated Learning – IDEAL 2019, 89–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33617-2_10.

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Conference papers on the topic "Principal support"

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Park, Joo-Ho, and Sooyong Byun. "PRINCIPAL SUPPORT, PROFESSIONAL LEARNING COMMUNITY, AND TEACHER EXPECTATIONS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1963.

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Yaicharoen, Auapong, and Kuo Yamada. "Improving Support Vector Classification Efficiency with Principal Component Analysis." In 2021 18th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology (ECTI-CON). IEEE, 2021. http://dx.doi.org/10.1109/ecti-con51831.2021.9454883.

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Qiu, Chenlu, and Namrata Vaswani. "Support-Predicted Modified-CS for recursive robust principal components' Pursuit." In 2011 IEEE International Symposium on Information Theory - ISIT. IEEE, 2011. http://dx.doi.org/10.1109/isit.2011.6034215.

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Kumari, Sunita, Pankaj Kumar Sa, and Banshidhar Majhi. "Gender classification by principal component analysis and support vector machine." In the 2011 International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1947940.1948011.

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Mishra, Anukriti, Albert M. K. Cheng, and Yunpeng Zhang. "Intrusion Detection Using Principal Component Analysis and Support Vector Machines." In 2020 IEEE 16th International Conference on Control & Automation (ICCA). IEEE, 2020. http://dx.doi.org/10.1109/icca51439.2020.9264568.

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Mulyaningtyas, Clarin, and Elly Matul Imah. "Barcode Recognition Using Principal Component Analysis and Support Vector Machine." In Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/miseic-18.2018.26.

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Binjie Xiao. "Defects detection based on principal component analyses and support vector machines." In 2010 International Conference On Computer and Communication Technologies in Agriculture Engineering (CCTAE). IEEE, 2010. http://dx.doi.org/10.1109/cctae.2010.5544326.

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Liliana, Dewi Yanti, and I. Made Agus Setiawan. "Face Recognition with Kernel Principal Component Analysis and Support Vector Machine." In 2019 International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS). IEEE, 2019. http://dx.doi.org/10.1109/icimcis48181.2019.8985199.

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Patel, H. M., A. V. Bhavsar, and S. K. Mitra. "Face recognition using modular principal component analysis and support vector machines." In IET International Conference on Visual Information Engineering (VIE 2006). IEE, 2006. http://dx.doi.org/10.1049/cp:20060505.

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Lin, Fang, Zhelong Wang, Debin Shen, Kaida Li, Hongyu Zhao, Sen Qiu, and Fang Xu. "Intelligent Flame Detection Based on Principal Component Analysis and Support Vector Machine." In 2019 Tenth International Conference on Intelligent Control and Information Processing (ICICIP). IEEE, 2019. http://dx.doi.org/10.1109/icicip47338.2019.9012179.

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Reports on the topic "Principal support"

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Flad, Betty. Relationships Between Teacher Perceptions of Principal Support and Teacher Allocation of Time. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1339.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Research, Gratis. Regenerative Medicine: A Breakthrough in the Branch of Medicine. Gratis Research, November 2020. http://dx.doi.org/10.47496/gr.blog.04.

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Regenerative medicine, being an interdisciplinary field, applies the principle of engineering and life science to promote regeneration. Regenerative medicine supports the treatment of chronic diseases and acute insults
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Haring, Christopher, and David Biedenharn. Channel assessment tools for rapid watershed assessment. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40379.

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Existing Delta Headwaters Project (DHP) watershed stabilization studies are focused on restoration and stabilization of degraded stream systems. The original watershed studies formerly under the Demonstration Erosion Control (DEC) Project started in the mid 1980s. The watershed stabilization activities are continuing, and because of the vast number of degraded watersheds and limited amount of yearly funding, there is a need for developing a rapid watershed assessment approach to determine which watersheds to prioritize for further work. The goal of this project is to test the FluvialGeomorph (FG) toolkit to determine if the Rapid Geomorphic Assessment approach can identify channel stability trends in Campbell Creek and its main tributary. The FG toolkit (Haring et al. 2019; Haring et al. 2020) is a new rapid watershed assessment approach using high-resolution terrain data (Light Detection and Ranging [LiDAR]) to support U.S. Army Corps of Engineers (USACE) watershed planning. One of the principal goals of the USACE SMART (Specific Measureable Attainable Risk-Informed Timely) Planning is to leverage existing data and resources to complete studies. The FG approach uses existing LiDAR to rapidly assess either reach-specific analysis for smaller more focused studies or larger watersheds or ecosystems. The rapid assessment capability can reduce the time and cost of planning by using existing information to complete a preliminary watershed assessment and provide rapid results regarding where to focus more detailed study efforts.
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Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, July 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).
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Aruguete, Natalia, Ernesto Calvo, Carlos Scartascini, and Tiago Ventura. Trustful Voters, Trustworthy Politicians: A Survey Experiment on the Influence of Social Media in Politics. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003389.

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Recent increases in political polarization in social media raise questions about the relationship between negative online messages and the decline in political trust around the world. To evaluate this claim causally, we implement a variant of the well-known trust game in a survey experiment with 4,800 respondents in Brazil and Mexico. Our design allows to test the effect of social media on trust and trustworthiness. Survey respondents alternate as agents (politicians) and principals (voters). Players can cast votes, trust others with their votes, and cast entrusted votes. The players rewards are contingent on their preferred “candidate” winning the election. We measure the extent to which voters place their trust in others and are themselves trustworthy, that is, willing to honor requests that may not benefit them. Treated respondents are exposed to messages from in-group or out-group politicians, and with positive or negative tone. Results provide robust support for a negative effect of uncivil partisan discourse on trust behavior and null results on trustworthiness. The negative effect on trust is considerably greater among randomly treated respondents who engage with social media messages. These results show that engaging with messages on social media can have a deleterious effect on trust, even when those messages are not relevant to the task at hand or not representative of the actions of the individuals involved in the game.
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McCarthy, Noel, Eileen Taylor, Martin Maiden, Alison Cody, Melissa Jansen van Rensburg, Margaret Varga, Sophie Hedges, et al. Enhanced molecular-based (MLST/whole genome) surveillance and source attribution of Campylobacter infections in the UK. Food Standards Agency, July 2021. http://dx.doi.org/10.46756/sci.fsa.ksj135.

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This human campylobacteriosis sentinel surveillance project was based at two sites in Oxfordshire and North East England chosen (i) to be representative of the English population on the Office for National Statistics urban-rural classification and (ii) to provide continuity with genetic surveillance started in Oxfordshire in October 2003. Between October 2015 and September 2018 epidemiological questionnaires and genome sequencing of isolates from human cases was accompanied by sampling and genome sequencing of isolates from possible food animal sources. The principal aim was to estimate the contributions of the main sources of human infection and to identify any changes over time. An extension to the project focussed on antimicrobial resistance in study isolates and older archived isolates. These older isolates were from earlier years at the Oxfordshire site and the earliest available coherent set of isolates from the national archive at Public Health England (1997/8). The aim of this additional work was to analyse the emergence of the antimicrobial resistance that is now present among human isolates and to describe and compare antimicrobial resistance in recent food animal isolates. Having identified the presence of bias in population genetic attribution, and that this was not addressed in the published literature, this study developed an approach to adjust for bias in population genetic attribution, and an alternative approach to attribution using sentinel types. Using these approaches the study estimated that approximately 70% of Campylobacter jejuni and just under 50% of C. coli infection in our sample was linked to the chicken source and that this was relatively stable over time. Ruminants were identified as the second most common source for C. jejuni and the most common for C. coli where there was also some evidence for pig as a source although less common than ruminant or chicken. These genomic attributions of themselves make no inference on routes of transmission. However, those infected with isolates genetically typical of chicken origin were substantially more likely to have eaten chicken than those infected with ruminant types. Consumption of lamb’s liver was very strongly associated with infection by a strain genetically typical of a ruminant source. These findings support consumption of these foods as being important in the transmission of these infections and highlight a potentially important role for lamb’s liver consumption as a source of Campylobacter infection. Antimicrobial resistance was predicted from genomic data using a pipeline validated by Public Health England and using BIGSdb software. In C. jejuni this showed a nine-fold increase in resistance to fluoroquinolones from 1997 to 2018. Tetracycline resistance was also common, with higher initial resistance (1997) and less substantial change over time. Resistance to aminoglycosides or macrolides remained low in human cases across all time periods. Among C. jejuni food animal isolates, fluoroquinolone resistance was common among isolates from chicken and substantially less common among ruminants, ducks or pigs. Tetracycline resistance was common across chicken, duck and pig but lower among ruminant origin isolates. In C. coli resistance to all four antimicrobial classes rose from low levels in 1997. The fluoroquinolone rise appears to have levelled off earlier and among animals, levels are high in duck as well as chicken isolates, although based on small sample sizes, macrolide and aminoglycoside resistance, was substantially higher than for C. jejuni among humans and highest among pig origin isolates. Tetracycline resistance is high in isolates from pigs and the very small sample from ducks. Antibiotic use following diagnosis was relatively high (43.4%) among respondents in the human surveillance study. Moreover, it varied substantially across sites and was highest among non-elderly adults compared to older adults or children suggesting opportunities for improved antimicrobial stewardship. The study also found evidence for stable lineages over time across human and source animal species as well as some tighter genomic clusters that may represent outbreaks. The genomic dataset will allow extensive further work beyond the specific goals of the study. This has been made accessible on the web, with access supported by data visualisation tools.
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Führ, Martin, Julian Schenten, and Silke Kleihauer. Integrating "Green Chemistry" into the Regulatory Framework of European Chemicals Policy. Sonderforschungsgruppe Institutionenanalyse, July 2019. http://dx.doi.org/10.46850/sofia.9783941627727.

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20 years ago a concept of “Green Chemistry” was formulated by Paul Anastas and John Warner, aiming at an ambitious agenda to “green” chemical products and processes. Today the concept, laid down in a set of 12 principles, has found support in various arenas. This diffusion was supported by enhancements of the legislative framework; not only in the European Union. Nevertheless industry actors – whilst generally supporting the idea – still see “cost and perception remain barriers to green chemistry uptake”. Thus, the questions arise how additional incentives as well as measures to address the barriers and impediments can be provided. An analysis addressing these questions has to take into account the institutional context for the relevant actors involved in the issue. And it has to reflect the problem perception of the different stakeholders. The supply chain into which the chemicals are distributed are of pivotal importance since they create the demand pull for chemicals designed in accordance with the “Green Chemistry Principles”. Consequently, the scope of this study includes all stages in a chemical’s life-cycle, including the process of designing and producing the final products to which chemical substances contribute. For each stage the most relevant legislative acts, together establishing the regulatory framework of the “chemicals policy” in the EU are analysed. In a nutshell the main elements of the study can be summarized as follows: Green Chemistry (GC) is the utilisation of a set of principles that reduces or eliminates the use or generation of hazardous substances in the design, manufacture and application of chemical products. Besides, reaction efficiency, including energy efficiency, and the use of renewable resources are other motives of Green Chemistry. Putting the GC concept in a broader market context, however, it can only prevail if in the perception of the relevant actors it is linked to tangible business cases. Therefore, the study analyses the product context in which chemistry is to be applied, as well as the substance’s entire life-cycle – in other words, the six stages in product innovation processes): 1. Substance design, 2. Production process, 3. Interaction in the supply chain, 4. Product design, 5. Use phase and 6. After use phase of the product (towards a “circular economy”). The report presents an overview to what extent the existing framework, i.e. legislation and the wider institutional context along the six stages, is setting incentives for actors to adequately address problematic substances and their potential impacts, including the learning processes intended to invoke creativity of various actors to solve challenges posed by these substances. In this respect, measured against the GC and Learning Process assessment criteria, the study identified shortcomings (“delta”) at each stage of product innovation. Some criteria are covered by the regulatory framework and to a relevant extent implemented by the actors. With respect to those criteria, there is thus no priority need for further action. Other criteria are only to a certain degree covered by the regulatory framework, due to various and often interlinked reasons. For those criteria, entry points for options to strengthen or further nuance coverage of the respective principle already exist. Most relevant are the deltas with regard to those instruments that influence the design phase; both for the chemical substance as such and for the end-product containing the substance. Due to the multi-tier supply chains, provisions fostering information, communication and cooperation of the various actors are crucial to underpin the learning processes towards the GCP. The policy options aim to tackle these shortcomings in the context of the respective stage in order to support those actors who are willing to change their attitude and their business decisions towards GC. The findings are in general coherence with the strategies to foster GC identified by the Green Chemistry & Commerce Council.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Innovative Solutions to Human-Wildlife Conflicts: National Wildlife Research Center Accomplishments, 2010. U.S. Department of Agriculture, Animal and Plant Health Inspection Service, April 2011. http://dx.doi.org/10.32747/2011.7291310.aphis.

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As the research arm of Wildlife Services, a program within the U.S. Department of Agriculture’s (USDA) Animal and Plant Health Inspection Service (APHIS), NWRC develops methods and information to address human-wildlife conflicts related to agriculture, human health and safety, property damage, invasive species, and threatened and endangered species. The NWRC is the only Federal research facility in the United States devoted entirely to the development of methods for effective wildlife damage management, and it’s research authority comes from the Animal Damage Control Act of 1931. The NWRC’s research priorities are based on nationwide research needs assessments, congressional directives, APHIS Wildlife Services program needs, and stakeholder input. The Center is committed to helping resolve the ever-expanding and changing issues associated with human-wildlife conflict management and remains well positioned to address new issues through proactive efforts and strategic planning activities. NWRC research falls under four principal areas that reflect APHIS’ commitment to “protecting agricultural and natural resources from agricultural animal and plant health threats, zoonotic diseases, invasive species, and wildlife conflicts and diseases”. In addition to the four main research areas, the NWRC maintains support functions related to animal care, administration, information transfer, archives, quality assurance, facility development, and legislative and public affairs.
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