Coaching is an important component in multi-tiered systems of support (MTSS) such as school-wide positive behavioral interventions and supports (SWPBIS), but little is known about which coaching activities are most related to sustained implementation of this school-wide framework. A survey was developed to examine the amount of receipt and perceived importance of coaching activities delivered to SWPBIS school teams. Respondents included SWPBIS team members ( n = 264) implementing Tier 1 SWPBIS for at least 3 years in 138 districts across nine states. Partial correlations were conducted on a subsample of schools ( n = 131) using the Benchmarks of Quality (BoQ) to assess self-reported implementation fidelity to examine the extent to which each coaching activity was associated with fidelity of implementation of SWPBIS. Results indicated Assisting With Team Action Planning, Assisting With Data Collection, and Sharing Knowledge of SWPBIS Systems were perceived as most important to SWPBIS sustainability. Partial correlations showed two activities were statistically significant and positively correlated with SWPBIS fidelity of implementation: Running Data Reports for the Team and Modeling SWPBIS Implementation. Implications for assessing and differentiating coaching supports delivered to schools are discussed.

The energy benefits of building recommissioning are well documented, but their efficacy decreases with staff turnover and as systems drift or malfunction over time. Most models recommend recommissioning approximately every five years. Despite this cyclical reinvestment, recommissioning remains one of, if not the most, effective methods for organizations looking to reduce energy consumption and utility expenditures and has become a priority for the facilities management group at the University of Oregon. Given the large variety of buildings on campus and connections with local building research organizations, the recommissioning team has developed and tested a general model for a continuous commissioning process. This process leverages new visualization and analytics software that interfaces directly with building automation systems to drastically increase the visibility of building operational and performance characteristics. This visibility has created both monetary and energy savings via faster and more efficient maintenance response, has guided recommissioning efforts, facilitated continued system optimization, and reduced the investment required for ongoing efforts. Initial results are promising. Significant reductions in energy consumption have been observed in the first three months since the process was deployed in the pilot building and occupants are reporting improved comfort characteristics. Given the unique attributes at a university setting, the team also uncovered non-energy benefits associated with this new program, including increased research and teaching productivity.

GOLF IS A POPULAR SPORT ATTRACTING PARTICIPATION FROM ALL AGE GROUPS. THE STRENGTH AND CONDITIONING PROFESSIONAL WILL OFTEN ENCOUNTER GOLFERS WHO ARE LOOKING TO IMPROVE THEIR GAME THROUGH ROTATIONAL POWER DEVELOPMENT. BY GAINING A SOUND UNDERSTANDING OF THE DEVELOPMENT OF ROTATIONAL POWER IN THE GOLFER, THE EXERCISE PROFESSIONAL WILL BE BETTER ABLE TO ADDRESS THIS NEED. THE PURPOSE OF THIS ARTICLE IS TO DISCUSS POWER DEVELOPMENT PRINCIPLES, ADDRESS GOLF-SPECIFIC POWER DEVELOPMENT, AND GIVE SOME SPECIFIC EXERCISE OPTIONS THAT CAN BE IMPLEMENTED.

Some children grasp the component skills of writing more easily than others. Writing requires generation of an idea/story line, spelling/handwriting, and editing, all of which need to cohere in order to produce a meaningful and elaborate text (Berninger & Winn, 2006). Writing-skills practice that employs mnemonic-strategy instruction can help students who struggle with generating text, offering a step-by-step process to improve their planning, organization, and composition skills. Struggling writers may not have successfully attained these skills during general education classroom instruction; thus, they can benefit from a specific course of action and visible/concrete teacher examples and feedback (Graham, 1997; Graham & Harris, 1993, 1997). These mnemonic-strategy components help students enhance their knowledge about the writing process while promoting their capabilities as writers. Foorman (2007) suggests that all students in general education classrooms may benefit from such strategies.

Anodic oxidation of polyfluorinated benzene and naphthalene derivatives(1) bearing 1,4-difluoro groups in a mixed solvent of trifluoroacetic acid and methylene dichloride brought about facile and selective formation of the corresponding polyfluoro-1,4- benzoquinones or polyfluoro-1,4-naphthoquinone, respectively, which may be useful as a novel synthetic method of fluorinated organic functional chemicals such as pharmaceutical drugs, electronic information materials, optical materials, and surfactants.

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