This study assessed the knowledge, concern and support of policy relative to climate change impacts of Grand Bahamians. Specifically the study assessed the awareness and concern of Grand Bahamians; examine the difference in participants’ awareness and concern of climate change impacts; analyze the factors that influence the awareness and concern of climate change impacts of participants; and assess the predictive ability of the Value Belief Norm Theory in relation to the participants’ intent to support policy for climate change issues. A survey questionnaire and focus group discussion were used for ata collection Findings showed that Grand Bahamians have a low level of scientific knowledge, a high level of concern regarding climate change and a strong intent to support policy for climate adaptation. Despite this low level of scientific knowledge, they have a developed experiential knowledge due to their frequent exposure to extreme climate events they perceive to be associated with climate change. The high level of concern influenced their desire to support policies aimed at adapting to the adverse impacts of climate change.

First-year college students face a difficult task of self-regulating in a formal academic environment, especially those lacking the fundamental skills to do so. The purpose of this study is to assess the self-regulated processes of first-year students at a Minority Serving Institution, or MSI. Participants consisted of 822 freshmen (519 females; 303 males) enrolled in an orientation course at a Minority Serving Institution in the United States. Collection of data included using the Self-Regulation Questionnaire designed to assess self-regulatory processes through self-report. The questionnaire was administered through Taskstream system and analyzed through version SPSS 23 for continued analysis of data. The data were analyzed using a regression analysis to determine whether correlations existed within or between variables. The self-regulation score was calculated by totaling all the items. Analysis of data from this study indicated that females (r = -.12, p<.001) and transfer students                (r = .14, p<.001) had significantly higher SRQ scores. The data also revealed that for self-regulation, more transfer students (41.5%) placed in the high (intact) category than did non-transfer students (24.7%). A stepwise regression model predicting the SRQ total score were based on six candidate demographic variables. The final two variable model was significant (p = .001) and accounted for 3.2% of the variance in the SRQ total score. Specifically, SRQ total scores were higher for transfer students (β = .13, p = .001) and for females (β = -.11, p = .001). Among 822 participants, 306 fell into the low self-regulation range; 293 were in the mid-level self-regulation range; and 223 ranked in the high self-regulation range. Results stemming from the dataset revealed that thirty-seven percent of first-year students have low self-regulatory scores. Nearly 50% of the male students were less favorable to self-regulate than female students during their experience in post-secondary education.

Approximately 33% of beginning public school teachers in the United States leave the profession before completing their first year in the classroom [1] and nearly 50% of new teachers leave the profession after only 5 years [2]. The literature review explicated factors of the possible interrelationship between teacher satisfaction, retention, and leadership of building principals. Data were collected through cross-sectional surveys that measured attitudes and practices [3]. The independent variable was the leadership traits of the building principal. The dependent variable was job satisfaction that was measured by surveys distributed as the primary instrument for gathering data within the given population. The population for the study was K-12 teachers in five school districts from the coastal region of Virginia. A positive correlation was found between teacher job satisfaction and the principal’s leadership score; r (298) = .63, p = .001. The findings support the study’s main hypothesis. In addition, in comparing the unique contribution of the school that the teacher worked at and the teachers’ perception of their principal’s  leadership, leadership style had 17 times more explaining power (35.8% vs. 2.0%) forthe variation in the teachers’ job satisfaction score. Thus, the key finding of the study indicated a relationship between perceived leadership styles of principals and teacher retention and  satisfaction. Preservice and in-service K-12 educational leaders may be able to apply the findings from the study to help improve teacher retention.

It is critical to educate higher education faculty about the importance of redeveloping brownfields into usable spaces for campus expansion. While there are many studies on the success of brownfield redevelopment, research is limited on how professors’ perceptions on brownfield redevelopment can help their institutions to impact community initiatives and promote collaborative, environmental efforts. Hence, a need to design methods to collect, record and analyze professors’ perceptions became fundamental in capturing the voices of participants and ensuring the accuracy of their responses. The first set of analysis methods included categorizations, descriptions and interpretations of qualitative data. The secondary method of analysis utilized descriptive statistics to measure the most important indicators that influence professors’ perceptions to redevelop brownfield sites near their campus communities. Pseudonyms are used for the three universities across Jefferson County in the State of Alabama which provided access to their professors. Findings from the study showed that professors from two universities were knowledgeable and aware of the sociological and economic challenges in low income communities where brownfields are geographically located. Findings also indicated that Eta-One University was a recipient of an EPA Region 4 grant that focused on educating low income communities associated with the presence of brownfield sites in their area. Alpha-One University was eager to establish a special partnership initiative. Although Gamma-One University was located in a high crime and low-income community with potential brownfield sites, the faculty showed no interest in participating in the study. Therefore, challenges and factors that Gamma-One University faced were undetermined.