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Our research examined degrees of worldmindedness of 644 undergraduate elementary and secondary social studies teacher candidates entering the requisite social studies methods courses in their junior or senior year at five of Florida's largest public universities. Worldmindedness in this study is defined as a worldview in which one sees oneself connected to the larger world community grounded in Personal Responsibility, Cultural Pluralism, Efficacy, Globalcentrism, and Interconnectedness. We hypothesised selected demographic predictor variables as potential correlates of higher scores in worldmindedness. Findings demonstrated that variables significantly related to higher scores were: proficiency in two or more languages, progressive political orientation, taking more content courses with a global orientation, high grade point average, birthplace outside the United States, and female gender. Secondary candidates scored higher than elementary candidates. We conclude with recommendations for educational experiences in teacher education programs that may develop a deeper worldmindedness in teacher candidates with the potential of producing a sophisticated teaching force comparable to the best in the world.

An instrument for assisting in the selection of mentors for principal interns was developed using six clusters of basic and high-performing principal competencies and five clusters of mentoring traits. The representative sample included 91 principals from Broward County, Florida public schools. A Likert-type scale rated the percentage of time during the principal's career an influential person had spent exhibiting principal competencies and mentoring traits. All squared multiple correlations, predicting mentoring traits from principal competencies, were significant (p < 0.0001), ranging from 0.63 to 0.89. Predictive discriminant analyses yielded models with significant (p < 0.005) cross-validated classification accuracies for mentors (97%), non-mentors (81%), and the sample (84%).

This study reviews the memories of 40 Holocaust survivors who reflected on their lives more than 60 years after liberation. The participants were randomly selected from the larger group of Holocaust survivors in the ''Forgiveness, Resiliency, and Survivorship Among Holocaust Survivors'' study funded by the John Templeton Foundation. Data collected from open-end questions about their memories were analyzed. The findings revealed that their critical memories involve loss, violence, and survival. The legacies of these survivors reflect the importance of reconstructing family, transmitting values, contributing to the community, and educating the next generation. Survivors' ability to rebuild their lives after the Holocaust demonstrate that memory promoted resilience by enabling them to remember the past, to share their meaningful stories with others, to remember why and how they survived, and to find meaning in the aftermath of such injustice. Their remembrances provide historical specificity to survivors' experiences and their ability to develop resilience. Despite negative and traumatic experiences, people can resolve the tension between integrity and despair.

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