Educational outreach programs have the potential to increase the occurrence of private well testing and maintenance behaviors, but are not always able to successfully engage the intended audience and overcome their barriers to change. We conducted a review of literature regarding behavior change and risk communication to identify common barriers to private well stewardship and motivational strategies to encourage change, as well as best practices for communicating with well owners. Results indicated that no specific strategy will be appropriate for all audiences, as different groups of well owners will have different barriers to change. For this reason, educators must develop an understanding of their audience so they are able to identify the most significant barriers to change and select motivational strategies that will directly reduce barriers. Implications for private well outreach programs are discussed.

This conclusion, however, has not been universally accepted by the scientific community. A recent and thorough discussion of these ongoing issues can be found in Nolan, et al. (2001). q Results of our mineralogical characterization studies, chemical leach tests, and AVIRIS mapping provide further support for the EPA and New York Department of Public Health recommendations that cleanup of dusts and the WTC debris should be done with appropriate respiratory protection and dust control measures. These results include: the presence of up to 20 volume % chrysotile in material coating steel beams in the WTC debris (which could be unintentionally released into the air as dust during cleanup); the small areas in the AVIRIS mineral maps indicating that asbestos might be found in localized concentrations in the dusts; the highly alkaline nature of the dusts; and, the presence of potentially bioavailable metals in the dusts.

Objectives The purpose of this study is to provide expert consensus recommendations to establish a global ultrasound curriculum for undergraduate medical students. Methods 64 multi-disciplinary ultrasound experts from 16 countries, 50 multi-disciplinary ultrasound consultants, and 21 medical students and residents contributed to these recommendations. A modified Delphi consensus method was used that included a systematic literature search, evaluation of the quality of literature by the GRADE system, and the RAND appropriateness method for panel judgment and consensus decisions. The process included four in-person international discussion sessions and two rounds of online voting. Results A total of 332 consensus conference statements in four curricular domains were considered: (1) curricular scope (4 statements), (2) curricular rationale (10 statements), (3) curricular characteristics (14 statements), and (4) curricular content (304 statements). Of these 332 statements, 145 were recommended, 126 were strongly recommended, and 61 were not recommended. Important aspects of an undergraduate ultrasound curriculum identified include curricular integration across the basic and clinical sciences and a competency and entrustable professional activity-based model. The curriculum should form the foundation of a life-long continuum of ultrasound education that prepares students for advanced training and patient care. In addition, the curriculum should complement and support the medical school curriculum as a whole with enhanced understanding of anatomy, physiology, pathophysiological processes and clinical practice without displacing other important undergraduate learning. The content of the curriculum should be appropriate for the medical student level of training, evidence and expert opinion based, and include ongoing collaborative research and development to ensure optimum educational value and patient care. Conclusions The international consensus conference has provided the first comprehensive document of recommendations for a basic ultrasound curriculum. The document reflects the opinion of a diverse and representative group of international expert ultrasound practitioners, educators, and learners. These recommendations can standardize undergraduate medical student ultrasound education while serving as a basis for additional research in medical education and the application of ultrasound in clinical practice.

The principalship: the theory-practice gap In earlier times there was widespread belief that there was a set of personal and intellectual attributes required to be a successful leader and thus principal, i.e. the so-called "great man" or trait approaches [1]. As part of this view, it was thought that principals performed a series of easily identified and categorized roles or functions. In other words, there was concentration on what the principal should be like and what the principal should do. Thus, the view of the principalship was somewhat prescriptive and idealistic. Such thinking was linked to the "theory movement" in both organizational behaviour and educational administration which was pursued with the aim of discovering and developing over-arching "hard" theory, a quest progressively abandoned from the 1960s as the importance of human, contextual and contingent factors began to be realized and the passion with positivism and "hard" theory cooled [2].Later, when the behaviour and activities of principals began to be studied in a more systematic manner, there was growing recognition of the gulf between what had been perceived as the role of the principal, and what principals actually did [3, p. 41].What these studies tended to reveal was that the principal's role is complex, ambiguous, and that he or she must attempt to cope with long days punctuated with numerous interruptions, many short-term interpersonal contacts, not always of his or her instigation, many issues at various stages of resolution being juggled concurrently, and a general perception that he or she arrives late, leaves early, and wanders around the school in between time [4,5]. More recently, of course, the principal's role has blurred into that of a change agent, financial planner, marketer and entrepreneur, as will be seen below.