Journal articles: 'Opportunities to respond'

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Menzies, Holly M., Kathleen Lynne Lane, Wendy Peia Oakes, and Robin Parks Ennis. "Increasing Students’ Opportunities to Respond." Intervention in School and Clinic 52, no. 4 (August 20, 2016): 204–9. http://dx.doi.org/10.1177/1053451216659467.

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This article offers a rationale for using a low-intensity support, increasing opportunities to respond, to promote students’ academic engagement and decrease disruptive behaviors. A step-by-step guide to implementing this strategy in the classroom setting is presented.

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Pollak, Kathryn I., Robert M. Arnold, Amy S. Jeffreys, Stewart C. Alexander, Maren K. Olsen, Amy P. Abernethy, Celette Sugg Skinner, Keri L. Rodriguez, and James A. Tulsky. "Oncologist Communication About Emotion During Visits With Patients With Advanced Cancer." Journal of Clinical Oncology 25, no. 36 (December 20, 2007): 5748–52. http://dx.doi.org/10.1200/jco.2007.12.4180.

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Introduction Cancer care involves addressing patient emotion. When patients express negative emotions, empathic opportunities emerge. When oncologists respond with a continuer statement, which is one that offers empathy and allows patients to continue expressing emotions, rather than with a terminator statement, which is one that discourages disclosure, patients have less anxiety and depression and report greater satisfaction and adherence to therapy. We studied whether oncologist traits were associated with empathic opportunities and empathic responses. Patients and Methods We audio-recorded 398 clinic conversations between 51 oncologists and 270 patients with advanced cancer; oncologists also completed surveys. Conversations were coded for the presence of empathic opportunities and oncologist responses. Analyses examined the relationship with oncologists' demographics, self-reported confidence, outcome expectancies, and comfort to address social versus technical aspects of care. Results In 398 conversations, 37% contained at least one empathic opportunity; the range was 0 to 10, and the total empathic opportunities was 292. When they occurred, oncologists responded with continuers 22% of the time. Oncologist sex was related to the number of empathic opportunities; female patients seen by female oncologists had the most empathic opportunities (P = .03). Younger oncologists (P = .02) and those who rated their orientation as more socioemotional than technical (P = .03) were more likely to respond with empathic statements. Conclusion Oncologists encountered few empathic opportunities and responded with empathic statements infrequently. Empathic responses were more prevalent among younger oncologists and among those who were self-rated as socioemotional. To reduce patient anxiety and increase patient satisfaction and adherence, oncologists may need training to encourage patients to express emotions and to respond empathically to patients' emotions.

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Rila, Ashley, Sara Estrapala, and Allison Leigh Bruhn. "Using Technology to Increase Opportunities to Respond." Beyond Behavior 28, no. 1 (April 2019): 36–45. http://dx.doi.org/10.1177/1074295619835207.

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Delivering high rates of opportunities to respond (OTR) has been shown to improve student outcomes for students with challenging behavior. High rates of OTR can maximize student engagement while providing ways for teachers to quickly assess student content mastery. Given the increasing trend of technology use in schools, teachers can leverage technology for delivering OTR. We discuss three technology-based tools teachers can use to enhance OTR delivery with examples of how to incorporate these tools into classrooms.

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Cornwall, Marie, Brayden King, Elizabeth Legerski, Eric Dahlin, and Kendra Schiffman. "Signals or Mixed Signals: Why Opportunities for Mobilization are not Opportunities for Policy Reform." Mobilization: An International Quarterly 12, no. 3 (September 1, 2007): 239–54. http://dx.doi.org/10.17813/maiq.12.3.k6q6303j65h1l432.

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Drawing on political opportunity theory, the theory of legislative logic, and political mediation theory, we hypothesize differential effects of the political environment on the actions of challengers (suffragists) and state actors (legislators) in the women's suffrage movement. We use sequential logistic regression to assess the effects of explanatory variables on two intermediate stages of mobilization and policy change. In the case of challengers, we estimate the likelihood a state-level organization is present in any given legislative year. In the case of state actors, we estimate the likelihood a bill passes one legislative house given the presence of a state-level suffrage organization and that a bill has been introduced. Mixed signals are apparent in that challengers and legislators respond to the same environmental factors differently. Challengers respond to perceived opportunities for change. Legislators seek to enhance their political careers and are responsive to the demands of challengers when they perceive challengers as politically powerful or when social and cultural change signals a demand for policy reform. Legislators, in the end, are much more conservative in their response to the political context.

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Schnorr, Crystalyn I., Shaqwana Freeman-Green, and David W. Test. "Response Cards as a Strategy for Increasing Opportunities to Respond." Remedial and Special Education 37, no. 1 (April 27, 2015): 41–54. http://dx.doi.org/10.1177/0741932515575614.

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Romig, John Elwood, and Kat D. Alves. "Implementing Individual Opportunities to Respond in Online Teaching Environments." Journal of Special Education Technology 36, no. 2 (May 11, 2021): 84–89. http://dx.doi.org/10.1177/01626434211004120.

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Teacher-provided opportunities to respond are a powerful strategy for improving behavior and academic outcomes of students with disabilities. However, online instruction makes opportunities to respond more challenging to implement. For the purposes of this article, online teaching refers to synchronous instruction taking place via video conferencing software (e.g., Zoom, Microsoft Teams, Canvas Conferences, Blackboard Collaborate). This article presents strategies teachers can use to elicit individual responses from students through oral responses, response cards, and action responses.

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Jones, K. "Using staff surveys to identify business improvement opportunities." Water Supply 3, no. 1-2 (March 1, 2003): 425–31. http://dx.doi.org/10.2166/ws.2003.0134.

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Staff survey techniques can quantify staff opinions and help reveal business improvement opportunities. Two specific formats have been devised for water industry agencies to characterise the degree of ”business approach” within an organisation and to assess the readiness of staff to respond to change

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Haydon, Todd, Ashley S. Macsuga-Gage, Brandi Simonsen, and Renee Hawkins. "Opportunities to Respond: A Key Component of Effective Instruction." Beyond Behavior 22, no. 1 (December 2012): 23–31. http://dx.doi.org/10.1177/107429561202200105.

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Ho, Christina. "Cross Cultural Collaboration: Opportunities and Challenges." Cosmopolitan Civil Societies: An Interdisciplinary Journal 1, no. 2 (August 6, 2009): 52–62. http://dx.doi.org/10.5130/ccs.v1i2.1047.

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This paper introduces the next section of this special issue, which examines the politics of cross-cultural collaboration to resist racism and war. In an era defined by a ‘War on Terror’ which has transformed both foreign policy and domestic community relations, social movements need to find more effective ways of bringing activists together to respond to the Islamophobia and aggressive forms of nationalism that have emerged in countries like Australia. However, as the paper shows, collaboration across cultures is a fraught and potentially dangerous process. In outlining some of the challenges of cross-cultural collaboration, the paper aims to contribute to more informed and critical practices within social movements mobilising against the ‘War on Terror’, whether internationally or at home.

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Randolph, Kathleen M., Mary Lou Duffy, Michael P. Brady, Cynthia L. Wilson, and Mary Catherine Scheeler. "The Impact of iCoaching on Teacher-Delivered Opportunities to Respond." Journal of Special Education Technology 35, no. 1 (March 13, 2019): 15–25. http://dx.doi.org/10.1177/0162643419836414.

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Coaching in the school setting typically follows the traditional format of preconference, observe, and postconference, where feedback on teaching performance is shared but often delayed. Professional development (PD) provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the connection between PD and student performance, and iCoaching can help to bridge the gap. In this study, four teachers participated in a focused PD session and subsequent iCoaching sessions where the researcher used iPods and Bluetooth earbuds as a bug-in-ear (BIE) device. A coach served as a live, remote observer providing coaching prompts to increase teacher-delivered opportunities to respond (OTR). The results indicated that iCoaching was effective in increasing teacher-delivered OTR and in increasing student responses and academic performance.

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MacSuga-Gage, Ashley S., and Nicholas A. Gage. "Student-Level Effects of Increased Teacher-Directed Opportunities to Respond." Journal of Behavioral Education 24, no. 3 (March 19, 2015): 273–88. http://dx.doi.org/10.1007/s10864-015-9223-2.

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Jeanbart, Laura, and Melody A. Swartz. "Engineering opportunities in cancer immunotherapy." Proceedings of the National Academy of Sciences 112, no. 47 (November 24, 2015): 14467–72. http://dx.doi.org/10.1073/pnas.1508516112.

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Immunotherapy has great potential to treat cancer and prevent future relapse by activating the immune system to recognize and kill cancer cells. A variety of strategies are continuing to evolve in the laboratory and in the clinic, including therapeutic noncellular (vector-based or subunit) cancer vaccines, dendritic cell vaccines, engineered T cells, and immune checkpoint blockade. Despite their promise, much more research is needed to understand how and why certain cancers fail to respond to immunotherapy and to predict which therapeutic strategies, or combinations thereof, are most appropriate for each patient. Underlying these challenges are technological needs, including methods to rapidly and thoroughly characterize the immune microenvironment of tumors, predictive tools to screen potential therapies in patient-specific ways, and sensitive, information-rich assays that allow patient monitoring of immune responses, tumor regression, and tumor dissemination during and after therapy. The newly emerging field of immunoengineering is addressing some of these challenges, and there is ample opportunity for engineers to contribute their approaches and tools to further facilitate the clinical translation of immunotherapy. Here we highlight recent technological advances in the diagnosis, therapy, and monitoring of cancer in the context of immunotherapy, as well as ongoing challenges.

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White, Paula A. "Teacher Empowerment Under “Ideal” School-Site Autonomy." Educational Evaluation and Policy Analysis 14, no. 1 (March 1992): 69–82. http://dx.doi.org/10.3102/01623737014001069.

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Few systematic studies have been conducted to determine how school decentralization works, how authority is allocated, and how school decentralization affects teachers. Over 100 personal interviews with teachers and administrators provide the base for this detailed analysis of teacher empowerment in several highly decentralized school districts. This study examines three questions: how teachers respond to opportunities for more influence, how these opportunities affect their teaching, and how these opportunities affect teachers’ work life and sense of efficacy.

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Moore, Melinda, Myfanwy Maple, Ann M. Mitchell, and Julie Cerel. "Challenges and Opportunities for Suicide Bereavement Research." Crisis 34, no. 5 (September 1, 2013): 297–304. http://dx.doi.org/10.1027/0227-5910/a000191.

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Background: While high-quality and ethically sound research is needed to better understand and respond to the needs of those bereaved by suicide, there is a concern that ethical boards internationally raise unreasonable objections to research with those bereaved by suicide. Aims: This pilot study was conducted to examine the issues faced by suicide bereavement and postvention researchers while obtaining ethical board approval. Method: Suicide bereavement and postvention researchers from four continents were surveyed on their experiences of responding to ethical board challenges to research proposals and requests to amend their research as a result of ethical board concerns. Results: While ethical boards differ in their response to suicide bereavement research, eight of 19 researchers surveyed indicated they had had proposals challenged, with two of these eight researchers reporting having to make major changes to their proposals as a result. The researchers provided examples of how they responded to those concerns about perceived risks of their research by ethical board members. Conclusions: There are strict guidelines regarding the treatment of research study participants, and ethical boards must ensure the proposed research procedures adhere to these guidelines. Yet, in the field of suicide bereavement research it would appear that some ethical boards place restrictions or raise concerns about research being conducted in an absence of sound knowledge about the safety of such research. This ultimately may influence the design of research being conducted. Such influence in turn shapes the data generated from the research and thus what is published in the literature. It is both timely and imperative for ethical board members to be well educated on what the risks of those who are bereaved by suicide may be prior to making recommendations on research project designs.

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Brulé, David J., Bryan W. Marshall, and Brandon C. Prins. "Opportunities and Presidential Uses of Force." Conflict Management and Peace Science 27, no. 5 (November 2010): 486–510. http://dx.doi.org/10.1177/0738894210379475.

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Political vulnerability is thought to influence the opportunities available to the US president to engage in uses of force abroad. Conventional theories linking economic misfortune and partisan opposition to presidential uses of force detail the incentives and constraints facing the president in decisions to use force. In contrast, these theories’ strategic counterparts focus on the ability of US adversaries to respond to the president’s vulnerability through either avoidance or exploitation. The behavior of US adversaries is thought to critically affect the president’s opportunities to use force. Conventional and strategic accounts of the linkage between domestic political vulnerability and the use of force provide contradictory expectations. To assess these theories we identify hypotheses related to four dependent and selection variables corresponding to dispute initiation and reciprocation involving the US. These hypotheses are tested with a two-stage Heckman Probit model to account for selection effects due to strategic interaction. The results are most supportive of orthodox diversionary theory. Our findings challenge the other perspectives evaluated—the strategic conflict avoidance (SCA) perspective, Howell and Pevehouse’s party cover approach, and Schultz’s signaling model.

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Messenger, Mallory, Eric Alan Common, Kathleen Lynne Lane, Wendy Peia Oakes, Holly Mariah Menzies, Emily D. Cantwell, and Robin Parks Ennis. "Increasing Opportunities to Respond for Students With Internalizing Behaviors: The Utility of Choral and Mixed Responding." Behavioral Disorders 42, no. 4 (June 30, 2017): 170–84. http://dx.doi.org/10.1177/0198742917712968.

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Increasing students’ opportunities to respond (OTR) is a low-intensity strategy effective in increasing engagement. Building on the work of Haydon and colleagues, we compared two types of OTR, choral and mixed (70% choral, 30% individual), to examine the utility of these strategies in increasing active student responding and accuracy during mathematics for two elementary-age students with internalizing behaviors. Results indicated the general education teacher implemented both OTR strategies with high fidelity with limited university support. However, results of this alternating treatment design were unable to distinguish either choral or mixed responding as superior to the other. Results suggested one student showed high active student responding with less than 80% accuracy, whereas the other student was highly accurate but responded less than 75% of the time. In the discussion, we highlight reasons why the two OTR strategies had similar effects on student outcomes, consider implications of these findings, and provide direction for future inquiry.

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Xiao, Bin. "SWOT Analysis of China’s Port Chemical Industry." Applied Mechanics and Materials 295-298 (February 2013): 8–11. http://dx.doi.org/10.4028/www.scientific.net/amm.295-298.8.

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This paper discusses the development of China’s port chemical industry and analyzes its advantages and disadvantages as well as the outside opportunities and threats, by means of SWOT analysis. The SWOT analysis of port chemical industry can help us make clear the subjective and objective conditions, better bring our strengths into play, avoid our demerits, seize the opportunities and respond to the challenges accordingly.

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BOYER, PASCAL, and MICHAEL BANG PETERSEN. "Studying institutions in the context of natural selection: limits or opportunities?" Journal of Institutional Economics 9, no. 2 (January 29, 2013): 187–98. http://dx.doi.org/10.1017/s1744137412000203.

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Abstract:In this comment, we respond to comments raised by Eastwood (2012) in response to our article on the role of evolutionary psychology in understanding institutions (Boyer and Petersen, 2012). We discuss how evolutionary psychological models account for cultural variation and change in institutions, how sociological institutionalism and evolutionary models can inform each other, how evolutionary psychological models illuminate the role of power in institutional design and the possibility of a ‘general theory’ of institutions.

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Sohn, Eunhee. "Opportunities and Incentives: How Individual Academics Respond to the Local Industry." Academy of Management Proceedings 2018, no. 1 (August 2018): 12885. http://dx.doi.org/10.5465/ambpp.2018.262.

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Simonsen, Brandi, Diane Myers, and Carla DeLuca. "Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 33, no. 4 (August 18, 2010): 300–318. http://dx.doi.org/10.1177/0888406409359905.

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Rajeshwar, K. "From the Editor: Retooling Academic Silos to Respond to New Opportunities." Interface magazine 22, no. 1 (January 1, 2013): 3. http://dx.doi.org/10.1149/2.001131if.

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Haverly, Christa, Angela Calabrese Barton, Christina V. Schwarz, and Melissa Braaten. "“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science." Journal of Teacher Education 71, no. 1 (September 12, 2018): 63–79. http://dx.doi.org/10.1177/0022487118800706.

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Scholarly calls to reform science education for all students emphasize scientific sense-making. Despite the importance of sense-making, few strategies exist to help novice teachers learn to notice and respond equitably to students’ scientific sense-making in elementary science. In this article, we report on a qualitative case study in which we investigated sense-making moments that occurred when novice teachers facilitated classroom discussions. Findings suggest that when novice teachers made space in class discussions for sense-making—for example, by trying different responses to clarify student ideas or waiting before responding to figure out next steps—this expanded opportunities for shared epistemic authority; however, novices did not often recognize these moments as productive for sense-making. Findings also suggest that novice teachers may benefit from support to help them develop their abilities to notice, interpret, and respond equitably to students’ scientific sense-making in class discussions.

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Zhang, Yubing, and Yan Yixin. "The Upgrade and Transformation of Taiwanese-funded Enterprises in Guangdong under the New Normal." E3S Web of Conferences 235 (2021): 02064. http://dx.doi.org/10.1051/e3sconf/202123502064.

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Under the new economic normal, Guangdong Taiwan-funded enterprises are facing new challenges and opportunities in their upgrading and transformation. Taiwanese-funded enterprises should fully understand the impact of the new economic normal on their own development, actively adapt to the new normal, respond to new challenges, seize new opportunities, accelerate the transformation of development methods, adjust operation and development strategies, and accelerate the path of upgrading and transformation.

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Mennell, J., I. C. Shaw, and S. M. Jickells. "Future Forensics: Opportunities and Challenges." Measurement and Control 41, no. 8 (October 2008): 238–42. http://dx.doi.org/10.1177/002029400804100801.

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DNA is probably the most well-known example of forensic science in practice. The UK has the world's largest DNA database in terms of the percentage of the population covered, over four million people, representing 6% of the UK population and covering the majority of the active criminal population. This growth was enabled as a result of the DNA expansion programme and during 2006/2007 alone, I, 175 violent/sex crimes, 852 drugs cases and 7,892 domestic burglaries were linked to one or more individuals on the National DNA Database. However, public confidence in DNA and forensic science has been tested as a result of issues surrounding the growth of the national DNA database and cases such as the Omagh Bombing and Damilola Taylor, which has prompted important ethical issues and concerns to be raised. Despite these concerns, forensic science users and providers are under increasing pressure to build on the success of the DNA expansion programme to ensure that forensic science is used effectively across all crime types. Identifying and articulating a vision for forensic science should enable the impact of forensic science to be maximised, but will also require many areas to be addressed and evaluated. This needs to be done in terms of system drivers, technological drivers and societal drivers and in the context of these there is a need to paint the possible future forensic landscape and boundaries; clearly identifying what we are trying to achieve, what the priorities are and the extent to which we would like to shape the future rather than to merely respond to it.

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Gleason, Joseph. "Taking a Step Back. Exercises as Training Opportunities." International Oil Spill Conference Proceedings 2003, no. 1 (April 1, 2003): 1055–58. http://dx.doi.org/10.7901/2169-3358-2003-1-1055.

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ABSTRACT Historically, many response exercises conducted by the United States Coast Guard and other oil spill response stakeholders have been conducted as functional or full-scale exercises. With the increased demands placed on many U.S. agencies as a result of the terrorist attacks of September 11’ 2001, there is a greater need than ever to ensure that time spent in training and exercises produces positive and tangible results for the participants. In preparation for the joint US/Canadian response exercise, CANUSLANT 2002, the U.S. and Canadian Coast Guards decided to take a step back and look at the lessons learned from previous exercises. Based on this review, the Joint Response Team (JRT) decided to focus CANUSLANT 2002 as a training opportunity and to work on the lessons learned that were repeatedly identified in earlier CANUSLANT exercises. Perhaps the most common exercise conducted in oil spill response is the functional “command post” exercise where exercise participants are assigned to ICS (Incident Command System) staff elements. Participants then respond to an exercise scenario and prescripted injects that are provided to drive participant actions. With personnel turnover, transfers, and increased operational demands, many exercise participants struggle through the crisis phase of an incident scenario and never have the opportunity to learn what it is they are supposed to be doing. When all is said and done, many exercise participants are often simply go home happy that the exercise is over and done with. The goal for CANUSLANT 2002 was to produce an exercise where the participants accomplished something tangible; that long pending issues would be discussed and perhaps even resolved. The Exercise Design Team hoped that the participants walked away from the exercise saying that it was time well spent and not simply thankful that the exercise was over. This paper outlines the factors that led to the success of the CANUSLANT 2002 cross border response exercise. This paper also highlights some of the fundamentals for varying your approach to exercises to achieve tangible results while providing personnel the skills and training required to respond in the event of a real disaster.

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Montepare, Joann, and Kimberly Farah. "Older Adults as Teaching Allies: Opportunities for Age-Friendly University Innovation." Innovation in Aging 4, Supplement_1 (December 1, 2020): 546–47. http://dx.doi.org/10.1093/geroni/igaa057.1784.

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Abstract Changing age demographics are reshaping societies and challenging institutions of higher education to consider how they can respond to aging populations through new approaches to teaching, research, and community engagement. As well, institutions are facing a range of challenges as they look to respond to the contemporary needs of traditional-aged students. The pioneering Age-Friendly University (AFU) initiative, endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE), offers a framework within which institutions can begin to address these issues through more age-friendly programs, practices, and partnerships. This symposium will feature AFU advocates discussing innovate ways in which older adults can serve as teaching allies and support the educational mission of higher education. Farah (Lasell University) will discuss how older adults can engage in diverse teaching and learning activities with examples as crime scenario developers in a forensics class, conversation partners in an international oral communication class, and professional interviewers in an internship skills class. Kaye (University of Maine) will discuss how older adults can serve as citizen scientists performing critical functions in participatory research and in community-based test-beds and co-design laboratories. Ermer (Montclair State University) will discuss how older adults can engage students in discourse as guest speakers and panel participants in classes across the curriculum. Manoogian (Western Oregon University) will describe the innovative ways that older adult students (for credit or audit) mentor and engage younger student peers in course activities as well as increase their own understanding of the aging process.

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Gomez, Ricardo E. "HORTICULTURE AND THE GLOBAL MARKET." HortScience 27, no. 6 (June 1992): 589e—589. http://dx.doi.org/10.21273/hortsci.27.6.589e.

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The future competitiveness of any nation, including its agriculture, is inextricably tied to understanding and effectively participating in global markets. Major opportunities exist for farmers to produce, process, and export agricultural products, especially value added products, if they had knowledge of global opportunities. Most of the information and services are available for them to achieve this objective. The Cooperative Extension System (CES) can provide a mechanism to deliver educational programs on global marketing opportunities and training on procedures for capitalizing on these opportunities. County agents from Virginia and California working with their mushroom producers helped them respond to a year round shitake order from the United Kingdom. This has resulted in an ongoing market for these producers. Other similar examples in horticulture will be discussed.

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Green, Ambra L., Timothy J. Lewis, and Amanda A. Olsen. "General Education Teachers’ Use of Evidence-Based Practices: Examining the Role of Student Race and Risk Status." Behavioral Disorders 45, no. 3 (November 5, 2019): 183–92. http://dx.doi.org/10.1177/0198742919883570.

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This exploratory study occurred in Title 1 schools located within a large urban area. The sample included 23 general educators and 551 students in second through fifth grade, with 57 students identified as at risk for an emotional or behavioral disorder. The purpose of this study was to determine (a) to what extent general education teachers used evidence-based practices—specifically, opportunities to respond, positive specific feedback, and precorrections—during classroom instruction, and (b) if those practices occurred at different rates across demographic groups (i.e., race and disability risk). The results indicated that teachers used higher rates of opportunities to respond and positive specific feedback with students not at risk compared with at-risk students. We did not find main effects of race or race-by-disability risk interaction effects. These findings support the need to continue examining teachers’ differing uses of evidence-based practices.

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Diao, Wenhao, Anne Donovan, and Margaret Malone. "Oral language development among Mandarin learners in Chinese homestays." Study Abroad Research in Second Language Acquisition and International Education 3, no. 1 (March 30, 2018): 32–57. http://dx.doi.org/10.1075/sar.17002.dia.

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Abstract This mixed-method study describes the oral Mandarin development of 25 American students living in Chinese homestays, and how it may relate to the ways they respond to opportunities for interaction with their host families. While scholars have begun to examine students’ Mandarin development during their sojourns in China, there is little research regarding changes in their holistic oral proficiency and how such changes may be related to the quality of interaction they have with their interlocutors. The results of this study show robust gains in proficiency ratings of their oral performances over the course of one semester. A case study of two purposefully selected student performances – one who demonstrated the most prominent proficiency gains and the other who showed no gains – reveals differences in the ways they respond to opportunities for interaction. These findings provide suggestions on ways to best facilitate students’ learning experience while living with host families.

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Partin, Tara C. Moore, Rachel E. Robertson, Daniel M. Maggin, Regina M. Oliver, and Joseph H. Wehby. "Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior." Preventing School Failure: Alternative Education for Children and Youth 54, no. 3 (December 31, 2009): 172–78. http://dx.doi.org/10.1080/10459880903493179.

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Todd Haydon, G. Richmond Mancil, and Christopher Van Loan. "Using Opportunities to Respond in a General Education Classroom: A Case Study." Education and Treatment of Children 32, no. 2 (2009): 267–78. http://dx.doi.org/10.1353/etc.0.0052.

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Stichter, Janine P., Timothy J. Lewis, Tiffany A. Whittaker, Mary Richter, Nanci W. Johnson, and Robert P. Trussell. "Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies." Journal of Positive Behavior Interventions 11, no. 2 (August 14, 2008): 68–81. http://dx.doi.org/10.1177/1098300708326597.

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Friend, Lucy A., and Andrew F. G. Bourke. "Workers respond to unequal likelihood of future reproductive opportunities in an ant." Animal Behaviour 97 (November 2014): 165–76. http://dx.doi.org/10.1016/j.anbehav.2014.09.013.

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Cooper, Justin T., Todd Whitney, and Amy S. Lingo. "Using Immediate Feedback to Increase Opportunities to Respond in a General Education Classroom." Rural Special Education Quarterly 37, no. 1 (December 10, 2017): 52–60. http://dx.doi.org/10.1177/8756870517747121.

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The purpose of the current study was to examine the effects of immediately prompting a general education teacher to increase her rate of Opportunities to Respond (OTR) through bug-in-ear technology on the academic engagement of a first-grade student with emotional and behavior disorders (EBD) and attention deficit hyperactivity disorder (ADHD). In addition, the study investigated if raising the rate of OTR would increase the teacher’s positive feedback while decreasing negative feedback. Using an ABA single-subject design, results indicated that student academic engagement increased as the intervention was introduced and continued to stay at elevated levels during a maintenance phase. Results on teacher feedback were mixed, with both positive and negative feedback increasing when OTR was increased. Implications for using immediate feedback to increase OTR for rural educators are discussed.

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Dickins, Denise, and John T. Reisch. "Enhancing Auditors' Ability to Identify Opportunities to Commit Fraud: Instructional Resource Cases." Issues in Accounting Education 27, no. 4 (April 1, 2012): 1153–69. http://dx.doi.org/10.2308/iace-50178.

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ABSTRACT Research suggests that audit team members, especially staff, may lack the necessary training to be able to identify fraud risks and to develop appropriate responses to identified fraud risks (e.g., Pearson and Singleton 2008; Knapp and Knapp 2001; Braun 2000; Zimbelman 1997). This lack of training may be particularly acute with respect to the perpetration of fraud in automated environments (Filipek 2007). The case studies are designed to improve undergraduate auditing, accounting information systems, and forensic accounting students' abilities to recognize and respond to indicators of fraud and general information technology (IT) control weaknesses.

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Bochaver, A. A. "Bullying in a children's group: teachers’ orientations and opportunities." Psychological-Educational Studies 6, no. 1 (2014): 47–55. http://dx.doi.org/10.17759/psyedu.2014060107.

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We discuss the definition and phenomenology of direct and indirect bullying, describe the effects of bullying for all categories of participants. We discuss the most common teachers’ settings (normative, assertive, avoidant) in relation to bullying, and the ways to respond arising from these settings. We discuss mismatch in understanding the phenomenon of bullying between psychologists and educators, as well as the need to develop consistent definitions for the design of prevention programs and preventive procedures in situations of bullying in particular institution. We reveal the basic myths developed in society and aggravating bullying normalization, aggressor support and the victim's humiliation. We discuss the principles of organization of prevention system and school bullying prevention. The teachers’ possibilities to reduce the number of school bullying situations are considered. We show the necessity of a more critical and informed teachers' attitude toward bullying situations and their own response strategies.

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Ward, Phillip, Shannon L. Smith, Kemal Makasci, and Darrell W. Crouch. "Differential Effects of Peer-Mediated Accountability on Task Accomplishment in Elementary Physical Education." Journal of Teaching in Physical Education 17, no. 4 (July 1998): 442–52. http://dx.doi.org/10.1123/jtpe.17.4.442.

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The purpose of this study was to examine the effects of peer-mediated accountability (PMA) on average male and female students and low skilled female students during the performance of the lay-up in basketball. A multiple baseline design was used to assess the effects of PMA on the number of trials performed and the percentage of correct trials. Participants were 9 elementary school students in Grades 4 and 5. Peer-mediated accountability was effective in increasing the opportunities to respond for both average and low skilled students but did not change the percentage of correct performances by the students. These results support previous findings that suggest that, though PMA is an effective strategy to promote opportunities to respond, it is an inappropriate strategy to use when students cannot perform the skill. An analysis of the data also revealed that the lower skilled students performed a similar number of trials as their counterparts.

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Common, Eric Alan, Kathleen Lynne Lane, Emily D. Cantwell, Nelson C. Brunsting, Wendy Peia Oakes, Kathryn Ann Germer, and Leslie Ann Bross. "Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review." Behavioral Disorders 45, no. 2 (March 4, 2019): 67–84. http://dx.doi.org/10.1177/0198742919828310.

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We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.

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Carnevali, Francesca. "Golden Opportunities: Jewelry Making in Birmingham between Mass Production and Specialty." Enterprise & Society 4, no. 2 (June 1, 2003): 272–98. http://dx.doi.org/10.1017/s1467222700012246.

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Narratives of flexible specialization as an alternative to mass production are largely absent from the industrial history of twentieth-century Britain. In this article, I challenge the notion that we should relegate small firms and industrial districts to a marginal place in the historiography of this period. Drawing from a range of sources, I explore the history of Birmingham's jewelry makers to show how they adapted the traditional productive system of the district to respond in a dynamic way to the challenges of rapid product market differentiation. As jewelry increasingly became a commodity for mass consumption, the firms in the Birmingham district used a combination of specialty and mass production as a strategy to both satisfy and create demand.

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Bowser, Benjamin P., Carl O. Word, Gloria Lockett, and Carla Dillard Smith. "How Drug Abusers Organize Their Participation in HIV/AIDS Studies: Their Time and Their Place." Journal of Drug Issues 31, no. 4 (October 2001): 941–56. http://dx.doi.org/10.1177/002204260103100407.

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Based upon process evaluations of two HIV/AID epidemiologic studies and one program evaluation, the authors focus on the subtle and culturally latent ways that respondents differentially make themselves available as research subjects. Our primary thesis is that injection drug users respond to opportunities to be interviewed and paid as a group as well as individuals. In which case, they influence as a group who is recruited for interviews. In this retrospective review, we show the ways that some IDUs respond differentially to research methods based on ways that they are organized in the larger community.

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Zahra, Shaker A., James C. Hayton, Donald O. Neubaum, Clay Dibrell, and Justin Craig. "Culture of Family Commitment and Strategic Flexibility: The Moderating Effect of Stewardship." Entrepreneurship Theory and Practice 32, no. 6 (November 2008): 1035–54. http://dx.doi.org/10.1111/j.1540-6520.2008.00271.x.

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The ability of family firms to identify and respond to changes in their external environments can be a key source of competitive advantage leading to success and survival. Some research, however, has suggested family firms are conservative and often lack the ability to adapt to their changing competitive environments. Using data from 248 family firms, we found a family firm's culture of commitment to the business is positively associated with its strategic flexibility—the ability to pursue new opportunities and respond to threats in the competitive environment. Further, we found stewardship–oriented organizational culture positively moderated the family commitment–strategic flexibility relationship.

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Kamal, Yasmin, Stephanie L. Schmit, Hildreth Robert Frost, and Christopher I. Amos. "The tumor microenvironment of colorectal cancer metastases: opportunities in cancer immunotherapy." Immunotherapy 12, no. 14 (October 2020): 1083–100. http://dx.doi.org/10.2217/imt-2020-0026.

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About a fifth of individuals with colorectal cancer (CRC) present with disease metastasis at the time of diagnosis. While the role of the tumor microenvironment (TME) in governing CRC progression is undeniable, the role of the TME in either establishing or suppressing the formation of distant metastases of CRC is less well established. Despite advances in immunotherapy, many individuals with metastatic CRC do not respond to standard-of-care therapy. Therefore, understanding the role of the TME in establishing distant metastases is essential for developing new immunological agents. Here, we summarize our current understanding of the TME of CRC metastases, describe differences between the TME of primary tumors and their distant metastases, and discuss advances in the design and combinations of immunotherapeutic agents.

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Hopkins, Megan, Maxie Gluckman, and Tara Vahdani. "Emergent Change: A Network Analysis of Elementary Teachers’ Learning About English Learner Instruction." American Educational Research Journal 56, no. 6 (April 8, 2019): 2295–332. http://dx.doi.org/10.3102/0002831219840352.

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We study how a suburban U.S. district in the early stages of demographic change developed systems of support for teachers of English learners (ELs). Using district- and school-level social network and interview data, we examine elementary teachers’ EL-related professional learning opportunities, and how district and school organizational contexts enabled or constrained these opportunities. We find that the separation of language and content at the district level limited teachers’ learning opportunities, yet school leaders mitigated this separation by implementing structures that fostered norms of shared responsibility and collaborative teaching. Findings highlight the relevance of an organizational perspective for understanding how suburban districts respond to demographic change, and have implications for policymakers and practitioners with respect to creating inclusive environments for ELs.

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Michael, Rose. "Brand(ing) Independence." Logos 29, no. 4 (February 27, 2018): 7–13. http://dx.doi.org/10.1163/18784712-02904002.

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Background: There has been little formal reflection by independent publishing practitioners on how they (do or don’t) capitalize on their brand or imprints. Aim: To discuss the unique opportunities presented by a small press’s ‘small’ identity. Method: To document my own experience—as commissioning editor for a trade press, after co-founding a tiny start-up—in the broader context of industry knowledge acquired as editor of the Australian national trade press journal and a publishing academic. Results: Through the creative writing of a personal opinion piece, I explore how our ad hoc personality-driven small press network may be particularly well primed to respond to challenging—and changing—circumstances. Conclusion: That it is the nature of independent publishers, whether commercial ventures or micropresses, to be agile and adaptable; to respond intuitively to perceived opportunities; to connect directly with reading communities. That it may also be in the nature of an industry that proudly identifies and markets itself as individualistic and personality driven to not necessarily identify and articulate any such specific strategies … or, indeed, maintain them.

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Ridley, Amanda R., Matthew F. Child, and Matthew B. V. Bell. "Interspecific audience effects on the alarm-calling behaviour of a kleptoparasitic bird." Biology Letters 3, no. 6 (August 14, 2007): 589–91. http://dx.doi.org/10.1098/rsbl.2007.0325.

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Audience effects are increasingly recognized as an important aspect of intraspecific communication. Yet despite the common occurrence of interspecific interactions and considerable evidence that individuals respond to the calls of heterospecifics, empirical evidence for interspecific audience effects on signalling behaviour is lacking. Here we present evidence of an interspecific audience effect on the alarm-calling behaviour of the kleptoparasitic fork-tailed drongo ( Dicrurus adsimilis ). When foraging solitarily, drongos regularly alarm at aerial predators, but rarely alarm at terrestrial predators. In contrast, when drongos are following terrestrially foraging pied babblers ( Turdoides bicolor ) for kleptoparasitic opportunities, they consistently give alarm calls to both aerial and terrestrial predators. This change occurs despite no difference in the amount of time that drongos spend foraging terrestrially. Babblers respond to drongo alarm calls by fleeing to cover, providing drongos with opportunities to steal babbler food items by occasionally giving false alarm calls. This provides an example of an interspecific audience effect on alarm-calling behaviour that may be explained by the benefits received from audience response.

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Bateman, Amanda. "Young children’s affective stance through embodied displays of emotion during tellings." Text & Talk 40, no. 5 (September 25, 2020): 643–68. http://dx.doi.org/10.1515/text-2020-2077.

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AbstractStorytelling provides opportunities for children to practise displays of affective stance. Children’s spontaneous tellings are noticeable as systematic and organized work, which are locally occasioned and triggered by a prior utterance where emotional responses are as significant as the tellings themselves. Affective stances are often observed in children’s tellings, encouraging children’s disposition to learn through active engagement with others, learning acceptable behaviours in meaningful social and cultural ways. This article explores how displays of heightened affect are prompted and responded to and progress the development of storylines within young children’s everyday storytelling. The data were collected in early childhood kindergartens in New Zealand and analysed using conversation analysis. The findings show that there is often elaboration/escalation of a telling, as peers respond by including additional characters within a continued topic in a display of heightened emotion shown through voice pitch and tone, as well as overt facial and bodily expression. Opportunities for practising displays of ‘correct’ emotional responses to tellings are important for young children in contributing to everyday socialising practises through real-life everyday experiences.

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Bolt, Teresa D., Blake D. Hansen, Paul Caldarella, K. Richard Young, and Leslie Williams. "Varying Opportunities to Respond to Improve Behavior of Elementary Students with Developmental Disabilities." lnternational Electronic Journal of Elementary Education 11, no. 4 (March 23, 2019): 327–34. http://dx.doi.org/10.26822/iejee.2019450791.

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Dancik, Bruce P. "Lost Opportunities and the Future of Forestry: Will We Respond to the Challenges?" Forestry Chronicle 66, no. 5 (October 1, 1990): 454–56. http://dx.doi.org/10.5558/tfc66454-5.

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Foresters are in danger of losing the responsibility for managing wildland resources for several reasons. First, foresters have lost public credibility in dealing with an increasingly informed public about forest management issues. Second, foresters rarely demonstrate the capability to manage forests for uses other than fibre production. Foresters must become more innovative in managing wildland resources. A mix of highly intensive and less intensive management to suit site conditions and land-use is needed rather than general management compromises over large areas. Multiple, or integrated uses can be promoted through zoning with each zone emphasizing certain resource values.

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Reay, Trish. "Family-Business Meta-Identity, Institutional Pressures, and Ability to Respond to Entrepreneurial Opportunities." Entrepreneurship Theory and Practice 33, no. 6 (November 2009): 1265–70. http://dx.doi.org/10.1111/j.1540-6520.2009.00345.x.

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Bakken, Larry. "AALS Panel – Global Legal Education – Can American Law Schools Respond to the Opportunities?" German Law Journal 5, no. 3 (March 1, 2004): 335–38. http://dx.doi.org/10.1017/s2071832200012475.

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During the past decade many American law schools have identified and responded to the opportunity and necessity of training law students and lawyers for the challenges created by globalization. Opportunities are certainly available to schools with strong business, international trade and human rights programs. Opportunities are, however, also available to schools with interests and strengths in the newer disciplines such as conflict resolution, intellectual property and environment protection. Law schools which have ventured into global oriented training have recognized that the market is not simply a one-way-street for domestic students but also includes training of foreign law students and lawyers. Private foundations in the United States and abroad, foreign governments and our national government have helped finance foreign lawyer visits and training events throughout America. When international lawyers visit the United States, domestic law schools are involved as hosts, training sites, and sources of professional expertise. There has also been a simultaneous movement of domestic lawyers and law students through foreign law school programs and other study abroad opportunities. When all these international experiences are taken together one realizes the need for law schools to become more involved in the development and implementation of training and development of globally oriented legal education.

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Journal articles on the topic 'Opportunities to respond'

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