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The UN Convention on the Rights of the Child has delineated numerous principles that serve to promote the welfare of children, and many of these principles have implications for educational policies and practices. School psychologists can advance children’s rights by working with administrators to encourage leadership styles and educational practices that promote these rights. School psychologists can also take administrative positions in schools, working directly to exercise these leadership styles and emphasize children’s rights as a priority. This chapter illustrates how school psychologists can have an impact on school culture by highlighting participatory leadership styles that can be used to transform education. Included is a discussion of how program-centered and consultee-centered administrative consultation can be used by school psychologists to facilitate the efforts of administrators to promote children’s rights. The chapter identifies four themes related to children’s rights that have particularly important implications for transforming education. These include (1) child-centered, nondiscriminatory education; (2) childcare and protection; (3) culture, leisure, and play; and (4) respect for children’s views. The chapter provides two examples of the school psychologist’s role in promoting children’s rights. One illustrates strategies for responding to the theme of childcare and protection, and the other illustrates strategies related to the theme of child-centered, nondiscriminatory education by focusing on child-centered approaches to school discipline. Recommendations are made about the roles that school psychologists can play to promote children’s rights as practitioners, administrators, and researchers.

The challenges of developing and researching a school-based prevention program using the participatory culture–specific intervention model are described here. We outline the problem of commercial sexual exploitation of children that motivated our project and the characteristics of students most at risk (African American girls in middle school). We provide an analysis of the factors that can facilitate creation and implementation of similar prevention programs in schools. These factors include establishing partnerships with community resources, including school insiders, and establishing trust, especially with students placed at risk.

The coordination of benzene-1,3,5-tribenzoate (BTB) and imidazole (Im) with cobalt under basic conditions yields a 2D layered structure, Co 3 (BTB) 1.5 (Im) 1.35 (O) 0.5 (OH) 0.5 (H 2 O) 1.65 guests ( 1 ), in which the imidazoles are weakly π–π stacked and hydrogen bonded to the adjacent layers affording a 3D supramolecular network. The structure is based on a hexanuclear Co 6 building unit which comprises four octahedral and two tetrahedral Co(II) centres. The framework is permanently porous to N 2 , CO 2 and CH 4 , with the strength of interaction at zero coverage being comparable to that at high loading.

The present research examined the relationship between self-concept and level of involvement in delinquent activities of 1327 (612 males, 715 females) years 8—12 high school students. Through cluster analysis, participants were identified as having either high or low involvement in delinquent activities from scores on a self-report measure of delinquency. Three multidimensional areas of self-concept (classroom, peer and confidence) were investigated, because of previous findings indicating discrepancies in these three dimensions for adolescent involvement in delinquent activities. Four, two-way multi-variate analyses of variance were conducted across the three self-concept dimensions for Gender, Year Level, and involvement in Delinquent Activities. Students highly involved in delinquent activities reported significantly lower classroom, peer and confidence self-concepts. For gender and year level effects, males reported significantly higher confidence self-concept while females scored significantly higher on peer self-concept. There were significant differences among year levels with a general decline in confidence self-concept with age but for classroom and peer self-concept, no clear age trends were evident. The results indicate the importance of considering multidimensional self-concept when examining adolescents' involvement in delinquent activities and incorporating self-concept enhancement strategies in intervention programs.

The desire to cater to users' needs with new and faster technologies drives development in virtual reference at many libraries. While many articles illustrate the benefits and quality of synchronous chat and IM reference, there remain numerous libraries that use e-mail reference as their only virtual service. Using data collected over a four-year period, the authors assess the value of a commercial reference tool at a mid-sized academic library to evaluate whether the current virtual reference service meets user demand. Time, use, cost, staffing, and community needs are addressed in an effort to improve e-mail reference in the current environment.

There are approximately 35 million school-age children in Mexico. The current mental health needs of these youth far exceed the mental health support and resources available. Despite a general awareness of the demand for additional mental health resources, there is limited research regarding the culture-specific nature of the mental health needs of children and youth in Mexico. This chapter focuses on the psychological well-being of youth in rural and urban areas around Xalapa, Mexico. Using a transformative mixed-method design, the researchers’ aim was to provide culturally relevant information regarding the types, sources, and reactions to various stressors and supports for children and youth. Ecomaps (N = 88), stories (N = 88), and focus groups (N = 68) were used to collect information with students from a rural elementary, urban elementary, and urban middle school in Xalapa, Mexico. Qualitative findings suggested that students experienced stressors related to their immediate and extended families, peers, school, and community. Students also reported their families, friends, teachers, community members, and self as means of support. The quantitative results included descriptions of the types of stressors and supports, identification of sources, and considerations of gender and grade-level differences. Implications for future culturally relevant research and practice are discussed.

A flexible metal-organic framework selectively sorbs para- (pX) over meta-xylene (mX) by synergic restructuring around pX coupled with generation of unused void space upon mX loading. The nature of the structural change suggests more generally that flexible structures which are initially mismatched in terms of fit and capacity to the preferred guest are strong candidates for effective molecular separations.

Diiodoacetylene, C2I2, is the smallest ditopic halogen bond donor other than I2 or other dihalogens. A convenient synthesis of diiodoacetylene from the common Sonagashira coupling reagent Me3SiC≡CH, is described. The halogen-bonded adducts of C2I2 with dimethylformamide (DMF), pyrazine (pyz) and 1,4-diazabicyclooctane (dabco) have been characterised by X-ray crystallography. All adopt 1D halogen-bonded chains linked via short C–I⋯O [I⋯O 2.834(4)–2.888(4) A; C–I⋯O > 170°] or C–I⋯N [I⋯N 2.715(3)–2.832(7) A; C–I⋯N > 175°] interactions. Attempts to synthesise the adduct of C2I2 with hexamethylenetetramine (hmta) resulted in isolation and crystallographic characterisation of the adduct of C2I4·hmta, indicating decomposition of C2I2 to yield C2I4 in solution. The adduct comprises two independent C2I4 molecules that act, respectively, as tetratopic and ditopic halogen bond donors forming C–I⋯N interactions [I⋯N 2.948(7)–2.999(8) A; C–I⋯N > 165°], occupying three of the four nitrogen sites on htma. The remaining nitrogen sites engage in N⋯C(π) interactions directed orthogonal to the plane of the ditopic C2I4 molecules. Separate surveys of halogen bonds formed by diiodo(poly)alkynes I(C≡C)nI (n = 1–3) and by C2I4 molecules indicate that C–I⋯N halogen bonds are shorter, when normalised for van der Waals radii, and, by inference, stronger than halogen bonds involving other acceptor groups, and demonstrates that Csp–I⋯N halogen bonds are generally shorter Csp2–I⋯N halogen bonds.