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In this chapter, we begin by exploring the lessons learned from studies of teachers’ expectations for student behavior, being with early inquiry conducted following the Education for All Handicapped Children Act (P.L. 94-142) of 1975. Next, we explore the expanding knowledge base following reauthorization of the Individuals with Disabilities Education Act (IDEA, 1997), the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), and No Child Left Behind Act (NCLB, 2001) as the field increasingly emphasized inclusive programming and supporting access to the general education curriculum, called for academic excellence for all students, and focused on systems-level perspectives for teaching behavioral expectations. We summarize lessons learned from these bodies of knowledge, focusing attention on key findings and existing limitations of the studies conducted to date. We conclude with implications for educational research and practice, with attention to how lessons learned regarding teacher expectations for student performance can (a) facilitate inclusive programming for students with disabilities, (b) support school transitions, (c) inform primary prevention efforts and targeted supports, and (d) inform teacher preparation programs.

Micaceous Iron Oxide (MIO) coatings have a well established record for long‐term protection of steelwork against corrosion. Structures protected with MIO paint systems include road and railway bridges, electricity towers, radio masts, gantries, cranes, building frames, gas holders, chemical plant, offshore platforms, storage tanks and pipework.

Micaceous iron oxide (MIO) paints are employed throughout the world to provide long‐life corrosion protection for structural steelwork.

The need for environmentally acceptable anti‐corrosive pigments to replace those based on lead and chromates in priming paints has stimulated the emergence of phosphate, molybdate and borate types and many others. However there are widespread doubts about the ability of these “non‐toxic” alternatives to provide the same degree of corrosion‐resistance as the lead and chrome pigments. This has encouraged a search for ways and means of boosting the inhibitive action of the newer pigments, for instance by mixing with other ingredients that might promote a synergistic effect. There has been a growing interest in utilising inert “barrier” pigments for this purpose and the development of synthetic iron oxide with a flake‐like crystalline structure is a significant step forward in this context.

This volume of Advances in Econometrics is devoted to dynamic stochastic general equilibrium (DSGE) models, which have gained popularity in both academic and policy circles as a theoretically and methodologically coherent way of analyzing a variety of issues in empirical macroeconomics. The volume is divided into two parts. The first part covers important topics in DSGE modeling and estimation practice, including the modeling and role of expectations, the study of alternative pricing models, the problem of non-invertibility in structural VARs, the possible weak identification in new open economy macro models, and the modeling of trend inflation. The second part is devoted to innovations in econometric methodology. The papers in this section advance new techniques for addressing key theoretical and inferential problems and include discussion and applications of Laplace-type, frequency domain, empirical likelihood, and method of moments estimators.

In this chapter, we view team cohesion from a more generalized perspective of team dynamics, and focus on four leadership models for understanding these dynamics in teams in the context of the Mars Mission. Given the long duration of the mission with periods of no or intermittent communication and support, isolation and confinement, and the risk of great physical and psychological harm, having tailored leadership models for this unique team dynamics context is critical. And yet, many of these same dangerous conditions occur in other contexts such as for first responders, crisis management teams, Special Forces operations, and scientific exploration teams in extreme environments. As such, building from a model of leadership and team dynamics for dangerous contexts, for a long-duration space mission involving both Mission Control and the Astronaut Crew, these models of leadership and team dynamics include a collective-level approach for scientists and engineers, a primarily crew-based socioemotional approach, a leader-level crisis/emergency approach, and a dyadic or sortie-level approach. Implications of these models for effective leadership in building and maintaining team dynamics and cohesion for the Mars Mission and across a variety of other dangerous and extreme contexts are discussed.