Outcomes of a Multi-Year Data Internship Program for LIS Graduate Students

This poster includes an overview of the Network of the National Library of Medicine's National Center for Data Services Data Internship Program's development, implementation, and evaluation. IT focuses on outcomes such as recruitment rates, and intern satisfaction scores as well as information on scholarly impact and job placement over 3 years.National Library of Medicine, National Institutes of Health

Classroom as the 'Third Theatre': Engaging with Badal Sircar's Theory and Praxis of Drama

The paper examines the theory and practice of Badal Sircar, one of the pioneers of theatre practice in postcolonial India. It contends that Sircar's 'third theatre' or 'intimate theatre'—characterised by its abandonment of traditional theatre conventions and its strong political resonance for Indian audiences—provides a compelling model for transforming literature classrooms into participatory spaces. Drawing inspiration from Sircar's group Satabdi and their innovative, mobile, and non-commercial performances in everyday spaces, the paper argues that replicating the principles of third theatre in classroom settings can radically shift drama reading into a collaborative, purposeful, and socially engaged practice. By modifying spatial arrangements and fostering collective action, the classroom itself can become a site of social resistance and emancipation. This paper outlines three specific ways Sircar's experimentation offers a model for vibrant and democratic drama pedagogy, in which the class can work as a community, thinking, speaking, and acting together to bring about social action

The role of fairness ideals in coordination failure and success

In a laboratory experiment, we study the role of fairness ideals as focal points in coordination problems in homogeneous and heterogeneous groups. We elicit the normatively preferred behavior about how a subsequent coordination game should be played. In homogeneous groups, people share a unique fairness ideal for how to solve the coordination problem, whereas in heterogeneous groups, multiple conflicting fairness ideals prevail. In the coordination game, homogeneous groups are significantly more likely than their heterogeneous counterparts to sustain efficient coordination. The reason is that homogeneous groups coordinate on the unique fairness ideal, whereas heterogeneous groups disagree on the fairness ideal to be played. In both types of groups, equilibria consistent with fairness ideals are most stable. Hence, the difference in coordination success between homogeneous and heterogeneous groups occurs because of the normative disagreement in the latter types of group, making it much harder to reach an equilibrium at a fairness ideal.Baranski and Reuben gratefully acknowledge financial support from Tamkeen under the NYU Abu Dhabi Research Institute Award CG005

Editorial Note: JEiE Volume 10, Number 1

In their Editorial Note accompanying JEiE Volume 10, Number 1, Samantha Colón, Nathan Thompson, and Dana Burde highlight the important contributions the authors featured in this issue make to education in emergencies scholarship and practice. In the research articles section, the contributing authors apply diverse, rigorous methodologies to practical questions in the education in emergencies field that relate to the opportunities and challenges of refining and scaling play-based learning; to the issues surrounding access to capacity-building initiatives for refugee teachers and for parents and caregivers in remote settings; and to the dynamics of intergroup contact, inclusion, and social hierarchy that are reflected in diverse learning spaces. The field notes section offers critical reflections on two adaptable, modular education in emergencies interventions: one is a place-based learning program centered on cultural heritage and young peoples’ sense of belonging, and the other is a teacher wellbeing program based on building social-emotional competencies. Finally, the three book reviews featured in this issue highlight themes of belonging and connection to place, especially in the refugee experience, as well as stories of students and their communities being enabled to claim their agency, power, and a stake in a better future

Navigating Remote Early Childhood Education in Hard-to-Access Settings: A Qualitative Study of Caregivers’ and Teachers’ Experiences in Lebanon

In this qualitative research article, we examine the feasibility and perceptions of a remote early learning program and the Ahlan Simsim Families parenting program in hard-to-access areas of Lebanon. Our research targets Syrian refugee families dealing with the economic aftermath of the COVID-19 pandemic, including the resulting social tensions and a recovering education system. We explore the experiences of teachers, facilitators, and caregivers in order to identify the key factors that contributed to the two programs’ success. Data from 71 postintervention interviews and 9 focus groups conducted in July 2022 and January 2023 reveal that remote programs are viable in contexts with limited in-person access. Despite some challenges, both teachers and caregivers demonstrated their adaptability and commitment. Flexible programming that accommodated family schedules proved essential. The caregivers’ engagement was driven by their recognition of the programs’ value and embracing of play-based learning. Using Weisner’s (2002) ecocultural framework, the study challenges the notion that education programs must align with family routines. It presents evidence from the Ahlan Simsim intervention that this program can have a positive effect, even in the absence of established daily routines. The study highlights the importance of program design, teacher training, and collaboration in meeting families’ diverse needs, which has implications for creating flexible, engaging, remote early childhood education programs

Just Walk Out Technology (JWO)/ AmazonGo

This paper examines Amazon Go’s Just Walk Out (JWO) technology as a leading example of Internet of Things (IoT) integration in automated retail. The study explores how multiple sensing modalities—such as depth-sensing cameras, load cells, and RFID tags—operate through sensor fusion to enable seamless, real-time inventory tracking and automated checkout. Through an analysis of the system’s, the paper explains how structured light and Time-of-Flight (ToF) sensors capture three-dimensional spatial data, while edge computing nodes process information locally to minimize latency and enhance accuracy. The findings highlight how sensors in combination with cloud computing systems supports rapid decision-making. Moreover, the study discusses the possible challenges the system may encounter and proposes solutions to address them. While Amazon Go represents a significant milestone in smart retail, its success also highlights that much work remains to be done before such fully autonomous systems can be widely implemented

Innovation in Commercial Real Estate Summer 2025

Course: REAL1-GC2720.001/DEVE1-GC2720.00

How and Why to Diversify Curricula

Calls for decolonisation and diversification of curricula in Higher Education (HE) have grown. Statements and commitments addressing these calls have been made by HE institutions but can face resistance, meaning the rate of change has not increased as called for. This paper seeks to explore what can be gained through diversification of curricula, tangibly and intangibly, as well as how to begin the process with meaning. It looks to mitigate resistance by exploring the benefits that are tangential to decolonisation, arguing that even if the idea of decolonisation is resisted, its benefits are less so, addressing research questions: Why diversify? How to diversify sustainably and with purpose? And, how, if it is met, to challenge resistance to this diversification? It is contended that cross-disciplinary insights can—and do—offer useable frameworks and understanding to make concrete the commitments made. There is reaffirmation as to why this work is needed, and who it is for and benefits. Suggestions are offered—through the prism of the performing arts—of where and how to start, how to overcome resistance, and where and how to look for knowledge