Culture Is Our Common Wealth: An Action Agenda to Enhance Revenues and Resources for Massachusetts Cultural Organizations

Looks at current support provided by the state of Massachusetts to arts and cultural organizations, and recommends ongoing advocacy to encourage additional support -- specifically, increased investment in existing and new cultural facilities

Defeating ISIS and Al-Qaeda on the Ideological Battlefield: The Case for the Corporation Against Ideological Violence

Defeating ISIS and Al-Qaeda on the Ideological Battlefield: The Case for the Corporation Against Ideological Violence, by Dr. Michael W.S. Ryan, explores the radicalization process and the strategies employed by ISIS and al-Qaeda to recruit jihadists. In order to more effectively combat violent extremism and adversarial propaganda, a new federal agency with dedicated resources in the form of a public-private corporation should be created with the primary goal of subduing violent ideologies and countering the spread of violent extremism.https://digital-commons.usnwc.edu/ciwag-case-studies/1015/thumbnail.jp

Formulation of a cislunar human transportation architecture through the use of analytic, heuristic, and parametric algorithms

The purpose of this study was to conduct a conceptual design study for a lunar transfer vehicle, thus considering the question of whether or not it is possible to conduct a human lunar return given a restriction to exclusively use currently existing technology. A variety of analytic, parametric, and heuristic techniques were used to develop a comprehensive vehicle design. A modular design resulted, consisting of six component spacecraft and an associated mission control environment. A cost analysis was performed to determine an approximate funding level required to support such a vehicle. Recommendations for integration of this lunar transfer vehicle design with a lunar surface base are provided as well as recommendations for further research

SANITATION INTERVENTIONS IN THE URBAN INFORMAL SETTLEMENTS OF BANGLADESH: THE ROLE OF GOVERNMENT, NGOs AND THE GRASSROOTS

The Bangladeshi capital, Dhaka, is the world’s fastest growing primate city, having nearly 15 million people and approximately 6 million living in slum areas. Their high population density and growth rates, coupled with inadequate and inappropriate water and sanitation (WatSan) facilities, are creating social, economic and environmental effects. Until recently, several attempts have been made to provide infrastructure services to those slums. But the extent of the services is unsatisfactory due to resource constraints and a burdensome concentration of slums that contaminates the city ecology on a broad-spectrum. In consequence, the trend of development ventures through government (GO) and non-government organizations (NGO) is not only disappointing but also questionable due to disastrous project histories. The complex social dynamics of these informal settlements, together with inappropriate or inadequate WatSan facilities and incompetent governance systems obstruct the pace of sanitation interventions. Apart from this, Bangladesh has succumbed to political indiscretion and bureaucratic intemperance which have severely diminished the capacity of the GOs and NGOs to perform at a reasonable level. The result is all round deterioration in the quality and adequacy of the urban basic services and people of the informal settlements are the worst sufferers. It is widely recognized that the poor communities mostly have no proven demand for improved sanitation facilities, as their basic priority, rather, is managing their next meal. In this situation, some NGOs have come forward with their ‘flexible’ and ‘tailor-made’ working strategies developed from previous project experiences whereas government agencies are more geared to ‘facilitation’ and continue with their ‘supply-driven' strategy, ignoring criticisms and pitfalls. As one of the most dysfunctional sectors in Bangladesh, urban sanitation is traumatized and its coverage is affected by several interconnecting factors while the government continues to bypass questions related to slum improvement arguing that the slums are illegal settlements and do not qualify for government services. Several NGOs have come forward to work in the urban sanitation sector and in most instances, the poor slum-dwellers have appreciated the NGOs’ participatory working strategies. In fact the dynamics of the ‘social-technological-governance’ system of the slum areas often determines the success of sanitation interventions. In this research, the vibrant dynamics of ‘social-technological-governance’ systems and the roles of GO-NGO service providers and beneficiaries in the selected slums are critically analysed through a qualitative methodology and a bottom-up approach that has the potential to identify inherent policy weaknesses and factors that facilitate or hinder the successful implementation of sanitation programmes. This research is entirely based on empirical evidences and the qualitative assessment of field data that were collected from five informal settlements of Dhaka city and associated GO-NGO sources. The outcome of this research suggests that the impacting factors are not equally weighted in WatSan projects as some could be defined as crucial and influencing factors that shape other interrelated factors. In order to smoothen the pathways of different WatSan projects it is necessary to carefully identify and restrict those problem-breeding factors on a priority basis. This research also describes different stakeholders’ practices and links with existing policies to identify the gaps between them. Here, the proposals are made for reality-based, short-term and long-term solutions and policy recommendations that might offer guidelines for addressing the overwhelming slum sanitation agenda in urban Bangladesh

Connections, confidence, and competence: the meaning of professional development for community college support staff personnel

Using a qualitative, phenomenological methodology this dissertation study describes and examines the meaning of participation in professional development for community college support staff and the perceived meaning, benefits, and challenges to both the individual participant and the institution. The research site is an urban Midwestern U.S. community college that offers a comprehensive staff development program. The study includes the perspectives of both support staff participants in professional development and administrative staff who work closely with the program. A total of 15, all female, participants---11 support staff and four administrative staff---took part in the study.;This study was of interest because, despite the fact that over 25% of the employees in U.S. community colleges are classified as support staff, no substantive empirical research regarding any aspect of community college support staff participation in professional development could be identified. Additionally, the literature has strongly suggested that focused professional development programs have been shown to have a positive effect on the personnel who participate in them and on the institutions in which they work. Literature reviewed for the study includes community college professional development, the learning college and learning organization, and women\u27s ways of knowing and learning.;Study data were analyzed using the Moustakas modification of the Stevick-Colaizzi-Keen method for analyzing phenomenological data. This analysis resulted in nine textural themes: gaining knowledge, personal improvement, social enjoyment, attaining career/educational goals, support and encouragement, organizational issues, equity of access, obstacles, and opportunities and three structural themes: connections, confidence, and competence. Recommendations for practice from the study results include: providing equitable professional development opportunities for all staff in the college; providing and supporting opportunities for informal learning and networking for support staff personnel; and providing a wide range of personal and professional development activities at flexible times that are open to staff and faculty across the college

Green jobs from a small scale perspective : case studies from Malta

Sustainable energy policy and its potential to create green jobs in Malta, as seen from the point of view of Maltese civil society, provides the basis for a critical analysis of the development of environmental policies in Malta. The discussion is based on data emanating from a qualitative type of survey conducted among the key persons involved in the main organisations representing the Maltese civil society. What emerged from this data is that there is a high level of awareness among members of Maltese civil society about the need to create more green jobs and the formulation of an effective policy of sustainable development. Respondents stressed the challenges inherent in a small island sovereign state suffering from peripherality and insularity. However while acknowledging these constraints, respondents expressed a high degree of optimism about the implementation of an effective green policy. They maintain that part of the solution lies in devising innovative practices by means of which Maltese policy makers would exploit Malta’s geographical position and harness all possible material and human resources. However to achieve such a goal the process has be consultative and participative.European Parliamentpeer-reviewe

Leveraging Change: Increasing Access to Arts Education in Rural Areas

In 2015, Massachusetts College of Liberal Arts (MCLA) received funding in the first round of collective impact grants from the National Endowment for the Arts to launch the pilot initiative, Leveraging Change: Improving Access to Arts Education in Rural Areas. The authors conducted research which included a literature review and interviews with arts education leaders in rural areas. Using the research compiled through this process, a pilot convening was held in western Massachusetts' Berkshire County to activate ideas, stimulate the exchange of information, and generate cross-sector collaboration focused on strengthening support for arts education in the region. This working paper is a summary of the research results and insights gleaned from this pilot initiative

THE ROLE OF EXPERIENTIAL LEARNING IN DEVELOPING MULTICULTURAL COMPETENCE

Although much importance has been placed on training programs to develop multiculturally competent service providers, the question remains as to when and where clinicians acquire their multicultural competence (MCC). Currently, most training programs appear to focus on the development of multicultural awareness and knowledge, without adequate focus on skills. However, experientially based learning exercises are associated with skills development in many areas, including general clinical skills development. Thus, students who engage in higher levels of experiential learning in their multicultural training may rate themselves as more competent with multicultural skills than students with less frequent experiential learning. I hypothesize that experiential learning will moderate the strength of the association between multicultural training and multicultural skills competence. The present study examines the training experiences of clinical and counseling psychology doctoral students (N = 83), using students’ self-reports of multicultural training, experiential training exercises, as well as their ratings of perceived multicultural competence using the Multicultural Awareness, Knowledge, and Skills Survey (MAKSS-CE-R). While the proposed model was not significant (ΔR2 = .025, ΔF(1, 76) = 2.098, p = .152), experiential exercises did have a significant moderating effect on the relationship between students’ multicultural training and their estimated acquisition of multicultural skills competence (ΔR2 = .219, ΔF(1, 76) = 12.089, p = .001). Although more research is needed to better understand the role of experiential learning, these results bring into question the reliability of self-report in capturing multiculturally competent skills. Implications for training and practice are discussed

Evaluation of the use of an academic integrity training course as a proactive measure encouraging academic honesty

Significant research has been conducted exploring many aspects of academic integrity including the role of an academic honor code. Although academic institutions have created courses and training programs detailing expected academic standards, no published empirical evidence supporting the reliability or validity of such efforts could be located. The purpose of this study was to gather evidence documenting the effectiveness of the Metropolitan Community College Academic Integrity Training Course (MCC AITC). This objective was the cornerstone influencing the research design that included the creation of a treatment mechanism (AITC) consisting of five module quizzes, one pretest, two posttests (posttest1, posttest2), and various evaluation tools.;The MCC Business Administration Department was selected to pilot the AITC, and, for comparative purposes, the Social Sciences Department was also asked to participate. Using student rosters from eight classes (four Finance and four Psychology), 154 students were randomly assigned to either group WA or group WB. A total of 86 students completed the AITC that was conducted during the Spring 2008 academic quarter. Pearson chi-square tests reported no significant difference between participants and nonparticipants specific to group or class; T-tests, however, revealed there were statistically significant differences between groups (WA and WB) with respect to GPA, and classes (Finance and Psychology) specific to credits attempted and completed.;The AITC was delivered online using WebCT where students were provided limited accessibility (Day1: 1 login per student; Day14: 1 login per student). Once logged in, students were expected to finish the course requirements in their entirety (Day1: pretest, modules 1--5, and posttest1; Day14: posttest2). Estimated completion time on Day1 was 90 minutes and on Day14 10 minutes. Measurement instruments assessed learning based on three constructs: knowledge, understanding, and attitude. Numerous subscales were developed to evaluate the measurement instruments (pretest, module quizzes, and posttests) created to assess the constructs of knowledge, understanding, and attitude. Cronbach\u27s alpha results indicated the use of the subscales developed to measure attitude were reliable measures; subscales created to measure knowledge and understanding, however, may not have been reliable. Similarly, results assessing the internal consistency of the individual module scores suggested these scales may also not have been reliable. As exploratory research, the cumulative module scale was considered reliable given a lower accepted cut-off value.;Data analysis tools also included the use of Pearson chi-square tests, T-tests, repeated-measures 2 x 2 x 3 ANOVA, and pairwise comparisons. Results from pretest and posttests suggest participation in the AITC did significantly enhance student knowledge and understanding of concepts and expectations of ethical behavior in the classroom; changes specific to knowledge, however, were not sustained over time. Research also revealed a statistically significant relationship between module quiz scores and correct responses to knowledge questions (posttest1) as well as understanding questions (posttest 1, posttest2). Further, analysis specific to module quizzes revealed participation in the AITC did significantly enhance student knowledge and understanding of potential penalties imposed given the occurrence of a violation as well as student understanding of the relationship between academic integrity and workplace integrity.;To encourage academic integrity, colleges and universities are creating courses and training programs detailing expected academic standards. With the exception of this study, it is believed no published empirical evidence supporting the reliability or validity of these efforts exists. Although this study can be considered valid in that it provided evidence documenting the effectiveness of the AITC, threats and biases potentially undermining the validity of this study (e.g., statistical, construct, content, and internal validity) should be considered. Consequently, the reader is advised to review these findings in consideration of said limitations. Suggested future research efforts based on these findings include those addressing identified limitations as well as studies evaluating the long-term value of an academic integrity training course. Until further research is conducted, those in the academic community are left to question the real value of academic integrity training