Hartlepool College of Further Education: report from the Inspectorate (FEFC inspection report; 97/95 and 27/98)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1997-98

Employment Program Models for People Experiencing Homelessness: Different approaches to program structure

Most individuals experiencing or at risk of homelessness want to work and a growing number of service providers and policymakers have taken notice. Although choosing the right employment program model can seem like a daunting task, research and wisdom from the field shows that multiple models have proven effective or promising in attaching the most disadvantaged jobseekers to work and helping them advance to employment options that meet their long-term needs and interests. Additionally, these models can be helpful in building upon existing skills or developing new skills necessary to enter and succeed in employment today. This best practice brief highlights what is known about these employment approaches to attachment and advancement, covering each model's purpose, elements, principles, funding, and research evidence, with examples from the field

Analyzing the Gender Gap on an Entrance Exam for Mathematically Talented Students

We investigate the qualifying entrance exam for the University of Minnesota Talented Youth Mathematics Program (UMTYMP), a five-year accelerated program covering high school- and undergraduate-level mathematics. The exam is used to assess the computational, numerical reasoning, and geometric skills of hundreds of fifth-, sixth-, and seventh-grade students annually. It has accurately identified qualified students in past years, but female participants consistently have had lower overall scores. Based on our belief that they are equally well qualified, in 2011 we began an extensive investigation into the structure and content of the exam to determine the possible sources for these differences. After gathering and analyzing data, we made relatively modest changes in 2012 which essentially eliminated the gender bias on one version of the entrance exam, increasing the percentage of females who qualified. The other unmodified versions in 2012 exhibited the typical gender difference from previous years. We continue to analyze the possible reasons for the gender differences while monitoring the overall student performance upon entering the Program

A proposal for the secondary reading instruction unit to be incorporated into teacher education at the University of Fort Hare, South Africa

It has been observed over a number of years that college students in South Africa, especially the blacks, experience problems in their academic performance. Approximately 20 percent of all the students who enroll for junior degree studies in black universities complete their studies in the minimum expected period of three years. About 70 to 80 percent of all freshmen at these universities fail to obtain sufficient credits to pass on to the second year course studies

A Perspective Distilled from Seventy Years of Research

Physical organic chemistry might be regarded as officially recognized as a distinct discipline through the publication of L. P. Hammett’s book of that title, although substantial earlier work can be traced back to the turn of the 20th century. Many of the instrumental tools that helped the discipline develop in so many different ways began to appear in the late thirties and during World War II and were soon built to be increasingly operated in the “hands-on” mode. This development became very popular in academia, where instruments are not operated for you by an expert, but even if you are an undergraduate, you can more or less be the expert yourself and take many varieties of data on instruments usually available on a 24 h basis. It has been my privilege and joy to begin research in chemistry just as these waves of change began to grow and to savor the great contribution that the new methods, such as measurement of 14C, UV−vis, IR, NMR, and hands-on use of computers, made in facilitating our research programs at MIT and later at Caltech. Among those programs, which will be discussed, were 14C tracing of carbocation rearrangements and benzyne formation, electrical effects of substituents, Grignard reagents, synthesis of small-ring compounds, (2 + 2) cycloaddition reactions of halogenated ethylenes, assisting in development of ^(19)F, ^(13)C, and ^(15)N NMR for conformational analysis, other structural, kinetic, and tracer studies, as well as helping through textbooks to bring Hückel MO theory and the elements of NMR to familiarity for organic chemists. From the very beginning of my research career, I have been the beneficiary of personal mentoring which has been very crucial to my success in research and is an important theme in what follows