Promoting Excellence within Early Care and Education Providers: A Teacher Education Program Story--RESEARCH

This paper shares the process and experience of a university community partnership to improve the quality of care and education in the region by enhancing teachers’ early childhood knowledge. A hybrid course for both university students and childcare providers, The Academy for Early Childhood Excellence sought to provide intense and supportive professional development for early care and education providers as well as access and an introduction to the university setting. The hybrid format necessitated some level of competence with technology and more emphasis on writing as a mode of communication. Some of the Academy participants, especially the more experienced and older providers, were not as comfortable with different computer software needed to open information provided or to complete the assignments through the Blackboard system. For some participants, navigating the online sessions was a bit difficult and they had to seek assistance from others about how and where to go on the Bb site for their postings. Participants reported increased reflection and intentionality in practices. Challenges included navigation of and access to technology as well as lack of university orientation for the transition to the university setting after the course ended. The paper ends with recommendations for higher education institutions thinking about offering professional development courses

Africa 2060: good news from Africa, April 16, 2010

This repository item contains a single issue of the Pardee Conference Series, As the keystone event of a research program called “Africa 2060,” the Frederick S. Pardee Center for the Study of the Longer-Range Future at Boston University convened a conference on April 16, 2010 called Africa 2060: Good News from Africa. The program featured more than a dozen expert panelists from Boston University and across the world, and the approximately 100 participants included many African scholars and citizens from the continent who contributed to lively and well-informed discussion. The Pardee Center conference was co-sponsored by Boston University’s Africa Studies Center (ASC), the African Presidential Archives & Research Center (APARC), and the Global Health & Development Center (GHDC).This report provides commentary reflecting upon and information pertaining to the substance of the conference. An introductory overview looks at the major issues discussed at the event, which are placed within the larger literature on Africa’s future. Four short essays prepared by Boston University graduate students provide readers with more specific reflections and highlights of each conference session and the main issues discussed by panelists. The final section presents analyses of key trends and projections related to societal, economic, and governance issues for Africa and a commentary on what this information tells us about the drivers that will determine the continent’s future

Nigeria and the BRICS: Regional Dynamics in Emerging Economies’ Studies

The debate on foreign economic relations has stressed the expansion and diversification of trade as well as the need for increased inflow in foreign capital. As a distinct area of international relations and development studies, foreign economic relations have increased the prospect for sustained economic growth and development, especially among emerging economies. Indeed, the competition for markets and resources remains the greatest determinant for friends as well as foes. To this end, the study interrogates the complexities of Nigeria’s foreign economic relations with the BRICS (Brazil, Russia, India, China and South Africa) economies, whose development models can arguably serve as prototypes for other emerging economies. It adopts the theories of modernization and underdevelopment/dependency (UDT) to situate the dynamics of these relationships within perspective. The study is based on content analysis and review, drawing attention to the forces and factors that drive these relationships. Findings suggest that failure on the part of the traditional international financial institutions (IMF and World Bank) to meet the growing expectations of these developing economies is singularly responsible for regional re-alignments on their part to maximize the gains of globalization. It concludes that a reevaluation of the policies of the IMF and the World Bank is long overdue, while proposing an introduction of more robust regional economic integration to meet the increasing demands in South-South Cooperation

Exploring Evidence Based Practice Implementation by Occupational Therapists: Implications for Fieldwork

A fieldwork education model is used in occupational therapy to develop competency of professional skills, including evidence-based practice (EBP) and clinical reasoning. This quantitative study explored factors influencing implementation rates of EBP in New Zealand registered occupational therapists to better understand students’ experience of evidence-based practice while on fieldwork. An online survey exploring beliefs and practices related to clinical competence, professional reasoning and EBP was conducted. The survey included questions about related beliefs, the measure of Evidence Informed Professional Thinking (EIPT; Benfield & Johnston, 2020), and the Implementation Climate Scale (ICS; Ehrhart et al., 2014). The mean scores on the scales were entered into a linear regression model and backward stepwise regression was used to build a predictive model ascertaining primary influences for EBP implementation. On the measure of EIPT respondents reported infrequent engagement in clinical reasoning and EBP activities. Scores on the ICS results indicate some support of EBP practices in respondents’ workplaces. Habits of critical reflection have the strongest relationship to habits of implementing EBP in daily practice The only other factors significant in the predictive model were focus on EBP, and respondents’ level of education. Habits of critical reflection on practice and clinical reasoning activities have the strongest relationship with EBP engagement. Fieldwork students are likely to observe fieldwork educators who are infrequently engaging in critical activities of reflection and EBP. Development of strategies to enhance and habitualize critical reflection and clinical reasoning will increase EBP implementation rates. Pragmatic strategies between fieldwork educators, educational institutions, and students will likely enhance students’ learning and ultimately enhance overall EBPs in the profession

On-Body Channel Measurement Using Wireless Sensors

© 2012 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other users, including reprinting/ republishing this material for advertising or promotional purposes, creating new collective works for resale or redistribution to servers or lists, or reuse of any copyrighted components of this work in other works.This post-acceptance version of the paper is essentially complete, but may differ from the official copy of record, which can be found at the following web location (subscription required to access full paper): http://dx.doi.org/10.1109/TAP.2012.219693

Algebraic constructive quantum field theory: Integrable models and deformation techniques

Several related operator-algebraic constructions for quantum field theory models on Minkowski spacetime are reviewed. The common theme of these constructions is that of a Borchers triple, capturing the structure of observables localized in a Rindler wedge. After reviewing the abstract setting, we discuss in this framework i) the construction of free field theories from standard pairs, ii) the inverse scattering construction of integrable QFT models on two-dimensional Minkowski space, and iii) the warped convolution deformation of QFT models in arbitrary dimension, inspired from non-commutative Minkowski space.Comment: Review article, 57 pages, 3 figure

Inequivalent coherent state representations in group field theory

In this paper we propose an algebraic formulation of group field theory and consider non-Fock representations based on coherent states. We show that we can construct representations with infinite number of degrees of freedom on compact base manifolds. We also show that these representations break translation symmetry. Since such representations can be regarded as quantum gravitational systems with an infinite number of fundamental pre-geometric building blocks, they may be more suitable for the description of effective geometrical phases of the theory

Combatting the Drive Deficit: An Exploration of Conative Skill Inclusion in College and Career Readiness Policy

A major area of inquiry, which has persisted throughout the history of public education, is how to best prepare our students for both post-secondary education and future employment through college and career readiness (CCR) initiatives. Much of the foundational knowledge and skills that are included in such standards and policy, rest upon cognitive and affective processes. Equally important is the inclusion of conative skills, which are internally derived and managed by conative processes and include self-awareness (inclusive of culture and identity), self-direction (inclusive of agency and autonomy), and self-management (inclusive of motivation, persistence, and resilience). However, there is also prevalent corporatist agenda embedded within the growing college and career readiness reform effort which seeks to restrict and/or reshape the conative aspects of student development in order to maintain the status quo of social efficiency models of education. In a democratic educational system, students must be proactive agents in both their readiness and success and therefore should be the entities that ultimately determine their goals and pathways toward readiness and success based upon their individual experiences and interpretations. There exists a gap in the research that fully explores the value of conative skills in state-level college and career readiness policy reform, therefore, the purpose of this research is to provide a qualitative case study of a state that constructs policy that is reflective of the needs and capabilities of its people through the inclusion of conative skill development, as evidenced by state level CCR policy, programming and planning. The case study was guided by the following research questions: (1) How do states engage with conative skill development through statewide College and Career Readiness policy; and (2) Through what means do states reinforce these efforts through additional reactive and proactive state policy, legislation, advocacy, and resources? State level policy text and legislation was analyzed using critical intercultural communication theory to inform critical discourse analysis in order to identify the state of Hawai‘i as a model toward which other states may look for guidance when including conative skill development as an integral piece of college and career readiness reform

Developing and Comparing Indices to Evaluate Community Knowledge Building in an Educational Research Course

This paper implements a novel approach to analyzing the degree of Collective Cognitive Responsibility (CCR) in a Knowledge Building community, based on socioeconomic and scientometric measures. After engaging in Knowledge Forum (KF) discussions for one semester, 36 students identified impactful ideas in their portfolios, which were then used to develop their impact scores. These scores were then transformed and plotted along the Lorenz Curve and the Gini coefficient to visualize the degree of equidistribution of recognition in the community and, by extension, the degree of collective responsibility shared by members of the community. Additionally, students were classified into member roles based on the impact of their contributions, and we explored the flow of member roles across several discussion topics, based on Price’s model of scientific production. Our results show convergence between peers’ and teachers’ ratings of impactful contributions, which both point to medium levels of collective responsibility in the community. In short, on the one hand, this procedure shows its sensitivity to detect communities that could not comply with the CCR principle. On the other hand, we discuss the necessity of reflective evaluation to address the pedagogical challenge of fostering collective responsibility for knowledge advancement and empowering novel students to take charge of their knowledge work at the highest levels.Ministry of Science and Innovation-State Research Agency PID 2020-116872-RA-10