New Hampshire University Research and Industry Plan: A Roadmap for Collaboration and Innovation

This University Research and Industry plan for New Hampshire is focused on accelerating innovation-led development in the state by partnering academia’s strengths with the state’s substantial base of existing and emerging advanced industries. These advanced industries are defined by their deep investment and connections to research and development and the high-quality jobs they generate across production, new product development and administrative positions involving skills in science, technology, engineering and math (STEM)

Technology as an economic catalyst in rural and depressed places in Massachusetts

This paper uses case studies, including two cities (Lynn and New Bedford), a sub-city district (Roxbury) and two towns in rural Franklin County (Greenfield and Orange), to examine the role of technology as a potential economic catalyst in rural and depressed places in Massachusetts. Though the five target areas vary in size, density, geographic area, demographic characteristics and economic resources, each exhibits chronic patterns of economic distress related to the decline of manufacturing, construction and other key industries

Do Interventions Designed to Support Shared Decision-Making Reduce Health Inequalities? : A Systematic Review and Meta-Analysis

Copyright: © 2014 Durand et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.Background: Increasing patient engagement in healthcare has become a health policy priority. However, there has been concern that promoting supported shared decision-making could increase health inequalities. Objective: To evaluate the impact of SDM interventions on disadvantaged groups and health inequalities. Design: Systematic review and meta-analysis of randomised controlled trials and observational studies.Peer reviewe

A historical examination of the tradition of experience in the teaching of literature in English education

By examining major documents for tensions regarding the teaching of literature in the field of secondary English education, this dissertation addressed the following questions: (1) What assumptions about learning and knowledge helped to shape the field? (2) To what extent does the field demonstrate consistency or change in its discourse defined-positions? and (3) How might current conversations in the field fit within a larger historical, social, and political context, thus equipping English educators to better articulate and situate their own pedagogical beliefs? Stephen Toulmin’s (1958) model of an argument served as a means of analyzing the field’s ongoing conversation about the teaching of literature, as revealed in its central documents and publications. The study examined these works, which were generally offered in response to texts from outside of the field, during three periods throughout the history of English education as a profession: the inaugural era of the field, the social reform era, and the era of accountability. Analyses, which focused on asserted claims and the data and warrants supporting them, demonstrated that the field has remained relatively consistent in its claims about the purposes and methodologies for the teaching of literature, particularly with its emphasis on experience, a concept commonly associated with the progressive movement in education. This study, which provides insight into the shared values among English education, serves as a continuation of the conversation in the field. It highlights the relevance of key works from the field and of the voices of major historical figures as well as of current participants, and it provides a historical lens for examining contemporary issues in English education. In doing so, it promotes a synonymous, rather than dichotomous, relationship between tradition and reform. Throughout history, when English educators have felt outward pressure to redefine their field, they have turned to the progressive notion of experience as their guiding tradition. Despite the connotations usually associated with traditional education, this analysis demonstrates that reform or progress—typically juxtaposed against tradition—is the tradition for the field of English education. Reference Toulmin, S. E. (1958). The uses of argument. New York: Cambridge University Press

The North Dakota Experience: Achieving High-Performance Health Care Through Rural Innovation and Cooperation

Explores how North Dakota has met the healthcare challenges of rural communities with support for primary care and the idea of a medical home, organization of care through coordination and cooperation networks, and the innovative use of technology

Technology adoption from hybrid corn to beta blockers

In his classic 1957 study of hybrid corn, Griliches emphasized the importance of economic incentives and profitability in the adoption of new technology, and this focus has been continued in the economics literature. But there is a distinct literature with roots in sociology emphasizing the structure of organizations, informal networks, and ““change agents.”” We return to a forty-year-old debate between Griliches and the sociologists by considering state-level factors associated with the adoption of a variety of technological innovations: hybrid corn and tractors in the first half of the 20th century, computers in the 1990s, and the treatment of heart attacks during the last decade. First, we find that some states consistently adopted new effective technology, whether hybrid corn, tractors, or effective treatments for heart attacks such as Beta Blockers. Second, the adoption of these new highly effective technologies was closely associated with social capital and state-level 1928 high school graduation rates, but not per capita income, density, or (in the case of Beta Blockers) expenditures on heart attack patients. Economic models are useful in identifying why some regions are more likely to adopt early, but sociological barriers -- perhaps related to a lack of social capital or informational networks -- can potentially explain why other regions lag far behind.

Technology Adoption From Hybrid Corn to Beta Blockers

In his classic 1957 study of hybrid corn, Griliches emphasized the importance of economic incentives and profitability in the adoption of new technology, and this focus has been continued in the economics literature. But there is a distinct literature with roots in sociology emphasizing the structure of organizations, informal networks, and "change agents." We return to a forty-year-old debate between Griliches and the sociologists by considering state-level factors associated with the adoption of a variety of technological innovations: hybrid corn and tractors in the first half of the 20th century, computers in the 1990s, and the treatment of heart attacks during the last decade. First, we find that some states consistently adopted new effective technology, whether hybrid corn, tractors, or effective treatments for heart attacks such as Beta Blockers. Second, the adoption of these new highly effective technologies was closely associated with social capital and state-level 1928 high school graduation rates, but not per capita income, density, or (in the case of Beta Blockers) expenditures on heart attack patients. Economic models are useful in identifying why some regions are more likely to adopt early, but sociological barriers -- perhaps related to a lack of social capital or informational networks -- can potentially explain why other regions lag far behind.

Supporting the Algebra I Curriculum with an Introduction to Computational Thinking Course

The Louisiana Workforce Commission predicts a 33.6% increase in computer science and mathematical occupations by 2022 and the Bureau of Labor Statistics foresees a 16% increase in computer scientists from 2018-2028. Despite these opportunities for job and financial security, the number of Louisiana students enrolled in a nationally accredited computing course is less than 1%, compared to national leaders California and Texas which have 3% and 3.8% of students respectively. Furthermore, the international assessments of mathematical literacy, PISA and TIMMS, both report American students continue to fall further behind their international peers in mathematics achievement. This thesis rejects these statistics as definitive and attempts to contribute to an expansion of the mathematical libraries of a computational thinking course that a teacher could use to support a standards-based Algebra I course. The framework presented in this thesis supports the Louisiana State University (LSU) STEM Pathway course entitled Introduction to Computational Thinking (ICT). The course introduces students to a systematic problem-solving approach in which they learn to solve problems computationally, that is, through abstraction, decomposition, and pattern recognition. ICT utilizes the functional programming language Haskell in the educational programming environment “CodeWorld” in order to create pictures and animations. Jean Piaget, the great child cognitive development psychologist, proclaimed “The goal of intellectual education is not to know how to repeat or retain ready-made truths”; rather, one becomes educated by “learning to master the truth by oneself” (Piaget, 1973). Because of the graphical outputs that one can easily code in CodeWorld, students have the ability to explore an algebraic concept with a computer programmed model, alongside the textbook’s given table, equation and graph. This thesis provides additional projects for supporting the Algebra I curriculum through LSU’s ICT course and an overview of the history of computing with an emphasis on highlighting some of the attempts that were undertaken within the past 80 years to use computational thinking and programming to support problem solving across disciplines, including the humanities, math and sciences