13,910 research outputs found
The First, Fifth, and Fourteenth Amendment rights to access equal information in America's public schools
America’s public school system finds itself strongly challenged at a time when both domestic and world affairs call upon us to rethink the way we develop and prepare our country’s citizens. Unfortunately, countless students in school districts across the Nation daily receive unequal access to information in school, resulting from the inequitable distribution of resources caused by property tax based systems of funding public education.
The Supreme Court declared in Sweatt v. Painter, 339 U.S. 629 (1950), and Brown v. Board of Education, 347 U.S. 483 (1954), that every student is entitled to equal access to equal information undergirding the critical thinking training they receive in schools. However, the Supreme Court sanctioned school funding disparities caused by property tax based systems by claiming that there is no fundamental right to an education in the United States per the Court’s ruling in San Antonio v. Rodriguez, 411 U.S. 1 (1973). As a result, this paper asserts that the funding disparities resulting from property tax based school funding systems is the chief cause of disparate access to information in schools based purely on where students live. Disparate access to information in schools in turn leads to disparities in critical thinking training since the depth and degree of critical thinking training depends on one’s access to information in school. Disparate access to information in America’s public schools violates students’ First, Fifth, and Fourteenth Amendment rights and adversely affects our children for a lifetime.U of I Onlypatron submitted extension request form; updated by LAC on 07-02-202
Recommended from our members
Ensuring Access to Safe and Nutritious Food for All Through the Transformation of Food Systems
"Just old age" - a qualitative investigation of owner and veterinary professional experiences of and attitudes to ageing in dogs in the UK.
ObjectivesMany UK dogs live into old age, but owners may not recognise or report age-associated signs of disease which lead to negative welfare. This study investigated dog owner and veterinary professional experiences and attitudes towards ageing in dogs, how health care is offered, barriers to its delivery, and some best-practice solutions.Materials and methodsIn-depth semi-structured interviews were conducted with 15 owners of 21 dogs (aged 8 to 17 years mean: 13) and 11 veterinary professional (eight veterinary surgeons, two nurses and one physiotherapist). Open-text responses from 61 dog owner were collected using an online survey. Transcripts and survey responses were inductively coded into themes.ResultsFour themes were constructed: "just old age", barriers to care, trust in veterinary surgeons, and tools to improve health care. Age-related changes were mostly perceived as "just old age" by dog owner. Many dogs were no longer vaccinated and did not attend check-ups unless owners identified a problem. The greatest barriers to health care were finances (dog owner), owner awareness, willingness to act and consultation time (veterinary professional). Trust in veterinary professional was more likely when dog owner experienced continuity, prioritisation of care, clear communication and an accessible, knowledgeable and empathic veterinary professional. Participants suggested that senior health care and communication between dog owner and veterinary professional could be improved through questionnaires, and evidence-based online information.Clinical significanceOpportunities to educate owners on which clinical signs represent healthy or pathological ageing are being missed. Resources should be developed to guide on best-practice discussions in consultations, encourage more owners to recognise clinical signs and to seek and trust veterinary advice
A Descriptive Qualitative Study Exploring Middle-School Teachers’ Perceptions of Professional Development on Technology Integration
Today’s teachers are being encouraged to incorporate technology into their classrooms. Technology integration became a worldwide focus for schools after remote learning was necessary to continue instruction due to the COVID-19 pandemic. Additionally, research shows that technology-infused lessons improve student achievement and increase student engagement. Despite efforts to support teachers throughout the technology integration process, concerns have developed. Preparing highly qualified teachers ready to incorporate technology into their teaching repertoire has developed additional stress factors. In this descriptive qualitative study, the researcher wanted to address the problem of teacher attrition, possibly related to stress factors associated with technology integration. The purpose of this qualitative descriptive study was to explore teachers’ perceptions of professional development opportunities that possibly improve the technology integration process. Additionally, the researcher wanted to identify stress factors associated with technology adoption and how professional development may help to reduce stress factors associated with technology integration in one middle school in New York. The researcher chose a qualitative descriptive study using Vygotsky’s social constructivist theory and Bandura’s social learning theory on self-efficacy as the theoretical framework. The researcher included an exposition of the literature sources, synthesized the research findings, and provided recommendations for practice and future research. The data collection process consisted of semistructured open-ended questions that were developed with the support of a panel of experts. There were 10 participants chosen using a snowball sampling strategy. This study’s findings were that professional development should be hands-on, continuous, and targeted to increase teachers’ personal level of engagement. Also, creating opportunities for colleague support systems reduced stress factors associated with technology integration. These peer support systems reduced the time required to research the most effective resources, digital tools, and applications as participants shared the resources with one another. Recommendations for practice included providing adequate professional development, offering appropriate infrastructure, and hands-on, targeted, continuous training for teachers to feel more comfortable developing technology-infused lessons. Recommendations for research include providing additional insight into teachers’ perceived benefits and motivation for technology integration and how stress factors associated with the technology adoption process possibly increase teacher attrition
Platform workers and digital agency: Making out on three types of labor platforms
Much of the research on platform workers has focused on individuals involved in low-skilled and highly standardized tasks. However, platform workers are not a homogeneous group. Utilizing a classification system that makes a distinction between different layers of platform control and grouping platforms according to how they divide decision rights between platforms and workers, we examine how and for what purposes platform workers operating in three types of control contexts have practiced and developed their digital agency for making out. The study, based on an analysis of platform webpages and 32 semi-structured interviews of food couriers, freelancers, and interim managers, shows that workers can exercise their digital agency on all three types of platforms, but different platforms create different conditions for this depending on their special forms of control. In addition, the forms of control also affect to what extent workers are motivated to direct their agency for making out. Instead of regarding platform work as just another layer of a periphery segment in the labor market, our analysis suggests that platforms exercising algorithmic control are new types of arenas for work, which seem to reproduce, or even amplify, the inequalities found in the offline world of work in the digital world
Examples of works to practice staccato technique in clarinet instrument
Klarnetin staccato tekniğini güçlendirme aşamaları eser çalışmalarıyla uygulanmıştır. Staccato
geçişlerini hızlandıracak ritim ve nüans çalışmalarına yer verilmiştir. Çalışmanın en önemli amacı
sadece staccato çalışması değil parmak-dilin eş zamanlı uyumunun hassasiyeti üzerinde de
durulmasıdır. Staccato çalışmalarını daha verimli hale getirmek için eser çalışmasının içinde etüt
çalışmasına da yer verilmiştir. Çalışmaların üzerinde titizlikle durulması staccato çalışmasının ilham
verici etkisi ile müzikal kimliğe yeni bir boyut kazandırmıştır. Sekiz özgün eser çalışmasının her
aşaması anlatılmıştır. Her aşamanın bir sonraki performans ve tekniği güçlendirmesi esas alınmıştır.
Bu çalışmada staccato tekniğinin hangi alanlarda kullanıldığı, nasıl sonuçlar elde edildiği bilgisine
yer verilmiştir. Notaların parmak ve dil uyumu ile nasıl şekilleneceği ve nasıl bir çalışma disiplini
içinde gerçekleşeceği planlanmıştır. Kamış-nota-diyafram-parmak-dil-nüans ve disiplin
kavramlarının staccato tekniğinde ayrılmaz bir bütün olduğu saptanmıştır. Araştırmada literatür
taraması yapılarak staccato ile ilgili çalışmalar taranmıştır. Tarama sonucunda klarnet tekniğin de
kullanılan staccato eser çalışmasının az olduğu tespit edilmiştir. Metot taramasında da etüt
çalışmasının daha çok olduğu saptanmıştır. Böylelikle klarnetin staccato tekniğini hızlandırma ve
güçlendirme çalışmaları sunulmuştur. Staccato etüt çalışmaları yapılırken, araya eser çalışmasının
girmesi beyni rahatlattığı ve istekliliği daha arttırdığı gözlemlenmiştir. Staccato çalışmasını yaparken
doğru bir kamış seçimi üzerinde de durulmuştur. Staccato tekniğini doğru çalışmak için doğru bir
kamışın dil hızını arttırdığı saptanmıştır. Doğru bir kamış seçimi kamıştan rahat ses çıkmasına
bağlıdır. Kamış, dil atma gücünü vermiyorsa daha doğru bir kamış seçiminin yapılması gerekliliği
vurgulanmıştır. Staccato çalışmalarında baştan sona bir eseri yorumlamak zor olabilir. Bu açıdan
çalışma, verilen müzikal nüanslara uymanın, dil atış performansını rahatlattığını ortaya koymuştur.
Gelecek nesillere edinilen bilgi ve birikimlerin aktarılması ve geliştirici olması teşvik edilmiştir.
Çıkacak eserlerin nasıl çözüleceği, staccato tekniğinin nasıl üstesinden gelinebileceği anlatılmıştır.
Staccato tekniğinin daha kısa sürede çözüme kavuşturulması amaç edinilmiştir. Parmakların
yerlerini öğrettiğimiz kadar belleğimize de çalışmaların kaydedilmesi önemlidir. Gösterilen azmin ve
sabrın sonucu olarak ortaya çıkan yapıt başarıyı daha da yukarı seviyelere çıkaracaktır
Georgia Academy of Science 2023 Annual Meeting Program
This is the program of the 2023 Annual Meeting of the Georgia Academy of Science
Sustainability Badges and Their Impact on Purchase Intention in the Context of Green Travel Choices
Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Marketing IntelligenceTravelling is subject to a constant change dictated by the different challenges and development over
the centuries. Nowadays, travellers prefer to adopt a more sustainable approach to travelling, despite
the difficulty in finding environmentally friendly options in the market. On the other side, holiday and
accommodation providers have started to roll out solutions to fulfil consumers’ needs.
The study analysed the impact of adding sustainability labels on accommodation provider listings
(conventional vs. peer-to-peer ones) to assess their impact on purchase intention, business credibility
and trust.
Results demonstrated that the presence of sustainability labels didn’t trigger a more favourable
purchase intention. Despite the outcome, the impact of relationship norms (communal vs. exchange)
in the relation showed that exchange norms were proven to have a detrimental effect on buying.
Finally, no mediation effects were found to be significant for trust and credibility.
Those findings have important implications for shaping communication based on the type of
relationship established between accommodation providers and the end consumers, other than
underlining the importance of visual cues and their impact on customers and their decision-making
process
Recommended from our members
EEG microstates: Functional significance and short-term test-retest reliability
Appendix A: Supplementary data to this article can be found online at https://doi. org/10.1016/j.ynirp.2022.100089.Copyright /© 2022 The Authors. EEG signal power, may have clinical relevance; however, their functional significance and test-retest reliability remain unclear. To investigate the functional significance of the canonical EEG microstate classes and their pairwise transitions, and to establish their within-session test-retest reliability, we recorded 36-channel EEGs in 20 healthy volunteers during three eyes-closed conditions: mind-wandering, verbalization (silently repeating the word ‘square’ every 2 s), and visualization (visualizing a square every 2 s). Each condition lasted 3 min and the sequence of three conditions was repeated four times (two runs of two sequence repetitions). The participants' alertness and their sense of effort during the experiment were rated using visual-analogue scales. The EEG data were 2–20 Hz bandpass-filtered and analysed into the four canonical microstate classes: A, B, C, and D. EEG microstate classes C and D were persistently more dominant than classes A and B in all conditions. Of the first-order microstate parameters, average microstate duration was most reliable. The duration of class D microstate was longer during mind-wandering (106.8 ms) than verbalization (102.2 ms) or visualization (99.8 ms), with a concomitantly higher coverage (36.4% vs. 34.7% and 35.2%), but otherwise there was no clear association of the four microstate classes to particular mental states. The test-retest reliability was higher at the beginning of each run, together with higher average alpha power and subjective ratings of alertness. Only the transitions between classes C and D (from C to D in particular) were significantly higher than what would be expected from the respective microstates' occurrences. The transition probabilities, however, did not distinguish between conditions, and their test-retest reliability was overall lower than that of the first-order parameters such as duration and coverage. Further studies are needed to establish the functional significance of the canonical EEG microstate classes. This might be more fruitfully achieved by looking at their complex syntax beyond pairwise transitions. To ensure greater test-retest reliability of microstate parameters, study designs should allow for shorter experimental runs with regular breaks, particularly when using EEG microstates as clinical biomarkers.BIAL Foundation (grant number: 183/16)
- …