Our Common Journey: The Economics of Educating Women in Arkansas

In 2012, only 4% of children of mothers with bachelor's degrees were living in poverty, in comparison to 53% of children of high school dropouts and 31% for those whose mothers completed high school but nothing more. In addition, children's own high school completion years later was related to their mothers' education level. Forty percent of children whose mothers did not complete high school did not graduate high school on time (that is, by age 19) in comparison to only 2% of children whose mothers had bachelor's degrees. A focus on the educational and economic lives of women and girls is justified because improvements in their lives have the potential for exponential returns to the state of Arkansas in the form of children's educational and economic success as adults. Thirty-eight percent of Arkansas children lived in single parent households in 2012 with approximately 80% of these households headed by women. These demographic realities, coupled with the alarmingly low education levels of Arkansas residents, mean a focus on women's education is a crucial strategy in improving the lives of all Arkansas. When women advance economically, Arkansas is improved as a state

Mother\u27s Room - Design | Build

The lack of a comfortable environment for mothers on campus was challenged by the Non-Traditional Student Services department of a public university this past year. The department recruited a team of architecture, interior-design, and construction management faculty and students to design and build a mother’s room for the campus library

Informational Urbanism. A Conceptual Framework of Smart Cities

Contemporary and future cities are often labeled as “smart cities,” “digital cities” or “ubiquitous cities,” “knowledge cities,” and “creative cities.” Informational urbanism includes all aspects of information and (tacit as well as explicit) knowledge with regard to urban regions. “Informational city” (or “smart city” in a broader sense) is an umbrella term uniting the divergent trends of information-related city research. Informational urbanism is an interdisciplinary endeavor incorporating on the one side computer science and information science as well as on the other side urban studies, city planning, architecture, city economics, and city sociology. In this article, we present both, a conceptual framework for research on smart cities as well as results from our empirical studies on smart cities all over the world. The framework consists of seven building blocks, namely information and knowledge related infrastructures, economy, politics (e-governance) and administration (e-government), spaces (spaces of flows and spaces of places), location factors, the people’s information behavior, and problem areas. \

Show Me Health: Clearing the Air About Tobacco Evaluation Instruments

This report depicts a holistic overview of the evaluation instruments used in the Show Me Health: Clearing the Air About Tobacco (SMH) evaluation.https://openscholarship.wustl.edu/cphss/1100/thumbnail.jp

Professionalization of student teachers for inclusive science teaching

Durch die Ratifizierung der UN-Behindertenrechtskonvention (United Nations 2006, Artikel 24) hat sich Deutschland verpflichtet »Bildung für alle« (UNESCO 2015) im deutschen Schulsystem möglich zu machen. In der Lehrer*innenbildung stellen sich zwei Herausforderungen für die Fachdidaktiken: Erstens ist der Schulunterricht in verschiedene Fächer aufgegliedert, die jeweils eigene Fachinhalte aufweisen. Diese Inhalte müssen entlang fachdidaktischer Prinzipien inklusiv aufbereitet werden. Zweitens steigt die Komplexität der Fachinhalte vom Übergang der Grundschule in die Sekundarstufe deutlich an, sodass es für Lehrkräfte immer schwieriger wird, auf heterogene Lernvoraussetzungen angemessen einzugehen (Musenberg und Riegert 2015, 5). Die Professionalisierung von Lehrkräften muss gezielt auf diese Herausforderungen reagieren und Lehramtsstudierende nachhaltig auf ihr Tätigkeitsfeld vorbereiten. Wie diese Professionalisierung von Lehramtsstudierenden in Forschung und Lehre umgesetzt werden kann, wird exemplarisch an einem Projektseminar zum inklusiven naturwissenschaftlichen Unterricht vorgestellt. Das BMBF Projekt »Nawi-In« vereint Forschung und Lehre, indem es die Kompetenzentwicklung Studierender im Projektseminar beforscht. Dies wird durch videobasierte Kompetenzforschung begleitet (Riegel 2013).Germany ratified the UN Convention on the Rights of Persons with Disabilities (United Nations 2006, Article 24), and is therefore bound by contract to make »Education for All« possible (UNESCO 2015) in the German school system. Now there are two challenges for science education: first, the school education is divided in different subjects with different subject contents. The contents have to be prepared inclusively and subject-related. Second, the complexity of the subject contents rises noticeably from primary to secondary school, so it gets more difficult to regard all needs of a heterogeneous group of students adequately (Musenberg and Riegert 2015, 5). Therefore, a professionalization of teacher students should target these challenges to prepare them effectively for their working field. How the implementation of teacher students’ professionalization can be orchestrated is shown exemplary by a project seminar designed for inclusive science teaching. Research and teaching is united through the »Nawi-In«-project – funded by the Federal Ministry of Education and Research – by investigating the students’ development of competencies. This development is monitored by video-based competency research (Riegel 2013)

Electronic Structures, Spectroscopy, and Electrochemistry of [M(diimine)(CN-BR₃)₄]²⁻ (M = Fe, Ru; R = Ph, C₆F₅) Complexes

Complexes with the formula [M(diimine)(CN-BR₃)₄]²⁻, where diimine = bipyridine (bpy), phenanthroline (phen), 3,5-trifluoromethylbipyridine (flpy), R = Ph, C₆F₅, and M = Fe^(II), Ru^(II), were synthesized and characterized by X-ray crystal structure analysis, UV–visible spectroscopy, IR spectroscopy, and voltammetry. Three highly soluble complexes, [Fe^(II)(bpy)(CN-B(C₆F₅)₃)₄]²⁻, [Ru^(II)(bpy)(CN-B(C₆F₅)₃)₄]²⁻, and [Ru^(II)(flpy)(CN-B(C₆F₅)₃)₄]²⁻, exhibit electrochemically reversible redox reactions, with large potential differences between the bpy^(0/–) or flpy^(0/–) and MIII/II couples of 3.27, 3.52, and 3.19 V, respectively. CASSCF+NEVPT2 calculations accurately reproduce the effects of borane coordination on the electronic structures and spectra of cyanometallates

The RIPI-f (Reporting Integrity of Psychological Interventions delivered face-to-face) checklist was developed to guide reporting of treatment integrity in face-to-face psychological interventions.

Objectives: Intervention integrity is the degree to which the study intervention is delivered as intended. This article presents the RIPI-f checklist (Reporting Integrity of Psychological Interventions delivered face-to-face) and summarizes its development methods. RIPI-f proposes guidance for reporting intervention integrity in evaluative studies of face-to-face psychological interventions. Study Design and Setting: We followed established procedures for developing reporting guidelines. We examined 56 documents (reporting guidelines, bias tools, and methodological guidance) for relevant aspects of face-to-face psychological intervention integrity. Eighty four items were identified and grouped as per the template for intervention description and replication (TIDieR) domains. Twenty nine experts from psychology and medicine and other scholars rated the relevance of each item in a single-round Delphi survey.Amultidisciplinary panel of 11 experts discussed the survey results in three online consensus meetings and drafted the final version of the checklist. Results: We propose RIPI-f, a checklist with 50 items. Our checklist enhances TIDieR with important extensions, such as therapeutic alliance, provider’s allegiance, and the adherence of providers and participants. Conclusion: RIPI-f can improve the reporting of face-to-face psychological interventions. The tool can help authors, researchers, systematic reviewers, and guideline developers. We suggest using RIPI-f alongside other reporting guidelines.post-print504 K

Science goals and new mission concepts for future exploration of Titan’s atmosphere, geology and habitability: titan POlar scout/orbitEr and in situ lake lander and DrONe explorer (POSEIDON)

In response to ESA’s “Voyage 2050” announcement of opportunity, we propose an ambitious L-class mission to explore one of the most exciting bodies in the Solar System, Saturn’s largest moon Titan. Titan, a “world with two oceans”, is an organic-rich body with interior-surface-atmosphere interactions that are comparable in complexity to the Earth. Titan is also one of the few places in the Solar System with habitability potential. Titan’s remarkable nature was only partly revealed by the Cassini-Huygens mission and still holds mysteries requiring a complete exploration using a variety of vehicles and instruments. The proposed mission concept POSEIDON (Titan POlar Scout/orbitEr and In situ lake lander DrONe explorer) would perform joint orbital and in situ investigations of Titan. It is designed to build on and exceed the scope and scientific/technological accomplishments of Cassini-Huygens, exploring Titan in ways that were not previously possible, in particular through full close-up and in situ coverage over long periods of time. In the proposed mission architecture, POSEIDON consists of two major elements: a spacecraft with a large set of instruments that would orbit Titan, preferably in a low-eccentricity polar orbit, and a suite of in situ investigation components, i.e. a lake lander, a “heavy” drone (possibly amphibious) and/or a fleet of mini-drones, dedicated to the exploration of the polar regions. The ideal arrival time at Titan would be slightly before the next northern Spring equinox (2039), as equinoxes are the most active periods to monitor still largely unknown atmospheric and surface seasonal changes. The exploration of Titan’s northern latitudes with an orbiter and in situ element(s) would be highly complementary in terms of timing (with possible mission timing overlap), locations, and science goals with the upcoming NASA New Frontiers Dragonfly mission that will provide in situ exploration of Titan’s equatorial regions, in the mid-2030s