Higher Education Policy in England: Three Empirical Studies of Influences on Enrollment Behavior.

This thesis consists of three stand-alone papers, each of which assesses a policy incentive that might alter the socio-economic gap in university enrollment in England; these incentives are encouragement, grade labels, and money, respectively. The rationale for examining these influences comes from a diverse range of theoretical backgrounds. In contrast, the analytical procedure used in each paper comes from the same empirical tradition, namely the Neyman-Rubin causal model, which quantifies the impact of a given incentive by determining counterfactual scenarios to estimate the difference in outcomes stemming from either the absence or the presence of a given incentive. As a set, these chapters demonstrate the multi-faceted nature of inequalities in access to higher education. By working from varied theoretical traditions, I provide evidence for a range of conceptualizations of behavior and influencing factors. My emphasis on socio-economic class disparities should not mask the fact that there are numerous sources of disadvantage that are likely to act in mutually dependent and re-enforcing ways. Yet, even when focusing on a single element of inequality, my findings demonstrate that many factors play a role in shaping disparities.PhDHigher EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/113517/1/bmalcott_1.pd

Experience and lessons of learning intervention programmes across the PAL Network members

This report provides an analytical overview of the learning interventions that PAL Network members have developed over recent years. These interventions share two common principles. First, they work from children’s actual, rather than expected, learning levels. This is based on the approach most commonly known as Teaching at the Right Level (TaRL), which entails grouping children by current ability and using pedagogical approaches tailored to each group’s level. Second, they treat education as a collective responsibility shared between citizens, communities, governments and school systems. Interventions work to bring these stakeholders together to view education as a collective responsibility that requires collective solutions

Transient fertilization of a post-Sturtian Snowball ocean margin with dissolved phosphate by clay minerals

Marine sedimentary rocks deposited across the Neoproterozoic Cryogenian Snowball interval, ~720-635 million years ago, suggest that post-Snowball fertilization of shallow continental margin seawater with phosphorus accelerated marine primary productivity, ocean-atmosphere oxygenation, and ultimately the rise of animals. However, the mechanisms that sourced and delivered bioavailable phosphate from land to the ocean are not fully understood. Here we demonstrate a causal relationship between clay mineral production by the melting Sturtian Snowball ice sheets and a short-lived increase in seawater phosphate bioavailability by at least 20-fold and oxygenation of an immediate post-Sturtian Snowball ocean margin. Bulk primary sediment inputs and inferred dissolved seawater phosphate dynamics point to a relatively low marine phosphate inventory that limited marine primary productivity and seawater oxygenation before the Sturtian glaciation, and again in the later stages of the succeeding interglacial greenhouse interval

Kaplan and Sadock s synopsis of psychiatry : behavioral sciences/ clinical psychiatry, 11th ed./ Sadock

xvi, p.1472.: ill.; 27 c

Kaplan and Sadock s synopsis of psychiatry : behavioral sciences/ clinical psychiatry, 11th ed./ Sadock

xvi, p.1472.: ill.; 27 c

Kaplan dan Sadock buku ajar psikiatri klinis= Kaplan and Sadock's concise texbook of psychiatry

xiii+723hlm.;27c