Academic Concept Mapping (ACM): a critical thinking tool in academic advising for improving academic performance in college freshmen

The purpose of this study was to explore the affects of an academic advising system, the Academic Concept Mapping (ACM) instrument, on academic performance of first-semester freshmen enrolled in a four year public university in the South, during fall 2006. The California Critical Thinking Disposition Inventory (CCTDI®), a Likert-type instrument, was administered to 258 students enrolled in 12 sections (six treatment, six control) of a freshman seminar class to determine if ACM participation made a difference in scores by group type. As an additional measure, an ACM quiz was administered to all students in the ACM study. Three instructors participated, following a model much like the Solomon 4-group design, each having two treatment and two control group sections. Class sections were randomly assigned to the instructors after students registered, and were then randomly assigned a group type. The study sample approximated the overall composition of entering freshman, with a slightly higher proportion of black students in the sample. The sample consisted of more females than males, more white students than minorities, ACT composites around 20, and hours enrolled around 14. Students were of traditional age, most working part-time, most living at home or on-campus, spent little time reading, socialized most nights of the week, watched television approximately two hours each day, worried about bills, and rated their study skills as good or needing improvement. Primary college funding was from external sources rather than from parents or from self. ACM participation was significantly associated with semester grade point average, progression, and persistence. Students in the treatment group had higher ACM quiz scores, earned higher grade point averages, completed more of their classes, and persisted at a higher rate. ACM study participation, ACM quiz scores, ACT composite, gender, worry about bills, and reading were included in multiple regression analysis, explaining a little over 35% of the variance in semester grade point average. ACM quiz scores, ACT composite, and gender accounted for approximately 11% of the variability in the percentage of semester hours successfully completed, and ACM study participation was the sole predictor of persistence in the university (roughly 6%) using a logistic regression model

Signaling with Green Bonds: The Role of Green Bond Exchanges in Europe

A key challenge in further developing the green bond market is establishing the “green credibility” of such bonds. While a number of studies have investigated the effectiveness of third-party certification as a credibility signal, little scholarly attention has been dedicated to green bond exchanges. Such exchanges bear great signaling potential as they combine strict listing requirements for issuers with heightened visibility for green bonds. In an empirical analysis based on a sample of 592 green bonds issued by public European firms between 2013 and 2021, we find that investors on average do not respond positively to the announcement of green bond issuance, but do so if the green bond is listed on a dedicated green exchange. Moreover, we show that the stock market reaction to green- exchange-listed bonds is greater in countries with high levels of asymmetric information. In the second part of our analysis, our results indicate that firms do not exhibit improved environmental or financial performance after issuing a green bond, regardless of the presence of green exchange listing or certification. Lastly, we do not find a significant correlation between the stock market reaction to green bond announcements and issuers’ subsequent environmental improvements. Overall, our findings are inconsistent with the signaling argument. While investors perceive green-exchange-listed bonds as an effective signal of firms’ commitment to green practices, issuers of such bonds fail to deliver tangible environmental improvements post-issuance.nhhma

Understanding perceptions of quality among early childhood education stakeholders in Tanzania and Lesotho: A multiple qualitative case study

Recent global efforts around early childhood education (ECE) have led to increased investments and access, especially in low- and middle-income countries (UNESCO, 2019). As access grows, focus has shifted from enrollment to quality (Gove, 2017). This paper explores how ECE stakeholders in Tanzania and Lesotho define ECE quality. Findings show that stakeholders define quality in similar ways, highlighting the importance of trained teachers who implement specific teaching practices, strong partnerships with families and the community, critical infrastructure, and government support. However, review of the country contexts found that current conditions and support for these quality indicators were lacking

The Ursinus Weekly, December 6, 1948

Who\u27s Who honors thirteen seniors • Seniors to present year\u27s first formal at local ballroom • Students picked to represent Ursinus in annual edition of campus leaders • Outstanding artists featured Thursday in annual Messiah • Sociology studies confirm results of CORE racial poll • Students of Ursinus place small value on peace of world • Four IRC members visit State College • Annex gets number one stooper rating • Performance of Uncle Harry outstanding • Ursinus students selected to appear in annual Who\u27s Who • Don Young tops bruins in all statistics; prize back selected Player of the year • Frosh grid squad mangles sophs 13-0 on two long runs • JVs extend streak; Penn defeated 3-0 • Last period tally gives Penn lassies victory over belles • U.C. football squad gains easy victory in battle on court • Grunt and groaners show much talent as practice begins • Court campaign to open Wednesday • Temple pathologist to discuss cancer • Omwake assists in preparation of University Business Administration manual • Dr. Armstrong completes book as part of church history serieshttps://digitalcommons.ursinus.edu/weekly/1603/thumbnail.jp

Newborn screening for Pompe disease in Illinois: Experience with 684,290 infants

Statewide newborn screening for Pompe disease began in Illinois in 2015. As of 30 September 2019, a total of 684,290 infants had been screened and 395 infants (0.06%) were screen positive. A total of 29 cases of Pompe disease were identified (3 infantile, 26 late-onset). While many of the remainder were found to have normal alpha-glucosidase activity on the follow-up testing (234 of 395), other findings included 62 carriers, 39 infants with pseudodeficiency, and eight infants who could not be given a definitive diagnosis due to inconclusive follow-up testing