The Regulation of E-learning: New National and International Policy Perspectives

The universe of postsecondary education is expanding. It is an era of rapid demographic and labor market changes, increased competition and shifts in institutional form (e.g., the rise of for profit degree granters, the hybrid form of nonprofit/for profit partnerships, corporate universities), and new forms of delivery driven by emerging technologies. In nearly all of these cases, the pace of innovation and establishment of new institutional forms outstrips the ability of regulators or policy makers to stay ahead of the curve.To better understand the complex interplay of public policy drivers regulating e-learning, the Center for Studies in Higher Education convened a meeting of experts in February 2006 for a preliminary examination of existing and emerging public policies that will shape its regulation both domestically and internationally. Three white papers were used as a point of departure for the discussions, which focused on the following areas: The Changing Regulatory Environment: Who, What, Why, and Where?; Finance, Investment, and the Flow of Capital; Student Access and Equity; Social Costs and Benefits from an International Perspective; and Consumer Protection and Cross-border Education. This report summarizes our conversations and recommendations for future research

BIBS: A Lecture Webcasting System

The Berkeley Internet Broadcasting System (BIBS) is a lecture webcasting system developed and operated by the Berkeley Multimedia Research Center. The system offers live remote viewing and on-demand replay of course lectures using streaming audio and video over the Internet. During the Fall 2000 semester 14 classes were webcast, including several large lower division classes, with a total enrollment of over 4,000 students. Lectures were played over 15,000 times per month during the semester. The primary use of the webcasts is to study for examinations. Students report they watch BIBS lectures because they did not understand material presented in lecture, because they wanted to review what the instructor said about selected topics, because they missed a lecture, and/or because they had difficulty understanding the speaker (e.g., non-native English speakers). Analysis of various survey data suggests that more than 50% of the students enrolled in some large classes view lectures and that as many as 75% of the lectures are played by members of the Berkeley community. Faculty attitudes vary about the virtues of lecture webcasting. Some question the use of this technology while others believe it is a valuable aid to education. Further study is required to accurately assess the pedagogical impact that lecture webcasts have on student learning

A Survey of Teacher\u27s Beliefs Regarding the Importance and Implementation of Formative Assessment

This quantitative study examined teachers\u27 beliefs of the importance and implementation of formative assessment in one north Mississippi school district. There is a limited amount of research related to teachers\u27 beliefs of formative assessment. Heritage, Kim, Vendlinski, and Herman (2009) defined formative assessment as a planned process during instruction. This process involves collecting information throughout instruction and providing feedback to the student and the teacher and results in changes to instruction to meet the needs of the learner. The purpose of this study was to determine the mean scores, standard deviations, and percentages of teachers\u27 responses to survey items concerning the importance and implementation of formative assessment based on grade levels taught and years of experience. Teachers (n = 77) from two schools in a north Mississippi school district completed the survey consisting of questions pertaining to the importance and implementation of formative assessment. Descriptive statistics were employed to analyze each item on the survey. The findings indicated that teachers\u27 beliefs based on the importance and implementation of formative assessment varied according to grade levels taught and years of experience

Green tech manufacturing company: Fraud and the independent auditor

In this case, the student assumes the role of an auditor for an accounting firm on a privately-held client. A review of the income statement accounts leads to concerns about various expenses. Copies of cancelled checks provide more information and substantiate the concerns. Students apply the fraud triangle and consider the red flags of fraud in a realistic situation

Phosphorylation of the Arp2 subunit relieves auto-inhibitory interactions for Arp2/3 complex activation.

Actin filament assembly by the actin-related protein (Arp) 2/3 complex is necessary to build many cellular structures, including lamellipodia at the leading edge of motile cells and phagocytic cups, and to move endosomes and intracellular pathogens. The crucial role of the Arp2/3 complex in cellular processes requires precise spatiotemporal regulation of its activity. While binding of nucleation-promoting factors (NPFs) has long been considered essential to Arp2/3 complex activity, we recently showed that phosphorylation of the Arp2 subunit is also necessary for Arp2/3 complex activation. Using molecular dynamics simulations and biochemical assays with recombinant Arp2/3 complex, we now show how phosphorylation of Arp2 induces conformational changes permitting activation. The simulations suggest that phosphorylation causes reorientation of Arp2 relative to Arp3 by destabilizing a network of salt-bridge interactions at the interface of the Arp2, Arp3, and ARPC4 subunits. Simulations also suggest a gain-of-function ARPC4 mutant that we show experimentally to have substantial activity in the absence of NPFs. We propose a model in which a network of auto-inhibitory salt-bridge interactions holds the Arp2 subunit in an inactive orientation. These auto-inhibitory interactions are destabilized upon phosphorylation of Arp2, allowing Arp2 to reorient to an activation-competent state

Sequence elements controlling expression of Barley stripe mosaic virus subgenomic RNAs in vivo.

Barley stripe mosaic virus (BSMV) contains three positive-sense, single-stranded genomic RNAs, designated alpha, beta, and gamma, that encode seven major proteins and one minor translational readthrough protein. Three proteins (alphaa, betaa, and gammaa) are translated directly from the genomic RNAs and the remaining proteins encoded on RNAbeta and RNAgamma are expressed via three subgenomic messenger RNAs (sgRNAs). sgRNAbeta1 directs synthesis of the triple gene block 1 (TGB1) protein. The TGB2 protein, the TGB2' minor translational readthrough protein, and the TGB3 protein are expressed from sgRNAbeta2, which is present in considerably lower abundance than sgRNAbeta1. A third sgRNA, sgRNAgamma, is required for expression of the gammab protein. We have used deletion analyses and site-specific mutations to define the boundaries of promoter regions that are critical for expression of the BSMV sgRNAs in infected protoplasts. The results reveal that the sgRNAbeta1 promoter encompasses positions -29 to -2 relative to its transcription start site and is adjacent to a cis-acting element required for RNAbeta replication that maps from -107 to -74 relative to the sgRNAbeta1 start site. The core sgRNAbeta2 promoter includes residues -32 to -17 relative to the sgRNAbeta2 transcriptional start site, although maximal activity requires an upstream hexanucleotide sequence residing from positions -64 to -59. The sgRNAgamma promoter maps from -21 to +2 relative to its transcription start site and therefore partially overlaps the gammaa gene. The sgRNAbeta1, beta2, and gamma promoters also differ substantially in sequence, but have similarities to the putative homologous promoters of other Hordeiviruses. These differences are postulated to affect competition for the viral polymerase, coordination of the temporal expression and abundance of the TGB proteins, and constitutive expression of the gammab protein

Interim Report: Assessing the Future Landscape of Scholarly Communication

The Center for Studies in Higher Education, with generous funding from the Andrew W. Mellon Foundation, is conducting research to understand the needs and desires of faculty for inprogress scholarly communication (i.e., forms of communication employed as research is being executed) as well as archival publication. In the interest of developing a deeper understanding of how and why scholars do what they do to advance their fields, as well as their careers, our approach focuses in fine-grained analyses of faculty values and behaviors throughout the scholarly communication lifecycle, including sharing, collaborating, publishing, and engaging with the public. Well into our second year, we have posted a draft interim report describing some of our early results and impressions ased on the responses of more than 150 interviewees in the fields of astrophysics, archaeology, biology, economics, history, music, and political science.Our work to date has confirmed the important impact of disciplinary culture and tradition on many scholarly communication habits. These traditions may override the perceived "opportunities" afforded by new technologies, including those falling into the Web 2.0 category. As we have listened to our diverse informants, as well as followed closely the prognostications about the likely future of scholarly communication, we note that it is absolutely imperative to be precise about terms. That includes being clear about what is meant by "open access" publishing (i.e., using preprint or postprint servers for scholarship published in prestigious outlets versus publishing in new, untested open access journals, or the more casual individual posting of working papers, blogs, and other non-peer-reviewed work). Our research suggests that enthusiasm for technology development and adoption should not be conflated with the hard reality of tenure and promotion requirements (including the needs and goals of final archival publication) in highly competitive professional environments

Predictors of Depressive Symptoms and Unemployed Black Adults

Using data from a probability based survey of unemployed Black adults residing in an urban area, this study explores factors related to the presence of depressive symptoms. Findings indicate that depressive symptoms are less among unemployed persons with higher levels of income, education, religiosity, age and satisfactory social support. Age, however, is the single best predictor of depressive symptoms among unemployed Blacks. There were no significant differences by gender

MOOCs, Learning Analytics and Learning Advisors

The advent of Massive Open Online Courses has been variously described as heralding the end of the modern university or alternatively, an over-hyped re-badging of existing online content whose advantages have already been realised. Appeals to ideology however, have typically characterised coverage of both polarities rather than hard evidence; in particular, there has been much less analysis on just how learning outcomes are impacted by either “face-to-face” interaction or online/digital environment. Less dichotomously and even more rarely addressed is perhaps a more pertinent question: What blending of the two learning modes works best and in what circumstances? In this paper we argue that the emerging field of learning analytics applied to “educational big data” contains the tools for answering such a question provided a university’s data linkage problem can be solved. The authors, Learning Advisors in ECU’s Faculty of Engineering, Health and Science, describe the initiation of a framework incorporating data on content usage in online learning systems, together with establishing a new system for collecting data on individual consultations and workshops (a “face-to-face” mode, for which data is less-commonly collected). These data are presented and even in isolation contain interesting features on ECU’s current learning landscape; it is in their combination, however, that we argue the real potential lies and we conclude by covering the necessary steps needed for such a realisation

Increasing Interest of Young Women in Engineering

The internationally recognized Illinois Mathematics and Science Academy (IMSA) develops creative, ethical leaders in science, technology, engineering and mathematics. As a teaching and learning laboratory created by the State of Illinois, IMSA enrolls academically talented Illinois students in grades 10 through 12 in its advanced, residential college preparatory program. IMSA also serves thousands of educators and students in Illinois and beyond through innovative instructional programs that foster imagination and inquiry. IMSA also advances education through research, groundbreaking ventures and strategic partnerships