A Longitudinal Analysis of Young Adult Pathways to STEMH Occupations

This 21-page paper, from the Association for Career and Technical Education Research, discusses the findings of a study on educational pathways and key life course transitions of young adults who enter STEMH (science, technology, engineering, mathematics, and health) technician and professional jobs. Study "findings underscored gender, ethnic and racial background, high school achievement and career and technical education (CTE) participation, earning high school industry certifications, postsecondary enrollment (2 year and 4 year), and degree attainment as factors contributing to the attainment of STEMH technician and professional careers."The paper includes the following sections: Abstract, Introduction, Purpose and Research Questions, Theoretical Framework Status Attainment, The Impact of Participation in Career and Technical Education, Post-Secondary Technician Education and Life Course Transitions, Methods, Results, and more

Bridging Technical Skills Gaps between High School Students and Local Employers

The purpose of this study was to explore how technical skills taught and learned in Florida engineering and engineering technology-themed career academies fit technical skills desired by local employers in technology and manufacturing. The analysis utilized the narratives of 70 students and four teachers from career academies at four high schools and 27 industry leaders from the same geographical region of Florida. Data interpretation led to understanding that employers expressed an urgent need for technical skills using appropriate equipment and technologies, teachers were teaching students technical skills by simulating the real-world work environment, and students valued their abilities to transform their classroom project ideas into tangible products

Short report: Evaluation of wider community support for a neurodiversity teaching programme designed using participatory methods

Children with diagnoses such as autism, attention-deficit/hyperactivity disorder (ADHD), dyslexia and so on often experience bullying at school. This group can be described as neurodivergent, meaning they think and process information differently from most people. Previous research suggests that increasing people's knowledge can be an effective way to reduce stigma and bullying. Therefore, we decided to create a primary school resource to teach about neurodiversity - the concept that all humans vary in how our brains work. Working with educators, our research team - which included neurodivergent people - developed plans for a teaching programme called Learning About Neurodiversity at School (LEANS). Next, we wanted to know whether these plans, developed by our small neurodiverse team, would be endorsed by the wider community. To find out, we conducted an online feedback survey about our plans for the resource. We analysed feedback from 111 people who participated. Most of them identified as neurodivergent (70%) and reported being familiar with neurodiversity (98%), meaning they could provide an informed opinion on our plans. Over 90% of people expressed support for the planned programme content described in the survey, and 73% of them approved our intended definition of the resource's core concept, neurodiversity. From these results, we concluded that there was a high level of support for the planned LEANS programme content across those from the wider community who completed the survey. Consequently, we continued developing the LEANS programme in line with the initial plans from our neurodiverse team. The completed resource is now available as a free download

Precipitation changes in the Mediterranean basin during the Holocene from terrestrial and marine pollen records: a model–data comparison

Climate evolution of the Mediterranean region during the Holocene exhibits strong spatial and temporal variability. The spatial differentiation and temporal variability, as evident from different climate proxy datasets, has remained notoriously difficult for models to reproduce. In light of this complexity, we examine the previously described evidence for (i) opposing northern and southern precipitation regimes during the Holocene across the Mediterranean basin, and (ii) an east-to-west precipitation gradient or dipole during the early Holocene, from a wet eastern Mediterranean to dry western Mediterranean. Using quantitative climate information from marine and terrestrial pollen archives, we focus on two key time intervals, the early to mid-Holocene (8000 to 6000 cal yrs BP) and the late Holocene (4000 to 2000 yrs BP), in order to test the above mentioned hypotheses on a Mediterranean-wide scale. Palynologically derived climate information is compared with the output of regional-scale climate-model simulations for the same time intervals. Quantitative pollen-based precipitation estimates were generated along a longitudinal gradient from the Alboran (West) to the Aegean Sea (East); they are derived from terrestrial pollen records from Greece, Italy and Malta as well as from pollen records obtained from marine cores. Because seasonality represents a key parameter in Mediterranean climates, special attention was given to the reconstruction of season-specific climate information, notably summer and winter precipitation. The reconstructed climatic trends corroborate a previously described north-south partition of precipitation regimes during the Holocene. During the early Holocene, relatively wet conditions occurred in the south-central and eastern Mediterranean region, while drier conditions prevailed from 45° N northwards. These patterns reversed during the late Holocene, with a wetter northern Mediterranean region and drier conditions in the east and south. More sites from the northern part of the Mediterranean basin are needed to further substantiate these observations. With regard to the existence of a west-east precipitation dipole during the Holocene, our pollen-based climate data show that the strength of this dipole is strongly linked to the seasonal parameter reconstructed: Early Holocene summers show a clear east-to-west gradient, with summer precipitation having been highest in the central and eastern Mediterranean and lowest over the western Mediterranean. In contrast, winter precipitation signals are less spatially coherent. A general drying trend occurred from the early to the late Holocene; particularly in the central and eastern Mediterranean. However, summer precipitation in the east remained above modern values, even during the late Holocene interval. Pollen-inferred precipitation estimates were compared to regional-scale climate modelling simulations based on the HadAM3 GCM coupled to the dynamic HadSM3 and the high-resolution regional HadRM3 models. Climate model outputs and pollen-inferred precipitation estimates show remarkably good overall correspondence, although many simulated patterns are of marginal statistical significance. Nevertheless, models weakly support an east to west division in summer precipitation and there are suggestions that the eastern Mediterranean experienced wetter summer and winter conditions during the early Holocene and wetter summer conditions during the late Holocene. The extent to which summer monsoonal precipitation may have existed in the southern and eastern Mediterranean during the mid-Holocene remains an outstanding question; our model, consistent with other global models, does not suggest an extension of the African monsoon into the Mediterranean. Given the difficulty in modelling future climate change in Southern Europe, more simulations based on high resolution global models and very high resolution regional downscaling, perhaps even including transient simulations, are required to fully understand the patterns of change in winter and summer circulation patterns over the Mediterranean regio

The Levellers, political literacy and contemporary citizenship education in England

This paper analyses the concept of political literacy (as introduced in the 1998 Crick Report) in relation to Citizenship in the English National Curriculum. It argues that political literacy has not been sufficiently emphasised or facilitated within this foundation subject and that the concept is particularly important for students at a time of considerable political and social conflict in England (and elsewhere). The authors state that engagement with the ideas and practices of the Levellers (a political group writing and agitating at the time of the Civil Wars) could enable students and teachers to explore political literacy (especially the implications of social media) by looking at a political group who utilised mass pamphlettering as a form of political communication. The paper will also investigate the context of Citizenship within the English National Curriculum and some of the philosophical concerns around Citizenship education. It contains a section placing the Levellers in their contemporary and historiographical contexts

Measurement of the cross-section of high transverse momentum vector bosons reconstructed as single jets and studies of jet substructure in pp collisions at √s = 7 TeV with the ATLAS detector

This paper presents a measurement of the cross-section for high transverse momentum W and Z bosons produced in pp collisions and decaying to all-hadronic final states. The data used in the analysis were recorded by the ATLAS detector at the CERN Large Hadron Collider at a centre-of-mass energy of √s = 7 TeV;{\rm Te}{\rm V}$and correspond to an integrated luminosity of$4.6\;{\rm f}{{{\rm b}}^{-1}}$. The measurement is performed by reconstructing the boosted W or Z bosons in single jets. The reconstructed jet mass is used to identify the W and Z bosons, and a jet substructure method based on energy cluster information in the jet centre-of-mass frame is used to suppress the large multi-jet background. The cross-section for events with a hadronically decaying W or Z boson, with transverse momentum${{p}_{{\rm T}}}\gt 320\;{\rm Ge}{\rm V}$and pseudorapidity$|\eta |\lt 1.9$, is measured to be${{\sigma }_{W+Z}}=8.5\pm 1.7$ pb and is compared to next-to-leading-order calculations. The selected events are further used to study jet grooming techniques

Observation of associated near-side and away-side long-range correlations in √sNN=5.02 TeV proton-lead collisions with the ATLAS detector

Two-particle correlations in relative azimuthal angle (Δϕ) and pseudorapidity (Δη) are measured in √sNN=5.02  TeV p+Pb collisions using the ATLAS detector at the LHC. The measurements are performed using approximately 1  μb-1 of data as a function of transverse momentum (pT) and the transverse energy (ΣETPb) summed over 3.1<η<4.9 in the direction of the Pb beam. The correlation function, constructed from charged particles, exhibits a long-range (2<|Δη|<5) “near-side” (Δϕ∼0) correlation that grows rapidly with increasing ΣETPb. A long-range “away-side” (Δϕ∼π) correlation, obtained by subtracting the expected contributions from recoiling dijets and other sources estimated using events with small ΣETPb, is found to match the near-side correlation in magnitude, shape (in Δη and Δϕ) and ΣETPb dependence. The resultant Δϕ correlation is approximately symmetric about π/2, and is consistent with a dominant cos⁡2Δϕ modulation for all ΣETPb ranges and particle pT

Measurement of χ c1 and χ c2 production with s√ = 7 TeV pp collisions at ATLAS

The prompt and non-prompt production cross-sections for the χ c1 and χ c2 charmonium states are measured in pp collisions at s√ = 7 TeV with the ATLAS detector at the LHC using 4.5 fb−1 of integrated luminosity. The χ c states are reconstructed through the radiative decay χ c → J/ψγ (with J/ψ → μ + μ −) where photons are reconstructed from γ → e + e − conversions. The production rate of the χ c2 state relative to the χ c1 state is measured for prompt and non-prompt χ c as a function of J/ψ transverse momentum. The prompt χ c cross-sections are combined with existing measurements of prompt J/ψ production to derive the fraction of prompt J/ψ produced in feed-down from χ c decays. The fractions of χ c1 and χ c2 produced in b-hadron decays are also measured