Impact of e-learning on learner participation, attainment, retention, and progression in further education : report of a scoping study

Recent and ongoing work has assessed progress in the provision of Information and Learning Technologies (ILT) to support e-learning in the UK further education (FE) sector. On the whole, this indicates that a strong infrastructure is in place with targets for student and staff access to Internet enabled computers being met in most colleges. Some investigations have been undertaken to review the extent of use of ILT for learning and teaching. These have, however, been at a relatively basic level, for example purely quantifying use of virtual learning environments (VLEs) for storing course documentation. The Scottish Centre for Research into Online Learning and Assessment (SCROLLA) and the SCRE Centre at the University of Glasgow undertook a scoping study of the impact of e-learning on participation, attainment, progression and retention in further education. This study was intended to inform the development of a research design for a later large study of impact

The environment of x ray selected BL Lacs: Host galaxies and galaxy clustering

Using the Canada-France-Hawaii Telescope, we have imaged a complete, flux-limited sample of Einstein Medium Sensitivity Survey BL Lacertae objects in order to study the properties of BL Lac host galaxies and to use quantitative methods to determine the richness of their galaxy cluster environments

Working Draft, The Mill and the Mill Town Pilot Feasibility Checklist: Redevelopment of Once and Future Mill Sites

This checklist was designed by the University of Massachusetts Center for Economic Development to identify how prepared a town is to revitalize its Mill buildings and to help potential developer identify priorities and viable redevelopment sites. The high volume of abandoned mills in New England demonstrates the need for creative tools to serve as a preliminary filter for redevelopment opportunities

A Comparative Study on Critical Thinking Skills of ISEC and Non-ISEC Teachers in Institutions of Higher Education in the North of China

Viewed as one of the essential skills needed to succeed in the 21st Century, advancing student's critical thinking (CT) is a significant focus in higher education. This study utilized a non-experimental causal-comparative methodology with an explanatory mixed methods research design. The purpose of this study was to explore the status quo (current situation) of Chinese teachers’ (including ISEC and non-ISEC teachers) CT, as well as the perception, attitude, and practice of CT among them in institutions of higher education in the north of China. There were 102 participants took the California Critical Thinking Skills Test (CCTST). The results from the quantitative research showed the CT skills of Chinese teachers fell in the upper range of moderate level. There were no significant differences or relationships in CT skills for ISEC and non-ISEC teachers based on the variables: gender, professional rank, educational background, discipline taught, age, and years of teaching. Twelve participants were interviewed. The core phenomenon or theory emerged from the qualitative data: Chinese teachers advocated and supported CT instruction, but they had a varied and fragmented perception about CT. Although they held a positive attitude towards CT and CT instruction, they applied limited CT teaching strategies in their practice. All participants displayed a strong desire to participate in CT training programs. The findings from the qualitative paradigm supported, complemented, and deepened the findings from the quantitative paradigm

The Molly Hootch Schools After 40 Years: Successes, Failures, and Opportunities

This quantitative study was designed to understand the relationship between the variables of student attendance, educator experience and turnover, and student achievement at the Molly Hootch schools in rural Alaska, to better understand the current state of achievement according to data from 2002–2019, collected from the Alaska Department of Education and Early Development (AKDEED) database. Data revealed that Molly Hootch school attendance was at 90% and that proficiency among students dropped from 40% to 15% during the years under review. The drop in proficiency during a time period where attendance level was strong leads to further qualitative exploration of the causes of the phenomenon

Characteristics of Referrals for Gender Dysphoria Over a 13-Year Period

PURPOSE: Our Pediatric Endocrinology Clinic has seen a sharp increase in referrals for gender dysphoria (GD) during recent years. However, the frequency and characteristics of referrals have not been objectively examined. METHODS: A retrospective chart review of referrals for GD during the past 13 years was performed. Variables analyzed included numbers of referrals per year, patient characteristics, comorbid conditions, and hormonal therapy. Timing of referral and eligibility for treatment were measured against established recommendations. RESULTS: Of 38 patients, 74% were referred during the last 3 years. Most patients presented late in puberty before a GD-specific psychological evaluation and few were eligible for hormonal treatment at baseline. Over half had psychiatric and/or developmental comorbidities. CONCLUSIONS: A dramatic increase in referrals for GD since 2002 was confirmed. Enhanced provider education and outreach regarding care of patients with GD are needed

Ccdc11 is a novel centriolar satellite protein essential for ciliogenesis and establishment of left-right asymmetry

The establishment of left–right (L-R) asymmetry in vertebrates is dependent on the sensory and motile functions of cilia during embryogenesis. Mutations in CCDC11 disrupt L-R asymmetry and cause congenital heart disease in humans, yet the molecular and cellular functions of the protein remain unknown. Here we demonstrate that Ccdc11 is a novel component of centriolar satellites—cytoplasmic granules that serve as recruitment sites for proteins destined for the centrosome and cilium. Ccdc11 interacts with core components of satellites, and its loss disrupts the subcellular organization of satellite proteins and perturbs primary cilium assembly. Ccdc11 colocalizes with satellite proteins in human multiciliated tracheal epithelia, and its loss inhibits motile ciliogenesis. Similarly, depletion of CCDC11 in Xenopus embryos causes defective assembly and motility of cilia in multiciliated epidermal cells. To determine the role of CCDC11 during vertebrate development, we generated mutant alleles in zebrafish. Loss of CCDC11 leads to defective ciliogenesis in the pronephros and within the Kupffer’s vesicle and results in aberrant L-R axis determination. Our results highlight a critical role for Ccdc11 in the assembly and function of motile cilia and implicate centriolar satellite–associated proteins as a new class of proteins in the pathology of L-R patterning and congenital heart disease

The Resolution of the Holland Common Council, Issued on November 8 and Printed in the Holland City News and the Editorial About A. C. V. R. Following His Death on November 7

The resolution of the Holland Common Council, issued on November 8 and printed in the Holland City News and the editorial about A.C.V.R. following his death on November 7. The editor said: Dr. Van Raalte possessed great force of character and executive ability. Had he been placed by Providence at the head of a nation, he would have made a wise and powerful ruler. He would have made a brave and successful general.https://digitalcommons.hope.edu/vrp_1870s/1279/thumbnail.jp

What determines adult cognitive skills?: Impacts of preschooling, schooling, and post-schooling experiences in Guatemala

"Most investigations into the importance and determinants of adult cognitive skills assume that (1) they are produced primarily by schooling, and (2) schooling is statistically predetermined or exogenous. This study uses longitudinal data collected in Guatemala over 35 years to investigate production functions for adult cognitive skills—that is, reading-comprehension skills and nonverbal cognitive skills—as being dependent on behaviorally determined preschooling, schooling, and post-schooling experiences. We use an indicator of whether the child was stunted (child height-for-age Z-scoreHuman capital, cognitive skills, Stunting, work experience, Development, Education, Gender, Health and nutrition,