What's the Difference? How Foundation Trustees View Evaluation

Trustee Evaluation ToolkitTrustees care deeply about impact. Understanding results is part of their fiduciary duty. As foundations strive to improve performance, advance accountability and share knowledge, their desire for evaluation -- reliable data on organizational effectiveness -- grows. Based on discussions with trustees, we've heard that current evaluation approaches don't always generate useful information. In too many cases, foundation evaluation practices don't align with trustee needs. Trustees across the United States believe there are ways to improve how we determine the effectiveness of social investments. FSG Social Impact Advisors, with funding from the James Irvine Foundation, interviewed dozens of foundation trustees, CEOs and evaluation experts to uncover critical issues and exciting ideas related to evaluation. This "toolkit" shares highlights from these interviews, and explores innovative new approaches

Heaven Hung In Black: Grant’s Reputation and the Mistakes at Cold Harbor

This article examines Ulysses S. Grant’s command of the Union army after receiving his commission as Lieutenant-General through analyzing his decisions both before and during the bloody battle of Cold Harbor. By examining the various factors leading to his tactical decisions, including the ever-looming threat of the upcoming presidential election, the article questions whether or not his reputation as a butcher of his own men is truly deserved. That he made mistakes is undeniable, but the mess of Cold Harbor was not solely his fault. Through the use of a variety of biographies and personal journals and memoirs, the article points out the perfect storm of mistakes both on Grant’s part and that of his commanders, the pressure being faced from higher up in the chain of command, the horrible weather and conditions of the army, and the fact that Lee simply took advantage of every opportunity he was presented with

Residential learning community partnerships: Faculty perceptions of hall directors' roles in student learning

There is evidence to suggest that collaborations between academic affairs and student affairs can be meaningful to students' learning experiences both in and out of the classroom. Residential learning communities (RLCs) are popular avenues by which faculty members and residence life professionals can work together to provide opportunities for students to integrate their curricular and cocurricular experiences. Although these environments can be effective, many RLC programs face challenges, including professional cultures and organizational structures, that may hinder collaborations between faculty members and residence life professional staff members. The purpose of this study was to explore RLC-associated, full-time faculty members' perceptions of the roles of hall directors with whom they partner in residential learning communities. This case study was conducted at a private, medium-sized university with a reputation for its engaged faculty and residential learning community program. Through interviews, RLC-associated faculty members from the institution shared their experiences with and perceptions of residence life professional staff members with whom they worked. Results from the study indicate that faculty members described the hall directors as subject matter experts, as providing continuity within their communities, and as close partners in student learning. Implications for research, theory, and practice are discussed, including ways in which residence life professionals may be empowered to view themselves as experts in the student development field and how they may help faculty members learn more about holistic student engagement

Arctic Assimilation: Settler Colonialism And Racialization In The Canadian Arctic And Carlisle Indian Industrial School

Isolate and Assimilate: Settler Colonialism in the Canadian ArcticPrevious generations of Canadian historians have focused on welfare when examining the twenty-first century colonization of the territory of Nunavut. Patrick Wolfe’s theory of settler colonialism, on the other hand, presents a form of colonialism that allows for examination through a more cultural-centric lens, while still recognizing the exploitation of economics for purposes of assimilation. Using government reports, Truth and Reconciliation Committee findings, and first-hand accounts from local Inuit, this paper takes Wolfe’s theory and analyzes how his idea of “logics of elimination” were exemplified in the Canadian government’s actions after the 1930s. The “going away” focus of settler colonialism appeared in both the physical and cultural sense within methods used by the government and the RCMP. Physical logics of elimination occurred in projects such as the various High Arctic Relocations and the building of settlements, used for the purposes of showing sovereignty and effective occupation in the north. Cultural logics of elimination took the form of actions like wildlife and game management laws, the slaughter of sled dogs, residential schools, disc numbers, Project Surname, and healthcare removal. All the above elements are examined within the paper to showcase how the theory of settler colonialism can and should be used to examine the history of the Canadian Arctic. Arctic Dislocation: Racialization and Assimilation of Inupiat and Yup’ik Students at Carlisle Indian Industrial SchoolOpened in 1879 by Richard Henry Pratt, the Carlisle Indian Industrial School was the blueprint for the system of government-run off-reservation residential schools in the nineteenth and early twentieth centuries. Over ten-thousand children would attend the school by the time it closed. Among them were seventeen students, taken from thousands of miles away in Alaska, intended by Pratt to act as examples of how effective Carlisle’s assimilation project could be. In the process of assimilation, their tribal identities were erased, and the students were instead recorded as “Eskimo;” no mention of them being Inupiat and Yup’ik exists in the archives for Carlisle. Although Carlisle has generated an extensive historiography, scholars have neglected these students and their unique circumstances, and no one had bothered to attempt to discover where they came from. This paper rectifies this, examining these students and their lives through their student files, newspaper articles, letters, and other primary sources from their time at Carlisle. This paper analyzes assimilation, renaming, before-and-after photography, and the cemetery at Carlisle to showcase how these students were racialized, not just as “Indian” but also as “Eskimo” and “Alaskan.

Determining the lon-exchange Mechanism of Strontium into a Niobium Doped Titanosilicate

A 25% niobium substituted sitinakite was exchanged with strontium as time resolved X-ray diffraction data was collected. The structural modeling of this data by Rietveld method1 has lead to the determination of the atomic positions of the ions and unit cell parameters as strontium occupancy increases. The starting material of the exchange experiment is the protonated phase, H2Nb0.67Ti1.33SiO7·1.9 H2O, with space group P42/mcm2,3. Once strontium (Sr2+) enters the unit cell, extra-framework H2O molecules shift to provide the necessary hydration coordination. These new positions of H2O result in a lowering of symmetry to the P-42m space group, and it is thought that the new hydrogen bonding network serves to enhance strontium ion diffusion into the channels of sitinakite. Exchange of strontium into the microporous material reaches a maximum fractional occupancy of 21% when a 10.0 mM strontium ion solution is forced over the powdered material. Sequestration of strontium into this material has contributed valuable information to the study of microporous materials and ion exchange chemistries

From “participation” to “transformative participation”: My living-educational-theory of Facilitating Transformative Continuing Professional Development

Driven by a strong desire for change and personal values, I began to embrace a participation-orientated approach to my own Continuing Professional Development (CPD), rather than the expert-driven one I had previously employed. In an effort to address past instances in which my actions did not align with my values, I developed my living-educational-theory. I collaborated with various stakeholders, including ten primary school teachers working in low-resource South African schools. I actively refined my evolving educational beliefs by seeking feedback from several of my expert critical friends. Through rigorous reflection, I formulated my research question: "How do I interpret participation as a CPD facilitator in fields such as Physical Education (PE), and how can this understanding be effectively conveyed to others?” Drawing upon insights gleaned from my doctoral research, embedded in Participatory Action Learning and Action Research (PALAR), and my annotated reflections, I identified transformative participation as a core value driving my practice. Consequently, by putting this value into action, I discovered the importance of how to dismantle established norms, recognising and respecting the boundary between personal-professional development, and cultivating leadership for lasting impact. This knowledge informs my decision to share practical insights and standards of judgment to assess how I have adopted transformative participation. My hope is that these insights may assist colleagues seeking to facilitate transformative CPD

Enriching the physical education pedagogical content knowledge of foundation phase teachers

Physical Education (PE) is vital for the holistic development of Foundation Phase learners. Foundation Phase teachers working in low resource contexts, however, being generalists rather than specialists, struggle to teach PE effectively, even when supplied with programmes by external experts. I was interested in finding out why, and what could be done to help them integrate Fundamental Movement Skills (FMS) into their teaching, to benefit their learners. I proceeded from the hypothesis that teachers should play an active part in their own development, otherwise any Continual Professional Teacher Development (CPTD) would not bring about the change desired. I argued that if CPTD training and support is embedded within their context and based on teaching philosophies that foster teacher transformation, empowerment, and advocacy, then teachers might be more likely to commit to teaching PE. My aim in this study was thus to develop a collaborative process of CPTD with Foundation Phase teachers in low resource schools to enrich their pedagogical content knowledge (PCK) of PE and FMS within their contexts of social disadvantage. I initially adopted a qualitative design, but during this study, I realised that a more participatory approach was needed. I therefore present my study in two phases In Phase One, I answered the question: What are Foundation Phase teachers’ experiences of implementing PE in low resource schools? I did so to inform the design of an appropriately suited CPTD model for Phase Two of this study. I used a qualitative research design situated within the interpretive paradigm. I purposively sampled 24 Foundation Phase teachers to partake in semi-structured interviews. Thematic analysis revealed three broad themes, namely, personal, and systemic barriers to PE, as well as positive responses to challenges. The overlap between themes was significant, highlighting the complexity of teachers’ experiences and perceptions of PE. Teachers’ positive responses emphasised that they possess the creativity and advocacy to overcome challenges posed and necessitated that I adopt a participatory design to work with teachers to develop a collaborative form of CPTD. Phase Two of this study was guided by the questions set by the participating teachers. Ten Foundation Phase teachers from two schools volunteered to be part of the study. In Cycle One they asked: What do we need to learn to be able to effectively implement PE? The findings of Cycle One led them to ask the following question in Cycle Two: How can we improve our confidence to teach PE within our school contexts? Participants did so through collaboratively creating PE lessons which they then implemented and evaluated. The findings of Phase Two highlighted how Foundation Phase teachers can be guided to empower themselves to overcome the barriers to teaching PE that they face in their low resource schools. Based on teachers’ CPTD experiences, I then addressed the third question of this study: What CPTD guidelines can be generated to enable Foundation Phase teachers to improve on and to implement their PCK of PE and FMS at low resource schools? Five CPTD guidelines aimed at collaborative and transformative PE-based CPTD focused on whole school transformation were identified. I provide a graphic depiction of the CPTD guidelines that explains how it can be operationalised. These CPTD guidelines and process model provide valuable knowledge to inform CPTD policy and practice of PE in the Foundation Phase in low resource schools.Thesis (PhD) -- Faculty of Health Sciences, 202

Enriching the physical education pedagogical content knowledge of foundation phase teachers

Physical Education (PE) is vital for the holistic development of Foundation Phase learners. Foundation Phase teachers working in low resource contexts, however, being generalists rather than specialists, struggle to teach PE effectively, even when supplied with programmes by external experts. I was interested in finding out why, and what could be done to help them integrate Fundamental Movement Skills (FMS) into their teaching, to benefit their learners. I proceeded from the hypothesis that teachers should play an active part in their own development, otherwise any Continual Professional Teacher Development (CPTD) would not bring about the change desired. I argued that if CPTD training and support is embedded within their context and based on teaching philosophies that foster teacher transformation, empowerment, and advocacy, then teachers might be more likely to commit to teaching PE. My aim in this study was thus to develop a collaborative process of CPTD with Foundation Phase teachers in low resource schools to enrich their pedagogical content knowledge (PCK) of PE and FMS within their contexts of social disadvantage. I initially adopted a qualitative design, but during this study, I realised that a more participatory approach was needed. I therefore present my study in two phases In Phase One, I answered the question: What are Foundation Phase teachers’ experiences of implementing PE in low resource schools? I did so to inform the design of an appropriately suited CPTD model for Phase Two of this study. I used a qualitative research design situated within the interpretive paradigm. I purposively sampled 24 Foundation Phase teachers to partake in semi-structured interviews. Thematic analysis revealed three broad themes, namely, personal, and systemic barriers to PE, as well as positive responses to challenges. The overlap between themes was significant, highlighting the complexity of teachers’ experiences and perceptions of PE. Teachers’ positive responses emphasised that they possess the creativity and advocacy to overcome challenges posed and necessitated that I adopt a participatory design to work with teachers to develop a collaborative form of CPTD. Phase Two of this study was guided by the questions set by the participating teachers. Ten Foundation Phase teachers from two schools volunteered to be part of the study. In Cycle One they asked: What do we need to learn to be able to effectively implement PE? The findings of Cycle One led them to ask the following question in Cycle Two: How can we improve our confidence to teach PE within our school contexts? Participants did so through collaboratively creating PE lessons which they then implemented and evaluated. The findings of Phase Two highlighted how Foundation Phase teachers can be guided to empower themselves to overcome the barriers to teaching PE that they face in their low resource schools. Based on teachers’ CPTD experiences, I then addressed the third question of this study: What CPTD guidelines can be generated to enable Foundation Phase teachers to improve on and to implement their PCK of PE and FMS at low resource schools? Five CPTD guidelines aimed at collaborative and transformative PE-based CPTD focused on whole school transformation were identified. I provide a graphic depiction of the CPTD guidelines that explains how it can be operationalised. These CPTD guidelines and process model provide valuable knowledge to inform CPTD policy and practice of PE in the Foundation Phase in low resource schools.Thesis (PhD) -- Faculty of Health Sciences, 202

Bilateral dens in dente: Case report and treatment considerations

Dens in dente is an anomaly of dental development with involves the presence of enamel and dentin mineralized dental tissue in the pulp cavit. The invagination of these mineralized tissues before their mineralization is the most probable cause of this anomaly. Dens in dente may occur in any tooth but it happens more frequently in permanent upper lateral incisors. The aim of this paper is to report a case of an eleven years old male patient with dens in dente on the four permanent upper incisors and discuss the most important aspects of this anomaly. The treatment adopted involved the use of sealant on the palatine fossas and oral hygiene orientation

The Interaction of Calcium and Metabolic Oscillations in Pancreatic β-cells

Diabetes is a disease characterized by an excessive level of glucose in the bloodstream, which may be a result of improper insulin secretion. Insulin is secreted in a bursting behavior of pancreatic $\beta$-cells in islets, which is affected by oscillations of cytosolic calcium concentration. We used the Dual Oscillator Model to explore the role of calcium in calcium oscillation independent and calcium oscillation dependent modes and the synchronization of metabolic oscillations in electrically coupled $\beta$-cells. We implemented a synchronization index in order to better measure the synchronization of the $\beta$-cells within an islet and we studied heterogeneous modes of coupled $\beta$-cells. We saw that increasing calcium coupling or voltage coupling in heterogeneous cases increases synchronization; however, in certain cases increasing both voltage and calcium coupling causes desynchronization. To better represent an islet, we altered previous code to allow for a greater number of cells to be simulated