CP Violation Beyond the Standard Model

I review CP-violating signals of physics beyond the standard model in the B system. I examine the prospects for finding these effects at future colliders, with an emphasis on hadron machines.Comment: 11 pages, plain latex, no figures. Talk given at the 9th International Conference on B-Physics at Hadron Machines -- BEAUTY 2003, Carnegie Mellon University, Pittsburgh, PA, USA, October 200

CP Violation in the B System: Measuring New-Physics Parameters

I review CP violation in the standard model (SM). I also describe the predictions for CP violation in the B system, along with signals for physics beyond the SM. I stress the numerous contributions of Pat O'Donnell to this subject. Finally, I discuss a new method for measuring new-physics parameters in B decays. This knowledge will allow us to partially identify any new physics which is found, before its direct production at high-energy colliders.Comment: 13 pages, 6 figures (included), plain latex. Talk given at MRST 2004: From Quarks to Cosmology, Concordia University, Montreal, May 200

New Physics and the Unitarity Triangle

After reviewing the present experimental constraints on the unitarity triangle, I discuss the various ways in which new physics can manifest itself in measurements of the parameters of the unitarity triangle. Apart from one exception, which I describe, new physics enters principally through new contributions to B0-B0(bar) mixing. Different models of new physics can be partially distinguished by looking at their effects on rare, flavour-changing $B$ penguin decays. (Invited talk given at the Symposium Twenty Beautiful Years of Bottom Physics, Chicago, IL, USA, June 29 -- July 2, 1997.)Comment: 8 pages, Latex, requires aipproc.sty (included), 1 PS figure (included

Predicting reading recovery selection and outcomes : is it possible? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Literacy) at Massey University, Manawatū, New Zealand

Purpose: Predictive early literacy assessments are useful to identify students who are at risk of reading difficulty. This study investigated the use of six early literacy assessments, administered when students first entered school (Time 1), and in the middle of their first year at school (Time 2), in order to predict which students would be selected for Reading Recovery and to identify the Reading Recovery (RR) outcomes for students who participated in the intervention. Method: Unpublished data from a longitudinal study (Early Literacy Project, Chapman, Arrow, Tunmer, & Braid, 2016) was analysed to find predictive links between assessment results and later reading outcomes, for a cohort of 300 5-year-old children in New Zealand primary schools. Results: It was not possible to predict which students would be selected for Reading Recovery due to the variations in RR selection processes. It was found that children who participated in RR were more likely to be referred on for further support the lower their phonological awareness scores were. It was also found that if a child scored 20 points or less, in a combination of Time 1 assessments (letter names, letter sounds and three measures of phonological awareness), they were likely to have a body of literacy abilities that meant they would be working at least a year below the National Standard by the end of their second year at school. Implications: The findings indicate that standardising the selection of students for RR may mean students with the lowest literacy attainment all get support. In addition, early literacy assessments, including measures of phonological awareness, should be administered early in a child’s schooling and those identified as being at risk of reading difficulty should receive literacy support without delay. Addressing students’ low levels of phonological awareness in the first year of schooling may lead to better outcomes for students who participate in RR. Keywords: phonological awareness, Reading Recovery, early literacy assessment, letter names, letter sounds, New Zealand, timing of assessment, vocabular

The Changing World of Work: What Should We Ask of Higher Education?

There is a pervasive anxiety in America about the future of higher education. Spiraling costs combined with seismic changes in the American workplace raise questions about whether a bachelor's degree is still worth the cost. In a recent cover story, Newsweek magazine asked: "Is College a Lousy Investment?" For a growing number of Americans, the answer appears to be yes.Today's students accumulate an average of almost $30,000 in debt by the time they graduate. They will go into a job market that looks especially bleak for young people. Many college graduates are unemployed or working minimum-wage jobs. Still more are working in jobs that don't require a college credential.Some of the troubles facing new graduates can be attributed to the post-recession economy. But there are larger forces at work that are transforming the nature of employment in America -- forces that colleges and universities have been slow to recognize, much less respond to

LABOR LAW- Seniority Rules- An Otherwise Bona Fide Seniority System that Perpetuates Effects of Pre-Title VII Discrimination Is Not Unlawful

Article summarizes International Brotherhood of Teamsters v United States and says that the Supreme Court has carved out an exception to the mandate of the Civil Rights Act that the courts remedy the effects of past employment discrimination that has produced a result that is contrary to the framework and intent of the Act

Doing Democracy: How a Network of Grassroots Organizations Is Strengthening Community, Building Capacity, and Shaping a New Kind of Civic Education

This Kettering Foundation report examines a burgeoning network of organizations that is inventing new forms of community renewal and citizenship education. Their names vary -- some call themselves public policy institutes, others centers for civic life -- yet they share a common methodology, one aimed at tackling tough public issues, strengthening communities, and nurturing people's capacities to participate and make common cause.Today, there are more than 50 of these centers operating in almost every state in the union, most of them affiliated with institutions of higher learning. Except for a handful that are freestanding, the centers combine the best of what colleges and universities provide -- civics courses, leadership development, service-learning programs, community-based research -- with the kinds of hands-on, collaborative problem solving traditionally done by nongovernmental organizations. Because they operate at the intersection of the campus and the community, their impact extends to both: they nurture and sustain public life while at the same time enriching higher education