Continued Progress: Promising Evidence on Personalized Learning

The findings are grouped into four sections. The first section on student achievement finds that there were positive effects on student mathematics and reading performance and that the lowest-performing students made substantial gains relative to their peers. The second section on implementation and the perceptions of stakeholders finds that adoption of personalized learning practices varied considerably. Personalized learning practices that are direct extensions of current practice were more common, but implementation of some of the more challenging personalized learning strategies was less common. The third section relates implementation features to outcomes and identifies three elements of personalized learning that were being implemented in tandem in the schools with the largest achievement effects. Finally, the fourth section compares teachers' and students' survey responses to a national sample and finds some differences, such as teachers' greater use of practices that support competency-based learning and greater use of technology for personalization in the schools in this study with implementation data

Human rights in health systems frameworks: what is there, what is missing and why does it matter?

Global initiatives and recent G8 commitments to health systems strengthening have brought increased attention to factors affecting health system performance. While equity concerns and human rights language appear often in the global health discourse, their inclusion in health systems efforts beyond rhetorical pronouncements is limited. Building on recent work assessing the extent to which features compatible with the right to health are incorporated into national health systems, we examine how health systems frameworks have thus far integrated human rights concepts and human rights-based approaches to health in their conceptualisation. Findings point to the potential value of the inclusion of human rights in these articulations to increase the participation or involvement of clients in health systems, to broaden the concept of equity, to bring attention to laws and policies beyond regulation and to strengthen accountability mechanisms

Promoting Appropriate Antibiotic Use: Teaching Doctors, Teaching Patients

Antibiotic resistance is a major public health threat that requires an organized, comprehensive approach to overcome. Many studies have shown that integrating education programs for clinicians, medical office staff, patients, and targeted audiences such as day care providers make the biggest difference in community-wide antibiotic use. We describe such an integrated approach between our state’s public health programs and our developing curriculum for primary care residents based at the academic health center. Patients receive education directly from both the state programs and their clinicians during office visits for upper respiratory infections. Physicians learn principles of appropriate antibiotic use, how best to educate patients about this important health topic, and how to address patients’ concerns about their illnesses

Making Space for Failure in the Scholarship of Teaching and Learning: A Blueprint

In this essay, we offer a typology of failure in the scholarship of teaching and learning (SoTL) to serve as the foundation for a new line of inquiry to be featured in this new section of Teaching & Learning Inquiry — SoTL in Process. Through the typology, we advocate for making space to talk about failure and its many forms in SoTL. Read the corresponding ISSOTL blog post here

Characterization of site-specific vegetation activity in Alaskan wet and dry tundra as related to climate and soil state

We present discrete (2-h resolution) multi-year (2008–2017) in situ measurements of seasonal vegetation growth and soil biophysical properties from two sites on Alaska\u27s North Slope, USA, representing dry and wet sedge tundra. We examine measurements of vertical active soil layer temperature and soil moisture profiles (freeze/thaw status), woody shrub vegetation physiological activity, and meteorological site data to assess interrelationships within (and between) these two study sites. Vegetation phenophases (cold de-hardening start, physiological function start, stem growth start, stem growth end, physiological function end, cold hardening completion) were found to have greater interannual day of year (DOY) occurrence variability at the dry site compared with the wet site. At the dry site, vegetation activity begins on average ~7 days earlier and ends ~11 days earlier. The mean active stem growth window lasts ~54 days for the dry site and ~51 days for the wet site. Vegetation, in both tundra environments, began cold de-hardening functions (warm season prep) prior to atmospheric temperatures warming above 0°C. Similar results were found related to the critical soil freeze/thaw/transition dates; the dry site had a DOY phenophase occurrence range that was 8 days larger than that of the wet site. A longer continuous summer thaw period was captured at the wet site by ~26 days throughout the active layer. In addition, the dry site was measured to have longer spring and fall soil isothermal conditions than the wet site by ~9 and 5 days throughout the active layer. These results show that the dry site\u27s willow shrub vegetation physiology and soil condition phenology is more variable than the wet site. Alongside the in situ data, a remote sensing product from NASA\u27s MEaSUREs program was utilized; our research indicates that the AMSR-derived satellite product is more precise over the wet tundra site with critical date alignment between remote sensing observations and in situ measurements ranging from ~4 to 11 days. Furthermore, the AMSR product was shown to preemptively estimate land surface condition change during the spring transition for both tundra types while lagging during the fall transition and freeze-up periods

Self-consistent Black Hole Accretion Spectral Models and the Forgotten Role of Coronal Comptonization of Reflection Emission

Continuum and reflection spectral models have each been widely employed in measuring the spins of accreting black holes. However, the two approaches have not been implemented together in a photon-conserving, self-consistent framework. We develop such a framework using the black hole X-ray binary GX 339–4 as a touchstone source, and we demonstrate three important ramifications. (1) Compton scattering of reflection emission in the corona is routinely ignored, but is an essential consideration given that reflection is linked to the regimes with strongest Comptonization. Properly accounting for this causes the inferred reflection fraction to increase substantially, especially for the hard state. Another important impact of the Comptonization of reflection emission by the corona is the downscattered tail. Downscattering has the potential to mimic the relativistically broadened red wing of the Fe line associated with a spinning black hole. (2) Recent evidence for a reflection component with a harder spectral index than the power-law continuum is naturally explained as Compton-scattered reflection emission. (3) Photon conservation provides an important constraint on the hard state's accretion rate. For bright hard states, we show that disk truncation to large scales R ≫ R[subscript ISCO] is unlikely as this would require accretion rates far in excess of the observed [dotM] of the brightest soft states. Our principal conclusion is that when modeling relativistically broadened reflection, spectral models should allow for coronal Compton scattering of the reflection features, and when possible, take advantage of the additional constraining power from linking to the thermal disk component.United States. National Aeronautics and Space Administration (PF5-160144