Racial Context and Political Support for California School Taxes

Objective: To determine how racial context influences school districts’ ability to raise taxes and whether it is mitigated by racial context. Method: Panel regression models are fit to a data set of 293 parcel tax measures and 967 California school districts from 1997 to 2010, including data on the racial composition of enrolled students, the district population, and the school board, with controls for features of the policy and the social, political, and economic context. Results: School boards were least likely to propose new parcel taxes where there was a high percentage of Latinx students or a large gap between the percentage of white students and the percentage of white residents 65 and older. Once a tax was proposed, these and other measures of racial context had no measurable influence on the propensity of voters to approve it. Policy design influenced outcomes, but not by mitigating racial context. Conclusion: Racial context affects whether school districts propose new taxes

Cross-population variation in usage of a call combination: evidence of signal usage flexibility in wild bonobos

The arbitrary relationship between signifier and signified is one of the features responsible for language’s extreme lability, adaptability, and expressiveness. Understanding this arbitrariness and its emergence is essential in any account of the evolution of language. To shed light on the phylogeny of the phenomenon, comparative data examining the relationship between signal form and function in the communication systems of non-humans is central. Here we report the results of a study on the production and usage the whistle-high hoot call combination (W + HH) from two distant populations of wild bonobos (Pan paniscus): Lui Kotale, DRC, and Kokolopori, DRC. We find that the context in which bonobos produce the W + HHs varies systematically between populations. Our results suggest that variation in W + HH production may represent an example of signal-adjustment optionality, a key component of arbitrariness

Helping Students to Build Multicultural and Multidisciplinary Competences: A Pilot of Challenge-Based Collaborative Learning on a Digital Gamified Platform

Global issues such as poverty, hunger, and environmental problems are inextricable and cannot be solved comprehensively by homogeneous groups. With the advance of technology, collaborations with peoples at different geographical locations can be achieved effectively. Higher education in the 21st Century must therefore facilitate students to learn how to eclectically connect their creativity and problem-solving skills with technology, and most importantly to work with heterogeneous groups to solve complex global issues.This paper will elaborate on a pilot study of a project in Hong Kong, titled the CCGame Project, which aims to heighten students’ multicultural and multidisciplinary competences by deploying gamified learning and challenge-based learning. Team-based, self-guided learning is the core of the challenge-based learning approach. To preserve students’ interest in learning and accomplishing the tasks for the team, cloud-based learning platforms have been deployed. In the pilot, the online learning platform collected data for analysis of individual and team behaviour. The pilot demonstrated that students could work in a diverse team to complete a challenge. Evidence-based results supported with data analytics will be presented and the project’s plan of work will also be elucidated in this paper

Impact of two rounds of praziquantel mass drug administration on Schistosoma mansoni infection prevalence and intensity: a comparison between community wide treatment and school based treatment in western Kenya

AbstractThis study compared the effectiveness of the community-wide treatment and school-based treatment approaches in the control of Schistosoma mansoni infections in villages with ⩾25% prevalence in western Kenya. Stool samples from first year students, 9–12year olds and adults (20–55years) were analyzed by the Kato–Katz technique for S. mansoni eggs. After two rounds of treatment, S. mansoni prevalence and intensity levels significantly declined in both treatment approaches. Prevalence comparisons between the two approaches did not show any significant differences following treatment. However, infection intensity levels in the 9–12year old school-attending pupils were significantly higher in the community-wide treatment arm than in the school-based treatment arm. Nevertheless, significant reductions in S. mansoni infection prevalence and intensity levels were achieved among school-age children regardless of the treatment approach used

Globally Distributed Drug Discovery of New Antibiotics: Design and Combinatorial Synthesis of Amino Acid Derivatives in the Organic Chemistry Laboratory

An experiment for the synthesis of N-acyl derivatives of natural amino acids has been developed as part of the Distributed Drug Discovery (D3) program. Students use solid-phase synthesis techniques to complete a three-step, combinatorial synthesis of six products, which are analyzed using LC–MS and NMR spectroscopy. This protocol is suitable for introductory organic laboratory students and has been successfully implemented at multiple academic sites internationally. Accompanying prelab activities introduce students to SciFinder and to medicinal chemistry design principles. Pairing of these activities with the laboratory work provides students an authentic and cohesive research project experience

Development of a Certificate in Healthcare Improvement for Inter-Professional Teams

Introduction To address gaps in care team improvement-science education and connect geographically dispersed learners, we created a healthcare improvement certificate program, now completing the third program year, for inter-professional (IP) healthcare teams, including third year medical students. Methods This hybrid learning program consists of five modules: Learning Healthcare Systems, Improvement Science, Patient Safety and Diagnostic Error, Population Health and Health Equity and Leading Change. The curricular materials are comprised of focused readings, concise videos, faculty-moderated discussion boards, weekly synchronous calls of participants with faculty, and a longitudinal improvement project. The faculty are content experts, and worked with a curricular designer to define learning objectives and develop content. Results We have completed three years of this six-month program, training 61 participants (17 of whom were medical students) at 14 sites. In the third year, several medical students participated without an IP team. Development of the materials has been iterative, with feedback from learners and faculty used to shape the materials. Discussion We demonstrate the development and rollout of a hybrid-learning program for diverse and geographically dispersed IP teams, including medical students. Time restrictions limited the depth of topics, and scheduling overlap caused some participants to miss the interactive calls. We plan to evaluate the utility of the program for participants over time, using qualitative methods. Conclusion This educational model is feasible for IP teams studying improvement science and implementing change projects, and can be adopted to dispersed geographic settings

Designed Spin‐Texture‐Lattice to Control Anisotropic Magnon Transport in Antiferromagnets

Spin waves in magnetic materials are promising information carriers for future computing technologies due to their ultra-low energy dissipation and long coherence length. Antiferromagnets are strong candidate materials due, in part, to their stability to external fields and larger group velocities. Multiferroic antiferromagnets, such as BiFeO3 (BFO), have an additional degree of freedom stemming from magnetoelectric coupling, allowing for control of the magnetic structure, and thus spin waves, with the electric field. Unfortunately, spin-wave propagation in BFO is not well understood due to the complexity of the magnetic structure. In this work, long-range spin transport is explored within an epitaxially engineered, electrically tunable, 1D magnonic crystal. A striking anisotropy is discovered in the spin transport parallel and perpendicular to the 1D crystal axis. Multiscale theory and simulation suggest that this preferential magnon conduction emerges from a combination of a population imbalance in its dispersion, as well as anisotropic structural scattering. This work provides a pathway to electrically reconfigurable magnonic crystals in antiferromagnets

Measuring the impact of deprivation on infants born preterm for learning difficulties and behaviour: A cohort study

Purpose: To identify if children born preterm to families with higher levels of social deprivation are disproportionately more likely to have learning difficulties than those with lower levels of social deprivation. Methods: Data from the RANOPS (Respiratory And Neurological Outcomes in children born Preterm Study) was used to assess the prevalence of learning difficulties. The effects of preterm birth (gestation of less than 37 weeks) and deprivation (measured using the Welsh Index of Multiple Deprivation (WIMD)) were reviewed. Multi-level logistic regression models were used to examine if gestational age and deprivation impacts interacted after adjustment for possible confounders. Primary outcome measure was parent-reported learning difficulties. Secondary outcome measures were parent-reported behavioural problems and the need for a statement of special educational need. Results: We investigated the developmental outcomes of 6,691 infants with a median age of 5 years at time of survey (IQR 5). Deprivation decile (OR 1.08 (1.03-1.12)) and preterm birth (OR 2.67 (2.02-3.53)) were both associated with increased risk of learning difficulties. There was little evidence for any interaction between preterm birth and deprivation (p=0.298) and the risk of learning difficulties. Conclusions: Deprivation and preterm birth both have significant associations with learning difficulties. While deprivation does not appear to have potentiated the impact of preterm birth, preterm infants in the most deprived areas have the highest risk of learning difficulties with almost 1 in 3 extremely premature born infants with a learning difficulty in the most deprived areas