HOW DOES BACKGROUND AND TRAINING AFFECT DANCE PEDAGOGY IN HIGHER EDUCATION?

Dance faculty in higher education have various backgrounds and training ranging from professional dance careers to doctoral degrees in dance. This study sought to examine the ways background and training impact faculty members‟ pedagogical approach to a dance technique class in a higher education dance department. This study examined the pedagogical knowledge, content knowledge, and pedagogical content knowledge of participants through qualitative methods including interviews, observations, and document analysis. Six major themes emerged from the data: desire to teach, teaching focus, challenging students, planning and preparation, instructional methods, and assessment strategies

Food Access and Security During Coronavirus: A Vermont Study

Key Findings 1. Respondents reported a 33% increase in food insecurity since the coronavirus outbreak began in Vermont (from 18% to 24%). 2. 45% of respondents with jobs experienced a job disruption or loss. 3. Respondents said the most helpful actions for meeting their food needs would be increased trust in the safety of going to stores and more food in stores. 4. Respondents worried most about food becoming unaffordable and running out of food if they were unable to go out. 5. Vermonters are using a variety of strategies to adapt: a majority of respondents are at least somewhat likely to buy foods that don\u27t go bad quickly (90%); buy different, cheaper foods (69%); and stretch the food they have by eating less (52%)

Employment and Food During Coronavirus

Key Findings 1. 45% of respondents with jobs experienced some type of job disruption or loss. 19.7% had a reduction in hours or income, 9.3% had been furloughed, and 15.5% had lost their job since the coronavirus outbreak. 2. 38.5% of respondents experiencing job loss or disruption since the outbreak were classified as food insecure. 3. Respondents experiencing job disruption or loss were significantly more likely to be already implementing food purchasing or eating changes and concerned about food access compared to those who did not experience a change in employment. 4. Respondents with job disruption or loss were significantly more likely to need higher amounts of money per week to help meet their basic needs if they could no longer afford food ($100 with a reduction in hours/income,$107 furloughed, $158 with job loss, compared to$82 with no job impact)

The Impact of Coronavirus on Vermonters Experiencing Food Insecurity

Key Findings 1. Respondents experiencing food insecurity were more likely to be people of color, female, live in households with children, and live in larger households. 2. 84.2% of respondents who experienced food insecurity at some point in the year before the coronavirus pandemic remained food insecure during the early days of the outbreak. 3. The majority of respondents experiencing food insecurity are not utilizing food assistance programs. 4. ⅔ of respondents experiencing food insecurity are already buying different, cheaper foods or eating less to make their food last. 5. ⅔ of respondents experiencing food insecurity with a job had job disruption or loss since the coronavirus outbreak. 6. Vermonters are helping each other – there was a reported doubling in the percentage of people receiving their food via delivery from other people

Sustaining the use of Positive Education coping skills to meet the challenges of the emerging adulthood period

The Positive Education approach is a whole-school program implemented in primary and secondary school settings that aims to equip students with effective coping skills. During the transition to adulthood (often termed “emerging adulthood”), young people encounter a variety of challenges and are expected to draw on their own resources to cope. The current qualitative study aimed to provide initial insights into whether young people exposed to Positive Education training at school continue to use these coping strategies during emerging adulthood, when they have left the school setting. Twenty-one graduates (9 male, 12 female, 18 – 19 years old) of a Victorian independent school who had received four years of explicit Positive Education training completed semi-structured interviews via telephone. The interviews focused on the challenges the participants encountered after leaving school, skills they used to cope with those challenges, and factors that affected their use of Positive Education skills. Qualitative analysis showed that all participants were using skills that are taught within Positive Education to some extent, once they had left the secondary school setting. Young people identified a range of barriers and enablers to their continued use of these skills beyond the school setting. The findings suggest that Positive Education training may be helpful in preparing young people for the challenges of the emerging adulthood period. However, further program development is needed to promote the sustained use of these skills.

Police functional adaptation to the digital or post digital age: discussions with cybercrime experts.

This article examines the challenges of functional adaptation faced by the police in response to technologically driven changes in the nature of crime. It also recounts how research under the auspices of a ‘dark web’ research project resulted in a search for an effective approach to engaging with investigators dealing with cybercrime. In doing so it tested, as a research methodology, a standard change implementation tool (problem tree analysis) from the Disaster Management and Sustainable Development (DMSD) discipline. This in turn resulted in significant consideration being given to the physical space in which that methodology is used. It presents the results of a workshop held with cybercrime investigators (not all were police officers) in terms of the importance of four key organisational and cultural issues (management, leadership and institutional ethos within the police; the risks of over-complication and exaggerated distinctions between cyber and real world policing; ethics; and knowledge, training and development) alongside the development and acquisition of new technical capabilities

What Do Emissions Markets Deliver and to Whom? Evidence from Southern California's NOx Trading Program

A perceived advantage of cap-and-trade programs over more prescriptive environmental regulation is that enhanced compliance flexibility and cost effectiveness can make more stringent emissions reductions politically feasible. However, increased compliance flexibility can also result in an inequitable distribution of pollution. We investigate these issues in the context of Southern California's RECLAIM program. We match facilities in RECLAIM with similar California facilities also located in non-attainment areas. Our results indicate that emissions fell approximately 24 percent, on average, at RECLAIM facilities relative to our counterfactual. Furthermore, we find that observed changes in emissions do not vary significantly with neighborhood demographic characteristics.

Why we publish where we do: Faculty publishing values and their relationship to review, promotion and tenure expectations

Using an online survey of academics at 55 randomly selected institutions across the US and Canada, we explore priorities for publishing decisions and their perceived importance within review, promotion, and tenure (RPT). We find that respondents most value journal readership, while they believe their peers most value prestige and related metrics such as impact factor when submitting their work for publication. Respondents indicated that total number of publications, number of publications per year, and journal name recognition were the most valued factors in RPT. Older and tenured respondents (most likely to serve on RPT committees) were less likely to value journal prestige and metrics for publishing, while untenured respondents were more likely to value these factors. These results suggest disconnects between what academics value versus what they think their peers value, and between the importance of journal prestige and metrics for tenured versus untenured faculty in publishing and RPT perceptions

Impact of Extended Recess: A Grounded Theory Study

Existing literature has established the benefits of recess and physical activity for children. In response, more schools in the United States (U.S.) are implementing, or even requiring, extended recess time for students. With these policy changes, it is important to understand the impact upon students, faculty, and staff. The following study used the shared experience of three elementary schools in the southern U.S. who recently implemented extended recess. Semi-structured focus groups with administrators, teachers, paraprofessionals, and students from three elementary schools were included in this pilot study. A Grounded theory approach was utilized, and findings confirmed the known benefits of recess but also enhanced understanding of the process, which included the challenges involved as well as the importance of stakeholder feedback. Recommendations are included for the professional school counselor which are applicable in both, the U.S. and internationally