Workforce Training Programs

EconomicDevelopment__Workforce_Training_Program.pdf: 28 downloads, before Oct. 1, 2020

Localization in Buffalo

EconomicDevelopment__Localization_in_Buffalo.pdf: 11 downloads, before Oct. 1, 2020

Asian Studies Centers Publication Program

This is the PDF version of the final presentation of this project by the Michigan Library Scholars program intern.The Centers for Japanese, Chinese, South Asian, and Southeast Asian Studies have published over 300 books in the last 50 years. Together they represent a rich source of important information about the societies and cultures of Asia. The problem is that many of them are out-of-print and an even greater proportion are unavailable electronically. In this project the Library Scholar worked with faculty experts in the Centers to identify books that are particularly important to the field and deserve greater availability. Simultaneously they assisted Michigan Publishing with analyzing information about circulation, citation, reception, and sales to complement the faculty recommendations. The selected books will potentially be made available in print and ebook formats and a smaller subset will be enriched with additional content including multimedia to be presented on the Library's next generation Fulcrum platform.University Library's Michigan Library Scholars internship programhttps://deepblue.lib.umich.edu/bitstream/2027.42/145714/1/Kathleen_Moriarty_MLS_Presentation_2018.pd

Developing a transformative vision of global education? Unpacking education quality and learning in the policy formulation and content of Sustainable Development Goal 4

This thesis examines the development of Sustainable Development Goal 4 (SDG4). It specifically explores the dynamics and assumptions that informed its formulation and the final text. In particular, this research unpacks the discursive construction of education quality and learning in the formulation and content of SDG4 and considers its potential for developing a transformative vision of global education. The research draws on interviews with ‘policy elites’ and analysis of key documents that informed SDG4’s formulation, tracing the key moments of SDG4’s development. The main question it addresses is: what influences and discourses shaped the formulation of SDG4 and do they support a transformative vision of global education? In this policy trajectory, key processes are examined, as well as how specific understandings of education shaped the final text. In deconstructing SDG4 this research shows how the consensus reflected in the overarching goal is weakened at the level of the targets. It points to the narrowing of the concept of quality education and learning, pointing to how they are reduced in instrumental ways. This research contributes to the understandings of the processes by which global policy frameworks are discursively constituted by elites within specific historic, social, economic and political spaces. It also adds to an understanding of how what is considered ‘relevant’ in SDG4 restricts the ambition of the goal to the wider 2030 agenda. It highlights the intertextual nature of policy, revealing how meaning is reshaped even are texts are finalised, and it contributes to an understanding of how power dynamics shaped construction of the SDG4, of which very little literature exists. It recommends policy advocacy to defend the holistic vision of SDG4 as a universal agenda that is implemented at the national level. Additionally, it recommends future research focused on policy makers and other key stakeholders in the global south to better understand how their voice can inform global education policy-making

DISORIENTATION: NATIONAL IDENTITY IN FRENCH CULTURAL PRODUCTIONS OF THE LATE TWENTIETH AND EARLY TWENTY-FIRST CENTURIES

This dissertation employs a selection of French cultural productions between 1986 and 2010 to analyse the divide between nationally promoted and personally experienced versions of French national identity. In line with the rapidly shifting demographics of the French population, this work advocates for a new paradigm for the study of French national identity. I adapt Sara Ahmed’s use of the term disorientation in queer theory to foreground national identity as an orientation not dissimilar to sexual orientation wherein persons living counter to normative expressions of Frenchness inevitably stand out from the crowd. The corpus reveals, however, that non-normative representations of French identity never completely disengage from French subjectivity. The underlying backgrounds or orientations that permeate society assume Frenchness as a fixed and common set of beliefs, desires, mannerisms, origins, and expectations. The cultural productions of my study highlight the individual and familial deviations, which promote Frenchness as incredibly diverse and arduous to define. I examine examples of disoriented French identity through three main areas of inquiry: the cultural valuation of objects of national importance, international tourism, and the mother-child relationship. These three seemingly disparate topics together show France in its contemporary state as reimagined and distinct from the national narrative promoted by the nation-state

Observations and considerations when artificially rearing baby pigs in a non-isolated environment

Call number: LD2668 .T4 1979 M67Master of Scienc

PIPc study: development of indicators of potentially inappropriate prescribing in children (PIPc) in primary care using a modified Delphi technique

OBJECTIVE: There is limited evidence regarding the quality of prescribing for children in primary care. Several prescribing criteria (indicators) have been developed to assess the appropriateness of prescribing in older and middle-aged adults but few are relevant to children. The objective of this study was to develop a set of prescribing indicators that can be applied to prescribing or dispensing data sets to determine the prevalence of potentially inappropriate prescribing in children (PIPc) in primary care settings. DESIGN: Two-round modified Delphi consensus method. SETTING: Irish and UK general practice. PARTICIPANTS: A project steering group consisting of academic and clinical general practitioners (GPs) and pharmacists was formed to develop a list of indicators from literature review and clinical expertise. 15 experts consisting of GPs, pharmacists and paediatricians from the Republic of Ireland and the UK formed the Delphi panel. RESULTS: 47 indicators were reviewed by the project steering group and 16 were presented to the Delphi panel. In the first round of this exercise, consensus was achieved on nine of these indicators. Of the remaining seven indicators, two were removed following review of expert panel comments and discussion of the project steering group. The second round of the Delphi process focused on the remaining five indicators, which were amended based on first round feedback. Three indicators were accepted following the second round of the Delphi process and the remaining two indicators were removed. The final list consisted of 12 indicators categorised by respiratory system (n=6), gastrointestinal system (n=2), neurological system (n=2) and dermatological system (n=2). CONCLUSIONS: The PIPc indicators are a set of prescribing criteria developed for use in children in primary care in the absence of clinical information. The utility of these criteria will be tested in further studies using prescribing databases

Transformative Education and its Potential for Changing the Lives of Children in Disempowering Contexts

For millions of children around the world, disempowerment is not just a part of life – it becomes their life, to the point where any alternative way of living may be unimaginable to them. Intergenerational transmission (IGT) of inequality is deeply embedded, even where education is available; this leads us to question whether many forms of education, experienced by children who are already disempowered, may further entrench that condition by reproducing the norms, values and drivers within society that have brought about this disempowerment in the first place. In this article we explore the extent to which access to good?quality, transformative education has a key role to play in overcoming IGT of marginalised children and their communities, with positive outcomes not only for the individuals themselves but also for wider social processes