A Legislação No Child Left Behind e os Custos Administrativos: Um Estudo de Recursos Distritos Escolares Dependência

This study considers the impact of federal funding on the administrative expenditures of local school districts since the passage of the No-Child-Left-Behind (NCLB) Act of 2001. Under NCLB, federal education funds were made contingent upon a variety of accountability and reporting standards, creating new administrative costs and challenges for local school districts. According to the premises of resource dependence theory, these increases in administrative costs will likely be most pronounced among those local districts with the greatest reliance on federal revenue. Repeated measures models are constructed for a multi-state sample of public school districts to test the extent to which these policy changes may be influencing administrative expenditures at the local level. While effect sizes are small, the results do demonstrate a significant resource dependence effect, suggesting that districts with greater reliance on federal revenue are experiencing larger increases in administrative expenditures over time.Este estudio analiza el impacto de los fondos federales en los gastos administrativos de los distritos escolares desde la aprobación de la legislación NCLB de 2001. En virtud de la ley NCLB, los fondos federales para la educación ponían como condición una variedad de medidas de responsabilidad educativa y presentación de informes, que generaron nuevos costos administrativos y desafíos para los distritos escolares. De acuerdo con las premisas de la teoría de dependencia de recursos, estos aumentos en los costos administrativos probablemente serán más pronunciados entre los distritos con mayor dependencia de ingresos federales. Generamos modelos de medidas repetidas para una muestra multi-estatal de distritos escolares públicos para poner a prueba el grado en que estos cambios de políticas influirían en los gastos administrativos de los distritos. Mientras que los tamaños del efecto son pequeños, los resultados demuestran un efecto significativo en la dependencia de recursos, lo que sugiere que los distritos con mayor dependencia de ingresos federales están experimentando mayores incrementos en sus gastos administrativos.O presente estudo analisa o impacto dos recursos federais para as despesas administrativas dos distritos escolares, desde a adopção da legislação NCLB em 2001. De acordo com NCLB, o financiamento federal para a educação tinha como condição uma série de medidas responsabilização educacional e relatórios, gerando novos custos administrativos para os distritos escolares. De acordo com os pressupostos da teoria da dependência de recursos, estes aumentos de custos administrativos tendem a ser mais pronunciada entre os distritos com maior dependência das receitas federais. Geramos modelos de medidas repetido para uma amostra multi-estado de distritos escolares públicos para testar em que medida estas mudanças de políticas afetariam os custos administrativos dos distritos. Enquanto os efeitos de tamanhos são pequenos, os resultados mostram um efeito significativo na dependência de recursos, o que sugere que os distritos com maior dependência das receitas federais estão enfrentando maiores aumentos nas despesas administrativas

Mapping Temporal Experience: accounting for felt time in service design

A key aspect of service design practice is the utilization of diverse mapping methods to comprehend and depict service architectures. While a consensus exists regarding the importance of considering temporal experience as an aspect of service designing, the prevalent methods—customer journey maps, service blueprints, and system diagrams—fall short in capturing vital temporal dimensions. Contemporary tools spotlight physical touchpoints rather than address intricate narratives of more spontaneous customer/provider interactions. The task of documenting evolving temporal experiences necessitates a profound reorientation toward kairotic time, a dimension underrepresented in current discourse. This study explores alternative methodologies that elucidate time within the context of depicting evolving service experiences. Preliminary ventures into service design mapping attuned to temporality are also introduced

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Factors That Introduce Intrasubject Variability Into Ear-Canal Absorbance Measurements

Wideband immittance measures can be useful in analyzing acoustic sound flow through the ear and also have diagnostic potential for the identification of conductive hearing loss as well as causes of conductive hearing loss. To interpret individual measurements, the variability in test- retest data must be described and quantified. Contributors to variability in ear-canal absorbance-based measurements are described in this article. These include assumptions related to methodologies and issues related to the probe fit within the ear and potential acoustic leaks. Evidence suggests that variations in ear-canal cross-sectional area or measurement location are small relative to variability within a population. Data are shown to suggest that the determination of the Thévenin equivalent of the ER-10C probe introduces minimal variability and is independent of the foam ear tip itself. It is suggested that acoustic leaks in the coupling of the ear tip to the ear canal lead to substantial variations and that this issue needs further work in terms of potential criteria to identify an acoustic leak. In addition, test-retest data from the literature are reviewed

Multisite study assessing the effect of cognitive test anxiety on academic and standardized test performance

Objective. To evaluate the degree of cognitive test anxiety (CTA) present in student pharmacists at multiple pharmacy programs in the United States and to determine if there are associations between self-reported CTA and relevant academic outcomes. Methods. All 2018-2019 advanced pharmacy practice experience (APPE) students from three US Doctor of Pharmacy (PharmD) programs (N=260) were invited to participate in the study. Participants completed a validated 37-question survey that included the Cognitive Test Anxiety Scale-2 (CTAS-2) along with demographics-related questions. Responses were analyzed using analysis of variance (ANOVA), Kruskal Wallace, and multiple linear regression where appropriate. Results. One hundred twenty-four students (48%) from the three programs participated in the study, and the individual data of 119 (46%) were included in the final analysis. Twenty-two students (18.5%) were classified as having high CTA, 41 (34.5%) as having moderate CTA, and 56 (47.1%) as having low CTA. High CTA predicted a 8.9 point lower NAPLEX total scaled score after accounting for other variables and was also correlated with lower cumulative didactic GPA, performance on the Pharmacy Curriculum Outcomes Assessment (PCOA), and increased likelihood of requiring course remediation. Conclusion. High cognitive test anxiety affects 18% of pharmacy students and may significantly impact their performance on a variety of traditional student success measures, including the NAPLEX. Pharmacy educators should consider further use and adoption of test anxiety measurements to identify and assist potentially struggling students

The distinct role of the four voltage sensors of the skeletal CaV1.1 channel in voltage-dependent activation.

Initiation of skeletal muscle contraction is triggered by rapid activation of RYR1 channels in response to sarcolemmal depolarization. RYR1 is intracellular and has no voltage-sensing structures, but it is coupled with the voltage-sensing apparatus of CaV1.1 channels to inherit voltage sensitivity. Using an opto-electrophysiological approach, we resolved the excitation-driven molecular events controlling both CaV1.1 and RYR1 activations, reported as fluorescence changes. We discovered that each of the four human CaV1.1 voltage-sensing domains (VSDs) exhibits unique biophysical properties: VSD-I time-dependent properties were similar to ionic current activation kinetics, suggesting a critical role of this voltage sensor in CaV1.1 activation; VSD-II, VSD-III, and VSD-IV displayed faster activation, compatible with kinetics of sarcoplasmic reticulum Ca2+ release. The prominent role of VSD-I in governing CaV1.1 activation was also confirmed using a naturally occurring, charge-neutralizing mutation in VSD-I (R174W). This mutation abolished CaV1.1 current at physiological membrane potentials by impairing VSD-I activation without affecting the other VSDs. Using a structurally relevant allosteric model of CaV activation, which accounted for both time- and voltage-dependent properties of CaV1.1, to predict VSD-pore coupling energies, we found that VSD-I contributed the most energy (~75 meV or ∼3 kT) toward the stabilization of the open states of the channel, with smaller (VSD-IV) or negligible (VSDs II and III) energetic contribution from the other voltage sensors (<25 meV or ∼1 kT). This study settles the longstanding question of how CaV1.1, a slowly activating channel, can trigger RYR1 rapid activation, and reveals a new mechanism for voltage-dependent activation in ion channels, whereby pore opening of human CaV1.1 channels is primarily driven by the activation of one voltage sensor, a mechanism distinct from that of all other voltage-gated channels

Evaluation of student perceptions with 2 interprofessional assessment tools—the Collaborative Healthcare Interdisciplinary Relationship Planning instrument and the Interprofessional Attitudes Scale—following didactic and clinical learning experiences in the United States

Purpose This study investigated changes in students’ attitudes using 2 validated interprofessional survey instruments—the Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) instrument and the Interprofessional Attitudes Scale (IPAS)—before and after didactic and clinical cohorts. Methods Students from 7 colleges/schools participated in didactic and clinical cohorts during the 2017–2018 year. Didactic cohorts experienced 2 interactive sessions 6 months apart, while clinical cohorts experienced 4 outpatient clinical sessions once monthly. For the baseline and post-cohort assessments, 865 students were randomly assigned to complete either the 14-item CHIRP or the 27-item IPAS. The Pittman test using permutations of linear ranks was used to determine differences in the score distribution between the baseline and post-cohort assessments. Pooled results were compared for the CHIRP total score and the IPAS total and subdomain scores. For each score, 3 comparisons were made simultaneously: overall baseline versus post-didactic cohort, overall baseline versus post-clinical cohort, and post-didactic cohort versus post-clinical cohort. Alpha was adjusted to 0.0167 to account for simultaneous comparisons. Results The baseline and post-cohort survey response rates were 62.4% and 65.9% for CHIRP and 58.7% and 58.1% for IPAS, respectively. The post-clinical cohort scores for the IPAS subdomain of teamwork, roles, and responsibilities were significantly higher than the baseline and post-didactic cohort scores. No differences were seen for the remaining IPAS subdomain scores or the CHIRP instrument total score. Conclusion The IPAS instrument may discern changes in student attitudes in the subdomain of teamwork, roles, and responsibilities following short-term clinical experiences involving diverse interprofessional team members

Portland State University Spring Symposium Report

The 2023 Spring Symposium arose in response to a request to PSU administrators in a Faculty Senate Resolution. That resolution noted the high level of interest by the Faculty Senate in both understanding and engaging in the university’s budgeting processes. The Symposium offered an opportunity for all PSU employees to come together to identify priorities and shared purpose regarding the university’s approach to long term financial planning. The recommendations created during the symposium are being shared with incoming president Ann Cudd to inform her thinking as PSU pursues a path toward financial sustainability. Table of Contents 04 Statement from President and Faculty Senate 05 2023 Faculty & Staff Spring Symposium Event Overview 08 Collaborative Governance Overview 10 Report Purpose & Intention 11 Process Recommendations 13 Next Steps 15 Acknowledgements 16 Appendix: Process Recommendation Too