Dr. Snook and the Coed: The Theora Hix Affair and Murder

Dr. James Howard Snook was born in South Lebanon, Ohio in Warren County in 1879. He was both an alumnus and later a faculty member of the Ohio State University College of Veterinary Medicine. In 1922 Dr. Snook married Helen Marple and had a daughter. In 1926 Dr. Snook began an affair with an OSU medical student, Theora Hix. The affair lasted about 2 years. During a visit in 1929 Theora Hix allegedly threatened to harm Dr. Snook\u27s wife and child. Dr. Snook murdered her and was sentenced to death in February of 1930

A Calculus of Bounded Capacities

Resource control has attracted increasing interest in foundational research on distributed systems. This paper focuses on space control and develops an analysis of space usage in the context of an ambient-like calculus with bounded capacities and weighed processes, where migration and activation require space. A type system complements the dynamics of the calculus by providing static guarantees that the intended capacity bounds are preserved throughout the computation

Real-Reward Testing for Probabilistic Processes (Extended Abstract)

We introduce a notion of real-valued reward testing for probabilistic processes by extending the traditional nonnegative-reward testing with negative rewards. In this richer testing framework, the may and must preorders turn out to be inverses. We show that for convergent processes with finitely many states and transitions, but not in the presence of divergence, the real-reward must-testing preorder coincides with the nonnegative-reward must-testing preorder. To prove this coincidence we characterise the usual resolution-based testing in terms of the weak transitions of processes, without having to involve policies, adversaries, schedulers, resolutions, or similar structures that are external to the process under investigation. This requires establishing the continuity of our function for calculating testing outcomes.Comment: In Proceedings QAPL 2011, arXiv:1107.074

Academic attainment and special educational needs in extremely preterm children at 11 years of age : the EPICure Study

Aim: To assess academic attainment and special educational needs (SEN) in extremely preterm (EP) children in middle childhood. Methods: Of 307 EP (=25 weeks) survivors born in the UK and Ireland in 1995, 219 (71%) were re-assessed at 11 years, with a comparison group of 153 classmates born at term, using standardised tests of cognitive ability and academic attainment and teacher reports of school performance and special educational needs (SEN). Multiple imputation was used to correct for selective dropout. Results: EP children had significantly lower scores than classmates for cognitive ability (-20 points; 95%CI: -23,-17), reading (-18 points; -22,-15) and mathematics (-27 points; -31,-23). Twenty-nine (13%) EP children attended special school. In mainstream schools, 105 (57%) EP children had SEN (OR: 10; 6, 18) and 103 (55%) required SEN resource provision (OR: 10; 5, 18). Teachers rated 50% of EP children with attainment below the average range compared with 5% of classmates (OR: 18; CI: 8, 41). EP children who are entered for mainstream education an academic year early due to preterm birth had similar academic attainment but required more SEN support (OR: 2; 1.1,3.8). Conclusions: EP survivors remain at high risk for learning impairments and poor academic attainment in middle childhood. A significant proportion require full-time specialist education and over half of those attending mainstream schools require additional health or educational resources in order to access the national curriculum. The prevalence and impact of SEN is likely to increase as these children approach the transition to secondary school. -------------------------------------------------------------------------------

Correlated and zonal errors of global astrometric missions: a spherical harmonic solution

We propose a computer-efficient and accurate method of estimation of spatially correlated errors in astrometric positions, parallaxes and proper motions obtained by space and ground-based astrometry missions. In our method, the simulated observational equations are set up and solved for the coefficients of scalar and vector spherical harmonics representing the output errors, rather than for individual objects in the output catalog. Both accidental and systematic correlated errors of astrometric parameters can be accurately estimated. The method is demonstrated on the example of the JMAPS mission, but can be used for other projects of space astrometry, such as SIM or JASMINE.Comment: Accepted by AJ, to be published in 201

Challenges and opportunities for teacher professional development in interactive use of technology in African schools

This paper examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (“OER4Schools”) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers.We are most grateful to the teachers and the school who participated in our trials for their enthusiasm and support. Thanks also to Masters students Andrew Cross and Melissa Marsden for their roles in the data collection and analysis. The OER4Schools programme was based in the University of Cambridge Centre for Commonwealth Education (CCE) and was supported by the Commonwealth Education Trust, primarily funding the creation of the resource and the research. We greatly appreciate the administrative support provided by various CCE staff throughout the programme.This is the author accepted manuscript. The final version is available from Taylor & Francis via http://dx.doi.org/10.1080/1475939X.2015.109246

Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year

Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.Commonwealth Education Trus

Secondary Market Liquidity and Security Design: Theory and Evidence from ABS Markets

We develop and empirically test a theory of optimal security design under adverse selection accounting for strategic trading by uninformed investors who will liquidate a security in secondary markets only if their idiosyncratic carrying costs exceed the security's expected trading loss. Such investors demand primary market discounts equaling expected carrying costs borne plus trading losses incurred. Issuers minimize the total illiquidity discount by splitting cash-flow into tranched debt claims with liquidity predicted to increase with seniority, while the optimal number of tranches increases with underlying cash-flow risk. Empirical tests confirm our model predictions

OER4Schools: Outcomes of a Sustained Professional Development Intervention in Sub-Saharan Africa

© Copyright © 2020 Haßler, Hennessy and Hofmann. Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context