Private enterprise, public schools : three Baltimore schools improve test scores

Education

Design Process and Organisational Strategy: A Storytelling Perspective

This paper explores the relationship between design process and organisational strategy through a storytelling perspective by providing a literature review; firstly, in relation to society in general; establishing a contextual background to the research. Secondly, by relating this to a) how designers and design researchers examine storytelling within design process, and b) how organisational strategists theorise storytelling. Then finally, through comparing and contrasting the literature, unearth the relevancies of using a storytelling perspective and uncover opportunities for understanding how design process impacts organisational strategy. It is apparent that certain underlying principles in adopting a storytelling perspective when employing organisational strategy and design process coexist. Foremost are the human centred focuses; in particular building relationships and constructing identities. Concerning the approaches to storytelling, a shared desire to elicit emotional resonance with audiences exists in the use of characterisation. During collaboration between designers and organisations, stories resulting from the design process will incontrovertibly have the potential to impact that company’s peoples. Examining collaborations between designers and organisations from the perspective of storytelling could lead to a deeper understanding of the impact design can have in an organisation, particularly along the themes of a sense of community, constructing meaning and affecting change within organisations

\u3ci\u3ePaj Ntaub\u3c/i\u3e: Textile Techniques of the Hmong

Narration of the video: Who Are the Hmong? What Is Paj Ntaub? Why Providence? Zoua V. Lor Seng Yang Vang Lee Khang Chia Vue Moua What Next

A cross-syndrome comparison of sleep-dependent learning on a cognitive procedural task

Sleep plays a key role in the consolidation of newly acquired information and skills into long term memory. Children with Down syndrome (DS) and Williams syndrome (WS) frequently experience sleep problems, abnormal sleep architecture and difficulties with learning; thus, we predicted that children from these clinical populations would demonstrate impairments in sleep-dependent memory consolidation relative to children with typical development (TD) on a cognitive procedural task: The Tower of Hanoi. Children with DS (n = 17), WS (n = 22) and TD (n = 34) completed the Tower of Hanoi task. They were trained on the task either in the morning or evening, then completed it again following counterbalanced retention intervals of daytime wake and night time sleep. Children with TD and with WS benefitted from sleep for enhanced memory consolidation and improved their performance on the task by reducing the number of moves taken to completion, and by making fewer rule violations. We did not find any large effects of sleep on learning in children with DS, suggesting that these children are not only delayed, but atypical in their learning strategies. Importantly, our findings have implications for educational strategies for all children, specifically considering circadian influences on new learning and the role of children’s night time sleep as an aid to learning.<br/

Graphics Calculators In Developmental Mathematics—Policies And Practice: An Investigation Of Factors Affecting Instructors’ Classroom Usage In Tennessee Community Colleges

The purpose of this study was to investigate the frequency of Tennessee community college full-time developmental mathematics instructors’ classroom graphics calculator usage (percent of class time) and various personal and professional descriptors of those instructors and the graphics calculator policies at each college: number of years of full-time teaching at community college level, number of years teaching mathematics, level of education, amount of formal (workshop or class participant) professional development with graphics calculators, brand of graphics calculator used by their college, percentage of time a graphics calculator is used in the classroom for calculations, percentage of time a graphics calculator is used in the classroom to depict algebra graphically or numerically (table), percentage of time the graphics calculator is used in each developmental mathematics course (Basic Mathematics, Elementary Algebra, Intermediate Algebra), gender, academic rank, number of years their college has used graphics calculators for developmental mathematics, and the graphics calculator policy (not allowed, no policy, recommended, required) at each college for each of the developmental mathematics courses (Basic Mathematics, Elementary Algebra, Intermediate Algebra). Data was collected from Tennessee community college mathematics department heads and full-time mathematics faculty members who taught at least one developmental mathematics course each semester (fall and spring) during 2002. The two data collecting instruments were a forced-choice, web-based survey of developmental mathematics instructors and an email-based department head questionnaire. Descriptive statistics and a Spearman correlation coefficient matrix were used for statistical analyses of the data to answer the six (6) research questions in relation to the thirteen (13) instructor survey questions with included comments and the four (4) department head questionnaire questions. If an instructor were depicted as having all the traits of the majority of the participants’ responses, the following would be “the”Tennesseecommunity college developmental mathematics instructor. This instructor would be a female Associate Professor (fully promoted) with a Masters Degree. She would have been a full-time college faculty member for 15 years or less and would have been teaching mathematics 16 or more years. She would have had 20 or less contact hours of professional development with graphics calculators, and she would used a Texas Instruments graphics calculator in the classroom 0% – 20% of the time. The correlation matrix indicated the following significant relationships: instructors’ brand of graphics calculator used and instructors’ frequency of graphics calculator usage for all categories (calculations, depicting algebra graphically and numerically (table), and calculator use in Basic Mathematics, Elementary Algebra, and Intermediate Algebra), and instructors’ amount of formal professional development correlated with all frequency of use categories. Analysis of data from the correlation matrix indicated some significant relationships. Significant correlations emerged from the correlation matrix: among all frequency of use categories, between instructors’ years teaching mathematics and years as a full-time community college faculty member, instructors’ years teaching mathematics and academic rank, instructors’ years as a full-time community college faculty member and academic rank, instructors’ highest degree earned and academic rank, instructors’ highest degree earned and contact hours of formal (workshop or class participant) professional development, instructors’ contact hours of formal workshop professional development and brand of graphics calculator used, instructors’ contact hours of formal workshop professional development and gender, instructors’ contact hours of formal workshop professional development and academic rank, and instructors’ brand of graphics calculator used and academic rank. Calculator usage policies were derived from the department head responses. Five colleges indicated they have never used graphics calculators in developmental mathematics and six colleges indicated they have used graphics calculators in developmental mathematics for nine or more years. Like results from analysis of department head questionnaire responses, the comments painted a mural of diversity in choices and thoughts on the use or non-use of graphics calculators in developmental mathematics. The six trends that emerged from participant comments included the following categories: algebra prior to calculator; Basic Mathematics, Elementary Algebra, and Intermediate Algebra; caution; clarification; explanation of use; negative, no use, or limited use; and other questions, topics, and uses. The category, explanation of use, with participants providing an explanation of how they and/or their colleagues use calculators at their colleges was the trend most (10) mentioned; and the category, negative, no use, or limited use, with participants indicating personal, professional, or departmental choices of not using or limiting the use of graphics calculators was next, with eight comments

The Epidemiology, Aetiology, and Histopathology of Developmental Enamel Defects in Human Teeth

PhDThe prevalence of developmental enamel defects in t11 permanent dentition was investigated in a sample of 2923 East London schoolchildren aged 5 to 15 years. Enamel discolourations and hypoplasias were identified using well defined criteria. Two-thirds of the children had at least one tooth with- an enamel defect. In the group of 1518 children with 24-28 erupted permanent teeth, 68 per cent had enamel defects with. a mean of 3.6 per child. The upper central Incisors and first molars had the highest prevalence of enamel defects. In these teeth., the proportion of defects decreased with.. age. The majority of defects were discolourations; 67 per cent of children..with a "complete" -permanent dentition had discolouration defects whereas only iS. per cent had enamel bypoplasia. The aetiology of defects-found in children with. two or more hypoplastic teeth was investigated in a family study. Four of the 101 index cases had amelogenesis imperfecta and 18 had chronological hypoplasia caused by systemic diseases. The defects in a further 18 subjects had a probable systemic aetiology. Bilateral hypoplasia of the lower incisors was found in 22 subjects and a multifactoria]. mode of inheritance was postulated for this condition. For one third of the index cases no cause could be found for their hypoplasia. A histological study. complemented thesurveys by describing structural characteristics of different types of enamel defects. The investigation highlighted a number of differences between enamel defects caused by systemic upsets and those caused by genetic factors. An archaelogical. study assessedthe prevalence-of enamel h-ypoplasia in a cällection of early British skulls. Thirty-seven per cent had a number of hypoplastic teeth. There were few severe cases of hypoplasia; the most common type of defect being shallow horizontal grooves. The many teeth with shallow defects suggested periodic disturbances in enamel formation between 2 and 6 years of age. This thesis has provided further information about the complex nature of enamel defects. The different aspects of enamel defects which have been investigated have contributed to a greater understanding of their prevalence, aetiology and histology

Academic Support at Leeds Metropolitan Library

Leeds Metropolitan’s Library Academic Support Stream is made up of Academic Librarians and Information Services Librarians who provide academic support to the university’s six faculties. The team use innovative methods of working together to engage students and enhance their experience. The team only formed a year ago so this is a good time to reflect on our success so far. The library service at Leeds Met is continually developing and offers new challenges and opportunities for staff providing library academic support. Innovation has even become part of our new name – ‘Libraries and Learning Innovation’. We still offer all the traditions types of library academic support, but there is an increasing emphasis on finding innovative ways of supporting students and publicising what we can offer. This year the Library Academic Support Stream won a University Attitude Character and Talents Award for Future Focus

AMERICA'S FORGOTTEN PEOPLE AND PLACES: ENDING THE LEGACY OF POVERTY IN THE RURAL SOUTH

This study focuses on the longstanding impoverishment of the rural South and three of its subregions-Appalachia, the Mississippi Delta, and the Black Belt. The poor quality of life in rural Appalachia and along the Mississippi Delta has been publically acknowledged by programs and commissions for improving conditions. However, the more comprehensive Black Belt subregion that links parts of Southern Appalachia and the Southern Delta has not received such regional policy attention. While the South as a whole is more rural and impoverished than other U.S. regions, this is largely due to the poor conditions in the Black Belt. In addition to region and rurality, a third feature of the pattern is race. It is in the Black Belt that the South's poor socioeconomic conditions are most concentrated. Policy and program attention are needed for regional solutions that take rurality and race into account along with demographic and other subregional characteristics.Appalachia, Black Belt, Mississippi Delta, policy, poverty, quality of life, rural, South, Community/Rural/Urban Development,