Morus alba L.

https://thekeep.eiu.edu/herbarium_specimens_byname/20030/thumbnail.jp

Morus alba L.

https://thekeep.eiu.edu/herbarium_specimens_byname/20030/thumbnail.jp

Threats Without Binding Commitment

This paper explores the power of threats in the absence of binding commitment. The threatener cannot commit to carry out the threat if the victim refuses payment, and cannot commit not to carry out the threat if payment is made. An important assumption of the model is that once the threat is carried out it cannot be repeated. If exercising the threat is costly to the threatener, then the threat cannot succeed in extracting money from the victim. If exercising the threat would benefit the threatener, however, then the threat’s success depends upon whether the threat may be repeated after a payment is made. In the equilibrium of a finite-period game, the threat is carried out and the victim makes no payments. In an infinite-horizon game, however, it is an equilibrium for the victim to make a stream of payments over time. The expectation of future payments keeps the threatener from exercising the threat

Promoting STEM Teacher Reflection through Self-Evaluation

Evaluators face serious challenges assessing the impact of teaching practice on student outcomes, such as for assessing the impact of grant-funded teacher training programs. To overcome these barriers, the evaluators of an NSF-funded teacher scholarship program elected to coach teachers on conducting their own evaluations of student outcomes. To facilitate this process, we collaboratively developed templates and guidance for teachers’ measurement and reporting of student growth, provided training and technical assistance as teachers prepared student outcome data, and guided teachers in reflecting on results to improve their practice. The evaluators then aggregated fellows’ student outcome reports to assess the program’s overall impact. We discuss challenges that prompted the approach, explain how we improved it over time, and reflect on strengths and shortcomings. Beyond contributing to summative program evaluation, this model for teacher self-evaluation enhanced participating teachers’ capacity for self-reflection and ability to continuously improve their teaching practice beyond the fellowship

Reducing CO2 Emissions in the Upper Midwest: Technology, Resources, Economics, and Policy

We develop scenarios for reducing carbon dioxide emissions from the electricity sector in the upper Midwest (Wisconsin, Illinois, Minnesota, Iowa, North Dakota, South Dakota, Montana, Wyoming, and Manitoba) by 80% relative to 1990 levels. The report has three major components: 1) an inventory of CO2 emissions from all fossil fuel combustion in the region from 1960-2001, subdividing by economic sector and specific electricity generating station; 2) an evaluation of all electricity resources in the region and all technologies for utilizing them, taking into account the overall scale of the resource, technology costs, and other issues that influence the selection of a certain technology; and 3) the development of a simulation model to examine the impact of various factors (policies, prices, technologies, resources) on the regional electricity supply and its emissions from 2005-2055.Environmental Economics and Policy,

Promoting STEM Teacher Reflection through Self-Evaluation

Evaluators face serious challenges assessing the impact of teaching practice on student outcomes, such as for assessing the impact of grant-funded teacher training programs. To overcome these barriers, the evaluators of an NSF-funded teacher scholarship program elected to coach teachers on conducting their own evaluations of student outcomes. To facilitate this process, we collaboratively developed templates and guidance for teachers’ measurement and reporting of student growth, provided training and technical assistance as teachers prepared student outcome data, and guided teachers in reflecting on results to improve their practice. The evaluators then aggregated fellows’ student outcome reports to assess the program’s overall impact. We discuss challenges that prompted the approach, explain how we improved it over time, and reflect on strengths and shortcomings. Beyond contributing to summative program evaluation, this model for teacher self-evaluation enhanced participating teachers’ capacity for self-reflection and ability to continuously improve their teaching practice beyond the fellowship