E-learning in Higher Education of Nurse and Midwife Educators in Developing Countries: The Case of Liberia

This case study describes the use of e-learning in a new graduate program in nursing and midwifery education in Liberia, a developing country recovering from a decades long internal conflict and more recently an Ebola epidemic. The program was established to prepare the educator workforce with current educational concepts and practices as well as health information. Issues involved in making the hardware and internet access are addressed. Through the voices of eleven graduate students who were also nurse and midwife instructors in education facilities throughout the country, perceptions of using e-learning for course work as well as the experience of beginning to use technology in teaching pre-service students are identified. Sustainment and expansion of e-learning challenges are addressed. To further global health security and equity in access to education the Liberian government, administrators, educators and bi- or multi-national partnerships need to prioritize investments technology and e-learning in developing countries

The Global Albedo of the Moon at 1064 nm from LOLA

The Lunar Orbiter Laser Altimeter (LOLA) measures the backscattered energy of the returning altimetric laser pulse at its wavelength of 1064 nm, and these data are used to map the reflectivity of the Moon at zero-phase angle with a photometrically uniform data set. Global maps have been produced at 4 pixels per degree (about 8 kilometers at the equator) and 2 kilometers resolution within 20 deg latitude of each pole. The zero-phase geometry is insensitive to lunar topography, so these data enable characterization of subtle variations in lunar albedo, even at high latitudes where such measurements are not possible with the Sun as the illumination source. The geometric albedo of the Moon at 1064 nm was estimated from these data with absolute calibration derived from the Kaguya Multiband Imager and extrapolated to visual wavelengths. The LOLA estimates are within 2 sigma of historical measurements of geometric albedo. No consistent latitude-dependent variations in reflectance are observed, suggesting that solar wind does not dominate space weathering processes that modify lunar reflectance. The average normal albedo of the Moon is found to be much higher than that of Mercury consistent with prior measurements, but the normal albedo of the lunar maria is similar to that of Mercury suggesting a similar abundance of space weathering products. Regions within permanent shadow in the polar regions are found to be more reflective than polar surfaces that are sometimes illuminated. Limiting analysis to data with slopes less than 10 deg eliminates variations in reflectance due to mass wasting and shows a similar increased reflectivity within permanent polar shadow. Steep slopes within permanent shadow are also more reflective than similar slopes that experience at least some illumination. Water frost and a reduction in effectiveness of space weathering are offered as possible explanations for the increased reflectivity of permanent shadow; porosity is largely ruled out as the sole explanation. The south polar crater Shackleton is found to be among the most reflective craters in its size range globally but is not the most reflective, so mass wasting cannot be ruled out as a cause for the crater's anomalous reflectance. Models of the abundance of ice needed to account for the reflectance anomaly range from 3 to 14% by weight or area depending on assumptions regarding the effects of porosity on reflectance and whether ice is present as patches or is well mixed in the regolith. If differences in nanophase iron abundances are responsible for the anomaly, the permanently shadowed regions have between 50 and 80% the abundance of nanophase iron in mature lunar soil

The Social Studies Curriculum in Atlanta Public Schools During the Desegregation Era

This historical investigation explores how teachers, students, and education officials viewed the social studies curriculum in the local context of Atlanta, and the broader state of Georgia, during the post-Civil Rights era, when integration was a court-ordered reality in the public schools. During the desegregation era, Atlanta schools were led by Atlanta Public Schools (APS) Superintendent, Dr. Alonzo Crim. Brought to Atlanta as part of a desegregation compromise, Dr. Crim became APS\u27s first African American superintendent. In particular, the authors investigate how national social studies movements, such as Man: A Course of Study (MACOS), inquiry-based learning, co-curriculum activities, and standards movements, adapted to fit this Southeastern locale, at a time when schools were struggling to desegregate. Local curriculum documents written in the 1970s reveal a traditional social studies curriculum. By the 1980s, APS\u27s social studies curriculum guides broadened to include a stronger focus on an enacted community—inside the classroom and around the world. In oral history interviews, however, former teachers, students, and school officials presented contrasting perspectives of how the social studies curriculum played out in the reality of Atlanta\u27s public schools during the desegregation era