Education Cannot Get Where it Wants to Go Because it Cannot See Where it Needs to Go: Seeing “Learning” in a New Light

Educational leaders and teachers are in a no-win situation. That is because most of the current tools and programs for improving education, ranging from the Common Core State Standards to iPads, cannot work. At least, as currently conceived

Homogeneous Poisson structures on symmetric spaces

We calculate, in a relatively explicit way, the Hamiltonian systems which arise from the Evens-Lu construction of homogeneous Poisson structures on both compact and noncompact type symmetric spaces. A corollary is that the Hamiltonian system arising in the noncompact case is isomorphic to the generic Hamiltonian system arising in the compact case. In the group case these systems are also isomorphic to those arising from the Bruhat Poisson structure on the flag space, and hence, by results of Lu, can be completely factored.Comment: 28 pages, substantially revised exposition, corrected proof of Thm 2.1

The Need and Requirements to a Strategy Ontology

The importance of strategy and strategy construct is not a new phenomenon. However as strategy work becomes less tangible, concerns with understanding, describing, and managing strategies develops into an increasingly complex subject. Current strategy concepts are dispersed and lack integration. Moreover, the enablement of modelling practices around strategy concepts considering the entire strategy lifecycle are also missing. Consequently, this paper focuses on issues with strategy in theory and practice, why a strategy ontology is needed and how this can be developed

Caine Chamber Ensembles

Caine Chamber Ensembles performs a concert. Manon Caine Russell, long-time supporter of the Caine College of the Arts and the arts in northern Utah, passed away on April 3, 2017. The Caine Chamber Ensembles dedicates this concert to her memory.https://digitalcommons.usu.edu/music_programs/1105/thumbnail.jp

Policies on free primary and secondary education in East Africa: a review of the literature

Kenya, Tanzania and Uganda are among the countries in Sub-Saharan Africa which have recently implemented policies for free primary education, motivated in part by renewed democratic accountability following the re-emergence of multi-party politics in the 1990s. However, it is not the first time that the goal of expanding primary education has been pursued by these three neighbouring countries which have much in common. Since the 1960s, they have attempted to expand access at various levels of their education systems albeit with differences in philosophy and in both the modes and successes of implementation. All three countries continue to face the challenges of enrolling every child in school, keeping them in school and ensuring that meaningful learning occurs for all enrolled children. This paper provides an a review of the three countries’ policies for expanding access to education, particularly with regard to equity and the enrolment of excluded groups since their political independence in the 1960s. It considers policies in the light of the countries’ own stated goals alongside the broader international agendas set by the Millennium Development Goals and in particular, ‘Education for All’. It is concerned with the following questions: What led to those policies and how were they funded? What was the role, if any, of the international community in the formulation of those policies? What were the politics and philosophies surrounding the formulation of those policies, have the policies changed over time, and if so how and why? The paper also discusses the range of strategies for implementation adopted. Tremendous growth has occurred in access to primary education since the 1960s, not least in Kenya, Tanzania and Uganda. The challenge of providing equitable access to schooling has been addressed in a series of education drives with varying motivations, modalities and degrees of success, the most recent of which pays attention to the increasingly pressing question of the transition to secondary education. The success of such policy remains to be seen but will be crucial for the widening of access to the benefits of education and to economic opportunity, particularly for those groups which history has so far excluded