Evaluation of the Beacon Community Centers Middle School Initiative: Report on the First Year

Evaluates the first year of an initiative to provide structured after-school and summer programs for fifth- through eighth-graders. Examines the centers' adaptation to the new focus, enrollment and participation levels, and implementation of core goals

“Brick & Mortar” Education and “Real World” Experience: Assessing HRM Alumni Perceptions of their Early Professional Development

In this research we examined the extent to which three distinct human resource management (HRM) undergraduate programs provide coverage of the 13 core content areas specified by the Society for Human Resource Management (SHRM) and explored the usefulness of various ways of learning including their undergraduate coursework, an internship, and previous work experience as related to early professional development. Based on perceptions of HRM alumni, the findings reveal that the three curricula provided significant differences in levels of proficiency in seven of the core areas and in perceived usefulness of the learning methods. Implications for HRM curriculum development and students’ professional development are discussed

The Impact of Passing the Professional in Human Resources Exam on Early Career Success for Undergraduates Entering the Human Resource Field

This study investigates the impact of passing the Professional in Human Resources (PHR) certification exam on the early career success of recent college graduates. Data were gathered from alumni of three Midwestern universities who earned an undergraduate degree in business administration (i.e., BBA) with a major in human resources. The survey was designed to measure early career success indicators including finding a job in the HR field, starting salary, and number of promotions. Results reveal that the probability of one’s first job after graduation being in human resources was significantly greater for those who had passed the PHR exam compared with those who did not pass or did not take the exam. Passing the PHR exam was not associated with significant differences in starting salary or early career promotions. Implications, study strengths and limitations, and suggestions for future research are discussed

Analytic Approximations for Transit Light Curve Observables, Uncertainties, and Covariances

The light curve of an exoplanetary transit can be used to estimate the planetary radius and other parameters of interest. Because accurate parameter estimation is a non-analytic and computationally intensive problem, it is often useful to have analytic approximations for the parameters as well as their uncertainties and covariances. Here we give such formulas, for the case of an exoplanet transiting a star with a uniform brightness distribution. We also assess the advantages of some relatively uncorrelated parameter sets for fitting actual data. When limb darkening is significant, our parameter sets are still useful, although our analytic formulas underpredict the covariances and uncertainties.Comment: 33 pages, 14 figure

A survey of factors influencing career preference in new-entrant and exiting medical students from four UK medical schools

Our thanks to Professor Gillian Needham and Dr Murray Lough for their encouragement and support, and their comments on an earlier draft of this manuscript. Our thanks also to NHS Education for Scotland [NES] for funding, and the Scottish Medical Deans Education Group [SMDEG] for supporting this project. We are grateful to all the students who gave their time to complete the survey questionnaire and to those who helped organise and carry out data collection.Peer reviewedPublisher PD

The Design of a Cognitive Apprenticeship to Facilitate Storytime Programming for Librarians

The majority of research that has been conducted on structuring mentorship programs has been on career support in terms of transferring tacit and explicit knowledge from the supervisor to the protégé. While the instructional design literature touts that cognitive apprenticeships provide a great framework for constructivist and situated learning environments, little research has been done examining how much time should be allocated to the various phases of the apprenticeship framework. The purpose of this study was to explore whether the use of a cognitive apprenticeship framework could be used to mentor new librarians. Data was collected and analyzed in three phases. Phase 1 consisted of a needs assessment to determine the skills necessary for programmers to deliver a curriculum based storytime. Phase 2 data collected during the implementation of the cognitive apprenticeship included observation and reflective journals. Data collected during Phase 3 consisted of participant interviews immediately following the implementation of the cognitive apprenticeship, and three months after the conclusion of the study. All data was coded and analyzed using a phenemonological approach. The researchers found the need for flexibility when utilizing a cognitive apprenticeship model, based on participant prior knowledge and experience, the importance of the modeling and coaching stages of the model, participant desire for working with other programmers being trained