Racial Disproportionality in School Discipline: Implicit Bias is Heavily Implicated

This issue brief shows that zero-tolerance policies that mandate automatic disciplinary consequences are applied unevenly across racial and ethnic groups, contributing to the disproportionality problem and creating risks of other negative life outcomes, such as higher drop-out rates, lower academic achievement, incarceration later in life and all of their collateral results

Statistical exponential formulas for homogeneous diffusion

Let $\Delta^{1}_{p}$ denote the $1$-homogeneous $p$-Laplacian, for $1 \leq p \leq \infty$. This paper proves that the unique bounded, continuous viscosity solution $u$ of the Cauchy problem \left\{ \begin{array}{c} u_{t} \ - \ ( \frac{p}{ \, N + p - 2 \, } ) \, \Delta^{1}_{p} u ~ = ~ 0 \quad \mbox{for} \quad x \in \mathbb{R}^{N}, \quad t > 0 \\ \\ u(\cdot,0) ~ = ~ u_{0} \in BUC( \mathbb{R}^{N} ) \end{array} \right. is given by the exponential formula $$u(t) ~ := ~ \lim_{n \to \infty}{ \left( M^{t/n}_{p} \right)^{n} u_{0} } \,$$ where the statistical operator $M^{h}_{p} \colon BUC( \mathbb{R}^{N} ) \to BUC( \mathbb{R}^{N} )$ is defined by $$\left(M^{h}_{p} \varphi \right)(x) := (1-q) \operatorname{median}_{\partial B(x,\sqrt{2h})}{ \left\{ \, \varphi \, \right\} } + q \operatorname{mean}_{\partial B(x,\sqrt{2h})}{ \left\{ \, \varphi \, \right\} } \,$$ with $q := \frac{ N ( p - 1 ) }{ N + p - 2 }$, when $1 \leq p \leq 2$ and by $$\left(M^{h}_{p} \varphi \right)(x) := ( 1 - q ) \operatorname{midrange}_{\partial B(x,\sqrt{2h})}{ \left\{ \, \varphi \, \right\} } + q \operatorname{mean}_{\partial B(x,\sqrt{2h})}{ \left\{ \, \varphi \, \right\} } \,$$ with $q = \frac{ N }{ N + p - 2 }$, when $p \geq 2$. Possible extensions to problems with Dirichlet boundary conditions and to homogeneous diffusion on metric measure spaces are mentioned briefly

Are you listening ... are we learning? Radio production as a means of teaching & learning [case study]

This case study focuses upon one aspect of undergraduate teaching and learning within a ‘Research & Development’ unit of BA (Hons.) Media Production degree. Eight final-year students undertook the mentoring, teaching and development of a schools radio project. The paper seeks to develop two key themes: firstly, an evaluation of the usefulness of undergraduate learning via the development and man- agement of an external project suitable for broadcast; secondly, an examination and analysis of the application and adaptation of prior learning during the mentoring process. The latter theme draws partic- ularly from the strategies and metacognitive processes employed by the students

Forging partnerships in health care: Process and measuring benefits

Universally, there is concern that much academic learning has dealt mainly in theory, removing knowledge from context with a resultant lack of practical experience. Here, the catalyst for strengthening university-community engagement, emanated from a desire to foster greater propensity within students to make connections between their academic courses and responsibility toward the community and people in need, and thus develop enhanced skills in social interaction, teamwork and effectiveness. This paper explores a variety of models of university-community engagement that aim to achieve and model good practice in policy making and planning around healthcare education and service development. Ways of integrating teaching and learning with community engagement, so there is reciprocal learning with significant benefits to the community, students, the university and industry are described. The communities of engagement for a transdisciplinary approach in healthcare are defined and the types of collaborative partnerships are outlined, including public/private partnerships, service learning approaches and regional campus engagement. The processes for initiating innovation in this field, forging sustainable partnerships, providing cooperative leadership and building shared vision are detailed. Measuring shared and sustained benefits for all participants is examined in the context of effecting changes in working relationships as well as the impact on students in terms of increased personal and social responsibility, confidence and competence. For the health professions, it is considered vital to adopt this approach in order to deliver graduates who feel aware of community needs, believe they can make a difference, and have a greater sense of community responsibility, ethic of service and more sophisticated understandings of social contexts. In the longer term, it is proposed the strategy will deliver a future healthcare workforce that is more likely to have a strengthened sense of community, social and personal responsibility and thus effect positive social change

First-principles study of the Young's modulus of Si <001> nanowires

We report the results of first-principles density functional theory calculations of the Young's modulus and other mechanical properties of hydrogen-passivated Si nanowires. The nanowires are taken to have predominantly {100} surfaces, with small {110} facets. The Young's modulus, the equilibrium length and the residual stress of a series of prismatic wires are found to have a size dependence that scales like the surface area to volume ratio for all but the smallest wires. We analyze the physical origin of the size dependence, and compare the results to two existing models.Comment: 5 pages, 3 figure

GCSE grades and GNVQ outcomes: results of a pilot study

This paper reports an investigation into the importance of basic skills in literacy and numeracy in the promotion of success on intermediate vocational courses at age 16+. Two measures of attainment in literacy and numeracy are examined; GCSE passes in English and Mathematics analysed by grade awarded and the Adult Literacy and Basic Skills Unit (ALBSU) tests in communication and numeracy. The study examines the relationship between prior attainment as attested by GCSE grades and ALBSU scores and course outcome. The extent to which a consistent relationship is found between GCSE grades and ALBSU scores is also examined. The study uses a random sample of 142 students drawn from a population of all first year 16/7 year old students who enrolled at a London Further Education college in 1994. A sub-sample of students on GNVQ Intermediate and NVQ level 2 courses is examined in greater depth. Data on course outcomes was collected at three points in time, 1995, one year after enrolment and on two occasions in 1996. It was therefore possible to chart the progress of students in the sample who took more than one year to complete an Intermediate (G)NVQ. Initial analysis found that at the GCSE middle grade range (Grades C,D,E,F) there was a wide range of literacy and numeracy outcomes as measured by the ALBSU literacy and numeracy tests. GCSE Maths and English passes at these grades do not appear to guarantee threshold attainment levels in basic numeracy and literacy. No significant relationship is found between prior attainment as measured by GCSE Maths and English grades and course outcomes. The ALBSU test scores proved to be more helpful in predicting student outcomes on the Intermediate GNVQ but were still fairly weak predictors. The high proportion of leaves from the sample, probably influenced by ''pull'' factors from the labour market, gives cause for concern. There is no evidence to indicate that weaker students leave Intermediate GNVQ courses early, if anything, the reverse is true. A significant proportion of Intermediate GNVQ courses early, if anything, the reverse is true. A significant proportion of Intermediate GNVQ students gained their awards after the prescribed one year study period. Commitment and motivation to succeed appear to be as - if not more - important than academic qualifications for success on Intermediate GNVQ. The study offers evidence that, for those motivated to persist with the studies, GNVQ can offer a valuable ''bridge'' to further and higher education opportunities to students who have performed poorly on ''academic'' GCSEs

First-principles calculation of mechanical properties of Si <001> nanowires and comparison to nanomechanical theory

We report the results of first-principles density functional theory calculations of the Young's modulus and other mechanical properties of hydrogen-passivated Si nanowires. The nanowires are taken to have predominantly {100} surfaces, with small {110} facets according to the Wulff shape. The Young's modulus, the equilibrium length and the constrained residual stress of a series of prismatic beams of differing sizes are found to have size dependences that scale like the surface area to volume ratio for all but the smallest beam. The results are compared with a continuum model and the results of classical atomistic calculations based on an empirical potential. We attribute the size dependence to specific physical structures and interactions. In particular, the hydrogen interactions on the surface and the charge density variations within the beam are quantified and used both to parameterize the continuum model and to account for the discrepancies between the two models and the first-principles results.Comment: 14 pages, 10 figure