Workforce Development Rhetoric and the Realities of 21st Century Capitalism

Increasingly, the provision of adult education (including literacy and training programs) is influenced by a rhetoric of workforce development that tasks education with closing a supposed ‘skills gap’ between the skills that workers have and what employers are looking for. This deficit model of education blames adult learners for their own condition, as well as for larger problems in the economy. In addition to arguing for broader goals for adult education, those in the field also need to question the economic premises of this rhetoric. A review of current economic conditions points to fundamental aspects of capitalism as the source of instability, which means that education and training programs have a limited ability to move large numbers of people out of poverty. For this reason, students and teachers in adult education should focus on developing structural analyses of the situation and push for substantive changes in the economy

Preparing Middle Grades Teachers to Use Drawn Models for Developing Arithmetic with Rational Numbers

We will report on-going efforts to design a research-based content and methods course for future middle grades teachers focused on numbers and operations. A main theme of the course is to solve problems using drawn models and to develop general numeric methods. Attendees will work on activities used in the course that elicit difficulties future teachers experience with this content

TESTING A DRONE-BASED MAGNETIC FIELD SURVEYING SYSTEM

Aeromagnetic surveys are conducted by geoscientists to study subsurface geologic structures, such as faults. This type of survey uses a magnetometer mounted upon an airborne vehicle to collect magnetic field data. Magnetic anomalies are caused by variations in subsurface geology, namely in magnetic properties of subsurface rocks. Jacobson and Filina (2019) reported on the development of a new low cost drone, based magnetic field surveying system by the UNL Geophysics Team. This drone-based magnetic system is capable of collecting high resolution data at low speeds and low altitudes. The current study focuses on testing this system by conducting two flights over a known subsurface fault near Venice, NE in fall 2019. 1) FAA part 107 small unmanned aircraft license obtained to operate the drone. 2) The fault is visible from the processed data, but has a different trend with respect to previously published one. 3) Statistical analysis of the magnetic data in 20 crossing points shows an average difference of 2.1 nT. 4) Collected magnetic data generally agreed with the USGS’s published data. There is an average offset of 30 nT

Collaborating to Meet the Standards: Implications for Professional Development

Researchers from the University of Georgia interviewed 27 Mathematics 1 teachers about their experiences during the first year of the high school implementation of the Georgia Performance Standards (GPS). We report our findings about teachers’ experiences with Mathematics 1 professional development and describe features of professional development that teachers identified as most beneficial. Some teachers offered suggestions for professional development that differed from the professional development they had experienced. In addition, we found that many teachers used collaborative strategies to meet the demands of the new curriculum and the perceived inadequacies of resources and training. We discuss the various models of collaboration that teachers described and conclude with a discussion of the implications of our findings for future professional development that supports the GPS

Reducing Memory Footprint for In-Memory Root Filesystem (TMPFS)

This disclosure relates to the field of high-performance computing (HPC) clusters and techniques cluster managers or system administrators can use to avoid expensive and complicated storage for compute resources. By making in-memory root filesystems more desirable to use, it is easier to reduce hardware complexity and cost in the system

Paper 2: Collaborating to Meet the Standards: Implications for Professional Development

Researchers from the University of Georgia interviewed 27 Mathematics 1 teachers about their experiences during the first year of the high school implementation of the Georgia Performance Standards (GPS). We report our findings about teachers’ experiences with Mathematics 1 professional development and describe features of professional development that teachers identified as most beneficial. Some teachers offered suggestions for professional development that differed from the professional development they had experienced. In addition, we found that many teachers used collaborative strategies to meet the demands of the new curriculum and the perceived inadequacies of resources and training. We discuss the various models of collaboration that teachers described and conclude with a discussion of the implications of our findings for future professional development that supports the GPS

Trade credit: Contract-level evidence contradicts current theories

We study 52 million trade credit contracts, issued by 51 suppliers over 9 years to about 199,000 unique customers. The data contain information on contract size, due dates, actual time to payment, and firm characteristics. Our empirical analysis contradicts the conventional view that trade credit is an inferior source of funding. Specifically, while we replicate the usual finding that payables are negatively related to customers' financial strength, our disaggregated data reveal that improvements in customers' financial conditions are primarily associated with a reduced value of input purchases rather than smaller trade credit usage. In fact, customers' financial conditions are unrelated to agreed contract duration and only modestly affect overdue payments. Moreover, the customer's size and share of the supplier's sales both have a positive impact on the due date. Overall, the evidence indicates that customers prefer trade credit over other available sources of funding and thus calls for a new theory of short-term finance

Taking the twists into account: Predicting firm bankruptcy risk with splines of financial ratios

We demonstrate improvements in predictive power when introducing spline functions to take account of highly non-linear relationships between firm failure and earnings, leverage, and liquidity in a logistic bankruptcy model. Our results show that modeling excessive non-linearities yields substantially improved bankruptcy predictions, on the order of 70 to 90 percent, compared with a standard logistic model. The spline model provides several important and surprising insights into non-monotonic bankruptcy relationships. We find that low-leveraged and highly profitable firms are riskier than given by a standard model. These features are remarkably stable over time, suggesting that they are of a structural nature