This report summarizes research from the Iowa State University ADVANCECollaborativeTransformation (CT) Project. The results discussed here are based on intensive research conducted within three STEM (Science, Technology, Engineering and Mathematics) departments at ISU during 2006-2007. The report also reviews some of the activities within the departments aimed at enhancing workplace climate and improving recruitment, retention and promotion of diverse faculty that have been inspired and informed by the CT Project. These activities are funded by a 5 year grant from the National Science Foundation’s ADVANCE Institutional Transformation program, which is designed to create an infrastructure for transforming structures, cultures, and practices in ways that enable and support recruitment, retention and promotion of women faculty in STEM fields. This report represents one step in an overall multistage process. The CT Project will eventually include six additional focalISU STEM departments, a further synthesis of findings from all departments over a 5-year period, and the development and refinement of assessment tools aimed at identifying and reducing barriers to faculty scholarly success—including issues that hinder the recruitment, retention and promotion of women faculty.
departmental governance documents) from each of the three STEM departments. The average participation rate among the faculty in the three departments was 76.75 percent. All interviews and focus groups were audio-recorded and then transcribed. Transcriptions yielded more than 2000 double-spaced pages of raw data in addition to the respective governance documents and notes from focal departmental web sites. The data were first analyzed separately for each department. Separate reports (executivesummary, findings, strategies for addressing salient issues, summary of research methods) were then written for each department so that individual departments could begin the process of addressing issues particular to their own department.
Hiring structures and practices. Multiple commonalities also exist across departments in hiring processes. The topic of the hiring process was discussed at greater length and detail in focal departments that joined the ISUADVANCECollaborativeTransformationproject as part of the first cohort of departments (in late fall, 2006/early January 2007) than in focal departments that joined later in the project. Firstroundfocal departments (EEOB, GDCB, MSE), for example, discussed in greater detail how short lists for on-campus interviews are developed, how on-campus interview candidates are evaluated, whether unintentional gender and race/ethnic biases may influence these processes, and whether criteria other than those initially specified in formal job descriptions are invoked by faculty members during deliberations about the qualifications of finalists for faculty positions. Of most concern regarding hiring processes were departmental practices for evaluating on-campus job candidates. In departments where faculty members perceived that their colleagues sometimes used criteria other than those specified in the job description to make their decisions about who to support for hiring, biases were believed to influence the hiring process.
Dr. Kristen Constant, past ADVANCE Professor, current College of Engineering Equity Advisor and Associate Professor of Materials Science & Engineering, has been responsible for coordinating ADVANCE activities in her department. She is a member of the ADVANCE Council, College of Engineering Leadership Council, and she participated in the Equity Advisor/ADVANCE Professor group which meets twice monthly. Dr. Constant began serving as ADVANCE Professor in January 2007. With her working group in MSE, Dr. Constant developed an action plan for collaborativetransformation and began implementation. She was a presenter in November 2007 at the ADVANCE Networking Event 'Making a Career in STEM: Three Women's Stories. Dr. Constant has also participated in presentations to the university community on the progress of ISUADVANCE, including the CollaborativeTransformationSynthesis Workshop on April 1, 2008. Dr. Constant has recently transitioned into the position of College of Engineering Equity Advisor and helped identify a new ADVANCE professor for the Materials Science and Engineering department. She continues to have monthly conversations with the Interim Dean of Engineering on topics related to ADVANCE, and served on the diversity committee to interview Dean candidates for the COE. Dr. Constant helped prepare and deliver presentations to faculty in the non-focal engineering departments and in non-focal departments outside the engineering college. She continues to coordinate activities with the second ADVANCE Professor in the second round engineering focal
magic bracelet, and flip-flop), one similar to an exemplar Beaver item from 2018 (park the car) and two newly- developed items (supermarket dash, colour machine). The first of these new items was designed to provide an additional question, along with park the car which tested aspects of computational thinking in relation to movement (a common programming context for the age group we were concerned with) and was similar to Bebras items on the 2013 and 2014 test which were not suitable due to limitations of the platform used for the test. The other item, colour machine, had a similar logical structure to another Beaver item that tested sequencing on the Castors 2013 test (zebra tunnel). Here the rationale for modification was to reduce the linguistic demand, but also the number of steps involved in solving the problem. Items were analysed in relation to unistructural levels of computational thinking and mode of thinking. The overall level of challenge of the test was modelled on Beaver items for the age of children taking the test.
As Vonage and other VoIP pure-plays started to erode market share and customers from incumbent telcos, telcos remained relatively silent in the initial stages and seemed to be observing the effect and the future impact. First, a lot of customers did not cancel traditional landline contracts even if they started to use VoIP services. Second, incumbents were still enjoying a high profit margin with their current customers, and reducing their monthly fixed fee for as a competitive action and retention measures would probably decrease their existing revenue and profit.
In spite of the as yet rather low level of online sales (if measured as percentage of total sales), it is likely that we have only seen the beginnings, even in B2C. The Internet has become a powerful tool for consumers to compare offers in an efficient way. With the introduction of the Euro in most of the EU countries, and the increase and further improvement of public online marketplaces (including peer- to-peer marketplaces and auction platforms) and meta-services (e.g. price-finders), the transparency of prices across regions will further increase. And considering that today's youth – the first generation growing up with the Internet – is likely to develop a different shopping behaviour than their parents and grandparents, the potential for B2C electronic commerce is probably still huge.
environment that respects individual needs, abilities, and potentials. While the findings in and of themselves may guide decision-making in regard to policies and practices at SVSU, it is important to note that the cultural fabric of an institution and unique aspects of each campus’s environment must be taken into consideration when considering additional action items based on these findings. The climate assessment findings do provide the SVSU community with an opportunity to build upon its strengths but also develop a deeper awareness of the challenges ahead. SVSU, with the support from senior administrators and collaborative leadership, is in a prime position to actualize its
First Colonial casts a wide net including students from some of the wealthiest million dollar neighborhoods in the city to some of the most transient and impoverished areas. With such a vast contrast in student population, First Colonial has experienced increases in student mobility (22% to 25%), economically disadvantaged (21% to 25%), and limited English proficiency (.9% to 1.6%) populations. While increases were seen in the aforementioned areas, First Colonial has seen a 3% decrease in population of student with disabilities as well as a decrease trend with student drop out rates. Although there is great disparity in characteristics of the students attending First Colonial, most students find success academically (60% earn advanced studies diploma and over 30% standard diploma); develop and expand connections through interest opportunities by participating in the co-curricular programming (50 clubs/organizations, 34 Virginia High School League sanctioned athletic teams, and 4 VHSL academic teams), and engage in school and community service opportunities (over # number of hours), and seek post-graduate work (accepting $3.4 million in scholarships).
• The costs of failure are very high. The economic costs of heart disease and stroke rise each year. These costs include the numbers of people requiring treatment for risk factors or early signs of disease; emergency treatment for first or recurrent episodes of heart attack, heart failure, or stroke; and efforts to reduce disability and prevent recurrent episodes. In 2003, health care costs alone are projected to be $209.3 billion. Although personal and societal costs are incalculable, they include another $142.5 billion in lost productivity. 1 These costs
Action 3: Support to two local authorities. The RAG recommend that the CHIP support the proposal that 2 Local Authorities are approached to take part in a facilitated exercise which will focus on making improvements to the pro formas used, and materials contained in, a multi-agency assessment children’s hearing report. This will include clear detail about the fact that the social work report is a multi-agency view report and of the steps taken to gather these views.
As described above, the proposed project would remediate and transform the area surrounding CitiField. The proposed entertainment and retail destination of Willets West would complement the anticipated development within the District, and both would connect Flushing to the east with Corona to the west through the creation of a more continuous series of uses along Roosevelt Avenue stretching from east of the Flushing River to west of the Grand Central Parkway. Over 2,000 units of affordable housing would be developed to accommodate a portion of the City’s current and future affordable housing needs. The project’s retail components would capture spending that currently is lost to the surrounding suburbs, and would thereby strengthen economic activity in the neighborhood, borough, and City. The proposed project would represent a significant investment by the City to improve the infrastructure of the project area. Raising the District portion of the project site out of the floodplain would not only minimize the potential loss of life, structures, and natural resources caused by flooding and erosion, but would also protect the City’s new infrastructure investment. Eliminating flooding within the District and improving the quality of the soil substrate on the site would also improve water quality in Flushing Bay.
The initial training was essential to ensure that the teaching staff were familiar with the intervention, particularly the Digital Tool. They also received training in using the teaching and learning resources. This was key to successful implementation (see Appendix E). The project was also closely monitored by the project team via the Digital Tool to ensure that the required number of sessions was delivered (see Appendix F). Schools unable to achieve this were offered additional support by the project team. Maths Counts is an intervention which requires the involvement of both qualified teachers and teaching assistants. In one school this involvement of qualified teachers was viewed as very positive by the headteacher and senior leadership team. They felt that it added credibility to the programme and encouraged quality in terms of delivery. In addition, this school also felt that the inclusion of some of the lowest attaining pupils was also a positive aspect of the intervention. They felt that other interventions often excluded these pupils but that Maths Counts offered a more personalised approach and could be carefully targeted at a wider range of learners. In another school the headteacher had been very supportive of the programme, providing additional financial resources to fund LPs attending the CPD sessions and in order to purchase individual ‘privacy’ boards for each participating pupil.
A more recent longitudinal study of the long-term impact of P4C was conducted in Madrid (Colom et al. 2014). This was intended to track children attending two private schools over 20 years. A total of 455 children aged 6 (first year of primary school) to 18 (final year of high school) from one school were trained in the P4C programme. Another 321 pupils from another school matched on demographic characteristics formed the control group. Data on children’s cognitive, non-cognitive, and academic achievements were collected at three time points, at ages 8, 11/12, and 16. Preliminary analyses of 281 treatment children and 146 control children showed that the programme had positive impacts on general cognitive ability (ES = 0.44), but results on academic achievement were not yet available. The authors implied that the programme was particularly beneficial for lower-ability pupils, but this was not clear from their presentation of the analysis. Moreover, although the study was large scale and long term, pupils were not randomised in terms of receiving P4C instruction, and the study may not be generalisable as participants came from relatively prosperous families. In short, the results from this preliminary analysis should be treated with a high degree of caution.
This executivesummary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the 2011–12 school year. School finances and school completion data are reported for the 2010–11 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2012–13 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.
The WISH mission is to maximize every child's learning potential within an atmosphere of caring and belonging. WISH's instructional philosophy rests upon the concepts of hands on learning, meaningful instructional activities, systematic instruction, and a collaborative group of professionals working together to make the learning environment exciting for students. Evidence-based teaching strategies are tailored to meet individual development. Through individualized learning profiles, WISH empowers and inspires learners to reach their highest potential. With an emphasis on developing character, technology skills, and a deep understanding of the world, WISH prepares students to be leaders.
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
“I further undertake to immediately inform the Chief Executive Officer of the National Asset Management Agency of any matter that could raise a question about my suitability to act (or continue to act) as an officer of the National Asset Management Agency or that could result in an actual or potential conflict of interests with respect to my duties or obligations as an officer of the National Asset Management Agency.” Observation
All employees are trained in CPR and first aid. Fire and emergency drills are conducted on a regular basis and diagrams for exit plans are posted in each room. First aid kits are provided to each aide for use on the schoolyard as well as for field trips. Emergency supplies that include food, medical and other necessary needs, are stored in a safe and accessible area and are updated yearly. All medication is handled by front office personnel.