<p> <i>Objective:</i> This study explored views of outstanding leadership among the science, technology, engineering, and mathematics (STEM) professionals working in the United States within the business and industry sector. U.S. STEM occupations are projected to experience 11.1% growth between 2016 and 2026, higher than the projected 7.4% growth for all occupations (U.S. Department of Labor, Bureau of Labor Statistics, 2017a). The U.S. has undertaken aggressive STEM educational reform and recruiting, to ensure the nation&rsquo;s continued prosperity and national security (National Science Board, 2018b; U.S. Department of Education, 2018). A shift in U.S. STEM demographics will present challenges for business leaders, human resources (HR) practitioners, and educators who prepare leaders for the increasingly cross-cultural workplace. <i> Method:</i> This correlational study applied the GLOBE leadership scales to explore study participants&rsquo; views according to gender, age, national origin group, number of years worked in the U.S, and workforce category. <i> Results:</i> The five leader attributes rated as most contributing to outstanding leadership were: (a) trustworthy, (b) clear, (c) sincere, (d) inspirational, and (e) diplomatic. There were 64 statistically significant correlations of low strength and 1 of moderate strength.</p><p>

<p>The importance of school readiness to both the future of an individual child and society as a whole has given rise to several state-specific indexes designed to measure county-level risk for starting school unprepared to learn. One such index is the Oklahoma School Readiness Risk Index (OK SRRI), comprised of indicators known to be associated with poor school readiness. Among several indicators considered for the index, the final set was determined on the basis of multivariate statistical methods. Selected indicators related to race/ethnicity, family structure and economics, and child maltreatment. No health-related indicators were included. </p><p> A limitation of indexes is that there are no agreed-upon best methods or established theoretical framework of measurement for their construction, which makes indexes subject to specification error. Many indexes are developed using reflective measurement models, which assume indicators reflect a unidimensional latent construct. Indexes, however, follow formative measurement models in which indicators define a multidimensional construct. The use of an erroneous measurement model has considerable implications for policy and resource allocation decisions. </p><p> This study examined the sensitivity of the OK SRRI to changes to the indicator set. An alternate index was created that reduced the number of racial/ethnic indicators and included those related to health, such as low birth weight. Indicator selection was guided by a theoretical framework based on transactional/ecological and cumulative risk models of child development, as well as assumptions of formative measurement models. Nearly one-third of Oklahoma's counties experienced considerable shifts in rank from the original to the alternate index. Most increases occurred for counties with high rates on at least one health indicator, while many decreases were among counties with high rates on multiple racial/ethnic-related indicators. </p><p> This study demonstrated that changes to the indicator set can change the meaning of a construct, which underscores the significance of the indicator selection process. Given the political nature of indexes, it is imperative that those with a stake in the outcomes be included in these processes. As most indexes related to social constructs are intended to inform policy and resource decision-making, this study has important implications for the field of index construction.</p>

<p> School choice is a fast growing alternative to traditional public school education across the nation. According to the Florida Department of Education, school choice policies and laws are rapidly moving Florida away from more traditional forms of schooling toward an increasingly evolving school choice state landscape. The purpose of this study was to examine school choice in Florida by investigating the school choice policies enacted by the Florida legislature leading to the school choice environment in Florida today. Specifically, this investigation was limited to legislation in Florida between 1997 and 2014 and further limited to charter schools, home schooling, virtual education, and two choice options specific to Florida in which public dollars follow students to private schools, the Tax Credit and McKay Scholarship programs. These particular school choice options were chosen as the focus of this study because they change the where of education outside of traditional public schools. Other choice options such as magnet schools, inter-district choice, and intra-district choice simply move students among traditional public schools but keep them enrolled in traditional public schools. Ultimately the study hoped to provide a possible road map for the future of school choice policies in Florida. This study utilized a qualitative methodology utilizing document reviews and interviews. This study found that school choice policies in Florida have continued to expand and evolve over the years to increase the liberty available to families to choose the education of their children. </p><p> This study also found that the Florida legislature has laid the groundwork for Florida school districts, through a focus on equality, to take advantage of a portfolio management model to increase student achievement. Although a focus on equality led to the enactment of various school choice options, some of these options have moved away from their original intent to financially benefit specific organizations and groups. Finally, as reported by Holme, Frankenberg, Diem, and Welton (2013), Florida&rsquo;s charter school, virtual education, and home education policies have been enacted as race-neutral policies that have no regard for diversity, which could lead to resegregation.</p>

Univ., Diss.--München, 2004.

This thesis shows that despite the rhetoric of universalism and internationalism used by the Royal Society, especially after the onset of Cold War, its policies and actions in the period 1945-75 remained closely allied to the interests of the British state. More specifically, in its foreign relations the Society mainly operated within a network of Western intergovernmental organisations that were a response to, and operated in similar ways, to Eastern Bloc organisations. While financially dependent on a Parliamentary grant-in-aid, they effectively carved out a role in the sphere of international scientific relations which was built upon an image of independence from the state. Thus, Society Officers and staff were able to mobilise a double-sided discourse of utility to, and independence from, the state. The association between the government of the day and the Society was at its most effective when a consensus existed between like-minded government administrators and Officers of the Society. A culture of collaboration and informal networks allowed them to build relationships and share ideas. The Society was perfectly designed to facilitate this culture, as its Fellows permeated government networks as individuals as much as they did as direct representatives of the Society. The status of Fellows conferred on them eligibility for a variety of positions, both formal and informal, within the elite infrastructure of national life. The thesis also shows that party political and ideological motivations often prefaced associations between Fellows and like-minded politicians or civil servants, but these associations were principally between economic liberals to the exclusion of far left scientists. However, the Society’s connections with the government were also motivated by reasons beyond party politics. The Society had an overarching aim to preserve the United Kingdom’s position as a scientific ‘Mecca’. In the shifting post-war landscape, in which the country became more dependent on outside help and conscious of its relative decline in economic and political power, the Society looked beyond national borders to stay in the competition. The thesis shows that Officers of the Society responded creatively to the changing geopolitical landscape as old spheres of influence waned, such as the Empire-Commonwealth, and new ones opened up, such as the European Community and the special relationship with America. The Society pursued these new opportunities with patriotic ambition, often prioritising relations that promised scientific rather than political gains, but always within a Western framework.

<p>This study explores second and third year students' and teachers‟ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP) in the Science and Engineering Technology Higher Institutions of learning in Rwanda (KIST) and seeks to establish the extent to which the current programme meets the needs of the students. This is done by highlighting a whole range of teacher and student perspectives on the EAP programme. Two key requirements invite students to write their academic assignments in the form of research proposals and research project reports. In order to help them perform well in their field subjects, KIST introduced a department of English with a General English Programme under the umbrella of the then School of Language Studies (SORAS) in 1997. The department‟s first assigned mission was to teach English to students in all departments in a bid to support and encourage them to cope with their field specific courses which are taught in English. Rwanda‟s National Council for Higher Education (2007), on language teaching and learning, states that the trio, that is Kinyarwanda (the Mother Tongue and national language) and English and French (as foreign languages), should be taught at primary, secondary and higher education levels in order to reconcile the divide between Rwandan returnees (who had lived abroad for many decades) and locals. It is in this context that KIST, one of the institutions of higher learning, adopted the bilingual policy to cater to students‟ needs to learn both French and English as media of academic communication. However, after Rwanda‟s integration into the East African Community and the Commonwealth, English has been officially adopted as the medium of instruction in all schools and higher institutions of education. That is why there was a sudden language shift in 2006 from French to English as a medium of instruction at KIST. French and Kinyarwanda are now merely taught as subjects. The motive behind the move was to cater for Rwanda‟s needs to fully participate in the economic community of East African Community in general and in the global economy in particular. The move drastically affected students‟ ability to read and write English in their respective disciplines. The move also affected lecturers of other speciality areas. To avert the obvious challenges emanating from this sudden shift in language policy, the Institute introduced the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) programmes under the then KIST School of Language Studies (SOLAS) and the KIST Language Centre. However, appropriate instructional materials for such courses have not been easily available. Given this situation, English teachers have had to create their own materials rather than the existing generalised and pre-packaged language teaching materials. As a result, students‟ specific needs for induction into a scientific writing community at tertiary level have rarely been met. It is against this background that the study seeks to investigate factors that are facilitating and the mastery of EAP. The study operates on post-colonial/post-structuralist theoretical perspectives. These were founded on the analytical framework that is guided by thematic and/or conceptual underpinnings of language policy in the post-colonial Africa. Thus, English Language Teaching (ELT), developed into English as a second and additional language that is multi-semiotic and multi-modality in EAP and science genres, focusing mostly on its academic literacy, identity, ideology, power and agency, as well as its investment in language teaching and learning and the scientific community practice. Using a combination of ethnographic principles/practices like participants‟ observations, oneto- one interviews, focus group discussions and documentary review in data collection, the study utilises thematic/conceptual analysis to draw its conclusions. Drawing from the above conceptual perspectives, therefore, as well as from the methodological approach, this thesis emphasises the fact that the inability of students to successfully master EAP is caused by various factors, including the choice of English language learning materials. Contradictory approaches to language learning and to academic literacy practices create further challenges to the Rwandan students‟ advancement in English mastery. These same practices also serve to limit the students‟ ability to learn this language and complicate their access to local and global cultural exposure that is necessary for their socio-economic development of Rwanda. The study also reveals lack of appropriate discursive competence and multi-semiotic repertoires as some of the major factors inhibiting students‟ academic progress. This is partly explained by the nature of the English language learning and teaching materials that is in use which neither provides general nor disciplinary specific academic and learning opportunities in English. Similarly, a range of structural and professional constraints on &bdquo / agency‟ exists for teachers of English in Rwanda as an additional language to the students, including lack of induction into scientific discourses or the EAP community of language practice. The overall lack of power and agency by teachers also contributes to constraints and constrictions in English language learning practices for these students in Rwanda. The study, however, observes that this situation is not only peculiar to KIST, as it is also common in almost all tertiary institutions in Rwanda. Specific recommendations are made in the study to improve the quality of English language learning and teaching in general and EAP in particular at KIST as an institution of higher learning, through the establishment of a clearer language policy and training opportunities for staff to update and develop required language skills in EAP, especially with regards to writing skills in sciences and engineering. The government of Rwanda, under the umbrella of Rwanda Education Board (REB) and the contribution of English language experts at the Institute, should provide a clearer direction of the language policy and curriculum that addresses Rwandan students‟ specific needs. KIST, as an institution of higher learning, should value and facilitate the teaching and learning of English in general and the teaching of EAP in particular, bearing in mind its assigned mission. The management of the Institute should encourage interaction between EAP and subject area lecturers to discuss and agree upon, text types to be used by EAP lecturers in teaching. KIST management should also provide room for regular interactions with English lecturers to listen to their views and offer them further language training opportunities in order to update and develop the required skills in EAP, especially with regards to writing skills in science and engineering.</p>

<p>This study explores second and third year students' and teachers‟ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP) in the Science and Engineering Technology Higher Institutions of learning in Rwanda (KIST) and seeks to establish the extent to which the current programme meets the needs of the students. This is done by highlighting a whole range of teacher and student perspectives on the EAP programme. Two key requirements invite students to write their academic assignments in the form of research proposals and research project reports. In order to help them perform well in their field subjects, KIST introduced a department of English with a General English Programme under the umbrella of the then School of Language Studies (SORAS) in 1997. The department‟s first assigned mission was to teach English to students in all departments in a bid to support and encourage them to cope with their field specific courses which are taught in English. Rwanda‟s National Council for Higher Education (2007), on language teaching and learning, states that the trio, that is Kinyarwanda (the Mother Tongue and national language) and English and French (as foreign languages), should be taught at primary, secondary and higher education levels in order to reconcile the divide between Rwandan returnees (who had lived abroad for many decades) and locals. It is in this context that KIST, one of the institutions of higher learning, adopted the bilingual policy to cater to students‟ needs to learn both French and English as media of academic communication. However, after Rwanda‟s integration into the East African Community and the Commonwealth, English has been officially adopted as the medium of instruction in all schools and higher institutions of education. That is why there was a sudden language shift in 2006 from French to English as a medium of instruction at KIST. French and Kinyarwanda are now merely taught as subjects. The motive behind the move was to cater for Rwanda‟s needs to fully participate in the economic community of East African Community in general and in the global economy in particular. The move drastically affected students‟ ability to read and write English in their respective disciplines. The move also affected lecturers of other speciality areas. To avert the obvious challenges emanating from this sudden shift in language policy, the Institute introduced the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) programmes under the then KIST School of Language Studies (SOLAS) and the KIST Language Centre. However, appropriate instructional materials for such courses have not been easily available. Given this situation, English teachers have had to create their own materials rather than the existing generalised and pre-packaged language teaching materials. As a result, students‟ specific needs for induction into a scientific writing community at tertiary level have rarely been met. It is against this background that the study seeks to investigate factors that are facilitating and the mastery of EAP. The study operates on post-colonial/post-structuralist theoretical perspectives. These were founded on the analytical framework that is guided by thematic and/or conceptual underpinnings of language policy in the post-colonial Africa. Thus, English Language Teaching (ELT), developed into English as a second and additional language that is multi-semiotic and multi-modality in EAP and science genres, focusing mostly on its academic literacy, identity, ideology, power and agency, as well as its investment in language teaching and learning and the scientific community practice. Using a combination of ethnographic principles/practices like participants‟ observations, oneto- one interviews, focus group discussions and documentary review in data collection, the study utilises thematic/conceptual analysis to draw its conclusions. Drawing from the above conceptual perspectives, therefore, as well as from the methodological approach, this thesis emphasises the fact that the inability of students to successfully master EAP is caused by various factors, including the choice of English language learning materials. Contradictory approaches to language learning and to academic literacy practices create further challenges to the Rwandan students‟ advancement in English mastery. These same practices also serve to limit the students‟ ability to learn this language and complicate their access to local and global cultural exposure that is necessary for their socio-economic development of Rwanda. The study also reveals lack of appropriate discursive competence and multi-semiotic repertoires as some of the major factors inhibiting students‟ academic progress. This is partly explained by the nature of the English language learning and teaching materials that is in use which neither provides general nor disciplinary specific academic and learning opportunities in English. Similarly, a range of structural and professional constraints on &bdquo / agency‟ exists for teachers of English in Rwanda as an additional language to the students, including lack of induction into scientific discourses or the EAP community of language practice. The overall lack of power and agency by teachers also contributes to constraints and constrictions in English language learning practices for these students in Rwanda. The study, however, observes that this situation is not only peculiar to KIST, as it is also common in almost all tertiary institutions in Rwanda. Specific recommendations are made in the study to improve the quality of English language learning and teaching in general and EAP in particular at KIST as an institution of higher learning, through the establishment of a clearer language policy and training opportunities for staff to update and develop required language skills in EAP, especially with regards to writing skills in sciences and engineering. The government of Rwanda, under the umbrella of Rwanda Education Board (REB) and the contribution of English language experts at the Institute, should provide a clearer direction of the language policy and curriculum that addresses Rwandan students‟ specific needs. KIST, as an institution of higher learning, should value and facilitate the teaching and learning of English in general and the teaching of EAP in particular, bearing in mind its assigned mission. The management of the Institute should encourage interaction between EAP and subject area lecturers to discuss and agree upon, text types to be used by EAP lecturers in teaching. KIST management should also provide room for regular interactions with English lecturers to listen to their views and offer them further language training opportunities in order to update and develop the required skills in EAP, especially with regards to writing skills in science and engineering.</p>

abstract: Neuroimaging has appeared in the courtroom as a type of `evidence' to support claims about whether or not criminals should be held accountable for their crimes. Yet the ability to abstract notions of culpability and criminal behavior with confidence from these imagines is unclear. As there remains much to be discovered in the relationship between personal responsibility, criminal behavior, and neurological abnormalities, questions have been raised toward neuroimaging as an appropriate means to validate these claims. This project explores the limits and legitimacy of neuroimaging as a means of understanding behavior and culpability in determining appropriate criminal sentencing. It highlights key philosophical issues surrounding the ability to use neuroimaging to support this process, and proposes a method of ensuring their proper use. By engaging case studies and a thought experiment, this project illustrates the circumstances in which neuroimaging may assist in identifying particular characteristics relevant for criminal sentencing. I argue that it is not a question of whether or not neuroimaging itself holds validity in determining a criminals guilt or motives, but rather a proper application of the issue is to focus on the way in which information regarding these images is communicated from the `expert' scientists to the `non-expert' making decisions about the sentence that are most important. Those who are considering this information's relevance, a judge or jury, are typically not well versed in criminal neuroscience and interpreting the significance of different images. I advocate the way in which this information is communicated from the scientist-informer to the decision-maker parallels in importance to its actual meaning. As a solution, I engage Roger Pielke's model of honest brokering as a solution to ensure the appropriate use of neuroimaging in determining criminal responsibility and sentencing. A thought experiment follows to highlight the limits of science, engage philosophical repercussions, and illustrate honest brokering as a means of resolution. To achieve this, a hypothetical dialogue reminiscent of Kenneth Schaffner's `tools for talking' with behavioral geneticists and courtroom professionals will exemplify these ideas. / Dissertation/Thesis / Masters Thesis Biology 2014

This thesis seeks to contribute to the knowledge base about social policy in the United States, using long-term care (LTC) financing policy reform as an illustrative example. Specifically, this thesis explores LTC financing reform efforts during three U.S. Presidential administrations: Bill Clinton (1993-2001), George W. Bush (2001-2009), and Barack Obama (2009-2010). Within this historical framework, the LTC provisions of the Health Security Act of 1993, the development of the Community Living Assistant Services and Supports or 'CLASS' Act during the Bush Administration, and the legislative success of the CLASS Act as a part of the Patient Protection and Affordable Care Act of 2010 provide comparable cases to compare the drivers of social policy. Drawing on the explanatory frameworks of the welfare state such as ideology, historical institutionalism, and an actor-centered approach to policy analysis, this thesis argues that successful path-departing legislation is difficult to achieve due, in part, to the presumed high costs of social programs and the complex institutional framework of the American political system. Policy outcomes result from the interaction between the complex processes and dynamics of the political system through which policy change (or the failure to change) actually occurs. The fact that the CLASS Act was politically successful, yet administratively inoperable as designed, reinforces the argument that social policy outcomes in the United States are reflective of a complex, enduring struggle of competing ideologies. This continual struggle, coupled with a heightened concern over cost control and fiscal austerity, helps to ensure that policies which are legislatively successful within the institutional architecture of the American political system are unlikely to produce major expansions of the welfare state. Social change is therefore highly difficult to achieve, even in the face of significant unmet social needs. Comprehensive reform of U.S. LTC financing arrangements will remain an elusive goal for the foreseeable future. Instead, incremental, highly pro-market solutions are likely to be the types of policies promoted in the years of ahead.

No description available.