The Private School Takeover

In addition to teaching subject matter, I feel students need to learn from someone they can perhaps look up to. They must learn that certain things are valued and important in society. These things are simple manners; compassion for others; how to make moral and responsible choices; and to take responsibility. At this level they need guidance. Maybe someone at home is not demanding civility; maybe they are and are just as frustrated as we. But it must be clear that certain standards must be adhered to. Certain types of behavior are requisite!.     

Consciousness and Science: A Non-Dual Perspective on the Theology-Science Dialogue

In modern science, the synthesis of “nature/mind” in observation, experiment, and explanation, especially in physics and biology increasingly reveal a non-linear totality in which subject, object, and situation have become inseparable. This raises the interesting ontological question of the true nature of reality? Western science as seen in its evolution from Socratic Greece has tried to understand the world by objectifying it, resulting in dualistic dilemmas. Indian science, as seen in its evolution from the Vedic times (1500–500 bc) has tried to understand the world by subjectifying our consciousness of reality. Within the Hindu tradition, the Advaita-Vedanta school of philosophy offers possibilities for resolving not only the Cartesian dilemma but also a solution to the nature of difference in a non-dualistic totality. We also present the Advaita-Vedanta principle of superimposition as a useful approach to modern physical and social science, which have been increasingly forced to reject the absolute reductionism and dualism of classical differences between subject and object.     

Intellectual capital or signal? The effects of scientists on alliance formation in knowledge-intensive industries

Hiring employees with advanced education, training, and experience has been a prevalent human resource practice in dynamic science-based industries, and a growing body of literature has demonstrated the importance of scientists in such fields. Little research has attempted to distinguish the functional from the symbolic roles of scientists, however. We develop an integrative theoretical framework to separate the productive and legitimating effects of scientists on strategic alliance formation of firms. Results from a longitudinal analysis of more than 300 U.S. biotechnology firms between 1988 and 1999 suggest a positive relationship between ratio of scientists and R&D alliance partners as well as a positive relationship with finance alliance partners. Scientists influence partner attraction more strongly for firms that are less-well-connected, and they become less prominent in fostering finance ties as the industry practice of partnership becomes more institutionalized. We conclude that scientists serve more than just a research function in knowledge-intensive industries. Implications for building interorganizational networks and managing human resources in such industries are discussed.     

A critical meta-analysis of all evaluations of state-funded preschool from 1977 to 1998: implications for policy, service delivery and program evaluation

The number of state-funded preschool programs for low-income children has increased dramatically over the past few decades, and recent research has indicated that these programs vary considerably along a variety of dimensions. By 1998 only 13 of the current 33 state preschool programs (which serve children 3 to 5, provide some form of classroom-based educational service, and are primarily funded and administered at the state level) had completed a formal evaluation of the program’s impact on child outcomes. This paper presents a critical meta-analytic review of these evaluations, providing measures of standardized effects for all significant impacts to facilitate comparisons across differing domains of outcome and evaluative methods. Although several methodological flaws in these studies are identified, the pattern of overall findings may offer modest support for positive impacts in improving children’s developmental competence in a variety of domains, improving later school attendance and performance, and reducing subsequent grade retention. Significant impacts were mostly limited to kindergarten and first grade; however, some impacts were sustained several years beyond preschool. The results of these studies were similar to evaluations of other large-scale preschool programs for low-income children, such as Head Start. Modest outcome goals are warranted for preschool programs serving low-income children, for example, the promotion of school readiness. Suggestions are presented for improved preschool and early intervention program evaluation.     

Research findings and administrative implications for off-campus higher education

While off-campus educational programs grow in number and in importance in American higher education, little systematic research has been conducted concerning their effectiveness and intellectual and developmental impact. The project described here compared students in three categories: those studying abroad; those studying off-campus in this country; and those who remained on their home campus. The implications of the findings of the research suggest that a rethinking of existing programs is appropriate, if off-campus educational programs are to realize their full potential. The authors offer concrete suggestions toward restructuring these programs.

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Zusammenfassung Obwohl Bildungsprogramme ausserhalb der Universität in der amerikanischen Hochschulbildung an Anzahl und Bedeutung zunehmen, wurde deren Fruchtbarkeit und geistige und entwicklungsmässige Auswirkung kaum systematisch untersucht. Das hier geschilderte Projekt vergleicht Studenten dreier Kategorien: im Ausland studierende, im Lande ausserhalb der Universität studierende und solche, die in ihrem heimischen Universitätsbetrieb geblieben sind. Die Ergebnisse der Untersuchung legen die Folgerung nahe, es sei angebracht, bei eingeführten Programmen zu überdenken, ob die Bildungsprogramme ausserhalb der Universität ihre Möglichkeiten voll ausschöpfen sollen. Die Verfasser machen konkrete Vorschläge für eine Neugestaltung dieser Programme.

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Résumé Tandis que l'importance et le nombre des programmes d'éducation en dehors des universités s'accroît dans l'enseignement supérieur aux Etats-Unis, peu de recherche systématique a été effetué en ce qui concerne leur efficacité et leur impact intellectuel et de développement. Le projet décrit ici a comparé des étudiants de trois catégories: ceux qui étudient à l'étranger, ceux qui étudient hors des universités à l'intérieur du pays et ceux qui sont restés dans leurs universités d'origine. Les implications des conclusions de la recherche suggèrent qu'il convient de repenser les programmes existants, si les programmes d'éducation hors des universités doivent réaliser tout leur potentiel. Les auteurs présentent des suggestions concrètes quant à la restructuration de ces programmes.