A Faculty Merit Pay Allocation Model

Merit review processes within academic departments usually consist of two parts: a performance review and evaluation step and a monetary calculation step. Of the two, the performance review step is clearly the more important in achieving fairness and equity. However, the monetary calculation step also plays a key role in maintaining the integrity of the overall process. In an attempt to address the issue of salary compression, the principle used by most departments in allocating merit pay is to award comparable percentage increases in salary to faculty members with similar merit ratings. A merit pay allocation model based on this principle is presented in this paper. The model, a major generalization of an earlier one presented by Camp, Gibbs, and Masters (1988), enables users to calculate merit pay amounts for individual faculty members in a systematic and efficient manner. It is also sufficiently flexible to allow for the incorporation of policy directives often contained in pay packages.     

Parallel computation approaches for flexible multibody dynamics simulations

Finite element based formulations for flexible multibody systems are becoming increasingly popular and as the complexity of the configurations to be treated increases, so does the computational cost. It seems natural to investigate the applicability of parallel processing to this type of problems; domain decomposition techniques have been used extensively for this purpose. In this approach, the computational domain is divided into non-overlapping sub-domains, and the continuity of the displacement field across sub-domain boundaries is enforced via the Lagrange multiplier technique. In the finite element literature, this approach is presented as a mathematical algorithm that enables parallel processing. In this paper, the divided system is viewed as a flexible multibody system, and the sub-domains are connected by kinematic constraints. Consequently, all the techniques applicable to the enforcement of constraints in multibody systems become applicable to the present problem. In particular, it is shown that a combination of the localized Lagrange multiplier technique with the augmented Lagrange formulation leads to interesting solution strategies.     

Does Preschool Enrichment of Precursors to Arithmetic Influence Intuitive Knowledge of Number in Low Income Children?

In this study, we examine whether preventive enrichment of pre-math skills has an influence on number knowledge in preschool children from low income families. Our data analyses use two methods to examine the influence of two independent programs implemented during junior kindergarten and kindergarten. The first implies the traditional approach comparing the self-selected treated group to a self-selected comparison group. The second approach uses a self-selected dosage approach to the treatment condition, considering that implementation of the program varied across teachers. The results regarding the enrichment program in kindergarten were inconclusive. Nevertheless, the pre-math program implemented in junior kindergarten showed a positive influence on children’s core requisite skills for later learning of arithmetic. Although children were receptive during both preschool years, a junior kindergarten program that elaborates upon conceptual issues beyond the number line appears both feasible and beneficial over the short-term.     

Sustaining professional learning communities: Case studies

The purpose is to document the ongoing development of two schools in becoming professional learning communities and the effects of meaningful collaboration on teacher learning. The question that guides this research is: How does a school become a sustainable professional learning community? The theoretical framework is based on the work of Senge, Hord, Fullan, Hargreaves and Fink, and Stoll, McMahon and Thomas and includes the areas of professional learning community, change and sustainability. Finally, the study addresses the relationship between professional learning community and school culture. The methodology involves a qualitative case study approach designed to gain information regarding two emerging schools in their journeys toward developing learning community cultures. Findings reveal the stories of each school as they evolved as PLCs and the similarities and differences that emerged. Knowing that sustaining the culture of a PLC is complex, and not to be achieved without determination and growth, we look ahead at challenges to be addressed and further research to be conducted. Finally, we offer some concluding statements and attempt to relate findings to the literature on PLCs. The intent is to identify some of the intricacies in building cultures of learning for adults and students. As we have learned through these two stories, many things happen simultaneously, to greater or lesser degrees, at varying points in time over a period of years that seem to influence the development of a PLC. Such development seems so complex that to be able to describe discrete steps or stages is unlikely. Still we are beginning to see that some categories of activities and issues must be developed before others can emerge.     

Curriculum response to the crisis

PROSPECTS - Education is going through a period of crisis related to the SARS-CoV-2 pandemic that most probably will follow a continuum organized into distinct phases: emergency, recovery,...     

A Long-Term Effect of Perceptual Individuation Training on Reducing Implicit Racial Bias in Preschool Children

This study tracked the long-term effect of perceptual individuation training on reducing 5-year-old Chinese children's (N = 95, M_age = 5.64 years) implicit pro-Asian/anti-Black racial bias. Initial training to individuate other-race Black faces, followed by supplementary training occurring 1 week later, resulted in a long-term reduction of pro-Asian/anti-Black bias (70 days). In contrast, training Chinese children to recognize White or Asian faces had no effect on pro-Asian/anti-Black bias. Theoretically, the finding that individuation training can have a long-term effect on reducing implicit racial bias in preschoolers suggests that a developmentally early causal linkage between perceptual and social processing of faces is not a transitory phenomenon. Practically, the data point to an effective intervention method for reducing implicit racism in young children.     

Protective effect of endolithic fungal hyphae on oolitic limestone buildings

This study presents characterizations of weathering forms of the same oolitic limestone from four quarries and eight monuments exposed on various environmental conditions focusing on the waterproofing effect of endolithic organic matter. Patinas were analyzed by X-ray diffraction (XRD), scanning electron microscopy with energy dispersive X-ray spectrometry (SEM-EDX), capillarity coefficient through weathered and unweathered sides, gypsum content and porous network morphology by epoxy resin molding. Study of weathering forms on old quarries indicates that lichens colonization (Verrucaria nigrescens and Caloplaca aurantia) can fill the superficial porous network with a dense network of lichenised fungal hyphae. Capillary coefficient measurement on natural and calcinated samples showed that endolithic organic matter can waterproof the stone and could act as a sulfate contamination barrier. Similar endolithic organic layer due to ancient lichens growth are found on some antique monuments of the Nîmes downtown and could explain their well-preserved state, unlike decayed 19th century churches that were never colonized by lichens.