For college football teams that win six or more games in a season, their reward is the opportunity to play in a postseason bowl game on national television. While many players and fans look forward to the opportunity each December or January, speculation remains if participating in a bowl game negatively impacts the academic outcomes for college football players during the end of the busy fall semester.
However, a new study at the University of Missouri found slightly positive academic benefits for college football players who participate in these postseason bowl games. In the midst of a rapidly changing college football landscape and an impending expansion of the College Football Playoff by 2026, the findings suggest the opportunity to play in a postseason game may serve as a potential motivator for student athletes to remain academically eligible rather than a hindrance to academic success.
In the study, Bradley Curs and Casandra Harper, associate professors in the MU College of Education and Human Development, compared academic data for the student athletes of college football teams who competed in a postseason bowl with those who did not from 2003 to 2018.
Most parents want to help their kids get ahead. But how do you that? Should you press them to excel at academics, devote hours to sports and other extracurriculars, or get an afterschool job? Or should you dial back on such demands, to avoid causing unhealthy levels of stress?
To examine such questions—and the role that race plays in parents' answers—Tufts sociology professor Natasha Warikoo studied a high-income suburban town with a large and growing Asian American population. She calls the town Woodcrest and describes her findings in her new book, "Race at the Top: Asian Americans and Whites in Pursuit of the American Dream in Suburban Schools.
The University of Barcelona is the institution with the most publications and number of bibliometric citations worldwide in research on liver cirrhosis, followed by the Virginia Commonwealth University (United States), the University College London (United Kingdom), the Mayo Clinic (United States) and the University of Padova (Italy).
This is one of the main conclusions of a bibliometric study on liver cirrhosis published in the World Journal of Gastroenterology and signed by a team of experts from the Southwest Medical University in Luzhou (Sichuan, China).
The study highlights Professor Pere Ginès, from the Faculty of Medicine and Health Sciences of the UB, as the researcher with the top citation index per article and one of the experts with the most scientific performance worldwide.
Arts education offers powerful ways to explore ethical responsibility, values, and attitudes of global citizenship by means of interdisciplinary, intersubjective and embodied participation and experience, according to the Finnish researchers in the University of the Arts Helsinki.
Arts education enables us to step outside our immediate situation and examine it from alternative viewpoints.
Thus, it has the potential to support students' growth towards global citizenship including awareness, care, and understanding of—as well as active and responsible engagement in—current global challenges and social issues, argue Professors Marja-Leena Juntunen and Heidi Partti from Sibelius-Academy, the University of the Arts Helsinki, Finland.
According to the Professors, artistic activities and arts education make it possible to address and explore the questions of ethical responsibility, values, and attitudes in ways that surpass knowledge and rational thinking; that is, primarily by means of embodied participation, play and imagination rather than through merely learning facts about economic, political, or ecological systems.
Racial and ethnic disparities in advanced math and science skills occur far earlier in the U.S. than previously known. Our new study finds that 13% of white students and 16% of Asian students display advanced math skills by kindergarten. The contrasting percentage for both Black and Hispanic students is 4%.
These disparities then continue to occur throughout elementary school. By fifth grade, 13% of white students and 22% of Asian students display advanced math skills. About 2% of Black students and 3% of Hispanic students do so. Similar disparities occur in advanced science skills.
What explains these disparities? Factors that consistently explain these disparities include the family's socioeconomic status—such as parental education and household income—and the student's own understanding of math, science and reading during kindergarten.
We observed these findings in analyzes of a nationally representative sample of about 11,000 U.S. elementary school students. The students were followed from the start of kindergarten until the end of fifth grade.
Fewer than 10% of U.S. scientists and engineers are Black or Hispanic.
Racial and ethnic disparities in advanced math and science skills are constraining the country's scientific innovation and economic competitiveness. Students who display advanced math skills early are more likely to later obtain doctoral degrees in science, technology, engineering and math fields—collectively called STEM—and to become scientists or inventors.
The number of international students in Canada has steadily increased over the last decade, contributing approximately $22 billion to the Canadian economy, and an estimated $5.1 billion in annual revenues to Canadian universities.
Pegged by the federal government as a key source of talent for the growth and sustenance of the Canadian economy, international students are sought to relieve our national demographic imbalance created by an aging population and declining birth rates.
Canada's International Education Strategy also seeks international students to address our skilled labor shortages.
The question, however, is not whether international students are needed, but rather if they are valued.
Valuing international students
The federal government's immigration policy efforts tend to be primarily driven by economic factors—while falling short on supporting and retaining these new students.
A review of Canada's international student policy as well as an assessment of international students' experiences indicates that our established systems and processes place undue emphasis on recruiting international students, but not enough on their well-being once they get here.
While immigration targets and strategies are focused on bringing in more international students, current policy measures do little to address the inherent bureaucracy and lack of transparency in our systems, or the multitude of issues faced by international students.
The below links are provided as additional info by the publisher of your curriculum. It is helpful, but not required reading
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