Malcolm X College

This study explored stakeholder perspectives on educational quality and institutional development at Malcolm Moffat College of Education (MMCE). The study was guided by the following objectives: to evaluate the academic quality of the programmes at MMCE, analyse how well MMCE prepares students for the job market, and identify key areas for institutional improvement. The study was purely qualitative and employed a case study design to allow for a holistic and detailed exploration of the phenomenon within its real-life context. Data was collected through semi-structured interviews and focus group discussions. The sample size was twenty-five stakeholders, including educators, administrators, students, policymakers, unions, business representatives, NGOs, traditional leaders, and religious institutions. Data was analyzed thematically, with charts and graphs used to visually present recurring patterns and stakeholder perspectives, thereby enhancing clarity and accessibility of findings. Findings indicated that teacher training diplomas had the highest recognition, while bachelor’s degree programmes were less familiar. On the overall quality of the College’s programmes, stakeholders expressed high satisfaction, with 85% rating the academic programmes as good and 15% as excellent, recognising MMCE’s commitment to competence and professional preparation. However, some respondents emphasized the need for greater holistic student development, particularly in social engagement and interdisciplinary learning. Furthermore, perceptions regarding the curriculum’s ability to foster research and critical thinking varied, with 31% affirming its effectiveness and 69% indicating uncertainty, highlighting the need for curriculum refinement. The study recommends strengthening research components, enhancing programme awareness, integrating learner-centered teaching methodologies, and balancing academic rigor with holistic student development. These insights support efforts to accredit degree programmes in Primary Education and Educational Leadership and Management, ensuring their alignment with national educational priorities and workforce demands.

Disparities in retention and graduation rates still exist, despite notable advancements in increasing underrepresented minority (URM) students' access to higher education. This disparity emphasizes how institutions must change their priorities from boosting enrollment to guaranteeing students' long-term success. This study looks at the underlying challenges that URM students face, such as limited mentorship possibilities, a lack of culturally sensitive support, and financial difficulties. This study promotes a comprehensive, equity-driven strategy that creates a sense of belonging and offers focused academic and socioemotional assistance by examining successful retention models and intervention tactics. In order to improve equity and student accomplishment in higher education, the findings highlight the significance of institutional responsibility, data-driven decision-making, and a persistent dedication to reducing the retention gap.

The Affordable Healthcare Act has, among other changes, created greater incentives to reduce health disparities in low-income communities across the country, which heightened the importance and expectations of community health workers (CHWs) as part of the clinical care team. These heightened expectations have begun to transition what has historically been a paraprofessional role into one that involves more clearly defined competencies and development needs. In an effort to meet these needs in the city of Chicago, a CHW basic certificate program was developed and launched at Malcolm X college (one of the seven city Colleges of Chicago), in collaboration with several community partners. This article presents the experience of this program, the challenges faced in its implementation, and lessons from this experience that may be relevant to others involved in the professional preparation of CHWs.

In this paper I will show how to calculate gravitationally corrected QFT interaction cross sections without ultraviolet divergences. I will also make a prediction for the result of a simple experiment proposed in this paper. This work builds on papers published in 2014 and a talk given at the April 2015 APS conference in which I described relativization. In relativization QFT’s are made to comply with the precepts of General Relativity. This is different than the quantization that is cannon in the physics community, however I have numerical results already published which show it has promise. Here I show how this model has predictive power for experiments in this universe, and no other.

Fluency is a metaphor for flowing, effortless, well-practiced, and accurate performance. Current practice in fluency building involves increasing the frequency of free-operant performances. Free-operant performance is defined as continuous responding in the presence of discriminative stimuli that are either varied or not varied from response to response. Free-operant performance is also distinguished from discrete-trial performance. Frequency-building procedures are also described, including defining the learning channel and stimulus control topography of a component performance (called a pinpoint), selecting an appropriate timing period, and displaying stimuli so that no performance ceilings occur. During frequency building, frequencies of pinpoints are continuously charted on standard celeration charts. Frequencies are increased to empirically derived performance standards, or aims, that predict retention, endurance, stability, application, and adduction of performance. Frequency is also described as a dimension of performance, not simply its measurement. Frequency building is described as possibly facilitating contingency adduction.

A técnica de aplicação de água às culturas envolve diversos aspectos relacionados a fatores climáticos, de solo e das próprias plantas. O presente trabalho teve por finalidade a determinação das necessidades de água das culturas de cebola (Var. Baía Periforme Precoce) e de gladíolos (Var. Snow Princess) e a avaliação destas por métodos climatológicos. Para tanto, foram instalados os ensaios num solo da série Luiz de Queiroz (RANZANI et al, 1966), sendo a irrigação procedida pelo método de sulcos de infiltração e as estimativas de umidade do solo determinadas pelo método gravimétrico padrão. Delinearam-se quatro tratamentos, distinguidos pelos potenciais mínimos de umidade do solo: - 0,5; - 1,0; - 6,0 e - 15,0 bares. Os resultados obtidos evidenciaram as seguintes principais conclusões, para as condições estudadas: a) para a cultura de gladíolos, a manutenção de potenciais de umidade do solo superiores a - 6,0 bares proporcionaram melhor desenvolvimento às variáveis relativas à haste floral e ao desenvolvimento vegetativo. Inversamente, a produção de bulbos se desenvolveu com maior intensidade no tratamento - 15,0 bares. Houve um incremento na precocidade de florescimento à medida em que foram atingidos os tratamentos mais úmidos; b) as produções de bulbos e o desenvolvimento vegetativo para a cultura de cebola foram mais proeminentes, à medida em que eram alcançados potenciais mais elevados de umidade do solo. Não houve interferência dos tratamentos sobre o ciclo de maturação; c) ambas as culturas demonstraram decréscimo na evapotranspiração real, à medida em que decresceram os potenciais de umidade do solo; d) os coeficientes de conversão de evapotranspiração real para evapotranspiração potencial (ER/EP) mostraram-se mais consistentes, pela ordem, com a utilização dos métodos: Penman; classe “A”; Penman-Bavel; Blaney-Criddle e Thornthwaite. Para a cultura da cebola as correlações mostraram-se mais significativas; e) considerando-se o tratamento cujo potencial mínimo de umidade do solo foi - 0,5 bar foram auferidos os seguintes coeficientes de conversão: (Descrito na Dissertação)

We have dialysis centers at Passavant, Children's and Evanston.Physicians, nurses, technologists and other