Student Recruitment & Retention

and expression of information. In designing the academic workshops, it was our intent that the programs be aimed at those middle school students with specific learning disabilities. Operationally, we defined the potential students as being those students on an IEP as a result of a specific learning disability. We relied upon the schools to identify and recommend students. This requirement appeared to be interpreted liberally and some of the students reported that their IEP was also based on emotional or physical disabilities. The issues involved in obtaining accurate information on a specific diagnosis do not appear to be limited to this study, but appear to be common as other conditions may co-occur with learning disorders . For that reason, in reporting the results we believe it is more accurate to describe the one group of students as being on an IEP, or on a learning disability related IEP. A second group of students was also included in the workshop. This second group included students interested in STEM occupations but not on an IEP. This group was included not for purposes of serving as a control group, but rather based on the idea that this would allow for a more natural educational environment, contribute to the concept of group work, and also allow for a greater appreciation of diversity in all students and personnel involved in the program. During the program, no differentiation was made between those students on IEPs and those students not on IEPs, other than that the students on IEPs had been recruited from the schools specifically because they met this mandated requirement.

When high-magnitude meteorological hazards impact vulnerable human populations, disasters are the inevitable consequence. Through archaeological and historical evidence, this book investigates how these sudden and unpredictable events affected British medieval populations (AD 1000-1500). Medieval society understood disasters in a practical sense and took steps to minimise risk by constructing flood defences and reinforcing structures damaged by storms. At the same time, natural hazards were widely interpreted through a framework of religious and superstitious beliefs and a wide variety of measures were followed to secure protection against the dangers of the natural world. Disasters, therefore, were interpreted through a duality of understanding in which their occurrence could be the result of spiritual or superstitious triggers but practical solutions were a key component in mitigating their tangible impacts. In evaluating this duality, this book focuses on specific case studies and considers both their diverse historical contexts as well as their consequences for society against the backdrop of significant demographic and climatic change—as a result of the Black Death and the transition to the Little Ice Age.

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Department is to conduct risk assessment studies not only as scientific research but also as a support to the Veterinary Authority. Thus, in cooperation with the Veterinary Authority, the Department analyzed some epidemiological aspects Some Experiences of Risk Assessment, Surveillance System and Data Collection in the Republic of Croatia-Classical Swine Fever Neka iskustva analize rizika i njezina uloga u sustavu prikupljanja podataka i nadzora bolesti u Republici Hrvatskoj na primjeru klasične svinjske kuge VETERINARSKA STANICA 47 (6), 493-503, 2016. Some Experiences of Risk Assessment, Surveillance System and Data Collection in the Republic of Croatia-Classical Swine Fever Neka iskustva analize rizika i njezina uloga u sustavu prikupljanja podataka i nadzora bolesti u Republici Hrvatskoj na primjeru klasične svinjske kuge VETERINARSKA STANICA 47 (6), 493-503, 2016. 497 Table 1. Risk factors for the outbreak and spread of classical swine fever, and measures to reduce risks Risk factor Measures to reduce risks Swill The use of swill in pig feed is prohibited. Every illegal use of swill in pig feed must be reported to the competent veterinary inspector. Wild boar Preventing direct and indirect contact between domestic and wild boar (particularly via meat or meat products of wild boar). Uncontrolled trade of pigs, pig meat and products made of pig meat; trade of pigs of unknown health status Trade of pigs in compliance with regulations. Illegal trade of pigs, pig meat and products of pig meat * hunting grounds where a certain number of wild boars (WB) are sampled-Table from Appendix 1 of the Programme ** hunting grounds where samples are taken from every shot WB Some Experiences of Risk Assessment, Surveillance System and Data Collection in the Republic of Croatia-Classical Swine Fever Neka iskustva analize rizika i njezina uloga u sustavu prikupljanja podataka i nadzora bolesti u Republici Hrvatskoj na primjeru klasične svinjske kuge VETERINARSKA STANICA 47 (6), 493-503, 2016. 499 the Ordinance on the diagnostic manual for CSF (Official Gazette 16/05 and 62/08). These regulations are fully aligned with the relevant EU acquis communautaire (Council Directive 2001/89/EC and Commission Decision 2002/106/EC). The last confirmed case of CSF in domestic pigs was registered on 3 March 2008 in the territory of the Medjimurje County. Since that occurrence, on the basis of annual active serological and active and passive virological surveillance, it can be objectively confirmed that the CSF virus is not circulating in the domestic swine population in Croatia. In 2012, tests to disapprove CSF were conducted on 37

The journal is a reflection of the Center's mission to encourage an international perspective that will contribute to enlightened policy and practice. Through International Higher Education, a network of distinguished international scholars offers commentary and current information on key issues that shape higher education worldwide. IHE is published in English, Chinese, Russian, and Spanish. Links to all editions can be found at www.bc.edu/cihe.

The use of agents and recruiters are increasingly common by universities to attract international students. This article focuses on some of the criticisms and problems related to agents and recruiters, and points to ways that universities and governments can best serve their own needs as well as the needs of prospective students.

holds a BA in Economics from Laurentian University. She is also a recent graduate of the MSc Economics and MSc Business Administration programs at the University of Groningen. Her research interests include education and health economics and policy. This study was completed in December 2020, before the February 2021 CCAA process initiated by Laurentian University. That process is addressed in an article published in the Monitor: https://monitormag.ca/articles/laurentianuniversity-insolvency-reflects-a-structuralcrisis-in-onta rios-neoliberal-university-system https://monitormag.ca/articles/ linsolvabilit%C3%A9-de-luniversit%C3%A9laurentienne-refl%C 3%A8te-une-crisestructurelle-du-syst%C3%A8me-universitaire-n%C3%A9olib%C3%A9ral-en-ontario

The Organizing Committee are delighted to present the proceedings of the Second International Language and Language Teaching Conference (2nd LLTC), whose main theme is English as a Second Language (ESL) Teaching in the 21st Century: Research and Trends. There are 87 full papers in the compilation, covering various topics in language learning-teaching, linguistics and literature, mostly related to the English language. As an academic forum, LLTC is organized by the

Introduction This research investigated universities registered with the Association of Universities and Colleges of Canada (AUCC) whose primary instructional language was English. A content analysis was performed on university web pages related to the following content: (a) frequency of graduate programs being offered, (b) types of degrees being offered, (c) frequency and variation of program of study offerings, (d) variation of exit requirements, and (e) modalities of course delivery. This research provides an overview and analysis of graduate level programs, more precisely Masters and Doctorate degrees, offered through faculties of education in Canada. An understanding of the findings of this research may benefit Canadian university administrative bodies in providing a source in which they may compare findings with their current offerings and programming. Prospective students of graduate programs in education may also benefit from the information provided in this study when choos...

The impact of the financial crisis on higher education has been considerable, and the crisis may lead to reduced funding for education from all sources – government, private sector and households. There are a number of effects on the financial situation of the American public universities. Most of them come about as a direct result of the global economic situation. While both developed and developing countries are affected, it is not always in the same way. A key modifying factor is the shape and structure of the higher education system within each country, which can produce different outcomes in each particular country. The American higher education system has been much affected by the financial downturn. Unemployment has continued to climb, and job availability for young people is low. At the same time, the cost of tuition at private colleges and state four-year universities has continued to grow. As a result, with a greater need for higher education, but fewer financial resources...

What is the effect of insufficient local funding of public high schools on high school math preparation and graduation in engineering? The purpose of this study was to examine the relationship of four independent variables that were in place after high school graduation for African American and Hispanic American engineering students (N=504), and the correlation of these variables with college graduation outcomes five years later. These factors included two indicators of standardized math test scores, the high school grade point average (GPA), and poverty level of the public high school community (indicated by the percentage of students qualifying for free or reduced cost lunch). When college graduation outcomes were evaluated, it was determined that high school poverty was negatively correlated with math preparation. Math preparation was positively correlated with the likelihood of graduation in engineering. A multinomial logistic regression showed that the combined effect of these ...

What is the effect of insufficient local funding of public high schools on high school math preparation and graduation in engineering? The purpose of this study was to examine the relationship of four independent variables that were in place after high school graduation for African American and Hispanic American engineering students (N=504), and the correlation of these variables with college graduation outcomes five years later. These factors included two indicators of standardized math test scores, the high school grade point average (GPA), and poverty level of the public high school community (indicated by the percentage of students qualifying for free or reduced cost lunch). When college graduation outcomes were evaluated, it was determined that high school poverty was negatively correlated with math preparation. Math preparation was positively correlated with the likelihood of graduation in engineering. A multinomial logistic regression showed that the combined effect of these ...

INTRODUCTION: This article is a case study of student selection process effectiveness in an undergraduate social work degree at Unitec in Auckland, Aotearoa New Zealand. Addressing an internationally under-researched topic, it examines whether admitted candidates’ performance on selection day tasks correlate with their success in the programme.METHODS: Applicant selection data were analysed for 2012 and 2013 cohorts (N = 196). Student success is measured in relation to outcomes across eight courses, considering both course completions and grades received. Correlational analyses were performed to address the research aim. The project also examined whether existing demographic data correlate with success, as these data represent potentially confounding variables.FINDINGS: Performance on selection activities conducted as part of application to this degree does not correlate with course completions, and correlates only moderately with higher grades received for courses. Findings also sh...

The Biomedical Engineering (BME) bachelor program of the Faculty of Sciences in Universidad Autónoma de San Luis Potosí (UASLP) was created in June of 2010, with the aim of training professionals with an integral perspective in the engineering field by considering a multidisciplinary approach to develop and apply technology in the areas of medicine and biology. After 10 years, our BME program has achieved national recognition. Despite of being an emerging program, this achievement has been obtained by the consolidation of our academic staff, the outstanding participation of our students in national and international academic events, and the historical graduation results. In our comprehensive evaluation, we report an overall terminal efficiency (completion rate) of 67% and a graduation rate of 47.2%, where these values are above the average for an engineering program in our institution. Additionally, the BME program provides students with solid skills and background to carry out research activities, which has resulted in a considerable number of alumni pursuing graduate studies or have already completed one. Our results show that 90% of our former students are working after graduation, but only 44% work in the field of biomedical engineering, since the regional labor market starts to saturate given the fact that, at present, students from six generations have completed our BME bachelor program. In this way, few graduates visualize the wide spectrum of job options where a biomedical engineer can impact, by their distinctive comprehensive and multidisciplinary training. Therefore, it is necessary to propose new curricular design strategies to provide our students with an academic training that allows them to enter a globalized world, where there is an even greater spectrum of engineering possibilities related to the fields of medicine and biology, in line with current trends.

This article explores how higher education institutions in England engage with research in their access agreements. Through an analysis of access agreements from 2014-15 to 2016-17, a picture of how research is understood, undertaken and documented emerges. A lexical analysis of the texts was used to establish the different ways research is being referred to or funded as part of the access agreement process. The analysis shows a productive relationship between national policy and institutional activity. But there appears to be a lack of infrastructure at an institutional and sector level to join up sustained and rigorous research with widening participation activity and policy. This means that, even after ten years of access agreements, widening participation is not fully embedded into the academic practice of higher education. We argue that research undertaken as part of the access agreement process can provide much needed evidence of impact and situate activity within an institution-wide context. However, we also suggest that widening participation research has the potential to offer productive troubling ideas to dominant rhetoric and, in so doing, shape new ways of thinking about, and doing, widening participation within institutions and across the sector.

Resumen: El objetivo de este estudio fue identificar factores protectores y factores de riesgo asociados al consumo de alcohol en estudiantes universitarios de ambos sexos. Fueron medidos sobre la base de un estudio descriptivo y transversal realizado en el curso 2007-...

The impact of the financial crisis on higher education has been considerable, and the crisis may lead to reduced funding for education from all sources – government, private sector and households. There are a number of effects on the financial situation of the American public universities. Most of them come about as a direct result of the global economic situation. While both developed and developing countries are affected, it is not always in the same way. A key modifying factor is the shape and structure of the higher education system within each country, which can produce different outcomes in each particular country. The American higher education system has been much affected by the financial downturn. Unemployment has continued to climb, and job availability for young people is low. At the same time, the cost of tuition at private colleges and state four-year universities has continued to grow. As a result, with a greater need for higher education, but fewer financial resources...

This article explores how higher education institutions in England engage with research in their access agreements. Through an analysis of access agreements from 2014-15 to 2016-17, a picture of how research is understood, undertaken and documented emerges. A lexical analysis of the texts was used to establish the different ways research is being referred to or funded as part of the access agreement process. The analysis shows a productive relationship between national policy and institutional activity. But there appears to be a lack of infrastructure at an institutional and sector level to join up sustained and rigorous research with widening participation activity and policy. This means that, even after ten years of access agreements, widening participation is not fully embedded into the academic practice of higher education. We argue that research undertaken as part of the access agreement process can provide much needed evidence of impact and situate activity within an institution-wide context. However, we also suggest that widening participation research has the potential to offer productive troubling ideas to dominant rhetoric and, in so doing, shape new ways of thinking about, and doing, widening participation within institutions and across the sector.

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, without the prior written permission of the publisher or, in the case of photocopying or other reprographic copying, a license from CANCOPY (Canadian ...

Short placements can provide an important and meaningful experience of politics in action for students who are unable to benefit from the generally lengthy placements currently on offer. This article is based on the findings of the three-year HEFCE-funded project The Scholarship of Engagement for Politics and explores the potential of short, local, research-based placements, which are embedded in modules, supported by online journaling and effectively assessed, to enrich students' understanding of politics and enhance their employability.

This article explores how higher education institutions in England engage with research in their access agreements. Through an analysis of access agreements from 2014-15 to 2016-17, a picture of how research is understood, undertaken and documented emerges. A lexical analysis of the texts was used to establish the different ways research is being referred to or funded as part of the access agreement process. The analysis shows a productive relationship between national policy and institutional activity. But there appears to be a lack of infrastructure at an institutional and sector level to join up sustained and rigorous research with widening participation activity and policy. This means that, even after ten years of access agreements, widening participation is not fully embedded into the academic practice of higher education. We argue that research undertaken as part of the access agreement process can provide much needed evidence of impact and situate activity within an institution-wide context. However, we also suggest that widening participation research has the potential to offer productive troubling ideas to dominant rhetoric and, in so doing, shape new ways of thinking about, and doing, widening participation within institutions and across the sector.

Abstract: The knowledge economy requires more people with advanced degrees. Policies that attach funding to students hold the greatest promise for increasing both the quantity and quality of graduate education. ... Related works: This item may be available elsewhere in ...

underwater, then institutions will either need to supplement the funding from other income or temporarily suspend some need-based awards. These are a daunting set of challenges. Undoubtedly, institutions will be forced into some belt-tightening. The likeliest consequences of these actions are: • Hiring freezes for full-time staff and an increased use of part-time and sessional staff. This certainly can reduce costs in the short-term, but as the recent strike at York University showed, is not a cost-free strategy. • Reductions in Graduate Scholarships. In part, recent increases in graduate scholarships have been driven by a need to stay competitive with a hot labour market. With the job market cooling down, this may not be quite as necessary. • Cuts in library spending. In brief: shorter hours, fewer journals, fewer staff.

BACKGROUND In engineering education, a considerable amount of research effort has been dedicated to study the impacts of student characteristics on their college enrollment, major selection, and college retention. However, there is no standardized categorical classification system of engineering student characteristics in the current literature. Different researchers tend to focus on specific characteristics within the scope of their research interests. This study provides a comprehensive review and analysis of the existing research on the measurement of the characteristics of engineering students. PURPOSE The study addressed the three questions: (1) what engineering student characteristics have been measured; (2) how do engineering student characteristics impact their educational outcomes; and (3) what measurement and analysis methods have been applied in current studies? A standardized classification system for engineering student characteristics involving external, cognitive, affective, and demographic categories is also proposed. SCOPE/METHOD The study focused on engineering education. Representative research regarding common characteristics of students from majors of science, technology, engineering, and mathematics were also included. The review covers major academic journals, research books, conference proceedings, and government reports in the areas of science and engineering education for the past two decades. CONCLUSIONS The review analysis indicated that students with certain characteristics are more likely to choose engineering as a profession and that those characteristics are either correlated or causally related with one another. However, many research conclusions based on basic statistical analyses fail to model the interaction effects. More advanced measurement techniques are needed that can model the characteristics interactively and concurrently in a complete framework.

One form of ecological fallacy is found in the dictum that 'you are where you live'otherwise expressed in the idea that you can infer significant information about an individual or their family from the prevailing conditions around their home. One expression of this within higher education in the UK has been the use (and, arguably, overuse and misuse) of 'low participation neighbourhoods' (LPNs) over the last 15 years. These are areas that have been defined, from historic official data, to have a lower-than-average propensity to send their young people onto university. These LPNs have increasingly become used within the widening participation and social mobility agendas as a proxy for young people from disadvantaged backgrounds who have the potential to benefit from higher education, but who would not attend without encouragement support and/or incentives. In this paper, we explore the various uses to which LPNs have been put by policymakers, universities and practitioners, including the targeting of outreach activities, the allocation of funding and the monitoring of the social mix within higher education. We use a range of official data to demonstrate that LPNs have a questionable diagnostic value, with more disadvantaged families living outside them than within them, while they contain a higher-than-expected proportion of relatively advantaged families. We also use content analysis of university policy documents to demonstrate that universities have adopted some questionable practices with regard to LPNs, although some of these are now being actively discouraged.

Using policy instruments as the unit of analysis and employing an instrument typology, this study considers policymaker goals and the effects of different policy actors and their influence strategies on selection. This study builds upon conceptions of choice approaches to policy instruments, using an analytical lens to describe policy actor perceptions and policy instrument use in three Canadian provinces to shed new light on the nature of higher education policy design. Résumé En utilisant les instruments de politique comme unité d'analyse et en employant une typologie d'instruments, cette étude considère les objectifs des décideurs politiques et les effets des différents acteurs politiques et leurs stratégies d'influence sur la sélection. S'appuyant sur les conceptions des approches de choix des instruments de politique et utilisant une lentille analytique pour décrire les perceptions des acteurs politiques ainsi que les instruments de politique dans trois provinces canadiennes, cette étude servira de tremplin afin de jeter un nouveau regard sur la nature de la conception des politiques d'enseignement supérieur.

This study was an attempt to examine and discuss university finance issues in Ontario, Canada, within the broader context of higher education policy and to present data on trends and the impact of recent changes on Ontario universities. Multiple sources of data were used for the analyses. Higher education policy in Ontario has become increasingly viewed as a subset of provincial economic policy rather than a component of social policy or broad educational policy. Major policy initiatives for higher education seem to have become component parts of macro-level (cabinet-level) approaches to economic development. Ontario is characterized by limited capacity or organizational responsibility for policy development on the part of the government ministry responsible for postsecondary education, and Ontario appears to lack a systematic approach to higher education policy. Tuition fees in Ontario are among the highest in the country, and recent government policies have divided academic programs into those with fee levels regulated by the government and another category in which the institution has much greater discretion in establishing fees. There is some evidence that students are beginning to consider costs, rather than the academic reputation of the university, when they choose a university. In Ontario, privatization of universities sometimes means the transformation of a publicly funded program to a self-funding program, and it sometimes refers to the establishment of new institutions to provide greater access to education. Allocations from the province's SuperBuild fund suggest that the government expects public institutions to accommodate the expansion of student demand in Canada and that the government is encouraging the restructuring of existing public institutions. An appendix contains a glossary. (Contains 7 graphs, 5 tables, and 150 references.) (SLD) rkr) kr) L

Internationalization processes are at the fore of university strategic plans on a global scale. However, the work of internationalization is being performed through the connections between many actors at different policy levels. Our purpose here is to ask, what is happening with internationalization of higher education at the Canadian national policy level? To do so, we suggest that we must look at policies at the national level not as individual entities but rather as these policies exist in relation to each other. We examine three recent policy statements from different organizations at the national level in Canada: a federal governmental agency, a pan-Canadian provincial organization and a national educational association. Our approach involved mapping the actors, knowledges and spaces that are discursively produced through these texts and engaging a relational approach to policy analysis that questions what comes to be assembled as these policies co-exist in the national landsca...

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, without the prior written permission of the publisher or, in the case of photocopying or other reprographic copying, a license from CANCOPY (Canadian Reprography Collective),

Using Actor-Network Theory (ANT) as a way to do Critical Policy Analysis (CPA), this instrumental case study explores the relationships between citizenship and immigration (CI) policies and the internationalization of Canadian higher education. By utilizing a criticalsociomaterial approach, the research exposes actors and actor-networks that are otherwise overlooked in these policy areas. Moreover, this lens underscores the impacts and consequences of policy and how the enrollment and/or exclusion of actors in actor-networks enables certain actors to exert control, power, and primacy over others. While most research on internationalization identifies the academy as the site for internationalization policy enactment, this research notes that the policy topology is spread across various levels of governance and transcends the university into both provincial and federal spaces. The findings suggest that Canada's CI policies, along with its regulations make it difficult for university administrators to internationalize their institutions, with respect to recruiting, supporting, and retaining international students. International students, who want to immigrate to Canada post-graduation, highlighted that they found federal CI legislation confusing. They experienced both emotional and financial stress because of systemic barriers within the government-sponsored pathways to Canadian permanent residency. They see Canada as a less attractive place to study, expressed that they feel unwelcome, warned that restrictive CI legislation will hinder Canada's ability to attract prospective international students, and also retain Canadian-trained talent.

Canadian universities are experiencing a time of financial uncertainty and stress. How they cope in the next few years will have an impact on their leadership and management in the future. This thesis explores the financial challenge facing Canadian universities in the 1990s, strategies used to deal with financial uncertainty, and options for generating new sources of income (i.e., outside government, student fees and endowments). The primary research question investigated is: How can Canadian universities generate wealth through new income sources and what internal and external factors affect a university's ability to do so? This thesis is a case study of Memorial University of Newfoundland. Documents, reports, and speeches originating from Memorial University detailing financial stress were analyzed. In addition, from March to October 1997, interviews were conducted with twentyfive members of Memorial University's community. Interviewees represented members of the Board of...

This qualitative, exploratory study focused on the introduction of the bachelor's degree credential in Ontario colleges and whether or not offering degrees constitutes a change in the mission of Ontario colleges, as outlined in the Basic Documents and according to key college and governmental officials. The data was gathered through interviews with senior leaders at five urban colleges, senior government officials, and was focused on a ten year period (2002-2012). In addition, document analysis and the examination of available statistics were undertaken to ascertain the impact the legislative changes enacted in 2000 and 2002 have had on the college mission in Ontario. This study found that three founding tenets of the colleges-labour market responsiveness, access for students, and an emphasis on the functions of teaching and learning-were generally being adhered to between 2002 and 2012. This study also found that the majority of college and governmental leaders believed that the introduction of degrees was a logical extension of the mission, and the progression of the mission itself was essential if colleges were to be responsive to changing labour and community needs. The leadership of two subject colleges, however, did demonstrate a desire to move beyond the original mission in the service of a perceived need for a more differentiated postsecondary education system in Ontario. vii 6.3.5 To what extent has the introduction of degrees in Ontario colleges affected access to Ontario colleges?.

of data analysis and findings CHAPTER SEVEN-DISCUSSION OF FINDINGS 7.1 Objective-Review of extant literature 7.1.1 Absence of outcome targets 7.1.2 Outcome Target Forecasting Tool 7.2 Objective 2-Analyse the rate of successful graduation 7.3 Objective 3-Identification of the factors that account for the success 7.3.1 Success from the broader human capital theories (Global) perspective 7.3.2 Success from a more confined return home from study abroad 7.4 Objective 4-Ascertain the rate of return home from study abroad 7.5 Objective 5-Accounting for the factors that influenced the rate of return home 7.5.1 The Binary Outcome Model Framework

I t is well known that economic deprivation early in life sets children on a trajectory toward diminished educational and occupational attainment. But why is early childhood poverty so harmful? If we can't answer that question well, our reform efforts are reduced to shots in the dark. In this article, we offer a new perspective on this question. We suggest that childhood poverty is harmful, in part, because it exposes children to stressful environments. Low-income children face a bewildering array of psychosocial and physical demands that place much pressure on their adaptive capacities and appear to be toxic to the developing brain. Although poor children are disadvantaged in other ways, we focus our analysis here on the new, underappreciated pathway depicted in Figure 1. As shown in this figure, children growing up in poverty demonstrate lower academic achievement because of their exposure to a wide variety of risks. These risks, in turn, build upon one another to elevate levels of chronic (and toxic) stress within the body. And this toxic stress directly hinders poor children's academic performance by compromising their ability to develop the kinds of skills necessary to perform well in school. We will unpack this new Risk-Stress Model in the balance of our article. However, before doing so, it's useful to first go over the evidence regarding the relation between poverty and achievement and then to present some of the well-known pathways through which this relationship is generated. With that background in place, we can then describe the Risk-Stress Model, as represented in Figure 1.

I t is well known that economic deprivation early in life sets children on a trajectory toward diminished educational and occupational attainment. But why is early childhood poverty so harmful? If we can't answer that question well, our reform efforts are reduced to shots in the dark. In this article, we offer a new perspective on this question. We suggest that childhood poverty is harmful, in part, because it exposes children to stressful environments. Low-income children face a bewildering array of psychosocial and physical demands that place much pressure on their adaptive capacities and appear to be toxic to the developing brain. Although poor children are disadvantaged in other ways, we focus our analysis here on the new, underappreciated pathway depicted in Figure 1. As shown in this figure, children growing up in poverty demonstrate lower academic achievement because of their exposure to a wide variety of risks. These risks, in turn, build upon one another to elevate levels of chronic (and toxic) stress within the body. And this toxic stress directly hinders poor children's academic performance by compromising their ability to develop the kinds of skills necessary to perform well in school. We will unpack this new Risk-Stress Model in the balance of our article. However, before doing so, it's useful to first go over the evidence regarding the relation between poverty and achievement and then to present some of the well-known pathways through which this relationship is generated. With that background in place, we can then describe the Risk-Stress Model, as represented in Figure 1.

Short placements can provide an important and meaningful experience of politics in action for students who are unable to benefit from the generally lengthy placements currently on offer. This article is based on the findings of the three-year HEFCE-funded project The Scholarship of Engagement for Politics and explores the potential of short, local, research-based placements, which are embedded in modules, supported by online journaling and effectively assessed, to enrich students' understanding of politics and enhance their employability.

of data analysis and findings CHAPTER SEVEN-DISCUSSION OF FINDINGS 7.1 Objective-Review of extant literature 7.1.1 Absence of outcome targets 7.1.2 Outcome Target Forecasting Tool 7.2 Objective 2-Analyse the rate of successful graduation 7.3 Objective 3-Identification of the factors that account for the success 7.3.1 Success from the broader human capital theories (Global) perspective 7.3.2 Success from a more confined return home from study abroad 7.4 Objective 4-Ascertain the rate of return home from study abroad 7.5 Objective 5-Accounting for the factors that influenced the rate of return home 7.5.1 The Binary Outcome Model Framework