The spring term for many MBA programmes is informally designated for studying abroad. As such, my classmates at Fuqua are currently dispersed all over the globe, from South Africa to Thailand. I am in Mali where I am working with a group of doctors to implement an epidemiological study.
Like many developing nations, Mali’s economy and academic world are centered in the capital, Bamako. However, many years ago, an intrepid young doctor right out of medical school began working in the rural zones and has since encouraged countless other doctors to do the same. After years of rural placements, the medical school now aims to measure the impact of such work by establishing a baseline. Ultimately, the hope is to solidify the programme for the future.
We’ve since worked together to establish the planning and budgeting for the study. Given that the region we are focusing on is home to countless clinics and localities, it has been a statistical and mathematical journey to discover the best direction for a month-long survey. At
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Shortly after crowds dispersed from what may have been the largest organized protest ever at the School District’s current headquarters, a statement issued by the School Reform Commission Friday afternoon announced that Superintendent Arlene Ackerman’s contract has been extended for a year – through June 2014.
The extension “permits her to continue to lead the District through the full implementation of Imagine 2014,” the statement reads. “The SRC believes that stability in the leadership of the District during the full implementation of the Plan is highly desirable.”
Ackerman took over leadership of the District in June 2008, and her original contract ran for five years, but with a provision for an additional year unless either the SRC or the superintendent objected to the extension prior to March, 2011.
The statement notes that on the most recent state tests, for the first time ever, more than half of Philadelphia students scored proficient or above.
Ackerman’s annual salary is $348,140, after receiving a contractually mandated raise of 3 percent – or $10,140 – last September 1.
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Alison Davis-Blake will be moving from Minnesota to Michigan this summer when she leaves her position as dean at U. of Minnesota’s Carlson School of Management and takes a new post as dean of Michigan’s Ross School of Business.
“I am very excited for the opportunity to lead the Ross School of Business,” Davis-Blake says in a Michigan Ross press release. “Ross has long been among the top business schools in the country and the world. It has strong programs across the board and is housed within a great university. Its action-based learning approach is a unique niche that sets it apart from other business schools.”
Davis-Blake is known in the business school world for her commitment to international experiences for students, to leadership training, and to research.
In a Financial Times article on the same subject, Jerry Davis, head of the search advisory committee at Ross, says, “She impressed the committee with her grasp of the broad competitive landscape of business education, its future trends and the factors that distinguish Ross from the other top schools.
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Meant to post this yesterday, but didn’t get time. I think the headlines tell the tale around education right now.
MICHIGAN
NEW JERSEY
WISCONSIN
CONNECTICUT
I didn’t even get to look at Texas…
These are some crazy days, and I fear we haven’t even seen the half of it. And I wonder a couple of things. What will it take for people to figure out that the disruption here is far greater than budgets and unions which are right now the easy scapegoats in the reform message? And, if
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Our friends at the Fordham Institute issued a new report this week that is critical of Ohio’s United States’ History content standards. Lacking in both clarity and rigor, Ohio scored a 3 of a possible 10, earning a less than acceptable grade of D.
Ohio’s standards claim to outline the “essential knowledge” that students should acquire through the social studies curriculum. Unfortunately, the state does not seem to consider substantive historical content to be “essential,” since very little is included.
In the elementary grades, Ohio’s standards place little emphasis on U.S. history. Early grades’ guiding themes include such general concepts—typical of the “expanding environments” approach to social studies—as “The Classroom Community” (preKindergarten), “A Child’s Place in Time and Space” (Kindergarten), “Families Now and Long Ago, Near and Far” (first grade), “People Working Together” (second grade), and “Communities: Past and Present, Near and Far” (third grade). The history strand in these grades is divid Read more…
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