A Business Plan for The Fitzgerald Institute

This piece seeks to develop a business strategy for the University of Akron\u27s Fitzgerald Institute for Entrepreneurship. The recommendations given were developed utilizing research on entrepreneurial education and the desires of students at the university

Arterial pressure changes monitoring with a new precordial noninvasive sensor

<p>Abstract</p> <p>Background</p> <p>Recently, a cutaneous force-frequency relation recording system based on first heart sound amplitude vibrations has been validated. A further application is the assessment of Second Heart Sound (S2) amplitude variations at increasing heart rates. The aim of this study was to assess the relationship between second heart sound amplitude variations at increasing heart rates and hemodynamic changes.</p> <p>Methods</p> <p>The transcutaneous force sensor was positioned in the precordial region in 146 consecutive patients referred for exercise (n = 99), dipyridamole (n = 41), or pacing stress (n = 6). The curve of S2 peak amplitude variation as a function of heart rate was computed as the increment with respect to the resting value.</p> <p>Results</p> <p>A consistent S2 signal was obtained in all patients. Baseline S2 was 7.2 ± 3.3 m<it>g</it>, increasing to 12.7 ± 7.7 m<it>g </it>at peak stress. S2 percentage increase was + 133 ± 104% in the 99 exercise, + 2 ± 22% in the 41 dipyridamole, and + 31 ± 27% in the 6 pacing patients (p < 0.05). Significant determinants of S2 amplitude were blood pressure, heart rate, and cardiac index with best correlation (R = .57) for mean pressure.</p> <p>Conclusion</p> <p>S2 recording quantitatively documents systemic pressure changes.</p

Teacher support, preparedness and resilience during times of crises and uncertainty: COVID-19 and education in the Global South

The COVID-19 pandemic has exacerbated existing education inequities, further marginalising those with poor and limited education opportunities, particularly in conflict, fragile, and insecure contexts. In the Global South, the COVID-19 pandemic compounds existing crises, frailties, and inequities as the impoverished suffer food insecurity, physical conflict, and crises of health and water. Existing research suggests that the pandemic has further disadvantaged marginalised communities, weakened learner performance, increased learning losses, and stretched already strained education budgets. However, little is known about the role of teachers in the policymaking process relating to matters that have a direct impact on their work. It is this gap that we address in this paper. Drawing on research, commissioned by the Open Society Foundation and Education International, based on a detailed desk-based review and interviews with purposefully selected Teachers’ Union and Government officials in eight African countries, we examine the role of teachers in education policy-making processes and the kinds of support made available to them, or the lack thereof, during the COVID-19 pandemic. Using the conceptual framing of de Sousa Santos’s sociology of absences and cognitive injustice, we demonstrate that teachers have been absent from policymaking processes and have not been adequately provided with the necessary professional development (PD) and psychosocial support to navigate the uncertainties and pedagogical requirements imposed by the COVID-19 pandemic.</p