The Minnesota State Colleges and Universities system or Minnesota State, previously branded as MnSCU, comprises 30 state colleges and 7 state universities with 54 campuses throughout Minnesota. The system is the largest higher education system in Minnesota (separate from the University of Minnesota system) and the third largest in the United States, educating more than 340,000 students annually. It is governed by a 15-member board of trustees appointed by the governor, which has broad authority to run the system. The Minnesota State system office is located in the Wells Fargo Place building in Saint Paul, Minnesota.In 2016, the Board of Trustees approved a rebranding of the system to the shortened Minnesota State. This change was met with criticism as this is also the nickname commonly attributed to Minnesota State University, Mankato. The change affected branding but did not alter the legal name of the organization that is identified in state statute. Commonly the system is now being referenced in media as the Minnesota State System, while the institution in Mankato is being referenced as Minnesota State.
Mangrove ecosystems function as important carbon sinks; however, accurately quantifying their carbon dynamics remains challenging because of the complex interplay of tidal fluctuations, sediment-water interface interactions, and biogeochemical cycling. Many existing models lack the temporal resolution and mechanistic precision necessary to adequately capture these dynamic processes, particularly in intertidal environments. To address this issue, we developed a mangrove ecosystem model [EMAGIN-B.C_MG] by incorporating mangrove physiology and tidal hydrodynamics into the EMAGIN-B.C. model, which represents benthic-pelagic coupled ecosystems, including phytoplankton, benthic algae, zooplankton, benthic fauna, detritus, and nutrients, through biological, chemical, and physical processes. Model validation was conducted by comparing the results with time series observations of dissolved inorganic carbon (DIC), total alkalinity (TA), and dissolved oxygen, as well as annual carbon flux measurements. Simulation results showed that carbon absorption and fixation increased during spring and summer because of enhanced photosynthetic activity, whereas carbon storage remained relatively stable throughout the year. Residual ponding during ebb tide significantly influenced DIC and TA concentrations via benthic mineralization and calcium carbonate (CaCO3) dissolution. Comparative analysis revealed that the presence of mangroves increased carbon absorption, fixation, and storage by factors of 9, 3, and 6, respectively. These findings demonstrate that high-temporal resolution ecosystem models can effectively reproduce key material cycling functions of mangrove ecosystems and contribute to more accurate assessments of Blue Carbon dynamics in intertidal wetlands. EMAGIN-B.C_MG provides a novel framework for evaluating the carbon mitigation potential of mangroves in the context of climate change.
In this work, we demonstrate that the hyperboloidal foliation technique, applied to the study of black hole quasinormal modes, where the spatial boundary is shifted from spacelike infinity to the future event horizon and null infinity, is effectively equivalent to the continued fraction approach, in which the asymptotic wave function typically diverges at both ends of spatial infinity. Specifically, a given hyperboloidal slicing, corresponding to a particular choice of coordinates, always uniquely determines a scheme for extracting the asymptotic form of the wave function at the spatial boundary. Owing to the mathematical equivalence, it follows that the efficiency and precision observed using the hyperboloidal approach should be attributed, not to avoiding the pathological behavior at the spatial boundaries, but primarily to other factors, such as the use of Chebyshev grids.
In this critical discourse analysis, we examine how conservative media framed the value of a college education in the United States. Drawing on a sample of 70 articles from right-leaning news websites, we analyzed conservative media’s discourse surrounding higher education in the U.S. and how harmful ideologies shaped the text itself. Our analysis addresses modern ways conservative media may attempt to influence beliefs by weaponizing the media with the intent of impacting policymaking. Guided by the theory of moral panics, we discuss how right-wing actors weaponize media discourse to position higher education as a modern-day folk devil. Our primary findings highlight how the right-wing media frames higher education institutions as poorly governed entities with ballooning budgets, places where dangerous leftist political ideology is reproduced, and as promoting costly degrees offering little to no value to the individual, while providing few recommendations for addressing these perceived issues. We provide implications and recommendations for understanding and counteracting the tools and tactics used to delegitimize higher education by right-wing media.
The interest in artificial intelligence (AI) has been burgeoning in the past few years. Among the different functions of human resource management, staffing is considered the most proactive in adopting AI. However, the usage of AI in staffing and our understanding of AI and its potential impacts are limited. This study aims to introduce AI, review what is known regarding its applications in AI and propose ways to prepare for it. Through a systematic literature review and content analysis to synthesize the literature, our review suggests a path model of AI adoption, its antecedents and outcomes. We also summarize emerging trends in the staffing industry and practices and offer a framework to harness AI potential. While other reviews on AI have been made, our study goes further by providing a path model and a systematic framework that connects organizational staffing practices with the staffing industry contexts and specificities of AI. It also discusses various essential issues in the future of AI-driven staffing.
ABSTRACT Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students. In this study, we investigated the customizations teachers made while enacting storyline science curriculum. Specifically, we collected two data sources: a teacher survey and interviews. The survey was completed by 169 participants and included 20 follow‐up interviews with middle school science teachers enacting the OpenSciEd curriculum across the United States. Teachers reported frequently making changes to the curriculum, particularly small changes, which were made daily or almost daily. The frequency of these changes illustrates that enactment is jointly constructed by the curriculum, teacher and students in a specific context. The teachers’ goals motivating these changes stemmed from wanting to be more responsive to their students and constraints within their school systems. In terms of being responsive, the customizations focused on the goals of student engagement and participation as well as more support for students. While many of these changes aligned with the overarching vision of the curriculum, others appeared to potentially be in tension, particularly in relation to student epistemic agency and coherence. The other two most frequent goals for customizations were a lack of time and logistics (e.g., space, resources) highlighting the importance of the organizational context. Future research needs to develop tools, examples and professional learning experiences to support teachers in customizing for their students and context while aligning with the overarching instructional vision in curriculum.
