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In a previous paper [Blado G, Owens C, and Meyers V 2014 Quantum Wells and the Generalized Uncertainty Principle Eur. J. Phys. 35 065011], we showed that quantum gravity effects can be discussed with only a background in non-relativistic quantum mechanics at the undergraduate level by looking at the effect of the generalized uncertainty principle (GUP) on the finite and infinite square wells. In this paper, we derive the GUP corrections to the tunneling probability of simple quantum mechanical systems which are accessible to undergraduates (alpha decay, simple models of quantum cosmogenesis and gravitational tunneling radiation) and which employ the WKB approximation, a topic discussed in undergraduate quantum mechanics classes. It is shown that the GUP correction increases the tunneling probability in each of the examples discussed., Comment: An edited version with major revisions is published in Eur. J. Phys. 37 (2016) 025401

Many minorities in Boston (Massachusetts) do not feel part of the entire community because the city does not work for people in minority groups in fundamental ways. This report analyzes the content and consequences of Boston's many contradictions and the challenges these contradictions pose for the city's three major communities of color: Blacks, Hispanic Americans, and Asian Americans. It begins with a demographic overview of Boston, comparing ethnic and racial groups and stressing important population characteristics, such as size, racial and ethnic makeup, age, and residency patterns. Also examined are selected socioeconomic variables of income, employment, education, and housing. The second part of the report is a historical and institutional portrait of Boston's Black, Asian American, and Latino communities. The report concludes by exploring the challenges and opportunities for all who care about the health and vitality of the city. (Contains 4 maps, 16 figures, and 29 references.) (SLD)

This paper proposed some limitations on "quantitative-only" research focusing on Puerto Rican poverty in the United States. An overreliance on quantitative data may not allow for a full understanding and awareness of the nature and maintenance of poverty in Puerto Rican communities in the United States. An understanding of Puerto Rican poverty in urban America today requires a broad range of tools and methodological approaches. There are at least three potential research tools that should not be overlooked in the study of Puerto Rican poverty. These tools include social history and the role of power and politics, comparative frameworks, and using "community" as the unit of analysis rather than solely the individual or the family as the unit of analysis. Using these kinds of tools can provide a better understanding of the nature of Puerto Rican poverty and the responses that might be appropriate for this continuing issue. In the case of Puerto Ricans, cultural patterns and behaviors are generally approached as pathological by many researchers. There is a wide gulf between the policy discussions of researchers focusing on poverty in the United States and the concerns and insights offered by poor people regarding their own status. The expansion of involvement of the people themselves will help in the development of new and creative models for overcoming the limitations of current research paradigms. (SLD)

This paper describes a study that addressed problems related to the disparity in achievement between disadvantaged and nondisadvantaged students. The first part of the study consisted of an analysis of three early intervention programs: the Responsive Early Childhood Education Program, the Reading Recovery program, and the Success for All program. The analysis identified program elements designed to improve student learning. From the analysis, objectives were developed to guide the second part of the study. These objectives were to: (1) identify successful models of intervention in the early grades; (2) examine how the implementation of early intervention strategies is related to the design of long-range disparity remediation plans; (3) develop, test, and evaluate a training module for principals who are implementing school-based disparity remediation plans. In the second part of the study, a case scenario that involved a desegregated urban school with a large number of low achievers was developed and incorporated into a training module, and the use of this module by eight elementary school principals was evaluated. The evaluation revealed that problem-based learning provided opportunities for new learning, produced a "think tank" experience for the participants, and improved the principals' awareness and understanding of related research. (DR)

The reported participation rates and status of Latinos in vocational-technical education programs approved by the Massachusetts Board of Education were reviewed. The study was restricted to persons in grades 9-12 during the 1990-91 school year. Fifteen members of a panel were also interviewed regarding their understanding of Latino experiences in the state's vocational education system. Panel members were familiar with various aspects of public schooling and vocational education. Findings indicated that a large number of Latino students were enrolled in various kinds of vocational technical education programs and schools. Interviewees reported potential problems in recruiting Latinos, e.g., tracking of students of color into lower-skilled curriculum paths and a community perception of vocational education as a "dumping ground." Very few Latino students were enrolled in postsecondary and postgraduate vocational education programs. Interviewees reported a high degree of dissatisfaction regarding the number of Latino or bilingual personnel. Topics for further examination were suggested, including increased recruitment and retention of Latino students, increased number of Latino staff members and role models, effective measurement of the status and assessment of Latino students' needs, increased parental and community participation in vocational education, and use of vocational education to teach appreciation of a multicultural learning environment. (19 endnotes) (YLB)