Tribal Art Market. Signs and Signals

In this paper, we present a model for the marketability of a Tribal artwork and we test this model empirically using a unique hand-collected dataset, which comprises the worldwide Tribal art market auctions between 1999 and 2008. Our results show a significant relationship between the probability of an artwork to be sold and several signs and signals. The effect of the auction estimated prices on the probability of sales is nonlinear, and allows us to divide the Tribal art market into two price regimes. In the low-price regime, the effect of the auction estimated price on the probability of sales is negative. In the high-price regime, the effect of the auction estimated price on the probability of sales is positive.Tribal art, Signs, Signals, Veblen effect, Conspicuous consumption

Advanced extravehicular protective system Interim report, 1 Jul. 1970 - 31 May 1971

Regenerable portable life support systems concepts for EVA use in 1980 and technology assessmen

User's guide to computer programs JET 5A and CIVM-JET 5B to calculate the large elastic-plastic dynamically-induced deformations of multilayer partial and/or complete structural rings

These structural ring deflections lie essentially in one plane and, hence, are called two-dimensional (2-d). The structural rings may be complete or partial; the former may be regarded as representing a fragment containment ring while the latter may be viewed as a 2-d fragment-deflector structure. These two types of rings may be either free or supported in various ways (pinned-fixed, locally clamped, elastic-foundation supported, mounting-bracket supported, etc.). The initial geometry of each ring may be circular or arbitrarily curved; uniform-thickness or variable-thickness rings may be analyzed. Strain-hardening and strain-rate effects of initially-isotropic material are taken into account. An approximate analysis utilizing kinetic energy and momentum conservation relations is used to predict the after-impact velocities of each fragment and of the impact-affected region of the ring; this procedure is termed the collision-imparted velocity method (CIVM) and is used in the CIVM-JET 5 B program. This imparted-velocity information is used in conjunction with a finite-element structural response computation code to predict the transient, large-deflection, elastic-plastic responses of the ring. Similarly, the equations of motion of each fragment are solved in small steps in time. Provisions are made in the CIVM-JET 5B code to analyze structural ring response to impact attack by from 1 to 3 fragments, each with its own size, mass, translational velocity components, and rotational velocity. The effects of friction between each fragment and the impacted ring are included

Development of a 13 kW Hall Thruster Propulsion System Performance Model for AEPS

The Advanced Electric Propulsion System (AEPS) program will develop a flight 13kW Hall thruster propulsion system based on NASA's HERMeS thruster. The AEPS system includes the Hall Thruster, the Power Processing Unit (PPU) and the Xenon Flow Controller (XFC). These three primary components must operate together to ensure that the system generates the required combinations of thrust and specific impulse at the required system efficiencies for the desired system lifetime. At the highest level, the AEPS system will be integrated into the spacecraft and will receive power, propellant, and commands from the spacecraft. Power and propellant flow rates will be determined by the throttle set points commanded by the spacecraft. Within the system, the major control loop is between the mass flow rate and thruster current, with time-dependencies required to handle all expected transients, and additional, much slower interactions between the thruster and cathode temperatures, flow controller and PPU. The internal system interactions generally occur on shorter timescales than the spacecraft interactions, though certain failure modes may require rapid responses from the spacecraft. The AEPS system performance model is designed to account for all these interactions in a way that allows evaluation of the sensitivity of the system to expected changes over the planned mission as well as to assess the impacts of normal component and assembly variability during the production phase of the program. This effort describes the plan for the system performance model development, correlation to NASA test data, and how the model will be used to evaluate the critical internal and external interactions. The results will ensure the component requirements do not unnecessarily drive the system cost or overly constrain the development program. Finally, the model will be available to quickly troubleshoot any future unforeseen development challenges

Analysis of Andean blackberry (Rubus glaucus) production models obtained by means of artificial neural networks exploiting information collected by small-scale growers in Colombia and publicly available meteorological data

The Andean blackberry (Rubus glaucus) is an important source of income in hillside regions of Colombia. However, growers have little reliable information on the factors that affect the development and yield of the crop, and therefore there is a dearth of information onhowto effectively manage the crop. Site specific information recorded by small-scale producers of the Andean blackberry on their production systems and soils coupled with publicly available meteorological data was used to develop models of such production systems. Multilayer perceptrons and Self-Organizing Maps were used as computational models in the identification and visualization of the most important variables for modeling the production of Andean blackberry. Artificial neural networks were trained with information from 20 sites in Colombia where the Andean blackberry is cultivated. Multilayer perceptrons predicted with a reasonable degree of accuracy the production response of the crop. The soil depth, the average temperature, external drainage, and the accumulated precipitation of the first month before harvest were critical determinants of productivity. A proxy variable of location was used to describe overall differences in management between farmers groups. The use of this proxy indicated that, even under essentially similar environmental conditions, large differences in production could be assigned to management effects. The information obtained can be used to determine sites that are suitable for Andean blackberry production, and to transfer ofmanagement practices from sites of high productivity to sites with similar environmental conditions which currently have lower levels of productivity

SCORE EQUATING BETWEEN AEPS-2 AND AEPS-3 FOR 0-3 YEAR OLDS

Over the past two decades, the emphasis on educational equity in early childhood education (ECE) and early childhood special education (ECSE) has highlighted the importance of assessment through policies and regulations. Ensuring accurate assessment scores is a fundamental aspect of this trend. The release of the Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS-3) in December 2021 led to a shift from the Second Edition (AEPS-2) in child development scoring. In order to harmonize the previous and updated assessment versions for children aged 0-3 across six developmental domains, a common item non-equivalent design, featuring fixed parameter calibration equating (known as \u27anchoring\u27), is utilized within the Rasch framework. A total of 18,411 cases from the AEPS-2 Test Level I and 317 cases from the AEPS-3 Test were utilized to assess scale quality. The psychometric properties of both assessment versions were evaluated using the rating scale Rasch model, revealing a good model-data fit. Two sets of anchor items, selected based on either identical or functional matching methods, were determined using the cosine similarity coefficient and subsequently validated through expert content analysis. These anchor item sets demonstrated acceptable quality. The research then examined the impact of different anchor sets on person parameter estimation during the anchoring process. Ultimately, the study produced person measure and observed score conversion tables between AEPS-2 and AEPS-3. The resulting conversion tables provide valuable insights into the relationship between the old and updated assessment versions. These findings contribute to equating methodology, ECE/ECSE, and education policy. As an early implementation of functional matching anchoring equating in the ECSE field, this study provides a practical model for score equating transformation that can be applied across both early childhood education and special education sectors. In the early childhood education area, it supports the ongoing refinement of assessment tools in early childhood education, helping practitioners make more informed decisions about child development. By leveraging the psychometric model, the research contributes to improving the quality of assessment tools for early childhood education practitioners, leading to better outcomes for children in these critical developmental stages. Another important contribution of this study is that it reflects the assessment requirements in special education and connects education policy with research goals. This ensures that assessments remain consistent, fair, and accurate, enabling educators and specialists to effectively track and support children\u27s development over time, ultimately improving educational equity

EXAMINING SCHOOL READINESS

This research study was conducted to provide information on school readiness. While there is no national definition for school readiness, states and organizations have developed various definitions to highlight readiness skills that have been deemed important for kindergarteners. The early childhood developmental domains that are often cited in these individual definitions are physical (fine/gross motor), social-emotional, cognition (academics), and communication skills. By considering a holistic approach of school readiness, a child’s development is not isolated to mastering one domain to be “ready” for school. While most states do not have a statutory school readiness definition, many have been measuring school readiness skills for several years. In the 1980’s, a number of states screened or tested children’s readiness skills using standardized assessments before kindergarten entry. In the 1990’s, the attention moved from using a child’s score to determine their placement to assessing a child’s strengths and weaknesses in various skill areas that were associated with identified school readiness criteria. Over the last few years, the focus has continued to shift to include monitoring state-wide school readiness levels and guiding planning and instruction. With no universal definition of school readiness, no universal school readiness measurement instrument exists. However, there are school readiness instruments currently being developed to address the needs of states and school districts. The need for reliable and valid instruments to focus on the various developmental skill levels of young children across domains is apparent. The school readiness instrument, the AEPS (Assessment Evaluation Programming System)-3 Ready, Set 4.0, is being developed to do just that, providing a holistic approach to measuring school readiness. Skills in the following areas are to be assessed on the AEPS-3 Ready, Set 4.0: gross motor, fine motor, adaptive, cognitive, social-communication, social-emotional, literacy, and math. The instrument is to be used by kindergarten teachers to access students in the categories listed above once the school year starts. The information gathered from the AEPS-3 Ready, Set 4.0 would provide teachers with authentic, holistic data on the school readiness skills of children in their class. Through teacher surveys, this school readiness study aimed to answer if field users agreed on the content of the AEPS Ready, Set 4.0 in terms of sequence, breadth, clarity, relevance, and functionality and if field users agreed on the scoring, item and criteria, and usefulness of the AEPS Ready, Set 4.0 for its intended purposes

Assessment, Evaluation, and Programming System for Infants and Children: What are Salient Development and Research Factors to Consider?

Early childhood professionals are increasingly pressed to use evidence-based measures when assessing young children. Professional time and resources to investigate research is limited, and takes time away from the delivery of direct services. The literature review is to describe the progression of a widely used curriculum-based assessment (CBA), the Assessment, Evaluation, and Programming System for Infants and Children (AEPS). In addition to sharing the development of this early childhood measure, we identified 19 studies from the available research found in various databases that have investigated the evidence supporting the use of this measure. Findings have implications for the validity, reliability, and utility of the AEPS

Advanced Extravehicular Protective Systems (AEPS) study

A description is given of life support subsystem concepts for advanced extravehicular protective systems (AEPS) intended for use on future orbital, lunar surface, and Mars surface missions in the late 1970's and 1980's. Primary interest was centered around the thermal control and carbon dioxide control subsystems because they offer the greatest potential for total weight savings. Emphasis was placed on the generation of regenerable subsystem concepts; however, partially regenerable and expendable concepts were also considered. Previously conceived and developed subsystem concepts were included in the study. Concepts were evaluated on the basis of subsystem weight and volume, and subsystem contribution to parent vehicle weight and volume, which included spares, regeneration equipment, expendables, expandables storage penalty, power penalty, and process heating or cooling penalty. Results are presented showing total weight and volume penalty as a function of total mission extravehicular activity (EVA) hours, and showing EVA weight and volume as a function of EVA duration. Subsystem concepts are recommended for each life support function, and secondary concepts which should be developed are also identified

SCORING RELIABILITY BY EARLY CHILDHOOD EDUCATORS ON A CURRICULUM BASED ASSESSMENT

The purpose of this study was to investigate if early childhood educators could reliably score items using a new scoring system for the Assessment, Evaluation, and Programming System for Infants and Children (AEPS; Bricker, 2002). The participants were university students completing their certification in Interdisciplinary Early Childhood Education (IECE) at the University of Kentucky (UK). The six participants completed training on implementing the AEPS and administered the AEPS to measure child outcomes. The results of this study validated the new scoring system for the AEPS by illustrating that the participants could reliably score a curriculum based assessment