Notre Dame Law School--The Future

Dean William Lawless of the University of Notre Dame Law School summarizes the future for the Law School in this article. Dean Lawless states that it will be Christian in tone, it will stress moral values, it will be highly competitive, it will supply the profession with highly skilled lawyers, legislators, legal scholars, public defenders, and judges; in a word, it will train men and women who really care about the shape and structure of this country. The famous Notre Dame will-to-win will stir in the minds of its magnificent alumni practicing at the bar

A proposal for the evaluation of adaptive information retrieval systems using simulated interaction

The Centre for Next Generation Localisation (CNGL) is involved in building interactive adaptive systems which combine Information Retrieval (IR), Adaptive Hypermedia (AH) and adaptive web techniques and technologies. The complex functionality of these systems coupled with the variety of potential users means that the experiments necessary to evaluate such systems are difficult to plan, implement and execute. This evaluation requires both component-level scientific evaluation and user-based evaluation. Automated replication of experiments and simulation of user interaction would be hugely beneficial in the evaluation of adaptive information retrieval systems (AIRS). This paper proposes a methodology for the evaluation of AIRS which leverages simulated interaction. The hybrid approach detailed combines: (i) user-centred methods for simulating interaction and personalisation; (ii) evaluation metrics that combine Human Computer Interaction (HCI), AH and IR techniques; and (iii) the use of qualitative and quantitative evaluations. The benefits and limitations of evaluations based on user simulations are also discussed

A Mixed-Methods Study Assessing Special Education Preservice Candidates\u27 Preparedness for Their First Year of Teaching

This study employed a Likert-type survey, Praxis/Pathwise written observations, as well as guided and open-ended reflections to assess the perceptions of preparedness for the first year of teaching for special education student teaching candidates. Cooperating teachers completed the survey and Praxis /Pathwise observations. University supervisors completed Praxis/Pathwise observations and responded to and analyzed guided and open-ended reflections. The survey instrument was based on the research literature and included responsibilities typically required of special educators (e.g., completing paperwork, planning, assessment, etc.). Results indicated general congruence among the three data sources, but also indicated that two cooperating teachers were reluctant to provide negative feedback, indicating to university supervisors a need to provide guidance and assurance of the value of providing less positive assessments of their student teachers’ preparedness. This ongoing research study supports efforts toward accreditation and program improvement. The methods may be generalized to other programs, even when the actual data collection instruments may differ

Notes

Notes by David S. Landis, William B. Lawless, Robert Oberfell, Thomas F. Halligan, Hal E. Hunter, Jr., Charles M. Boynton, John S. Warren, Norman B. Thirion, Vail Pischke, Peter F. Nemeth, Saverio J. Alonzi, and Peter T. Alonzi

The distribution of Pearson residuals in generalized linear models

In general, the distribution of residuals cannot be obtained explicitly. We give an asymptotic formula for the density of Pearson residuals in continuous generalized linear models corrected to order $n^{-1}$, where $n$ is the sample size. We define corrected Pearson residuals for these models that, to this order of approximation, have exactly the same distribution of the true Pearson residuals. Applications for important generalized linear models are provided and simulation results for a gamma model illustrate the usefulness of the corrected Pearson residuals

Mindfulness and Emotional Outcomes: Identifying Subgroups of College Students Using Latent Profile Analysis

In non-meditating samples, distinct facets of mindfulness are found to be negatively correlated, preventing the meaningful creation of a total mindfulness score. The present study used person-centered analyses to distinguish subgroups of college students based on their mindfulness scores, which allows the examination of individuals who are high (or low) on all facets of mindfulness. Using the Lo-Mendell-Rubin Adjusted LRT test, we settled on a 4-class solution that included a high mindfulness group (high on all 5 facets, N = 245), low mindfulness group (moderately low on all 5 facets, N = 563), judgmentally observing group (high on observing, but low on non-judging and acting with awareness, N= 63), and non-judgmentally aware group (low on observing, but high on non-judging and acting with awareness, N= 70). Consistent across all emotional outcomes including depressive symptoms, anxiety symptoms (i.e., worry), affective instability, and distress intolerance, we found that the judgmentally observing group had the most maladaptive emotional outcomes followed by the low mindfulness group. Both the high mindfulness group and the non-judgmentally aware group had the most adaptive emotional outcomes. We discuss the implications of person-centered analyses to exploring mindfulness as it relates to important psychological health outcomes