Glimmerglass Volume 10 Number 13 (1951)

Official Student Newspaper Issue is 8 pages long

Glimmerglass Volume 10 Number 12 (1951)

Official Student Newspaper Issue is 8 pages long

Glimmerglass Volume 10 Number 11 (1951)

Official Student Newspaper Issue is 8 pages long

Leveraging Your Local Resources and National Cyberinfrastructure Resources without Tears

Compute resources for conducting research inhabit a wide range from researchers' personal computers, servers in labs, campus clusters and condos, regional resource-sharing models, and national cyberinfrastructure. Researchers agree that there are not enough resources available on a broad scale, and significant barriers exist for getting analyses moved from smaller- to larger-scale cyberinfrastructure. The XSEDE Campus Bridging program disseminates a several tools that assist researchers and campus IT administrators in reducing barriers to the effective use of national cyberinfrastructure for research. Tools for data management, job submission and steering, best practices for building and administering clusters, and common documentation and training activities all support a flexible environment that allows cyberinfrastructure to be as simple to utilize as a plug-and-play peripheral. In this paper and the accompanying poster we provide an overview of Campus Bridging, including specific challenges and solutions to the problem of making the computerized parts of research easier. We focus particularly on tools that facilitate management of campus computing clusters and integration of such clusters with the national cyberinfrastructure

Play’s the Thing: Community Adventure Play Experiences

The authors conducted a participatory action community-based research project that included the development, implementation and evaluation of 36 Community Adventure Play Experiences (CAPEs) in a variety of communities in the United States and abroad. In CAPEs, the emphasis is on free play created by children using “loose parts” that are readily available in their communities such as cardboard boxes, tires, fabric, recyclables, sand, wood, and water. During these play experiences children use their imaginations, and take the initiative to collaborate and problem-solve with found materials. Play facilitators ensure a safe physical and emotional space and assist children in their play as directed by the children. The authors studied CAPEs in rural, urban and peri-urban settings in the United States, Tanzania, Malawi, and Zimbabwe. As part of the investigation, they interviewed 225 caregivers and teachers in the United States, Tanzania, Malawi and Zimbabwe for information about their perceptions of CAPEs

Relationship of First Grade Children's Personal and Social Adjustment to Peer Acceptance

Family Relations and Child Developmen