Alien Registration- Barnes, Margaret C. (Easton, Aroostook County)

https://digitalmaine.com/alien_docs/26589/thumbnail.jp

The Educated Worker: A Case Study of Educational Needs and Program of Developmental Reading

In today\u27s developed societies, there is a need for workers to possess educational skills commensurate with the positions which they hold. It appears that a significant group of workers do not have sufficient educational skills. Today\u27s business, industrial and governmental organizations need to become aware of the educational requirements for the various positions within their organization and to be aware of the educational level which their employees actually have attained. A problem arises if there is a gap between need and actual performance. Human resource development, HRD, is one method of remediating any discrepancies found between employee educational needs and employee educational skills. Human resource development is a three-pronged concept of training, education and development.1 As such, HRD addresses discrepancies between need and actuality for the worker in his present job, for the worker as he prepares for a different job within the existing organization and for the worker as he moves with the organization as it changes and develops. HRD can be a means, therefore, to create and maintain a flexible and viable workforce which might be desirable for today\u27s job environment. This research is a two-fold project combining an educational needs analysis and a suggested program of remediation using the concepts of human resource development for a specific situation. The aim of this study is to determine the level of educational skills that a particular employee population is required to have and, subsequently, to determine the level of educational skills which the employees actually possess

The effect of temperature on the oxygen uptake and rate of development of the egg-masses of two common cirripedes, Balaus balanoides (L.) and Pollicipes polymerus J. B. Sowerby

The egg-masses in many cirripedes take the form of two compact lamellae occupying much of the adult mantle cavity in which they are incubated until the ripe embryos are hatched. Under optimal conditions, this period of incubation in a typical warm water species, may be quite short (10-15 days) as one brood follows another in rapid succession. By contrast, incubation in some arctic or boreo-arctic species may occupy several months. For example, in the Arctic, the eggs of Balanus balanoides are fertilized in the late summer and remain in the mantle cavity until the following June-July; during much of this time the animals may be frozen under the ice foot. Further south, for example, at Millport, Scotland, the embryos are retained from November to the following spring. At Woods Hole, Mass., U.S.A., where planktonic conditions are somewhat atypical for a north temperate coastal region (FISH, 1925), incubation may last only from October to December (BARNES 1958; BARNES and BARNEs, 1959a). In view of these facts the respiratory activity of the egg-masses of two intertidal. cirripedes namely B. balanoides (L.) and Pollicipes polymerus J.B Sowerby has been investigated The former, common on both sides of the Atlantic and recorded from the Alaskan coast, is a typical boreo-arctic operculate and the latter, common on the Pacific coast of both North and South America, a temperate and possibly sub-tropical pedunculate

A patch and voltage clamp investigation of the response of the C1 neurone of 'Helix aspersa' to 5-hydroxytryptamine

Application of 5-hydroxytryptamine induces a voltage-dependent inward current in voltage clamped C1 neurones of Helix aspersa. This response has been shown to be the result of a decrease in K conductance and was studied using patch clamp and voltage clamp techniques. Single channel K currents were recorded from cell-attached patches of the C1 neurone. Two sizes of unitary outward currents were commonly observed. The I-V relationships of both these unitary currents could be fitted by the Goldman-Hodgkin-Katz equation for a K current, having slope conductances of around 14pS and 54pS at +10mV, patch potential. Experiments, altering the K concentration in the patch pipette, or on the outer surface of isolated outside-out patches, suggested that these unitary currents were due to the flow of K+ ions. Application of 5-hydroxytryptamine onto the C1 neurone, from out with the patch pipette, reduced the activity of the larger K channels, recorded in the cell-attached patch. Both Ca-dependent, and Ca-independent K channels were observed on isolated inside-out membrane patches. It was unclear which of these types of channel corresponded to the 5-hydroxytryptamine sensitive channel in the cell-attached patch. Voltage clamp experiments also gave confusing results regarding the Ca-dependency of the 5-hydroxytryptamine response. However, in some C1 neurones 5-hydroxytryptamine caused a flattening of the "N" shaped I-V relationship, suggesting a decrease in the Ca-dependent outward current. The possibility that more than one type of K current was suppressed by 5-hydroxytryptamine was considered. The effect of phosphodiesterase inhibitors was consistent with a mediation of the 5-hydroxytryptamine response by cyclic nucleotides. Injection of cAMP induced an inward current in the C1 neurone. Single channel outward currents, which reversed at -50mV, were recorded from the A neurone. The activity of these channels was increased by 5-hydroxytryptamine, but their ionic nature was uncertain. Unitary outward currents of the M neurone were also recorded

The Parenting Premmies Support Program: Designing and developing a mobile healthintervention for mothers of preterm infants

This article describes the development of the Parenting Premmies Support Program, a mobile health intervention designed to support mothers during the transitional time following their preterm infant’s discharge from hospital. Examples of how research teams give voice to the target population throughout the development and design of mHealth programs is largely missing from the literature. A detailed description of the steps taken in the development of the mHealth intervention that formed the support program is the intention of this paper. An exploratory, sequential, mixed-methods approach with a three-phase design was conducted. In each phase, the experience and perspectives of mothers of preterm infants were acknowledged and included. Phase one sought women’s accounts of their experience collected in semi-structured interviews (n = 9) and subject to a descriptive content analysis. In the second phase, a collaborative, stakeholder interrogation of issues was conducted to develop content of the mHealth protocol. In this phase, two interdependent procedures were used with two participant panels; a stakeholder panel (n = 10) undertook a series of face-to-face meetings, and a user group panel (n = 18) of women who had birthed a preterm infant up to 12 months before undertook an online Delphi survey. In phase three a pilot implementation of the program was undertaken with women whose preterm infants were being discharged home from hospital. The outcome was an mHealth protocol, a resource designed to support women by giving them information to understand and normalise their experience with their preterm infants, and to help them make decisions which may enhance responsive mothering. Collaborative research integrating user feedback in partnership with experts in the field increases the likelihood the final product will be of value and prove supportive and useful to the target audience

The involvement of service users and carers in training within the field of social care and social work has the ability to influence the perceptions, attitudes and ultimately the behaviour of all key participants within the process.

This dissertation is about the involvement of service users and carers in training within the field of social care and social work. It considers some issues within participation before moving on to themes of adult learning and approaches to the social work curriculum. It is argued that recent approaches to social work education, with a basis in 'reflective learning', potentially offer a rationale and framework for inclusion. The central argument is that participation by service users and carers in the training of social workers has the ability to influence the perceptions, attitudes and ultimately the behaviour of all key participants within the process. The research design is a qualitative one based on ethical and emancipatory approaches to research in the field of disability. The views of service users, carers and social work students on the training module are collected in the penultimate three chapters. The concluding chapter is a synthesis of what has been learnt and implications for curriculum development. The main message is that the 'insider experience' brought to training by service users and carers is a valuable tool for teaching social work students. However, outcomes cannot be divorced from processes of teaching and learning and there must be ongoing commitment to anti-oppressive practice and to addressing issues of power. There is much to learn about the way in which the experiential is introduced into the curriculum and related to other parts of the curriculum. There is a need for collaboration between educators, disabled people, carers and students in devising, delivering, monitoring and updating the social work curriculum. This means engaging with the emerging discourses of disability, caring and education as a pathway to developing more effective ways of teaching students and preparing them for practice with disabled people and carers

Model Cards for Model Reporting

Trained machine learning models are increasingly used to perform high-impact tasks in areas such as law enforcement, medicine, education, and employment. In order to clarify the intended use cases of machine learning models and minimize their usage in contexts for which they are not well suited, we recommend that released models be accompanied by documentation detailing their performance characteristics. In this paper, we propose a framework that we call model cards, to encourage such transparent model reporting. Model cards are short documents accompanying trained machine learning models that provide benchmarked evaluation in a variety of conditions, such as across different cultural, demographic, or phenotypic groups (e.g., race, geographic location, sex, Fitzpatrick skin type) and intersectional groups (e.g., age and race, or sex and Fitzpatrick skin type) that are relevant to the intended application domains. Model cards also disclose the context in which models are intended to be used, details of the performance evaluation procedures, and other relevant information. While we focus primarily on human-centered machine learning models in the application fields of computer vision and natural language processing, this framework can be used to document any trained machine learning model. To solidify the concept, we provide cards for two supervised models: One trained to detect smiling faces in images, and one trained to detect toxic comments in text. We propose model cards as a step towards the responsible democratization of machine learning and related AI technology, increasing transparency into how well AI technology works. We hope this work encourages those releasing trained machine learning models to accompany model releases with similar detailed evaluation numbers and other relevant documentation