Units of Evidence for Analyzing Subdisciplinary Difference in Data Practice Studies

Digital libraries (DLs) are adapting to accommodate research data and related services. The complexities of this new content spans the elements of DL development, and there are questions concerning data selection, service development, and how best to align these with local, institutional initiatives for cyberinfrastructure, data-intensive research, and data stewardship. Small science disciplines are of particular relevance due to the prevalence of this mode of research in the academy, and the anticipated magnitude of data production. To support data acquisition into DLs – and subsequent data reuse – there is a need for new knowledge on the range and complexities inherent in practice-data-curation arrangements for small science research. We present a flexible methodological approach crafted to generate data units to analyze these relationships and facilitate crossdisciplinary comparisons.Library Services (LG-06-07-0032-07) and National Science Foundation (OCI-0830976).is peer reviewe

Warehousing of wool.

Thesis (M.B.A.)--Boston University This item was digitized by the Internet Archive

Massachusetts Expert Panel on End of Life Report: Looking Forward: 2014 and Beyond

This report provides a brief snapshot of end of life care activity in Massachusetts, identifies related themes and trends in Massachusetts health care institutions, and conveys current concerns and priorities for improving end of life care in the Commonwealth

Early Psychosis and Trauma-Related Disorders: Clinical Practice Guidelines and Future Directions

Despite very high rates of trauma-related disorders among individuals with early psychosis, no clinical practice guidelines for the treatment of comorbid early psychosis and trauma-related disorders exist to date. Indeed, the routine exclusion of individuals with past and current psychosis from participation in trauma research and practice has limited the accumulation of research evidence that could inform such clinical practice guidelines. While preliminary research evidence suggests that traditional, empirically supported treatments for trauma-related disorders can be safely and effectively employed to reduce symptoms of posttraumatic stress and chronic psychosis, it remains unclear whether such treatments are appropriate for individuals in the early stages of psychotic illness. Clinical experts (N = 118) representing 121 early psychosis programs across 28 states were surveyed using the expert consensus method. Forty-nine clinical experts responded, and reached consensus on 46 of 49 expert consensus items related to the treatment of comorbid early psychosis and trauma-related disorders. Conjoint or family therapy and individual therapy were rated as treatment approaches of choice. Anxiety or stress management and psychoeducation were rated as interventions of choice for addressing both trauma symptoms and psychotic symptoms. In addition, case management was rated as an intervention of choice for addressing psychotic symptoms. No consensus was reached on expert consensus items regarding the appropriateness of a parallel treatment approach for the treatment of comorbid early psychosis and trauma-related disorders, sensorimotor or movement interventions for addressing trauma symptoms, or exposure interventions for addressing psychotic symptoms. In areas where expert consensus exists, clinical practice guidelines for the treatment of comorbid early psychosis and trauma-related disorders are offered in accordance with the expert consensus method. In areas where expert consensus does not exist, recommendations for future research are proposed. The results of this study are intended to serve as a launching point for scientists and practitioners interested in advancing appropriate treatment for high-risk and underserved individuals with comorbid early psychosis and trauma-related disorders

Synthesis and Characterization of Five New Tetrakis(N-phenylacetamidato) Dirhodium(II) Amine Complexes and One Molybdenum Cofactor Described Crystallographically

Six new crystal structures were determined using a Rigaku Mercurcy 375/MCCD(XtaLab mini) diffractometer. The structure of a molybdenum cofactor was solved resulting in an R1 (R1 = Σ ||Fo| - |Fc|| / Σ |Fo|) of 3.61% despite the presence of a disordered DMSO molecule. New Tetrakis(N-phenylacetamidato) Dirhodium(II) complexes were synthesized and characterized. Two 2,2-cis-[Rh2(NPhCOCH3)4]•(C3H4N2)x where x= 1 or 2 were successfully crystallized and solved with R1 values below 5%. Additional studies were conducted via NMR to observe formation of both products. Three potential catalysts were synthesized starting with 3,1-[Rh2(NPhCOCH3)4]. The resulting compounds were a mono adduct 3,1-[Rh2(NPhCOCH3)4]•(C3H4N2), and two dimer of dimers complexes with amine bridges 3,1-[Rh2(NPhCOCH3)4]2•(C8H6N2) and 3,1-[Rh2(NPhCOCH3)4]2•(C10H8N2). All three complexes were crystallized and solved with R1 values less than 10%. Additional NMR studies were conducted to elucidate solid and solution phase structures and to determine the possibility of additional amine bonds forming

How Coteaching Impacts Student Academic Growth In Elementary School

The purpose of this study is to determine the effects of co-teaching on the academic achievement of elementary students in English Language Arts (ELA). The current body of research related to co-teaching is primarily qualitative and mostly inconclusive (Hurd & Weilbacher 2017). After the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004, it is vital for educational institutions to implement research-based practices to support students with and without disabilities in their Least Restrictive Environments (LRE). This study took a quantitative approach and utilized a causal-comparative design to answer the question: How does a co-taught classroom in comparison to a traditional classroom impact the academic achievement of third and fifth grade students in ELA as indicated by the Louisiana Educational Assessment Program (LEAP) 360 assessments? Data were gathered from diagnostic and interim benchmark assessments from a co-taught group of students and a traditionally taught group of students. The difference between the scores was analyzed to determine student growth and to compare the average growth of students in a co-taught classroom to the average growth of students in a non- co-taught classroom. This study’s intent was to determine if there is a statically significant difference between the ELA growth of students in co-taught classrooms and students in non-co- taught classrooms

An investigation of the nature of importance perceptions.

An empirical test of the model indicates that importance perceptions may be in large part interpretable in terms of cognitive structure. Results also indicate the use of multiple outcomes in the evaluation and interpretation of importance perceptions may be more useful than the use of single outcomes. Furthermore, it appears that very large proportions of the variance in importance ratings may be accounted for in certain subgroups of subjects--particularly males, the highly educated and older individuals. There is also some evidence to suggest that the greater the experience or knowledge an individual has concerning a particular factor, the more likely his perceptions of the importance of that factor will be explained in terms of the cognitive model.This study was concerned with determining the nature of importance perceptions. A review of the literature indicates that for over thirty years theorists and researchers have employed the importance construct to amplify and support theories and empirical findings having to do with individual and organizational performance, motivation and attitudes. Yet, for all its usage, the nature of importance perceptions as applied to work and non-work factors, remains virtually undeveloped conceptually and empirically. This study reviews and organizes the major connotative definitions of importance and formulates a conceptual approach to importance based upon theories of cognitive structure. A model is developed which conceives of importance in terms of (1) the dependence of identifiable multiple outcomes on the factor in question, (2) the criticalness of the dependent relationship between factor and outcomes, (3) the cognitive centrality of the factor, and (4) the temporary cognitive prominence of the factor due to the occurrence of events outside the normal experiences of the individual

Feasibility test for a V-slit star mapper for pioneer spacecraft terminal navigation

A laboratory demonstration of the feasibility of using a V-slit star mapper to meet the sensitivity and accuracy of on-board navigational requirements for future Pioneer Missions to the outer planets was conducted by the Control and Sensors Laboratory of TRW. The breadboard was extremely simple in configuration, consisting of an end-on photomultiplier tube and a V-slit reticle located at the focal plane of the objective lens. In addition, a plano-convex lens was used between the reticle and the PMT in a Fabry-Perot configuration. The analytical effort indicated that the sensor should easily meet the requirements. The Pioneer SRA test set was examined to determine its basic accuracy and modify it where necessary to bring its accuracy into the 1-3 arc second range. The test results show that it is feasible to use this type of star mapper in the 10 arc second accuracy range. The test equipment accuracy (approximately 5 arc Sec) was sufficient to bound the sensor errors at less than 10 arc seconds

A study of the contribution of student residents in the settlement program and its resulting value to the student.

Thesis (M.S.)--Boston Universit