Radiative corrections in processes at the SSC

We discuss radiative corrections for interactions in the SSC environment. Based on the theory of Yennie, Frautschi and Suura, we develop appropriate Monte Carlo event generators to compute the background electromagnetic radiation. Our results indicate that multiple-photon effects must be taken into account in the study of SSC physics such as Higgs decay.Comment: UTHEP-92-0901, 15 pages (incl. 3 figures), LaTeX (Talk presented at the XXXII Cracow School of Theoretical Physics, Zakopane, June 1992

Leading the Families of First Baptist Church of Long Beach, CA, to Support the Foster Care and Adoption Community

The PLACED project is a faith-driven initiative to equip First Baptist Church to support the foster care community through practical care, education, and community engagement

Evidence-based rules from family practice to inform family practice; The learning healthcare system case study on urinary tract infections

Background: Analysis of encounter data relevant to the diagnostic process sourced from routine electronic medical record (EMR) databases represents a classic example of the concept of a learning healthcare system (LHS). By collecting International Classification of Primary Care (ICPC) coded EMR data as part of the Transition Project from Dutch and Maltese databases (using the EMR TransHIS), data mining algorithms can empirically quantify the relationships of all presenting reasons for encounter (RfEs) and recorded diagnostic outcomes. We have specifically looked at new episodes of care (EoC) for two urinary system infections: simple urinary tract infection (UTI, ICPC code: U71) and pyelonephritis (ICPC code: U70). Methods: Participating family doctors (FDs) recorded details of all their patient contacts in an EoC structure using the ICPC, including RfEs presented by the patient, and the FDs' diagnostic labels. The relationships between RfEs and episode titles were studied using probabilistic and data mining methods as part of the TRANSFoRm project. Results: The Dutch data indicated that the presence of RfE's "Cystitis/Urinary Tract Infection", "Dysuria", "Fear of UTI", "Urinary frequency/urgency", "Haematuria", "Urine symptom/complaint, other" are all strong, reliable, predictors for the diagnosis "Cystitis/Urinary Tract Infection". The Maltese data indicated that the presence of RfE's "Dysuria", "Urinary frequency/urgency", "Haematuria" are all strong, reliable, predictors for the diagnosis "Cystitis/Urinary Tract Infection". The Dutch data indicated that the presence of RfE's "Flank/axilla symptom/complaint", "Dysuria", "Fever", "Cystitis/Urinary Tract Infection", "Abdominal pain/cramps general" are all strong, reliable, predictors for the diagnosis "Pyelonephritis". The Maltese data set did not present any clinically and statistically significant predictors for pyelonephritis. Conclusions: We describe clinically and statistically significant diagnostic associations observed between UTIs and pyelonephritis presenting as a new problem in family practice, and all associated RfEs, and demonstrate that the significant diagnostic cues obtained are consistent with the literature. We conclude that it is possible to generate clinically meaningful diagnostic evidence from electronic sources of patient data

Benchmarking Australia's Urban Tree Canopy: An i-Tree assessment, Final Report

This report aims to provide 139 Local Governments in urban and semi urban environments across Australia with an estimate of land surface cover. This study is part of the 202020 Vision, funded by Horticulture Limited Australia, in working towards a 20% increase in the level of green space in Local Government Areas (LGAs) across the country. View/download http://202020vision.com.au/media/7141/benchmarking_australias_urban_tree_canopy.pd

Contextos da prática docente: (re)pensando o papel do contexto em intervenções com professores da educação infantil e novas abordagens para a leitura compartilhada

Although the randomized controlled trial has been regarded as the sine qua non in recent years, we argue that understanding contexts for teacher practice is a critical factor in the implementation of intervention, but has often been overlooked in educational research design. In this paper, we argue that randomized trials may not be ideal for educational contexts that are multi-faceted, complex and often part of other community-based initiatives. To make this argument, we describe a study from “the context out,” a different lens than is typical in education research. In doing so, we consider how varied contexts create both constraints and affordances for teachers to engage in an intervention. Examining how teachers engage with new curricular practices, we focus closely on five early childhood centers in high poverty neighborhoods, using mixed methods to understand both the influence of the intervention as well as the conditions that either supported or thwarted changes in practice. Our findings suggest that context plays a major role in educational practice, which has important implications for approaches to research in the future. Given this reality, we argue that an understanding of the context in which an intervention takes place must be considered in any calculation of “what works” in classrooms.Aunque los experimentos controlados aleatorios han sido considerados como condición sine qua non en los últimos años, argumentamos que la comprensión de los contextos de la práctica docente es un factor crítico en la implementación de intervenciones, pero a menudo se han pasado por alto en los diseños de investigación educativa. En este trabajo, argumentamos que los experimentos controlados aleatorios pueden no ser ideales para los contextos educativos que son de facetas múltiples, complejas y con frecuencia parte de otras iniciativas basadas en la comunidad. Para sustentar este argumento, describimos un estudio "fuera de contexto," un objetivo no típico en la investigación en educación. Tenemos en cuenta como contextos variados crean tanto restricciones como posibilidades para que docentes participen en una intervención. Examinamos cómo los docentes se comprometen con nuevas prácticas curriculares, focalizando particularmente en cinco centros para la primera infancia en barrios con altos niveles de pobreza, usando métodos mixtos para entender tanto la influencia de la intervención, así como las condiciones para favorecer o dificultar cambios en las prácticas. Nuestros hallazgos sugieren que el contexto juega un papel importante en la práctica educativa, lo que tiene importantes implicaciones para pensar investigaciones futuras. Dados nuestros resultados argumentamos que la comprensión del contexto en el que se lleva a cabo una intervención debe ser considerada en el cálculo de "lo que funciona" en las aulas.Apesar de experimentos controlados randomizados foram considerados como condição sine qua non, nos últimos anos, argumentamos que a compreensão dos contextos de prática de ensino é um fator crítico para a implementação de intervenções, mas têm sido muitas vezes negligenciado em projetos de investigação educacional. Neste artigo, argumentamos que os experimentos controlados randomizados podem não ser ideal para contextos educativos que são múltiplos, complexos e muitas vezes parte de outras iniciativas facetas de base comunitária. Para sustentar esse argumento, descrevemos um estudo "fora de contexto", um objetivo que não é típica na pesquisa em educação. Consideramos como variados contextos criar ambos os constrangimentos e oportunidades para os professores a participar de uma intervenção. Examinamos como os professores se envolver com novas práticas curriculares, com particular incidência em cinco centros para a primeira infância nos bairros com altos níveis de pobreza, uso de métodos mistos para entender tanto a influência da intervenção, bem como as condições para favorecer ou dificultar mudanças as praticas. Nossos resultados sugerem que o contexto desempenha um papel importante na prática educativa, que tem implicações importantes para o futuro pensamento pesquisa. Dadas nossas descobertas sustentamos que a compreensão do contexto em que é realizada uma intervenção deve ser considerado no cálculo do "o que funciona" em sala de aula