Advanced composite airframe program: Today's technology

The Advanced Composite Airframe Program (ACAP) was undertaken to demonstrate the advantages of the application of advanced composite materials and structural design concepts to the airframe structure on helicopters designed to stringent military requirements. The primary goals of the program were the reduction of airframe production costs and airframe weight by 17 and 22 percent respectively. The ACAP effort consisted of a preliminary design phase, detail design, and design support testing, full-scale fabrication, laboratory testing, and a ground/flight test demonstration. Since the completion of the flight test demonstration programs follow-on efforts were initiated to more fully evaluate a variety of military characteristics of the composite airframe structures developed under the original ACAP advanced development contracts. An overview of the ACAP program is provided and some of the design features, design support testing, manufacturing approaches, and the results of the flight test evaluation, as well as, an overview of Militarization Test and Evaluation efforts are described

1997 PRICING PERFORMANCE OF MARKET ADVISORY SERVICES FOR CORN AND SOYBEANS

The purpose of this research report is to present an evaluation of advisory service pricing performance in 1997 for corn and soybeans. Specifically, the average price received by a subscriber to an advisory service is calculated for corn and soybean crops harvested in 1997. The average net advisory price across all 23 corn programs is $2.32 per bushel. The net advisory prices for corn range from a minimum of$2.00 per bushel to a maximum of $2.74 per bushel. The average net advisory price across all 21 soybean programs is$6.40 per bushel. The net advisory prices for soybeans range from a minimum of $6.08 per bushel to a maximum of$6.99 per bushel.evaluation of advisory services, pricing performance, soybeans, C8, D4, D8, L1, M3, Q0, Z0, Marketing,

1995 PRICING PERFORMANCE OF MARKET ADVISORY SERVICES FOR CORN AND SOYBEANS

The purpose of this research report is to present an evaluation of advisory service pricing performance in 1995 for corn and soybeans. Specifically, the average price received by a subscriber to an advisory service is calculated for corn and soybean crops harvested in 1995. The average net advisory price across all 25 corn programs is $3.04 per bushel. The range of net advisory prices for corn is quite large, with a minimum of$2.34 per bushel and a maximum of $3.81 per bushel. The average net advisory price across all 25 soybean programs is$6.61 per bushel. As with corn, the range of net advisory prices for soybeans is substantial, with a minimum of $5.75 per bushel and a maximum of$7.92 per bushel.Agricultural Market Advisory Service (AgMAS) Project, D4, D7, D8, G1, G2, H4, H8, Q1, Z1, Marketing,

1996 PRICING PERFORMANCE OF MARKET ADVISORY SERVICES FOR CORN AND SOYBEANS

The purpose of this research report is to present an evaluation of advisory service pricing performance in 1996 for corn and soybeans. Specifically, the average price received by a subscriber to an advisory service is calculated for corn and soybean crops harvested in 1996. The average net advisory price across all 26 corn programs is $2.63 per bushel. The range of net advisory prices for corn is quite large, with a minimum of$2.08 per bushel and a maximum of $3.12 per bushel. The average net advisory price across all 24 soybean programs is$7.27 per bushel. As with corn, the range of net advisory prices for soybeans is substantial, with a minimum of $6.80 per bushel and a maximum of$7.80 per bushel.Agricultural Market Advisory Services, G1, D8, D7, D4, G2, H4, H8, Q1, Z1, Marketing,

DO AGRICULTURAL MARKET ADVISORY SERVICES BEAT THE MARKET? EVIDENCE FROM THE CORN AND SOYBEAN MARKETS OVER 1995-1997

The purpose of this paper is to address two basic performance questions for market advisory services: 1) Do market advisory services, on average, outperform an appropriate market benchmark? and 2) Do market advisory services exhibit persistence in their performance from year-to-year? Data on corn and soybean net price received for advisory services, as reported by the AgMAS Project, are available for the 1995, 1996 and 1997 marketing years. Performance test results suggest that, on average, market advisory services exhibit a small ability to "beat the market" for the 1995 through 1997 corn and soybean crops. This conclusion is somewhat sensitive to the type of performance test and market benchmark considered. The predictability results provide little evidence that future advisory service pricing performance can be predicted from past performance. When services are grouped by performance quantile, some evidence of predictability is found for the poorest performing services, but not for top performing services.Marketing,

DEVELOPMENT OF A MARKET BENCHMARK PRICE FOR AGMAS PERFORMANCE EVALUATIONS

The purpose of this research report is to identify the appropriate market benchmark price to use to evaluate the pricing performance of market advisory services that are included in the annual AgMAS pricing performance evaluations. Five desirable properties of market benchmark prices are identified. Three potential specifications of the market benchmark price are considered: the average price received by Illinois farmers, the harvest cash price, and the average cash price over a two-year crop marketing window. The average cash price meets all of the desired properties, except that it would not be easily implementable by producers. It can be shown, though, that the price realized via a more manageable strategy of "spreading" sales during the marketing window very closely approximates the average cash price. Therefore, it is determined that the average cash price meets all five selection criteria, and is the most appropriate market benchmark to be used in evaluating the pricing performance of market advisory services.advisory services, evaluating the pricing performance, market benchmark price, C8, C0, D4, D8, L1, M3, Q0, Z0, Marketing,

THE PRIVATE SECTOR APPROACH TO GRAIN MARKETING: THE CASE OF AGRICULTURAL MARKET ADVISORY SERVICES

The purpose of this paper is to investigate the pricing performance and behavior of market advisory services in corn and soybeans. Data on corn and soybean net price received for advisory services, as reported by the AgMAS Project, are available for the 1995, 1996 and 1997 marketing years. Performance test results suggest that, on average, market advisory services exhibit a small ability to "beat the market". This conclusion is somewhat sensitive to the type of performance test and market benchmark considered. The predictability results provide little evidence that future advisory service pricing performance can be predicted from past performance. Marketing profiles identify three marketing "styles": i) "scale-up" sales, ii) selective hedging and iii) "speculative" hedging. Advisory services tend to follow the same approach across crop years.Agribusiness,

Problemas de estabilidade de desempenho dos professores não são novos: Limitações e possibilidades

Morgan, Hodge, Trepinski, and Anderson (2014) have written an article that continues to confirm what we have known for some time—teacher effects on student achievement have limited stability. In this commentary, we address the other potential contributions this work can make to inform practice, policy, and research. While illustrating Morgan et al.’s inattention to history, we take the opportunity to reframe their findings. Considering the authors’ work in the context of past and current research, we illustrate that this collective set of stable evidence should convince policymakers that it is not reasonable to assume that teachers and teaching is stable across time. Beyond this important opportunity to influence policy, we believe these findings underscore the need to build upon and expand the dependent measures we use to define and understand good teaching. After all, as we have noted (Lavigne Good, 2014; in press) good teaching involves much more than increasing students’ scores on standardized achievement tests. Morgan, Hodge, Trepinski, y Anderson (2014) han escrito un artículo que sigue confirmando lo que hemos sabido sobre la estabilidad limitada que los efectos docentes tienen en los logros de los estudiantes. En este comentario, queremos señala otras contribuciones potenciales de este trabajo que podrían informar  la práctica, política e investigación educativa. Mientras que señalamos que Morgan y colegas no prestaron suficiente atención a la historia, tenemos la oportunidad de replantear sus hallazgos. Teniendo en cuenta el trabajo de los autores en el contexto de investigaciones pasadas y actuales, proponemos que este conjunto colectivo de pruebas estable debe convencer a los políticos de que no es razonable suponer que los docentes y la enseñanza es estable a través del tiempo. Más allá de esta importante oportunidad de influir en la política, creemos que estos resultados ponen de relieve la necesidad de aprovechar y ampliar las medidas dependientes que usamos para definir y entender la buena enseñanza. Después de todo, como hemos señalado (Lavigne Good 2014; en prensa) buena enseñanza implica mucho más que el aumento de calificaciones de los estudiantes en pruebas estandarizadasMorgan, Hodge, Trepinski, e Anderson (2014) escreveram um artigo que confirma o que já sabemos sobre a estabilidade limitada dos efeitos que os professores têm sobre as avanços dos estudantes. Nese comentário, observamos outras contribuições potenciais do presente trabalho, que poderia informar a prática, política e pesquisa educacional. Enquanto notamos que Morgan e seus colegas não prestaram atenção suficiente para a história, temos a oportunidade de repensar as suas conclusões. Considerando-se o trabalho dos autores no contexto do passado e atual da pesquisa, propomos que este conjunto coletivo de provas estáveis deveria convencer os políticos de que não é razoável supor que os professores e o ensino é estável ao longo do tempo. Além deste importante oportunidade de influenciar a política, acreditamos que estes resultados destacam a necessidade de construir e expandir as medidas que usamos para definir e compreender o que é o bom ensino. Afinal, como já observamos (Lavigne Good 2014; no prelo) bom ensino envolve muito mais do que o aumento na pontuação em testes padronizado

Using Dyadic Observation to Explore Equitable Learning Opportunities in Classroom Instruction

Because of poverty, many children do not receive adequate prenatal care, nutrition, or early childhood education. These inequities combine to ensure that many students enter school with considerably less academic content knowledge and skills for learning than their peers. Teachers and schools did not create these gaps, but they must address them. The impact of schools in reducing gaps has been explored for decades only to yield inconsistent findings. One possible reason for these contradictory results is because these studies ignore classroom process. We argue for the inclusion of process in research on opportunity and achievement gaps to better articulate if schools provide inequitable learning opportunities. Further, we argue for dyadic (teacher to individual student) measurement of classroom process because commonly-used observation instruments only measure teachers’ interactions with the whole class. These instruments obscure differential teacher treatment that may exist in some classrooms. To improve policy and practice, we call for supplementing extant measures of teachers’ whole-class interactions (process) and student outcome (product) measures with those that measure dyadic interactions to learn how opportunities to learn in classrooms and schools are distributed among students to reduce, sustain, or enhance learning gaps

Issues of teacher performance stability are not new: Limitations and possibilities

Morgan, Hodge, Trepinski, and Anderson (2014) have written an article that continues to confirm what we have known for some time—teacher effects on student achievement have limited stability. In this commentary, we address the other potential contributions this work can make to inform practice, policy, and research. While illustrating Morgan et al.’s inattention to history, we take the opportunity to reframe their findings. Considering the authors’ work in the context of past and current research, we illustrate that this collective set of stable evidence should convince policymakers that it is not reasonable to assume that teachers and teaching is stable across time. Beyond this important opportunity to influence policy, we believe these findings underscore the need to build upon and expand the dependent measures we use to define and understand good teaching. After all, as we have noted (Lavigne & Good, 2014; in press) good teaching involves much more than increasing students’ scores on standardized achievement tests