The Top 10 Improvements to the Version 4 Level 2 CALIPSO Lidar Data Products

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The Technological University Library and Industry

The relationship between research universities and industry has been characterized in many ways. Some have called it a mutually beneficial arrangement of what we might call symbiosis. At the other end of the spectrum are observers who view the situation in a much more negative manner, using terms like parasitic, exploitative, and non-productive. One must hasten to add that not all of the detractors are to be found on university campuses any more than are all of the supporters in industrial research laboratories. There are many varieties of university-industry co-operation and most of them are of the successful variety, at least in the USA. This paper attempts to look at a particular model of such a relationship - the one existing at the Massachusetts Institute of Technology - to see what generalizations might be made as well as to look at a whole spectrum of activities, including those not immediately involving the MIT Libraries. This paper is divided into three main sections, as follows. \u27The Environment\u27 deals with the institutional environment as weIl as covering some of the history of MIT\u27s co-operative programme with industry. \u27The Resources\u27 describes the various library and library-related activities that are provided to industry, including some that are still in the planning stage. \u27Inhibitions and Controls\u27 looks at some of the constraints that the Libraries in particular face in attempting to provide services to industry and in working with other university departments and offices in the whole area of industrial liaison

Should Children with Auditory Processing Disorders Receive Services in Schools?

Abstract Many children with problems learning in school can have educational deficits due to underlying auditory processing disorders (APD). For these children, they can be identified as having auditory learning disabilities. Furthermore, auditory learning disabilities is identified as a specific learning disability (SLD) in the IDEA. Educators and professionals accessing children for learning problems often do not understand or accept that there are such things as auditory processing deficits or APD. This paper presents a tutorial discussion of what are APDs, how they can affect children in schools, and how they should be assessed. Should Children with Auditory Processing Disorders Receive Services in Schools? Often children are seen in schools described as having difficulties learning in class when material is presented verbally. Teachers may complain of difficulties for these children in following verbal directions, understanding what is said, or, in general, difficulties listening. Some of these children have difficulties listening because of primary problems with attention and what is often referred to as executive functioning. However, many of these children have excellent auditory attention abilities, but have difficulties taking in and "processing" what they hear, a factor called an auditory processing disorder or APD. When a child is identified as having problems learning, and testing reveals that the child has an APD, often school teams determining eligibility for the child to receive special education services under IDEA refuse to classify the child as being eligible because these teams cannot find an appropriate category or "label" by which to identify the child as meeting the criteria for special education services. The problem often faced by school district teams is one of the following. First, they do not see the term "auditory processing disorder" or APD in the IDEA and, thus, do not define the child as having an APD and, therefore, an educational disability. Second, the team as a whole or team members do not believe that there is such a thing as an auditory processing disorder, so a child cannot be identified as having an educational problem due to APD issues. Third, the team may not understand what an appropriate assessment is for a child with listening problems in order to identify whether that child has APD and to differentiate it from other problems, such as attention disorders like ADHD. Often, the problem with the eligibility team not being able to recommend services for children with APD is that they do not really understand what auditory processing disorders are and how to appropriately identify such disorders. The following paper discusses various factors in order to help the reader have a bette

Theories of Science in Society (Book Review)

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Library Resources and Bibliographic Control

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Technical Report on Linking the Bibliographic Utilities: Benefits and Costs & Linking Bibliographic Data Bases: A Discussion of the Battelle Technical Report (Book Review)

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