Indoor air quality in Michigan schools

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72796/1/j.1600-0668.2006.00459.x.pd

College Students, Technology, and Time

Our research explores CUNY students’ lived experiences using digital technology in and out of class, on and off campus. Beyond checking grades or emailing a professor, students use digital technology to create space and time for their schoolwork. However, technology can also impede students’ opportunities for making space and time. Understanding how students use digital technology is crucial for colleges and universities to better support students in their academic work

Mapping the Growth and Demographics of Managerial and Professional Staff in Higher Education

This chapter presents a descriptive analysis of the growth of managerial and professional staff from Fall 1993 to Fall 2011 across institution types and sectors, and a detailed snapshot of the demographic composition of these staff in Fall 2016. Our results indicate tremendous growth in the population of non‐faculty staff over time, and reveal key patterns in staff employment by gender and race/ethnicity.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/154664/1/he20352.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154664/2/he20352_am.pd

Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement

It is difficult to demonstrate that safety-critical software is completely free of dangerous faults. Prior testing can be used to demonstrate that the unsafe failure rate is below some bound, but in practice, the bound is not low enough to demonstrate the level of safety performance required for critical software-based systems like avionics. This paper argues higher levels of safety performance can be claimed by taking account of: 1)external mitigation to prevent an accident: 2) the fact that software is corrected once failures are detected in operation. A model based on these concepts is developed to derive an upper bound on the number of expected failures and accidents under different assumptions about fault fixing, diagnosis, repair and accident mitigation. A numerical example is used to illustrate the approach. The implications and potential applications of the theory are discussed

When do socioeconomic resources matter most in early childhood?

Research has established the importance of early socioeconomic advantage and disadvantage for understanding later life outcomes, but less is known about change in the relationship between socioeconomic status (SES) and child development within the period of early childhood. Competing hypotheses drawn from the literature posited: (1) a stable SES-development relationship, (2) a stronger relationship in infancy than at older ages, and (3) a stronger relationship at school entry than at younger ages. Using the nationally representative Early Childhood Longitudinal Study-Birth Cohort (2001–2007), we followed 8600 children from infancy through kindergarten entry to model change over time in the relationship between socioeconomic status and cognitive and behavioral development. The unexpected main finding was that the relationships between three socioeconomic measures (household income, assets, and maternal educational attainment) strengthened from infancy through age 4 or 4½, then weakened slightly until the start of kindergarten. Indirect evidence suggested preschool education as one possible explanation. We argue for researchers to expand the school transition concept to include the now widespread prekindergarten year, as well as for attention to psychological and physiological developmental factors that may shape the relationship between SES and cognitive and behavioral development throughout early childhood