Four econometric models and monetary policy: the longer-run view

Econometric models ; Monetary policy

Creating a Linked Data-Friendly Metadata Application Profile for Archival Description

We provide an overview of efforts to apply and extend Schema.org for archives and archival description. The authors see the application of Schema.org and extensions as a low barrier means to publish easily consumable linked data about archival resources, institutions that hold them, and contextual entities such as people and organizations responsible for their creation.Comment: 11 pages, 3 figures; full poster available from http://dcevents.dublincore.org/IntConf/dc-2017/paper/view/50

A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory

This paper details an evaluation of a school district\u27s professional learning program for the purpose of understanding major patterns and important nuances that give shape to staff development. The perceptions of teaching staff were compared to Learning Forward’s Standards for Professional Learning (2011) using the Standards Assessment Inventory-2. The research design followed a single-case study approach with a combination of survey and focus group methodologies. The goal was to determine to what extent the teaching staff perceive the impact of district professional development on their professional learning community. Teachers were also asked how we might strengthen our current learning designs. This evaluation looked for ways to begin the process of evaluating the real impact of professional development. Results were consistent with large-scale studies and reports by advocacy groups. Teachers desire a greater voice in the planning and evaluation of their professional learning. Recommendations point to a cycle of continuous improvement with a professional learning plan that is guided by student results

Alignment Of School Improvement Plans With District Professional Learning Plan: A Policy Advocacy Document

This paper advocates for a local policy connecting a standards-based district professional learning plan to individual school improvement plans for the purpose of improving targeted instructional behaviors and student learning outcomes. Currently, my district’s school improvement plans follow a general template focused on student subgroup deficits and standardized test scores with little emphasis on professional learning aligned to educator and student outcomes. A local policy that aligns school improvement plans with a district professional learning plan would be consistent with recommendations from the Illinois P-20 Council (2017) and help the local school board understand how a district professional learning plan advances their strategic objectives. It could produce local administrative procedures and practices ahead of future state policy mandates. Most importantly, it would provide a clear and specific vision of why particular professional learning activities are chosen and a more thoughtful evaluation process. A sample professional learning plan template incorporates the essential elements as described by Killion (2013). Evaluation steps include Guskey’s (2000) levels of impact. Finally, the alignment model is inspired by Mooney and Mausbach’s (2008) blueprint for school improvement

Monetary aggregates as monetary indicators

Money supply

A Change Plan For District Professional Learning And Teacher Collaboration In The Area Of Elementary English Language Arts Instruction

This change plan used Wagner et al.’s (2006) framework to assess the arenas of culture, context, conditions, and competencies of a small suburban school district to create a plan for professional learning and teacher collaboration in the area of English Language Arts instruction. However, a backmapping approach could be used to plan professional learning in any subject area. Building on the judgments and recommendations from my program evaluation, I hope to move the school district toward a more comprehensive model of transformational learning. A secondary goal of this change plan is to build the capacity of the district’s staff development committee by increasing their knowledge of adult learning theory and models of powerful professional learning design. Finally, I address the change levers of data, accountability, and relationships in regards to planning for professional learning, job-embedded vehicles of professional learning, and the evaluation of professional learning

Varying the Abundance of O Antigen in \u3cem\u3eRhizobium etli\u3c/em\u3e and Its Effect on Symbiosis with \u3cem\u3ePhaseolus vulgaris\u3c/em\u3e

Judged by migration of its lipopolysaccharide (LPS) in gel electrophoresis, the O antigen of Rhizobium etli mutant strain CE166 was apparently of normal size. However, its LPS sugar composition and staining of the LPS bands after electrophoresis indicated that the proportion of its LPS molecules that possessed O antigen was only 40% of the wild-type value. Its LPS also differed from the wild type by lacking quinovosamine (2-amino-2,6-dideoxyglucose). Both of these defects were due to a single genetic locus carrying a Tn5 insertion. The deficiency in O-antigen amount, but not the absence of quinovosamine, was suppressed by transferring into this strain recombinant plasmids that shared a 7.8-kb stretch of the R. etli CE3 lps genetic region α, even though this suppressing DNA did not carry the genetic region mutated in strain CE166. Strain CE166 gave rise to pseudonodules on legume host Phaseolus vulgaris, whereas the mutant suppressed by DNA from lps region α elicited nitrogen-fixing nodules. However, the nodules in the latter case developed slowly and were widely dispersed. Two other R. etli mutants that had one-half or less of the normal amount of O antigen also gave rise to pseudonodules on P. vulgaris. The latter strains were mutated in lps region α and could be restored to normal LPS content and normal symbiosis by complementation with wild-type DNA from this region. Hence, the symbiotic role of LPS requires near-normal abundance of O antigen and may require a structural feature conferred by quinovosamin

Doctor of Philosophy

dissertationIn fatigue and fracture critical aerospace structure, fastener holes represent one of the most highly prone locations for the nucleation and propagation of fatigue cracks. The Split Sleeve Cold ExpansionTM (SSCx) process was developed to help reduce the probability of fatigue crack propagation at fastener locations. The SSCx process has been demonstrated to provide a dramatic improvement in the fatigue life at processed hole, however within the current fatigue life paradigms there is limited ability to take analytical advantage of this process when calculating an inspection interval. One of the concerns related to the implementation of this type of deep, engineered residual stress into a fatigue life calculation is whether or not a fatigue crack that propagates through the residual stress/strain field is changed due to the presence of the fatigue crack. In order quantify the effect a fatigue crack has on the residual stress field around a cold expanded (Cxed) hole within two common aluminum alloys (2024-T351 and 7075-T651), first a series of baseline uncracked coupons were developed. From these groups of replicate coupons, the two-dimensional residual stress fields were quantified using the contour method. In the second phase of this program, fatigue cracks were then developed and propagated within identical coupons to specific cold expansion (Cx) mandrel entrance surface lengths, ranging from 0.08 inch to 0.50 inch. The contour method was used to determine the residual stresses within these fatigue-cracked coupons. With a statistical understanding of the baseline, uncracked condition, the effect of the presence of the fatigue crack spatial throughout the coupon was able to be quantified. The effect of the fatigue crack was then integrate into a range of FEA simulation processed used to calculate SIFs and provide a prediction of a given test condition. Predictions were made using the legacy, static residual stress field, as determined by the baseline, uncracked coupons. We then utilized the information gained through the residual stressed determined in the fatigue-cracked coupons to make another prediction. Through the integration of the determined effect of the fatigue crack a more accurate prediction of the test condition was able to be developed