Orange City Tulip Festival: Through the Years

Document describing the early years of the Orange City Tulip Festival. A full version of Vander Stoep\u27s history was published in The Annals of Iowa in 1968

The Android Platform Security Model

Android is the most widely deployed end-user focused operating system. With its growing set of use cases encompassing communication, navigation, media consumption, entertainment, finance, health, and access to sensors, actuators, cameras, or microphones, its underlying security model needs to address a host of practical threats in a wide variety of scenarios while being useful to non-security experts. The model needs to strike a difficult balance between security, privacy, and usability for end users, assurances for app developers, and system performance under tight hardware constraints. While many of the underlying design principles have implicitly informed the overall system architecture, access control mechanisms, and mitigation techniques, the Android security model has previously not been formally published. This paper aims to both document the abstract model and discuss its implications. Based on a definition of the threat model and Android ecosystem context in which it operates, we analyze how the different security measures in past and current Android implementations work together to mitigate these threats. There are some special cases in applying the security model, and we discuss such deliberate deviations from the abstract model

Development of a Tool to Assess Students’ Conceptual Understanding in Introductory Statistics

Few tools exist to assess students’ conceptual understanding in post-secondary, introductory statistics courses. The CAOS test is widely considered to be the gold standard, but was first published in 2007 and does not necessarily reflect some of the changes in student learning at the secondary level. Furthermore, it may not be sensitive enough to measure student conceptual understanding in modern post-secondary statistics courses (e.g., simulation-based inference). In this paper we will describe the process of developing a new instrument which uses some CAOS items, as well as additional new items to improve validity and reliability. We will share the validity and reliability results across n=3,833 students at 49 institutions, as well as information about external factors associated with student performance (e.g., test setting, question order)

Evaluating Impacts of a Museum-Based Program for Transitional Homeless Adults

Abstract One broad goal of museums is to benefit community members, within their respective museum missions. Some museums are expanding their audiences beyond traditional on-site visitors to broaden and diversify their impacts, including at-risk populations. Evaluation of newly developed museum-based programs is important for program staff, partners, and sponsors to understand effectiveness of, and to find ways to improve, their programs. This study assessed perceived impacts of a museum-based program, Your Story and Mine (YSM), which was developed for homeless adults in mid-Michigan. Semi-structured in-depth interviews were conducted with six program participants. Based on a three-tier “hierarchy of evidence” framework, developed specifically for evaluating the YSM program, responses were coded and categorized into three levels of impacts: i) knowledge/awareness gain; ii) attitude and behavior change; and iii) group development. An emerging fourth response category, “program features” valued by respondents, was added. Participants’ responses reflected their perceptions of program benefits

When Literature is Limited: Using Grant Language and Project Partner Notes to Conceptually Frame a Study

Abstract Expanding beyond traditional roles, some museums are now striving to serve as public learning and social catalyst institutions for their communities. Museums are increasingly engaging with communities to address social, environmental and other complex contemporary issues, sometimes partnering with other institutions and organizations to engage and serve community members. Because these roles and programs are often untested, assessment is critical for identifying potential outcomes, developing recommendations for program improvement, and justifying their existence in a world that increasingly demands accountability. However, literature relevant to museum programs addressing specific social issues is limited. This paper presents an alternative strategy for developing a conceptual framework for a future program assessment, using grant language and project notes as the foundation

Finding Meaning in a Multivariable World: A Conceptual Approach to an Algebra-Based Second Course in Statistics

Although the teaching of the first course in statistics has improved dramatically in recent years, there has been less focus on a similarly conceptual-based second course aimed at non-majors. We present a curriculum for the second course, designed to expand statistical literacy across disciplines, which focuses on conceptual understanding of multivariable relationships through data visualization, study design, the role of confounding variables, reduction of unexplained variation, and simulation-based inference, rather than the mathematically-based discourse often used in the second course. Our curriculum uses a student-centered pedagogical approach, utilizing guided discovery activities based on real-world case studies, facilitated by student-focused technology tools. Highlights of the curriculum and student assessment will be shared

Criterion validity of the Short Mood and Feelings Questionnaire and one- and two-item depression screens in young adolescents

<p>Abstract</p> <p>Background</p> <p>The use of short screening questionnaires may be a promising option for identifying children at risk for depression in a community setting. The objective of this study was to assess the validity of the Short Mood and Feelings Questionnaire (SMFQ) and one- and two-item screening instruments for depressive disorders in a school-based sample of young adolescents.</p> <p>Methods</p> <p>Participants were 521 sixth-grade students attending public middle schools. Child and parent versions of the SMFQ were administered to evaluate the child's depressive symptoms. The presence of any depressive disorder during the previous month was assessed using the Diagnostic Interview Schedule for Children (DISC) as the criterion standard. First, we assessed the diagnostic accuracy of child, parent, and combined scores of the full 13-item SMFQ by calculating the area under the receiver operating characteristic curve (AUC), sensitivity and specificity. The same approach was then used to evaluate the accuracy of a two-item scale consisting of only depressed mood and anhedonia items, and a single depressed mood item.</p> <p>Results</p> <p>The combined child + parent SMFQ score showed the highest accuracy (AUC = 0.86). Diagnostic accuracy was lower for child (AUC = 0.73) and parent (AUC = 0.74) SMFQ versions. Corresponding versions of one- and two-item screens had lower AUC estimates, but the combined versions of the brief screens each still showed moderate accuracy. Furthermore, child and combined versions of the two-item screen demonstrated higher sensitivity (although lower specificity) than either the one-item screen or the full SMFQ.</p> <p>Conclusions</p> <p>Under conditions where parents accompany children to screening settings (e.g. primary care), use of a child + parent version of the SMFQ is recommended. However, when parents are not available, and the cost of a false positive result is minimal, then a one- or two-item screen may be useful for initial identification of at-risk youth.</p

What explains the relation between family poverty and childhood depressive symptoms?

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/60956/1/tracy_what explains the relationship_2008.pd