HAS DEPARTMENT OF DEFENSE ACQUISITION REFORM POLICY ADDRESSED THE PROBLEMS FACING ACQUISITIONS PROFESSIONALS?

This qualitative study analyzes how well recent acquisitions reform policies have addressed the modern difficulties facing acquisition professionals in an attempt to improve acquisition policy. The study reviews literature, case studies, surveys and interviews from previous program managers, and policy and legislation, and then compiles the aggregate results to develop a clearer view of how acquisition reform policy is addressing the problems faced by acquisition professionals. The primary goals of the study are to a) identify the main problems facing DOD acquisition, b) examine recent acquisition reform policies to determine if they address those issues identified, and c) provide recommendations for policy makers to shape acquisitions reforms and legislation in the future. Analysis of our findings suggests that defense acquisition policies and legislation are not addressing the critical issues faced by acquisition professionals and add layers of bureaucracy, further complicating the acquisitions process. Additional research into the factors effecting successful and unsuccessful acquisitions is warranted for a more thorough analysis.Lieutenant Commander, United States NavyLieutenant Commander, United States NavyLieutenant Commander, United States NavyApproved for public release. Distribution is unlimited

Linking archival data to location A case study at the UK National Archives

Purpose The National Archives (TNA) is the UK Government's official archive. It stores and maintains records spanning over a 1,000 years in both physical and digital form. Much of the information held by TNA includes references to place and frequently user queries to TNA's online catalogue involve searches for location. The purpose of this paper is to illustrate how TNA have extracted the geographic references in their historic data to improve access to the archives. Design/methodology/approach To be able to quickly enhance the existing archival data with geographic information, existing technologies from Natural Language Processing (NLP) and Geographical Information Retrieval (GIR) have been utilised and adapted to historical archives. Findings Enhancing the archival records with geographic information has enabled TNA to quickly develop a number of case studies highlighting how geographic information can improve access to large‐scale archival collections. The use of existing methods from the GIR domain and technologies, such as OpenLayers, enabled one to quickly implement this process in a way that is easily transferable to other institutions. Practical implications The methods and technologies described in this paper can be adapted, by other archives, to similarly enhance access to their historic data. Also the data‐sharing methods described can be used to enable the integration of knowledge held at different archival institutions. Originality/value Place is one of the core dimensions for TNA's archival data. Many of the records which are held make reference to place data (wills, legislation, court cases), and approximately one fifth of users' searches involve place names. However, there are still a number of open questions regarding the adaptation of existing GIR methods to the history domain. This paper presents an overview over available GIR methods and the challenges in applying them to historical data

Effects of manipulating hypothalamic triiodothyronine concentrations on seasonal body weight and torpor cycles in siberian hamsters

Peer reviewedPublisher PD

Practising the Space Between: Embodying Belief as an Evangelical Anglican Student

This article explores the formation of British evangelical university students as believers. Drawing on ethnographic fieldwork conducted with a conservative evangelical Anglican congregation in London, I describe how students in this church come to embody a highly cognitive, word-based mode of belief through particular material practices. As they learn to identify themselves as believers, practices of reflexivity and accountability enable them to develop a sense of narrative coherence in their lives that allows them to negotiate tensions that arise from their participation in church and broader social structures. I demonstrate that propositional belief – in contexts where it becomes an identity marker – is bound up with relational practices of belief, such that distinctions between “belief in” and “belief that” are necessarily blurred in the lives of young evangelicals

Still Separate, Still Unequal, But Not Always So Suburban : The Changing Natured of Suburban School Districts in the New York Metropolitan Area

Woven throughout the history of the United States is a narrative of human movement. The story of this country, we argue, is a tale of the constant flow of people across geographic spaces—both voluntary and forced immigrations, migrations, and the settlements of villages, city neighborhoods, and suburban communities. Beginning with Native Americans\u27 ancestors who traversed the Bering Straight, movement has been a central, identifying theme of this nation. The flow of several waves of European immigrants onto colonial shores and across the plains and the haulage of millions of Africans via the slave trade redefined the United States demographically and geopolitically, as did the mass migration of freed African Americans from the South to the North and from the farms to the cities in the 20th century. The post- World War II construction of suburbia enabled the European immigrants and their decedents to migrate from the cities to the suburbs en masse, changing not only the character of suburbia but also the cities and ethnic enclaves they left behind. As if choreographed by the federal government, local zoning laws and real estate markets, this flow of whites to the suburbs was synchronized with the arrival of African American migrants into specific and highly contained city neighborhoods. But even the resulting racially segregated pattern of vanilla suburbs and chocolate cities that seemed fairly stable by the late 1970s across most metro areas was subject to change. Beginning in the late 1960s, new waves of immigrants, primarily from Latin America and Asia, entered the urban neighborhoods abandoned by their European immigrant predecessors. By the 1980s, growing numbers of African Americans had begun migrating to the suburbs. And, in the last decade, more Latino and Asian immigrants have chosen suburban communities as their port of entry to the United States. At the same time, whites— particularly affluent and well-educated professionals—are migrating back into cosmopolitan and gentrified city neighborhoods, opting out of increasingly diverse suburbs

Why Boundaries Matter: A Study of Five Separate and Unequal Long Island School Districts

If ever there were any doubt that Long Island, New York, is home to some of the most fragmented, segregated and unequal school districts in the United States, the January 2009 Long Island Index Report, provides ample evidence that this is indeed the case. The quantifiable inequities across the 125 school districts on Long Island in terms of funding, demographics, and student outcomes highlighted in that report portray how important district boundary lines are, even within relatively small geographic spaces. Building on the Index’s presentation of quantitative data, this report offers a more in‐depth examination of district‐level disparities and what they mean in the lives of students, educators and parents across these boundary lines. Although the spatial separation of students across district boundaries has not been the central ‐‐ or even peripheral –focusof education policymakers for the last three decades, we argue that the social science evidence on the consequences of such separation warrants a renewed consideration of these issues. Indeed, in the current era of education reform, with its strong emphasis on standards, accountabilityandmarket‐based policies, little attention has been paid to the relationship between place and opportunity or the way in which “place” is circumscribed by race/ethnicity and poverty to profoundly affect students’ educational experiences. Furthermore, even as the policy gaze has drifted away from these issues, research evidence is mounting that separate can never be equal in public education because of the tight connection between public schools and their larger contexts. This is particularly the case when those larger contexts are restricted by boundaries that demarcate different property values, tax rates, public revenues, private resources, working conditions, family income and wealth, parental educational levels and political clout. All of these factors, which are both internal and external to the schools themselves, profoundly affect the day‐to‐day experiences of children. As a result, we cannot lose sight of why we care about issues of segregation by race/ethnicity or socio‐economic status, particularly as the school‐age population in this country becomes increasingly diverse and as more African American, Latino and immigrant families migrate from cities to the suburbs. Arguments for turning our backs on the problems of segregation and the inequality it perpetuates and focusing instead on how to educate children to high standards “where they are” – be that in all‐black and Latino schools with high levels of poverty or in predominantly white and/or Asian schools with high concentrations of wealth – resonate with current conceptions of what is “wrong” with public education and how we can fix it. This report attempts to build a bridge between the plethora of data documenting the high degree of segregation and inequality in places like Long Island and our nation’s collective understanding of the “problems” facing public education today. We do this by bringing the voices of more than 75 Long Islanders into the discussion and dialogue about public education and what it looks and feels like across school district dividing lines of race, ethnicity, and class. What we hear in these voices – whether they are privileged, affluent white students in a low‐needs district or educators struggling to provide an “adequate” education for the poorest students of color in a high‐needs district – is how the separateness defines them and their educational opportunities. We have learned that school district boundaries in places like Long Island matter a great deal to the students and educators who toil within them each day and to the parents and other property owners who purchase homes in a housing market that is partly defined by their existence. The strong relationship between the disparate educational experiences of children whose schools and opportunities are divided by these boundaries and the unequal values of the property their parents purchase is perhaps the single most important challenge to the so‐called American Dream that we can document. The fact that these disparities are so starkly defined by race/ethnicity and social class should give us pause in a country that likes to think of itself as “post‐racial” and “colorblind.” This report documents the multiple ways in which place and race/ethnicity matter in terms of students’ educational opportunities, and how the two combined and intertwined as they are today in districts, schools and classrooms, define students’ and educators’ sense of possibility and self‐worth in a manner unlikely to ever be undone. These deep‐seated messages become ingrained in the students’ identities and in the reputations of their schools, districts and communities – allowing a self‐fulfilling prophecy to play itself out as students matriculate through the educational system with starkly different opportunities, outcomes and connections to higher education. These ingrained differences in identities and reputations, then, become part of the everyday common sense that legitimizes the current fragmented and segregated system. In a vicious cycle, the resulting inequality becomes, for those on the more affluent and privileged side of the divide, the ammunition for their resistance to change the boundaries or even to allow students to cross them. These complex issues are only understood through the kind of qualitative data that this research brings to bear on the subject of school district fragmentation and segregation. Through the eyes of Long Islanders in five disparate school districts we can see these connections and relationships. This analysis, therefore, helps us understand why ‐‐ despite survey data from Long Island showing members of all racial/ethnic groups state that something should be done to break down the barriers across district boundaries ‐‐ those with the most power and privilege preserve the boundaries around their school districts and thus around other districts as well (The Long Island Index, 2009). This form of double consciousness ‐‐ bemoaning inequality while perpetuating the insidious system that maintains it – represents the 21st Century’s version of the American Dilemma (see DuBois, 2003; Myrdal, 1946)

Divided We Fall: The Story of Separate and Unequal Suburban Schools 60 Years after Brown v. Board of Education

This report is a clarion call for those paying attention to the changing racial and ethnic demographics of this country and its suburbs in particular. It is the in-depth story of one suburban county and its public schools as the demographics of who lives in the suburbs versus the cities in the 21st century is shifting quickly, as the affluent and the poor, the black and the white are trading places across urban-suburban boundary lines. The same story could be told about hundreds of suburban counties across the country that are facing similar pressures and approaching similar breaking points. In the statistical data we analyzed and in the voices of the 800 people we interviewed and surveyed in Nassau County, Long Island - the home of Levittown, the first post-WWII archetypal suburb -- there is mounting anxiety about the future of American suburbs and their public schools. We found much frustration about how the economy, housing market, lack of infrastructure and public policies negatively affect these communities. In this report, we convert this angst into a reality check for anyone who may think that racially and ethnically diverse suburbs are easily accomplished or that they do not face serious obstacles. These obstacles include racially and ethnically segregated housing patterns amid fragmented and divided municipalities and school districts and the brain drain of more affluent and educated residents who grew up in the suburbs but now prefer city life. Meanwhile, these suburbs are tubs on their own bottoms, heavily reliant on local sources of funding, namely property taxes, to pay for public schools and municipal services. This means that public school resources and reputations are spread unevenly across separate and unequal suburban school districts

Using Standardized Evaluation Metrics to Demonstrate Collective Statewide Impacts of Diverse Water Conservation Programming

Although the diversity of Florida Cooperative Extension landscape water conservation programs creates evaluation challenges, it is possible to measure their impacts as a whole. We conducted pilot testing of a statewide evaluation strategy and identified behavior changes resulting in an average monthly water savings of 3,257 gal and utility bill savings of $10.78 per participant. Here we explain the approach we used, providing details about underlying research on water conservation practices and technologies, standardized metrics for demonstrating environmental and economic impacts of behavior/technology adoption, and reporting tools. A focus on statewide impacts based on standardized metrics can be extremely valuable to U.S. Extension professionals

Hemodynamic effects of nitroglycerin in an experimental model of acute aortic regurgitation

AbstractAfterload reduction is an accepted therapeutic modality for the treatment of congestive heart failure caused by chronic aortic regurgitation. However, the role of vasodilator therapy in acute aortic incompetence has not been established. To investigate this, left ventricular volume overload was produced in 18 dogs by constructing a valved conduit from the descending thoracic aorta to the left ventricular apex. The time course of aortic, pulmonary and conduit flows was analyzed in eight control studies and established stability of the experimental model.In the remaining 10 dogs, intravenous nitroglycerin, titrated to reduce mean aortic blood pressure by 40%, and placebo (ethanol) were each infused for 20 min periods. Compared with placebo, nitroglycerin significantly reduced aortic flow (3,945 ± 324 to 3,397 ± 362 ml/min, p < 0.01), regurgitant flow (1,304 ± 131 to 764 ± 90 ml/min, p < 0.001), septal-lateral end-diastolic diameter (47.5 ± 1.8 to 46.5 ± 1.8 mm, p < 0.001), left ventricular end-diastolic pressure (6.9 ± 0.8 to 6.0 ± 0.6 mm Hg, p < 0.05), left ventricular stroke work (19.0 ± 2.6 to 10.8 ± 1.7 g-m/beat, p < 0.001) and systemic vascular resistance (2,253 ± 173 to 1,433 ± 117 dyne-s/cm5, p < 0.001). In contrast, pulmonary flow, left anterior descending coronary flow and subendocardial pH did not change during infusion of either nitroglycerin or placebo.These data indicate that by decreasing preload and afterload, and by preserving coronary flow and tissue pH, nitroglycerin effectively reduced ventricular and regurgitant volumes in the setting of acute volume overload. This study supports the clinical use of nitroglycerin in severe acute aortic incompetence

Expanding the genotypic spectrum of Jalili syndrome: Novel CNNM4 variants and uniparental isodisomy in a north American patient cohort

Jalili syndrome is a rare multisystem disorder with the most prominent features consisting of cone‐rod dystrophy and amelogenesis imperfecta. Few cases have been reported in the Americas. Here we describe a case series of patients with Jalili syndrome examined at the National Eye Institute’s Ophthalmic Genetics clinic between 2016 and 2018. Three unrelated sporadic cases were systematically evaluated for ocular phenotype and determined to have cone‐rod dystrophy with bull’s eye maculopathy, photophobia, and nystagmus. All patients had amelogenesis imperfecta. Two of these patients had Guatemalan ancestry and the same novel homozygous CNNM4 variant (p.Arg236Trp c.706C > T) without evidence of consanguinity. This variant met likely pathogenic criteria by the American College of Medical Genetics guidelines. An additional patient had a homozygous deleterious variant in CNNM4 (c.279delC p.Phe93Leufs*31), which resulted from paternal uniparental isodisomy for chromosome 2p22‐2q37. This individual had additional syndromic features including developmental delay and spastic diplegia, likely related to mutations at other loci. Our work highlights the genotypic variability of Jalili syndrome and expands the genotypic spectrum of this condition by describing the first series of patients seen in the United States.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/154406/1/ajmga61484_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154406/2/ajmga61484.pd