Targeting foreclosure interventions: an analysis of neighborhood characteristics associated with high foreclosure rates in two Minnesota counties

This study examines the statistical association of foreclosure sales with social, economic and housing variables measured at the Census tract level for two purposes of interest to foreclosure mitigation practitioners —- to assess whether it is feasible to identify in advance neighborhoods likely to have high rates of foreclosure, and to explore the socioeconomic traits of high-foreclosure neighborhoods so as to design appropriate mitigation programs. We collected data on foreclosure sales in 2002 from the sheriff’s departments of Hennepin and Ramsey counties, the two core counties that comprise the Minneapolis-St. Paul MSA. We find that several factors commonly associated with high foreclosure sale rates could have correctly identified, in advance, most neighborhoods with high rates of mortgage foreclosure. To guide the design of foreclosure mitigation programs, we also present evidence that foreclosure risks in our two counties were highest in neighborhoods with elevated credit risk indicators and a high proportion of homeowners who are recent minority buyers or young. We show that an accurate credit risk variable is among the best predictors of foreclosure and also critically affects our multivariate analysis of factors associated with foreclosure. To limit social losses associated with foreclosures, we conclude that consideration should be given to enhancing public access to data on mortgages, foreclosures, and foreclosure risk factors, especially the neighborhood distribution of credit scores.

Alginate hydrogel has a negative impact on in vitro collagen 1 deposition by fibroblasts

Hydrogels have been widely investigated as 3D culture substrates because of their reported structural similarity to the extracellular matrix (ECM). Limited ECM deposition, however, occurs within these materials, so the resulting “tissues” bear little resemblance to those found in the body. Here matrix deposition by fibroblasts encapsulated within a calcium alginate (Ca-alg) hydrogel was investigated. Although the cells transcribed mRNA for coll Iα over a period of 3 weeks, very little collagen protein deposition was observed within the gel by histology or immunohistochemistry (IHC). Although molecular diffusion demonstrated charge dependency, this did not prevent the flux of both positively and negative charged amino acids through the gel, suggesting that the absence of ECM could not be attributed to substrate limitation. The flux of protein, however, was charge-dependent as proteins with a net negative charge passed quickly through the Ca-alg into the medium. The minimal collagen deposition within the Ca-alg was attributed to a combination of rapid movement of negatively charged procollagen through the gel and steric hindrance of fibril formation

Cost accounting for oil producers

Prior to the actual development of an oil property it is difficult to determine the quantity of oil under the property and the rate at which this oil can be brought to the surface factors that determine the ultimate value of the property. Consequently, there has been much confusion in devising accounting systems that, during the entire life of a property, will show costs and profits from which the producer can determine whether his property is being worked at a profit or otherwise. The Bureau of Mines publishes this report in recognition of a distinct need for a simple treatise on accounting methods adapted to the peculiarities of the petroleum industry. Probably many companies operating oil wells are not fully acquainted with details important to the welfare of their business, because their account books fail to furnish them with exact and adequate data. With the accountant rests the responsibility of providing the management with reports setting forth the details of the business expressed in fitting terms as well as in dollars and cents. These reports are a means whereby efficiency may be maintained, waste prevented, oil obtained and sold, and money suitably reinvested. They also enable a concern to study the progress of its business in order to conserve to the utmost the possible benefits from an exhaustible deposit of mineral wealth. When managements realize the extent of the waste at their properties more attention will be given to the character of the accountancy records. Herein are presented descriptions and discussions of balance sheets, profit-and-loss statements, and bookkeeping methods peculiarly adapted to the oil business. As far as possible, technical phrases have been omitted in order that those not familiar with accounting terms may be able to follow the subject matter. The systems of keeping books outlined in Chapter X have all been found practical

Microspacecraft and Earth observation: Electrical field (ELF) measurement project

The Utah State University space system design project for 1989 to 1990 focuses on the design of a global electrical field sensing system to be deployed in a constellation of microspacecraft. The design includes the selection of the sensor and the design of the spacecraft, the sensor support subsystems, the launch vehicle interface structure, on board data storage and communications subsystems, and associated ground receiving stations. Optimization of satellite orbits and spacecraft attitude are critical to the overall mapping of the electrical field and, thus, are also included in the project. The spacecraft design incorporates a deployable sensor array (5 m booms) into a spinning oblate platform. Data is taken every 0.1 seconds by the electrical field sensors and stored on-board. An omni-directional antenna communicates with a ground station twice per day to down link the stored data. Wrap-around solar cells cover the exterior of the spacecraft to generate power. Nine Pegasus launches may be used to deploy fifty such satellites to orbits with inclinations greater than 45 deg. Piggyback deployment from other launch vehicles such as the DELTA 2 is also examined

Comprensión lectora y resolución de problemas matemáticos en estudiantes de una institución educativa de Ica, 2022

La presente investigación tuvo como propósito establecer la relación entre comprensión lectora y resolución de problemas matemáticos en una Institución Educativa de Ica, 2022. El estudio corresponde al enfoque cuantitativo, de tipo básica prospectiva, con diseño No experimental del sub grupo descriptivo correlacional, donde participaron 74 estudiantes del primero de secundaria, a quienes se les aplicó los instrumentos; prueba de comprensión lectora y otra sobre resolución de problemas, ambos instrumentos cuentan con sus criterios de calidad. Los resultados a nivel descriptivo sobre comprensión lectora el 19% evidencian un bajo nivel de comprensión lectora, el 53% se ubican en el nivel de medio y el 28% tienen un nivel alto de comprensión lectora; mientras que en resolución de problemas matemáticos el 11% se ubican en el nivel de medio y el 34% tienen un nivel alto para la resolución de problemas matemáticos. En cuanto al nivel de correlación se empleó la prueba de Rho Spearman con un valor de 0,689; con un valor de significancia de p=0.000. Por lo tanto, existe una correlación positiva media entre comprensión lectora y resolución de problemas matemáticos, es decir que a mejor nivel de comprensión lectora mejor resolución de problemas matemáticos o viceversa

Screencasts: how effective are they and how do students engage with them?

The use of screencasts as an instructional technology is increasing rapidly in higher education. While there appears to be a consensus around students’ satisfaction with the provision of technology enhanced tools, there is limited evidence revolving around their impact in terms of knowledge acquisition. Moreover, the reasons why students choose to engage (or not) with these resources remain largely unreported. The study assessed the effect of using screencasts on undergraduate students’ understanding and engagement with learning material in one of their modules. Customised screencasts were used as optional additional learning and teaching resources. Grades obtained in a test module (with screencasts) and a control module (without screencasts) were compared to gauge the impact of screencasts on knowledge acquisition. Furthermore, the reasons for students’ engagement (or lack thereof) with the screencasts were explored using questionnaires. A modest but significant impact of screencasts on knowledge acquisition was found and students’ perception of the screencasts was overwhelmingly positive. Students suggested that screencasts should be kept short to summarise lectures or delve in-depth into complex concepts but should not replace whole lectures. Reasons for not using screencasts revolved around a lack of understanding of what the resources were but also a reported lack of fit between the nature of the tool and self-assessed learning style

Screencasts: how effective are they and how do students engage with them?

The use of screencasts as an instructional technology is increasing rapidly in higher education. While there appears to be a consensus around students’ satisfaction with the provision of technology enhanced tools, there is limited evidence revolving around their impact in terms of knowledge acquisition. Moreover, the reasons why students choose to engage (or not) with these resources remain largely unreported. The study assessed the effect of using screencasts on undergraduate students’ understanding and engagement with learning material in one of their modules. Customised screencasts were used as optional additional learning and teaching resources. Grades obtained in a test module (with screencasts) and a control module (without screencasts) were compared to gauge the impact of screencasts on knowledge acquisition. Furthermore, the reasons for students’ engagement (or lack thereof) with the screencasts were explored using questionnaires. A modest but significant impact of screencasts on knowledge acquisition was found and students’ perception of the screencasts was overwhelmingly positive. Students suggested that screencasts should be kept short to summarise lectures or delve in-depth into complex concepts but should not replace whole lectures. Reasons for not using screencasts revolved around a lack of understanding of what the resources were but also a reported lack of fit between the nature of the tool and self-assessed learning style