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Increasing Faculty Collaboration with the Office of Disability Services - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Increasing Faculty Collaboration with the Office of Disability Services
Allison Butler
Director of Disability Services
Other
Published: September-October 2012
Category: » Online-pedagogy » Teaching-strategies
Introduction
A previous article in the DE Oracle @ UMUC provided an overview of the Office of Disability Services
(ODS) and the student accommodations process. This installment describes a variety of ways in which
faculty can support students with disabilities in collaboration with ODS.
Background on ODS/Faculty Collaboration
ODS understands that successfully accommodating and educating UMUC's students with disabilities can
be achieved only by partnering with the faculty. We view the faculty as content experts and valuable
resources in the development of student accommodations. Sometimes, implementing accommodations
requires faculty to move beyond their comfort zones. When a student encounters particular barriers to
success or full participation in a classroom, ODS will help the student and instructor understand what
steps they can take to remove those barriers and will also provide support for both parties to ensure
that the accommodations process is seamless. If requested, ODS can arrange a training session or
provide additional materials for faculty or any academic department.
Understanding and Working with Student Accessibility Challenges: Do's
and Don'ts
Students with disabilities encounter a variety of accessibility challenges in a distance education setting.
When ODS completes the registration process with students and submits the final accommodation
letter (known as the Accommodation Notification Letter) to faculty, the office notifies faculty and
program/academic directors to anticipate certain accessibility challenges in the classroom. For example,
a student with a speech impairment may have difficulty participating in Wimba sessions that require
vocal communication from students. For more information regarding accessibility challenges for people
with disabilities in distance education programs, visit the Disabilities, Opportunities,
Internetworking, and Technology (DO-IT) Faculty Room (http://www.washington.edu/doit/Faculty
/Strategies/Academic/Distancelearning/) section on distance learning.
ODS staff encourage students to contact the instructor (via phone or e-mail) to discuss the
accommodations requested and develop a plan to ease facilitation of those accommodations. It is
important in this process that faculty do NOT do the following:
Do NOT request that students disclose their disabilities. Because many disabilities are invisible,
ODS encourages students to self-advocate and articulate their needs in courses; however, they do not
have to disclose the nature of any disabilities. Make sure you do not collect or store a student’s medical
documentation.
Do NOT deny a student’s accommodation. Accommodations are not designed to interfere with
academic standards. Please contact ODS immediately if you are concerned an accommodation might
compromise the academic integrity of your course. You will have to provide the accommodation until
Increasing Faculty Collaboration with the Office of Disability Services - DE Oracle
the issue has been addressed. An accommodation cannot be denied without due process, and all
concerns will be addressed on a case-by-case basis.
Do NOT attempt to accommodate students on your own or provide expert advice about the
student’s condition. If a request is not listed in the Accommodation Notification Letter, refer students
to ODS staff to ensure that additional accommodations are supported by the documentation.
Do NOT assume that a student with a disability who does well in your class does not need to
use an accommodation. Students with disabilities are as diverse in learning as their non-disabled
peers. If a student with a disability is not performing well in your class, do not assume you should
grade him/her differently. Academic accommodations are designed to assist with equal access in the
classroom—but they do not guarantee equal success.
In addition, here are some suggestions that faculty are encouraged to DO when facilitating
accommodation requests:
DO encourage students to self-identify with ODS. Students with disabilities may not disclose that
they have a disability until they are experiencing problems in class. If a student requests an
accommodation but you have not received notification from ODS, you are not obligated to provide
accommodations. Please refer the student to ODS to begin the registration process.
DO keep any medical information a student shares with you confidential. It is a student’s
choice how much information to disclose about a disability. Regardless of what is shared, only the
academic challenges and accommodations used in the classroom are necessary for discussion.
DO promote and encourage timeliness. All UMUC syllabi contain a statement encouraging students
with disabilities to contact faculty, but many students wait for a crisis to occur before they disclose their
disability or begin the registration process with ODS. It is important for faculty to communicate with
the students to promote timeliness and to prevent accessibility challenges in the course.
Universal Design Considerations
Due to the accessibility challenge that many students encounter when accessing course content
online, ODS staff are committed to taking proactive steps to promote universal design (UD) principles.
UD principles focus on barrier-free design and architectural accessibility.
Universal Design Foundations and Principles
The concept of universal design emerged from the architectural field, which sought to design buildings
and spaces to improve physical accessibility—such as curb cuts, automatic doors, and wheelchair
ramps. Architects soon found that when considering a multitude of needs early in the development
process, they could design a product that could be used for individuals with and without disabilities
(Burgstahler & Coy, 2008). For example, curb cuts were originally designed for wheelchair users;
however, they equally benefit individuals riding bikes and pushing strollers.
The Center for Universal Design at North Carolina State University (http://www.ncsu.edu/project
/design-projects/udi/) has developed seven principles for the design of products and environments. These
Principles of Universal Design are as follows:
1. Equitable Use to ensure that designs are useful and marketable for people with diverse abilities;
2. Flexibility in Use to accommodate a wide range of individual preferences and abilities;
3. Simple and Intuitive Use so that products or environments are easy to understand;
Perceptible Information such that information can be communicated effectively regardless of the user’s
sensory or physical abilities;
4.
5. Tolerance for Error that minimizes the effects of accidents or unintended actions;
Low Physical Effort so that products and environment can be used comfortably and with minimum
fatigue; and
6.
Size and Space for Approach and Use to support access regardless of a user’s body size, posture, or
mobility.
7.
Increasing Faculty Collaboration with the Office of Disability Services - DE Oracle
Universal Design in Education
Since the passage of disability rights legislation and the changing demographic of individuals with
disabilities, UD has been a growing area in education, particular curriculum development. Over the last
20 years, the population of individuals with disabilities has grown—which has led to a significant
increase in the number of students with disabilities, especially military and veterans, seeking
postsecondary education. The Higher Education Opportunity Act (2008) emphasized that postsecondary
institutions should design curricula with a focus on UD principles. As educators and administrators, it is
our duty to ensure that both online and face-to-face courses can be universally used and accessed.
Adopting UD principles in all types of education can ensure that every student’s potential needs and
learning styles will be considered in the design and implementation of courses stateside and
internationally.
The seven design principles developed by the Center for Universal Design, while not specific to
education, have been used by educational researchers and practitioners as a foundation in educational
settings for course design and instruction.
Ensuring Accessibility of Course Materials
At UMUC, faculty are encouraged to use innovative instructional materials and to incorporate a variety
of Internet resources, videos, synchronous communication tools, and other resources to provide
references or simulations, etc. Most UMUC courses are accessible in a variety of ways. All courses have
the syllabus available in electronic form, and most courses provide supplemental materials
electronically in the online classroom. Faculty who distribute physical handouts in class are encouraged
to make them available in electronic form as well. Most textbooks are available in both paper and
electronic formats. An electronic format of course material provides a variety of alternatives to access
information. For example, students with visual impairments who use screen readers or screen
magnifiers can listen to or enlarge the text for simplified reading. In addition, a student who speaks
another language can utilize online dictionaries and thesauruses to assist with reading and writing
tasks.
ODS staff work closely with faculty to support innovation in the classroom by ensuring accessibility of
media, Wimba, and other audiovisual classroom tools. Faculty are encouraged to contact ODS when
they are unsure whether a particular tool is accessible and/or how to create accessibility. For example,
transcription is one way of providing access to audiovisual content. ODS partners with the Center for
Support of Instruction (CSI) to provide this accommodation for students.
We encourage faculty to start thinking about the use of audiovisual components in the classroom early.
Making these decisions in advance of the course start date allows time for students who need
transcription to make an early request for this accommodation. When ODS receives a request for
transcription, the office will ask the faculty member to fill out a Transcript Request form, identifying
their course information and the material to be transcribed. ODS sends the completed form to CSI for
transcription. CSI works with an outside vendor to fulfill the request and, upon receipt of the completed
transcript, reviews it for missing information or errors. Once the transcript is reviewed and finalized,
CSI places it in the online classroom and notifies ODS and the faculty member that the process is
complete. The entire transcription process takes approximately 5–7 business days but can take longer
for lengthy, complicated material. Our goal is to receive the requests well enough in advance so that
students do not fall behind in the course while awaiting a transcript.
In short, here are some tips to incorporate universal design concepts in your courses:
Plan your course in advance and decide what audiovisual tools you will use.
When possible, select audiovisual materials that already include captioning and/or transcripts.
If captioning or transcripts are not available, request transcription for audio material, including optional
Increasing Faculty Collaboration with the Office of Disability Services - DE Oracle
course work.
Make sure textbooks have an e-text version available for students to purchase.
For More Information
Collaboration between ODS and faculty is a crucial component in the accommodation process. ODS
staff remain abreast of accessibility challenges that students with disabilities experience. ODS and
faculty must maintain communication to best address any issue regarding specific accommodations or
access to course content. To receive more information/training on students with disabilities or course
accessibility, please do not hesitate to contact the Office of Disability Services at or (240)
684-2287.
Reference
Burgstahler, S., & Coy, R. (Eds.). (2008). Universal design in higher education: From principles to
practice. Boston: Harvard Education Press.
Additional Resources
Applications of Universal Design: http://www.washington.edu/doit/Resources/udesign.html
(http://www.washington.edu/doit/Resources/udesign.html)
The Center for Universal Design in Education: http://www.washington.edu/doit/CUDE
(http://www.washington.edu/doit/CUDE)
Pliner, S., & Johnson, J. (2004). Historical, theoretical, and foundational principles of universal design
in higher education. Equity of Excellence in Education, 37, 105–113. Retrieved from
http://websvr.smith.edu/deanoffaculty/Pliner%20and%20Johnson.pdf (http://websvr.smith.edu
/deanoffaculty/Pliner%20and%20Johnson.pdf)
About the Author(s)
Allison Butler is the Director of Disability Services. She has worked in the field of disability services for 10 years at University
of Maryland, College Park and Northern Virginia Community College. Her research interests include disability services in
higher education, transitioning youth, and issues of social justice, access, and equity. She has taught both undergraduate and
graduate courses in counseling skills, multicultural counseling, disability studies, and college success skills. Dr. Butler holds a
master's degree in Rehabilitation Counseling and a doctorate in Counselor Education from University of Maryland, College
Park.
Robyn Seabrook is the Assistant Vice President for Institutional Resolution and Accessibility at UMUC. She has also served as
Associate General Counsel in UMUC's Office of Legal and Government Affairs. Prior to joining UMUC, Robyn was an education
law associate with a Virginia law firm. She also worked with the Virginia Department of Education's Office of Dispute
Resolution and Administrative Services, where she investigated and resolved special education law complaints throughout the
state. Robyn earned her bachelor's degree from the University of Virginia and her J.D. from Temple University School of Law.
She is a member of the Maryland and Virginia state bars.
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Demonstrating the value of electronic collections for academic libraries
No full textHow can academic libraries demonstrate the value of electronic resources to key stakeholders, to ensure continued and expanded funding and support?About UMUC and the Library
92,000 students worldwide
75% of total enrolments in online classes
Mostly non-traditional, adult students
Library collection almost entirely online: 125 library research databases
Library budget has remained flat for past 3 fiscal years
The Problem:
How can academic libraries demonstrate the value of electronic resources to key stakeholders, to ensure continued and expanded funding and support?
Project 2: Benchmarking
Goal: Evaluation of the database holdings of peer institutions and comparison with UMUC’s holdings
Procedure:
1. Identified peer group using Carnegie classification data on institution type and curriculum
2. Gathered and analyzed NCES data for the 11 institutions identified as peers
3. Gathered database holdings from peer institution Web sites
4. Created chart of holdings across peer group, with analysis:
5. Analyzed findings and produced spreadsheets w/charts for Provost and key stakeholders
Demonstrating the Value of Electronic Collections
For Academic Libraries
Stephen Miller, Associate Provost for Information & Library Services
University of Maryland University College | [email protected]
Findings/Results Project 1: Consultants determined that holdings are solid for curricular support Obtained funding for two IT E-book databases based on consultant recommendation Maintained funding for electronic resources collection Project 2: Holdings form “long tail” pattern: ~1200 databases, most held by only one institution Looked closely at databases held:
•
only by UMUC (extra justification)
•
by most others but NOT by UMUC (why not?) Critical to carefully manage how the data is presented Overall: External validation of UMUC’s database holdings and collection management.
© Copyright 2012 Stephen Miller
Project 1: Library Program Review Goal: External evaluation of how well the collection supports UMUC’s curriculum Procedure: 1. Conducted self-evaluation 2. Identified leading institutions in the critical areas of interest:
•
Cybersecurity/IT
•
Business and Management
•
Education and Community College Leadership
•
Arts & Humanities and Social Sciences 3. Hired librarians as consultants from four institutions to review database holdings and curriculum 4. Provided detailed information and instructions, held phone conferences with each consultant, who each produced a report 5. Analyzed findings and produced final report for Provost and key stakeholder
Advances in financial decision making: Past, present, and future
No full textThis paper will employ a model comprised of five components (Rules of Thumb/Heuristics, Rational Being/Theory, Cognitive Psychology/Behavioral Finance, Neuroscience, and the Unconscious Mind) for conducting a qualitative meta-analysis of the current state of financial decision making behavior. A major goal is to better understand how we arrived at our current state of knowledge and to provide an assessment of the sources of future contributions and strategies likely to be major contributors to our growing knowledge of financial decision making in the future.1
Advances in Financial Decision Making: Past, Present, and Future
James A. Howard
University of Maryland, University College
Abstract
This paper will employ a model comprised of five components (Rules of Thumb/Heuristics, Rational Being/Theory, Cognitive Psychology/Behavioral Finance, Neuroscience, and the Unconscious Mind) for conducting a qualitative meta-analysis of the current state of financial decision making behavior. Early financial decision making was not supported by any formal theory until Irving Fisher’s Theory of Interest in 1907. While the field of management was making strides early in the 20th century, finance remained primarily an experiential field dominated by rules of thumb until the late 1940s. The development of expected utility theory ushered in the golden age of theoretical finance as academics borrowed concepts from economics and the physical sciences to support Modern Portfolio Theory, the Capital Asset Pricing Model, Option Pricing Theory, and so forth. The failure of theory to explain why individuals do not behave as theory predicts they should has stimulated interest in developing progressively better paradigms. From the early 1970s, this search has focused on contributions from cognitive psychology and neuroscience in making significant strides in understanding financial decision making behavior and why observed behavior deviates from theory. The resulting time series analysis will clarify the overlaps and the ascendency and decline of the relative influence of each paradigm over time. A major goal is to better understand how we arrived at our current state of knowledge and to provide an assessment of the sources of future contributions and strategies likely to be major contributors to our growing knowledge of financial decision making in the future.
Introduction
What is “special” about the study of financial decision making, say in comparison to decision making related to recreational or career choices? Finances or decisions about money serve as an overall proxy for many of the so-called hygienic needs in the Maslow and Hertzberg Motivation-Hygiene Theory. In this generally accepted theory, human needs may be represented by a hierarchy as shown below:
Figure 1. Maslow and Hertzberg Motivation-Hygiene Hierarchy of Needs 2
Source: http://tutor2u.net/business/gcse/people_motivation_theories.htm
In this theory, human needs identified as hygienic/basic need to be satisfied before higher level needs, such as self-esteem, job satisfaction, and human fulfillment. These hygienic needs appear lower on the pyramid display in figure 1 and include such needs as physiological and safety/security needs. We learn and become conditioned to the association of having access to money with the satisfaction of these basic needs. Thus, decisions associated to acquiring money are an important to our capability of satisfying basic needs and providing a pathway to self-actualization, or achieving our ultimate human goals. This generally applies widely across cultures and differentiates financial decisions from most other types of decision making.
Financial decision making by individuals in the past few years has provided a new awareness (and humility) regarding the quality of the accumulated knowledge supporting those decisions. Actions by Congress providing incentives for individuals in the real estate market to make ill-advised home purchases, home owners using their homes as ATMs to increase near term consumption, the failure of Americans to save sensibly for retirement, poor investment performance by individual investors, and poor decision making by corporate managements that destroy huge amounts of wealth beg the question: Why do we get such consistently poor results and how can we improve financial decision making in the future for the benefit of stakeholders?
To respond to this important question, developing a historical context describing and analyzing how financial decision making has evolved over time is an important starting point. This context, when combined with an assessment of where we are in understanding financial decision making, can lead us to a deeper understanding of how to use what we know more effectively and what sort of a research program is needed to fill the gap going forward. In this paper a model comprised of five components (Rules of Thumb/Heuristics, Rational Being/Theory, Cognitive Psychology/Behavioral Finance, Neuroscience, and the Unconscious Mind) will be employed for conducting a qualitative meta-analysis of the current state of financial decision making behavior.
In the last 100+ years varying amounts of research has been conducted to improve financial decision making. In general, it appears that, as the then-current most-favored paradigm becomes increasingly encumbered with anomalies and unfavorable critiques, a 3
new paradigm rises by being able to explain some of the weaknesses of the “old” paradigm and new areas of research are opened up. The old paradigm declines and the new paradigm becomes increasingly adopted and applied to real world observations. At the point of maximum enthusiasm, a reductionist tendency leads us to feel that finally we may have some important solutions and henceforth financial decision making will be significantly improved. The cycle continues as this currently favored paradigm reaches its maximum influence and begins to decline due to identified failures to account for observed behaviors, while a new paradigm takes its place as the one now favored to move us forward. The model employed in this paper will attempt to show how the various paradigms for financial decision making have risen to prominence for a period, and then declined in relevance due to these forces. The overall model is shown below:
Figure 2. Knowledge Accumulation/Evolution – Financial Decision Making
Each component (Rules of Thumb/Heuristics, Rational Being/Theory, Cognitive Psychology/Behavioral Finance, Neuroscience, and the Unconscious) of this model will be described, analyzed, and assessed as its contribution to the body of knowledge with respect to financial decision making. The height of each curve in figure 2 represents its relative influence as a paradigm at the designated points in time. The examination and analysis will be on both a time series (how a specific component/paradigm has evolved over time) and cross sectional (how paradigms contribute to the body of knowledge at points in time) basis. This qualitative meta-analysis approach is meant to provide an integrated view of contributing paradigms over time with the goal of providing more transparency to a very complex process (how financial decisions are made). With better 4
awareness of what we know and what we don’t know, it is hoped we can move forward in our research to develop better financial decision making practices in the future.
Rules of Thumb/Heuristics Paradigm
If we go back to the time before the development of financial theory, financial decision making was heavily influenced by rules of thumb or heuristics, as depicted in Figure 3.
Figure 3. Rules of Thumb/Heuristics Paradigm Life Cycle
Rules of thumb/heuristics are simply mental shortcuts. Gigerenzer and Wolfgang (2011) provide a definition of heuristics for the purposes of this paper: “A heuristic is a strategy that ignores part of the information, with the goal of making decisions more quickly, frugally, and/or accurately than more complex methods,” (p. 454). Thus, heuristics do not attempt to find the optimal solution, but one that is best, given the context and constraints faced by the decision maker. The case against heuristics is that, because heuristics are using mental shortcuts, that they are inferior to more comprehensive approaches. In support of the power of heuristics, Gigerenzer (2008, p. 21) lists the criticisms and responses to the use of heuristics, selected items are displayed in Table 1.
Table 1. Heuristics Criticisms and Responses
Criticism
Response
Heuristics produce second-best results: optimization is always better
In many situations, optimization is impossible (e.g., computationally intractable) or less accurate because of estimation errors (i.e., less robust)
Our minds rely on heuristics only because of our cognitive limitations
Characteristics of specific environment (e.g., computational intractability) and of the mind make relying on heuristics the best choice
People rely on heuristics only in routine decisions of little importance
People rely on heuristics for decisions of both low and high importance (see the investment and organ donation examples)
5
People with higher cognitive
capacities employ complex
weighting and integration of
information; those with lesser
capacities use simple heuristics
(related to criticism 1)
This statement is not supported by experimental
evidence. Cognitive capacities seem to be linked
to the adaptive selection of heuristics and seem
less linked to the execution of a heuristic (see
also the Markowitz example later in this paper).
Certainly, heuristics are not the best approach in every case, but when applied
appropriately, they represent the best one can do in specific situations given the tradeoff
between time available to make a decision, uncertainty, and the cost of getting better
information. If we have a situation where there is little uncertainty, adequate information
and sufficient time to process data, we may be able to do better than employing a
heuristic that uses a mental shortcut. However, as uncertainty increases, the time to make
a decision becomes constrained, and the quality of information to support analysis
declines, a heuristic may perform better than a more complex, data-driven approach. The
nature of this set of tradeoffs was formalized by Simon (1957) with the term “bounded
rationality.” Bounded rationality refers to the fact that the ability of a decision maker to
take as much time as needed to make an optimal decision is constrained by the quantity
and quality of information available, and the time available to make the required
decision. The overall constraint is the cognitive limitations associated with one’s mind in
the pursuit of an optimal rather than satisficing (best decision, given the circumstances)
decision.
Going back to before the 1950s, finance was considered a proto-science (Jovanovic,
2008), a discipline without a robust theoretical framework. As a proto-science, decision
making is driven by experience, available data, and simple analytical procedures
developed to organize and process data for the decision maker to consider. In situations
where there is good quality data and a validated analytical process, basic statistics and
business condition indicators were used effectively to judge the condition of a firm or an
investment candidate. An example is the DuPont Model developed by Alfred Sloan in
the 1920s for analyzing an entity’s profitability as a function of asset turnover and profit
margin as a means to direct management’s attention to those areas in the firm that require
better oversight and management. The basic model is as follows:
Equity
Net debt
*
Net debt
Net interest expense after tax
* 1
Assets
Sales
*
Sales
NOPAT
ROE
Where:
ROE = the return on equity
NOPAT = Net Operating Profit
In words, the return on equity is equal to the operating profit margin * the number of
times assets are turned over (in relation to sales) * leverage factor (how return can be
leveraged by using borrowed money, the last two expressions). These factors all interact
in the relationships shown to demonstrate how profitability is derived. While very useful
in focusing the financial manager’s attention to the important financial metrics that
comprise the firm’s profitability, the formula does not represent a financial theory.
6
In another example, if we consider a situation where one needs to select between three capital investments, where there is a high degree of uncertainty and we have no theory describing how data associated with the investments can be processed to rank the investments, shortcuts based on experience may be the best approach. A popular heuristic going back to the 1800s for making the capital investment decision is the payback criterion. One makes the investment based on how quickly the investment is recovered by the future cash flows. If the criterion is to invest only when the investment can be recovered in three years, then any investment with a payback period beyond three years is foregone. If there are multiple investment opportunities available to achieve a goal, then one should select the investment that pays back the soonest, as long it meets the minimum payback period requirement. This heuristic has stood the test of time in terms of its perceived utility and is still used as one method to select capital investments. Another heuristic for deciding how to allocate $X to multiple approved independent investment opportunities is to use the 1/N heuristic. For example, if there are three investments, then allocate 1/3 of the available funding to each. We see this heuristic employed frequently when individuals allocate their 401K retirement funds to various investment options.
A financial heuristic that has been persistent over time is full cost pricing, where economic theory maintains that, in a competitive economy, profitability is maximized when the price is set to marginal cost. Etzioni (1987) found that, contrary to theory, executives consistently employ full-cost pricing as a means to deal with the uncertainties in the estimates of demand functions, avoid charging too high a price and driving away customers or too low a price in an oligopolistic market, and to avoid the burdens of setting the prices for thousands of items using marginal costs for firm with many products. A rival methodology for setting prices, activity based costing, that is more consistent with economic theory has been increasingly adopted by organizations, but is still less popular than full cost pricing.
Perhaps the most well-known heuristic is the Pareto principle, referred to as the 80/20 principle, or focus on the vital few rather than the trivial many (Juran, 1954). The basis for the principle was Pareto’s research (1906) pointing out that in Italy approximately 80% of the country’s income was earned by 20% of the population. The terms Pareto principle and “vital few and trivial many” were popularized by Juran (1954) based on his work in the 1940s applying the findings of Pareto to many areas of management (including finance). For example, capital investment programs appear to obey this principle, with a small percentage of projects accounting for a major portion of the problems, such as cost overruns and schedule slippages. Thus, a manager should focus on the 20% of the projects accounting for 80% of the associated problems.
Recent research has identified a number of additional heuristics used in general and financial decision making, such as the following (Gigerenzer & Wolfgang, 2011):
Recognition Heuristic: If one of two alternatives is recognized and the other is not, then infer that the recognized alternative has the higher value with respect to the criterion.
This is used effectively in modern advertising, where an ad is repeated many times to trigger consumer selection of a non-branded product/service based simply on recognition. 7
A number of experiments have been conducted where the mere mention of a phrase prior to decision effectively biases selection of a specific alternative. A financial application is the frequent repeating of high margin financial services in advertising to materially increase the probability of consumers choosing these specific services.
Fluency heuristic: If both alternatives are recognized but one is recognized faster, then this alternative is assumed to have higher value based on the criterion.
An example would be Broadway shows playing in a specific time frame in New York, select the one that comes to mind first. In finance, an example is, if a proposed investment reminds one of a past successful investment, then invest in this one.
Take-the-first heuristic: Choose the first alternative that comes to mind.
(Hepler, 2008) showed experienced basketball players video sequences from a professional game and asked what they would have done, pass the ball to the player at the left or take their shot. Generally, the first option that came to mind was shown to be better than later options, as were the options that players chose when they had more time to inspect the situation. If your initial gut feeling is to get out of a losing investment, this is usually the best choice. Normally, as discussed with the cognitive psychology paradigm, losing investments cause emotional reactions that lead one to hold on to them too long.
One-Clever-Cue Heuristics: Many animals (and homosapiens) use relatively simple cues to make an important decision.
The example offered by Petrie and Halliday (1994) is when a pea hen chooses a mate, she investigates only three or four of the peacocks displaying in a lek and chooses the one with the largest number of eyespots. A financial decision making example is the criterion location, location, and location given heavy weight in deciding which home to buy.
Take-the-Best: In the take-the-best heuristic, we have a model where people will decide which of two options to select based upon simple binary cues based on memory.
The sequence of actions is to search for valid cues, stop when you reach the first cue that discriminates between the options, and then select the option with the highest value based on the cue. As an example, Czerlinski et al. (1999) relates a discovery where the take-the-best heuristic can predict more accurately than more sophisticated linear and nonlinear multiple regression models. Similarly, keeping it simple in financial decisions by focusing on the main variables has been shown to yield the best results in most cases.
Fast & Frugal Trees: These are basically checklists rather than complex statistical techniques.
8
An example is the way checklists have been found to be better than regression analysis to determine if emergency room patients for heart conditions should be sent to intensive care. Another example is the setting up of filters to narrow down investment options based upon desirability criteria (e.g., earnings per share, market to book value ratio, earnings growth, and leverage).
There are several additional heuristics important to financial decision making:
Default Heuristic/Status Quo: If there is a default, do nothing about it.
John and Goldstein (2003) compare the rates of potential organ donors in a sampling of countries. In countries where the policy is to automatically include individuals in the donor program with the ability to opt out, most choose to remain in the program. In countries where individuals have to choose to be a donor, the rates of enrollment are much lower. An example in financial decision making is the automatic enrollment of new employees into the option to allocate sufficient employee pay to their 401K to maximize the matching feature in the employer plan. Research has shown that many more employees will accept the match (with the ability to opt out) and save more for retirement than in plans where the employee has to specifically choose the maximum match option (opt in).
Tit-for-tat (Axelrod, 1984): Cooperate first, and then imitate your partner’s last behavior or extract revenge for what is considered a betrayal of trust.
An example is the Trust Game related by McCabe et al. (2001), where two agents participate in a one-shot trust game. When the game is modified (after the exchanges) and the “investor” is given the opportunity to extract revenge for a betrayal of trust, many take the opportunity to punish the offending party, even though the result is that both parties are worse off. Trust is critical in financial transactions of all sorts. The pervasive feelings of betrayal by the public in the 2008 financial crises has materially adversely affected trust in many financial areas (especially the withdrawal of a large number of individuals from investing in equities) and contributed to significantly lower levels of economic activity.
Imitate the majority (Boyd & Richerson, 2005): Look at what a majority of people in your peer group are doing, and imitate their behavior.
Herding (also discussed in the cognitive psychology section) is well known as an important factor in causing financial extremes, such as the forming of bubbles or sinking into an economic depression. Anthropologists have suggested that this heuristic has an evolutionary origin; that it served as a cost effective survivability strategy (avoiding danger/predators or gaining timely access to food).
Imitate the successful (Boyd & Richerson, 2005): Look for the most successful person and imitate his or her behavior. 9
Similar to herding, it has been suggested that imitating the successful was identified early as a cost effective strategy for survival by our ancient ancestors and has been passed down in our DNA (more on that in the discussion of the unconscious). An example of this heuristic, benchmarking, is a valued quality impro
Active use of social media and online learner engagement and development
No full textThis research project was undertaken during the spring semester 2012 within the OMDE601 Foundations of Distance Education and E-learning course, the first course that graduate students take upon entering the Master of Distance Education and E-learning (MDE) program. The purpose of the research was to explore the role of social media in engaging learners and in promoting cognitive and meta-cognitive learner development.THE ACTIVE USE OF SOCIAL MEDIA AND ONLINE LEARNER ENGAGEMENT AND DEVELOPMENT
Lisa Marie Blaschke
Assistant Professor (Adjunct)
Master of Distance Education and E-learning (MDE) TOPICS
Research question
What the literature says
Research outcomes/objectives
Methodology
Background
Key findings
Practical application and considerations RESEARCH QUESTION
Question: What role can social media play in engaging learners and in promoting cognitive and meta-cognitive learner development?
Self-determined learning
Wikis
Blogs
Twitter
Diigo
Mind maps
Google Maps WHAT THE LITERATURE SAYS
Over 80% of faculty uses social media, with 52% using it in the classroom, only 10 to 12% of faculty uses it in an active way (Pearson Social Media in Higher Education Survey, 2010)
Active use of social media may be more pedagogically beneficial by :
increasing interaction levels
promoting cognitive and meta-cognitive skill development
(Weisberger as cited in Educational-Portal blog, 2010; Blaschke, Porto, & Kurtz, 2010)
Affordances of social media: connections and social rapport, collaboration (information finding and sharing), learner-generated content, and accumulation of knowledge and information (McLoughlin & Lee, 2007, 2008, 2010) RESEARCH OUTCOMES/OBJECTIVES
Present research on the pedagogical application and benefits of the active use of social media in the online classroom in terms of its influence on learner engagement and development
Long-term:
Measure learner competency and capability development over time
Improve educational practice by providing guidance and best practices for instructors in using social media in the classroom so as to maximize pedagogical benefit Social media skill building
Skill building activities aligned with:
•Course objectives
•CLA objectives
•Program outcomes
Master of Distance Education
and E-Learning (MDE)
•Research
•Interaction
•Collaboration
•Reflection
METHODOLOGY: HOLISTIC DESIGN METHODOLOGY: SKILL BUILDERS
Skill Builder
Social Media
Post a biography in WebTycho and location in class Google Map. Complete pre-course survey.
Google Map
Join Twitter and follow OMDE601 course and a DE scholar. Retweet an interesting article by the scholar.
Twitter
Create mind map with key words from own DE definition.
Mind map
Develop group grid depicting evolution of DE across waves of development.
Google Docs
Research topic and create bibliography of resources. Write an annotation for one resource and post to Diigo.
Diigo
Post group grid, bibliography, annotation, mind map to personal e-portfolio.
E-portfolio (e.g., wiki, blog, other) METHODOLOGY: DATA GATHERING TECHNIQUES
Pre-course survey: measured student perceptions of competency level (online learning, research writing, social media use)
Post-course survey: measured perceptions of competency and impact of social media on cognitive/meta-cognitive skill development:
Connectedness with instructor/other students
Understanding of course content
New knowledge construction
Reflection
Empathy
Understanding of own learning process
Skill development applicable to work environment
Student interviews
Instructor interview BACKGROUND
Two sections of OMDE01 in Spring 2012, with 23 students in 9040 and 22 in 9041 (Start of semester: N=45; end of semester: N=18, with 9 non-participants)
100% of the students had previously taken an online course (N=40, with 5 non-participants).
Familiarity with social media:
Most unfamiliar with (never used) mind maps (75% in 9040; 90% in 9041) and Twitter (55% in both sections)
Most familiar with blogs (60% in both sections), Google Docs (50% in 9041), and Facebook (90% in 9040, 84% in 9041
Primary uses: connecting with friends and family (85% in 9040; 90% in 9041), learning new things (80% in 9040, 61% in 9041), and business and academic connections (60% in 9040).
Dropout rate in course was high: 11 of 24 students in 9040 (nearly 50%), 9 of 23 students in 9041 KEY FINDINGS: PERCEPTIONS
Students:
felt competent in social media tools used in the course, albeit in differing degrees
understood purpose of each tool developing cognitive/meta-cognitive skills
sense of connectedness with teaching staff through use of social media differed between sections
Instructor:
felt students were not prepared to participate in social media
saw tools as helpful in developing critical thinking and knowledge construction, but not empathy, creativity, student autonomy or understanding of own learning process
found tracking of learning activities to be time-consuming KEY FINDINGS: BY MEDIA
e-portfolio/learning journal, Google Docs, and mind map tools most effective in cognitive and meta-cognitive skill development such as critical thinking and knowledge construction (student survey/instructor interview)
Google Docs helped students feel more connected to other students (more than any other media) and promoted empathy in one section (7 out of 10 agreeing) but not in the other (6 out of 8 disagreeing) (student survey)
Diigo helped students feel connected to faculty and other students in one section, but not in the other; both sections felt it helped them construct new knowledge (student survey)
In one section, students felt Google Maps contributed to cognitive/meta-cognitive skill development; in the second section, students mostly disagreed (student survey)
Twitter contributed the least to cognitive/meta-cognitive development although helped student become more self-directed in learning (student survey/interview) KEY FINDINGS: COMPETENCY DEVELOPMENT
All students established an online presence using a form of web 2.0 media (e.g., wikis, blogs, or Weebly)
Each student presented two or more examples of work that represented competency in using social media as part of a learning activity or skill builder
In most cases, students reflected upon the individual learning experience (reflective learning journal as part of e-portfolio)
Most students felt competent in the social media used in class. PRACTICAL APPLICATION AND CONSIDERATIONS
Incorporate social media in a holistic way, aligning its use with overall course and learning objectives
Plan for possible gaps in learner skill levels (digital native vs. digital immigrant)
Provide guidance on tool use and mirror desired behavior where possible
Encourage students to create social media accounts/e-mails for academic purposes only
Be prepared to spend significant time tracking student activity
Strive for establishing competency and building capability QUESTIONS?
Lisa Marie Blaschke
Assistant Professor (Adjunct)
Master of Distance Education and E-Learning (MDE)
[email protected]
For more information: (www.slideshare.net) REFERENCES
Blaschke, L..M., Porto, S., & Kurtz, G. (2010). Assessing the added value of web 2.0 tools for e-learning: The MDE experience. Proceedings of the European Distance and E-learning Network (EDEN) Research Workshop, October 25-27, 2010. Budapest, Hungary.
Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113
Educational-portal blog. (2010). Social media in the college classroom: Professor Corinne Weisgerber talks about the educational value of new media. Retrieved from: http://education-portal.com/articles/Social_Media_in_the_College_Classroom_Professor_Corinne_Weisgerber_Talks_About_the_Educational_Value_of_New_Media.html
McLoughlin, C. & Lee, M.J.W. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. Proceedings from ascilite, December 2-5, 2007. Singapore. Retrieved from: http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf
McLoughlin, C., & Lee, M.J.W. (2008). Mapping the digital terrain: New media and social software as catalysts for pedagogical change. Proceedings from ascilite, November 30, December 3, 2008. Melbourne, Australia. Retrieved from: http://www.ascilite.org.au/conferences/melbourne08/procs/mcloughlin.pdf
McLoughlin, C., & Lee, M.J.W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43. Retrieved from: http://www.ascilite.org.au/ajet/ajet26/mcloughlin.pdf
Pearson Social Media in Higher Education Survey. (2010). Retrieved from: http://www.prweb.com/releases/2010/05/prweb3960844.htm SLIDE FOR REFERENCE (AS NEEDED) HEUTAGOGY IN RELATION TO OTHER -GOGIES
(based on Canning, 2010, p. 63
History of US Americans in Rheinland-Pfalz: Center for Documentation and Exhibition of the History of US Americans in the Rhineland Palatinate
No full textThis presentation is a collection of pictures presented in a historical exhibit focused on U.S. Air Force presence in the rural southwestern state of Rhineland-Pfalz. In the 1950s, U.S. Air Forces in Europe had more than 23,000 assigned positions in Rhineland-Pfalz.„History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
„History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
Left: Gedenkstätte Point Alpha
Right: AlliiertenMuseum Berlin „History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
„History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
© Stiftung Haus der Geschichte der Bundesrepublik Deutschland „History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
Fulda gap and Point Alpha „History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
Above: Ramstein Air Base
Right: Housing Area Kaiserslautern-Vogelweh, ca. 1953 „History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
Extract from the booklet „Americans as leading German Press Cartonists see them“ (1954) „History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
Count Basie played at the NCO club on Landstuhl Air Base in 1955
Right: two local German bands „History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
„History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
Foto of an Air Show at Ramstein AB, pass and program from Zweibrücken AB and Sembach AB (1980s) „History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
The Air Show Disaster on August 28th, 1988 claimed over 70 lives, hundreds were injured. „History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
Demonstrations of the Peace Movement at Fischbach Ammunition Depot „History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
Ramstein Air Base in the 1950s and today „History of US Americans in Rheinland-Pfalz“
Center for Documentation and Exhibition of the History
of US Americans in the Rhineland Palatinate
Welcome guide (1963) and photo of Birkenfeld Housing Area in 201
Assessing focal points in homeland security and emergency management research and practice through content analysis method: Creating a knowledge area map for the curriculum at UMUC
No full textThis poster identified important focus areas associated with the fields of Homeland Security and Emergency Management through a survey of the literature published in the well known online scholarly journal, Journal of Homeland Security and Emergency Management between the years 2003 and 2011. Trends were observed including emergent themes as well as the lack thereof. The resulting knowledge will help build a roadmap for UMUC’s Homeland Security and Emergency Management curriculum enhancement.Irmak Renda-Tanali, D.Sc.
Collegiate Associate Professor
Program Director
Homeland Security and Emergency Management
The Graduate School
University of Maryland University College
(240) 684-2435/[email protected]
Assessing Focal Points in Homeland Security and Emergency
Management Research and Practice through Content Analysis
Method: Creating a Knowledge Area Map for the Curriculum at UMUC
Irmak Renda-Tanali, D.Sc.
University of Maryland University College
Editor-in-Chief, Journal of Homeland Security and Emergency Management
This research identified important focus areas
associated with the fields of Homeland Security and
Emergency Management through a survey of the
literature published in the well known online
scholarly journal, Journal of Homeland security and
Emergency Management between the years 2003
and 2011. Trends were observed including
emergent themes as well as the lack thereof. The
resulting knowledge will help build a roadmap for
UMUC’s Homeland Security and Emergency
Management curriculum enhancement
Abstract
Objectives
Methods
Results Conclusions
(1) To capture the focal points of the broader areas of Homeland
Security and Emergency Management through the method of content
analysis and using the online Journal of Homeland Security and
Emergency Management (JHSEM) as the main resource.
(2) To classify articles according to the type of manuscript ; type of
hazard management area ; by critical infrastructure sectors according
to the Department of Homeland Security; by domain ; by discipline
area and by location (U.S.—and its regions/states, America, Europe,
Asia, Africa.)
(3) To collect and analyze the statistics in terms of the number of
articles published in each category, article download history (number
and frequency of downloads to date, type of readership).
(4) To uncover facts about the focal points and shifts in emphasis
areas as well as potential gaps concerning the categories identified
(per item 2).
(5) To apply the findings as an input for developing a “knowledge
area map” for the Homeland Security Management and Emergency
Management graduate degree curricula in UMUC.
Due to the convenience and other practical factors this researcher
used the online Journal of Homeland Security and Emergency
Management (JHSEM) as a resource to determine the core
knowledge areas and trends in Homeland Security and Emergency
Management. Since this researcher is the Editor-in-Chief and has
been involved as an Assistant Managing Editor since the journal was
founded in 2003, the data was easily accessible.
The presence of the themes and focal areas were searched using a
custom-built database which was designed using Microsoft Access
2010. Only the manuscript titles and their keywords that were
assigned by the authors were searched for the presence of specific
key terms. In order to speed up the process and to eliminate human
error, the excel spreadsheet containing all the statistics about each
published manuscript was converted into an Access database file.
Then with the aid of a graduate student, (Josephine Garcia) specific
queries were created to search the keywords. Once a keyword was
found to be present in the title and/or key word area of a manuscript,
then the software allowed for counting the number of instances
(number of manuscripts that have the key word and hence fall under
the focus area category) and writing them to a separate output file.
The resulting output file contains the statistical data about each of the
473 manuscripts, the original data (e.g. date of publishing, download
statistics etc.) plus the focus areas each manuscript falls under. Note
that none of the focal areas are mutually exclusive.
Keyword search and generation of output
0
5
10
15
20
25
30
35
40
45
50
2003 2004 2005 2006 2007 2008 2009 2010 2011
No. of articles published
Manuscripts according to type
Research
Book Review
Opinion
News/Comm
Other
Through a semi-automated keyword data search software custom
built by a graduate student for this research, a statistical data output
was generated which involves the frequency of the use of keywords
that were previously identified through literature review and personal
expert judgment.
The output data uncovers interesting facts about the frequency and
intensity of the themes spread over 8 years of publication of JHSEM.
Preliminary analysis shows that of the 473 manuscripts published
over these years, there is a balanced emphasis on both homeland
security and emergency management in general (48% and 46%
respectively).
However, these two fields are not necessarily mutually exclusive
therefore an article can be counted twice if it falls under both
categories.
Of the secondary topics, the most popular subject matter involved
“management” (33%). The theme of “security” was mentioned in
about 30% of all the manuscripts published. While about 29% of all
manuscripts covered intentional/manmade hazards, only 10% of the
manuscripts were about natural hazards. This uncovers the fact that
JHSEM’s focus has been on more of security than the safety issues
generated from natural events (e.g. earthquakes, tornadoes, floods
etc.) Consistent with the findings above, a dominant theme was
“terrorism” that accounted for 26% of all manuscripts. The term
“disaster” was used in about 23% of all manuscripts. Also of the 4-
phases of emergency management (mitigation, preparedness,
response, recovery), the most popular one was “response” (15%),
followed by “preparedness” (12%), followed by “mitigation” (8%), and
lastly “recovery” (only 3%). The term “public” was mentioned in 14%
of the articles whereas private sector was the theme in only 4% of the
articles. This shows that there was heavy emphasis on public sector
as opposed to the private sector’s role in the topics covered in
JHSEM. Given that the majority of the critical infrastructures are
owned and operated by the private sector, this finding calls for action
for improvement in JHSEM. Another relatively frequent theme was
“strategy” or “strategic planning” (13%), and the terms “policy” and
“legal” (11%) were relatively well addressed. The terms “risk” and
“risk analysis” showed up in 56 articles making up about 11% of the
manuscripts. Some of the important areas highlighted in literature
and government policy documents received little or no mentioning in
JHSEM articles. These include the critical infrastructure areas, ethics,
border security, volunteering, media and risk communications,
engineering, water sector, nuclear threats, transportation security,
intelligence, cybersecurity, pandemics, and evacuation among
others.
A favorable conclusion from these findings is that there is statistical
data to support the existence or lack there of the important areas
published for scholars and practitioners in the fields of EM and HS.
The emphasis areas found through literature review and that are
lacking in the publication statistics can be covered more by inviting
authors to publish in those less covered areas. A map of the UMUC
curriculum with the focus areas is in the works. In the meantime, this
research triggered substantial revision of two courses in the HS
curriculum
Violent adult female offenders and their victims
No full textArrests of women for violent crime have increased while men’s have decreased. The increase is significant because it confirms a trend in an important measure of women’s serious involvement with the criminal justice system. In addition, we do not know if the increase is associated with arrests for offending not typically perpetrated by women, offenses in which their victims are emotionally closest to them: their children, other family members, or intimate partners. To better understand women who resort to violence, this research examined trends and patterns in arrests of women for violent offenses and their victims from 2000-2010. It was found that in the United States and the state of Maryland, surprisingly large percentages of victims of women’s violence do not fit the stereotype suggested by previous research and public perceptions of violent women.Violent Adult Female Offenders and Their Victims
Michele Livojevic-Davis Ph.D.
Behavioral and Social Sciences, School of Undergraduate Studies, University of Maryland University College, Adelphi, MD 20783
Abstract
Women’s increased arrests
Analysis
Women’s Murder Victims
Victim’s Relationship to Offender
Analysis confirms a continuation of a trend in UCR data from the 1990’s.
From 2000 to 2010 women in the nation as a whole accounted for 17% to 18% of arrests for violent crimes. An increase for females during these 10 years is attributable to the .045% increase in arrests of adult women.
While slight, the increase is remarkable because violent arrests decreased for juvenile females as well as juvenile males and adult males.
Since 2000 there has also been a 22% increase for women incarcerated in federal and state prisons (Bureau of Justice Statistics, 2010).
The majority of adults murdered by women were between the ages of 18 and 45. There were 33% more victims 18-25 than any other age cohort within that adult majority
The most vulnerable are at risk from homicides by women:
Infants and children under 4 are children at most risk of being killed by women in the U.S. and Maryland.
For the nation as a whole, people 65 and over are at greater risk than children 7-18.
Women are as likely or more likely to kill those who are not closest to them - victims who are not family members or partners.
Arrests of women for violent crime have increased while men’s have decreased. The increase is significant because it confirms a trend in an important measure of women’s serious involvement with the criminal justice system. In addition, we do not know if the increase is associated with arrests for offending not typically perpetrated by women, offenses in which their victims are emotionally closest to them: their children, other family members, or intimate partners. To better understand women who resort to violence, this research examined trends and patterns in arrests of women for violent offenses and their victims from 2000-2010. It was found that in the United States and the state of Maryland, surprisingly large percentages of victims of women’s violence do not fit the stereotype suggested by previous research and public perceptions of violent women. 1 | P a g e
Fact Sheet
Violent Female Offenders & Their Victims, Michele Livojevic-Davis
Adult Female Homicide Offender Characteristics
Offenders’ Age
Women in the U.S. and Maryland are more likely to be arrested for murder if they are between the ages of 18-45
85% to 96% of adult women arrested for murder are between the ages of 18 and 45 and one in three are between 18 and 25.
Offenders’ Race/Ethnicity
When race is reported as “known” 53% to 60% of women arrested for murder in the U.S. were white.
A disproportionate percentage of women 38% to 46% were black.
Less than 1% were Hispanic.
A majority, 52% to 82%, of women arrested for murder in Maryland were Black from 2000 to 2008. However, the percentage of Black women arrested for murder in Maryland dropped to 44% in 2009. Maryland does not report ethnicity.
Weapons Used in the Offense
Women used hand guns, knives, or their bodies (hands, feet) when murdering their victims.
U.S.
Hand guns were used most often, knives or the offender’s bodies were the second and third most often used weapon.
Maryland
In Maryland hand guns followed by knives, body, or blunt objects were the most often used weapon.
Analysis based on Uniform Crime Report Supplementary Homicide Data 2000-2009, FBI, U.S. Department of Justice. 2 | P a g e
Violent Female Offenders & Their Victims, Michele Livojevic-Davis
Homicide Victim Characteristics
U.S.
Victims’ Age
Children
Nearly twice as many children under four than four and over were murder victims.
Three of four child victims were under seven.
After age seven the percentage of victims decreased to 11% rising to 13% for adolescents 14-17.
Adults
The majority of adult murder victims were between the ages of 18 and 45.
However, there were 33% more victims 18-25 than any other age cohort within that adult majority.1
After age 45 adult murder victims decreased until age 66.
The number of victims 66 and over rose to exceed by 20% children and adolescents ages 7 to 17 murdered by women.
Maryland
Children
Although victims’ numbers are small, like the finding for the U.S., infants and toddlers are at most risk among youth and children.
Adults
18-25 year-olds were more likely to be adult victims.
Maryland’s 66 and over age group did not exceed victim age groups under 18.
Victims’ Sex
Women murdered more males than females.
1 Adult age cohorts were divided into intervals of three to five years until the age of 65. 3 | P a g e
U.S.
From 2000-2009 two to three times more males than females were murdered by women.
Maryland
With the exception of 2005, when male and female victims were equal, males were 2 to 4.6 times more likely to be murdered by women.
Victims’ Race and Ethnicity
U.S.
In the U.S. Black victims ranged from 38% (2007) to 46% (2001).
If victims of “unknown ethnicity” are excluded, Hispanic victims ranged from 17% (2001) to 46% (2008).
If victims of “unknown ethnicity” are included, possible Hispanic victims could range from .04% (2001) to .08% (2008).
Maryland
Black victims ranged from 51% (2000) to 94% (2001)
Only designates victims as “ethnicity unknown”.
Victims’ Relationship to Offender
U.S.
In the U.S. 45% to 55% of victims were not family members or partners.
In 6 of 10 years, the percentage of victims who were not family members or partners equaled or exceeded those who were family members or partners.
If the category “friends” are added to the count for victims who were not family members or partners, the gap between the two victim groups is further narrowed.2
Maryland
48% to 61% of victims were not family members or partners.
For all 10 years the percentage of victims who were not family members or partners either equaled or exceeded those who were family members or partner
Electronic collections in academic libraries: How does UMUC measure up?
No full textAbstract: How do UMUC’s electronic library resources compare to those of other academic libraries in institutions that operate in UMUC’s segment of the academic marketplace? Information & Library Services conducted a study in 2011 to find out. The findings showed that UMUC’s collections compare favorably with those of similar academic institutions and validate the library’s annual database selection and review process.ELECTRONIC COLLECTIONS IN ACADEMIC LIBRARIES: HOW DOES UMUC MEASURE UP? STEPHEN MILLER, ASSOCIATE PROVOST | [email protected] | X2037 UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE, INFORMATION & LIBRARY SERVICES
Abstract
Methodology Part 1
Methodology Part 3
Objectives
Reference
Findings
The objective of the project was to show the value and robustness of UMUC’s library research database collection by benchmarking against the holding of other institutions. Benchmarking is a standard professional practice (ACRL, 2011), however this study expanded beyond comparing reported statistics to directly compare collection holdings.
Association of College and Research Libraries. (2011). Standards for academic libraries in higher education. Retrieved from http://www.ala.org/acrl/standards/standardslibraries
First, used Carnegie Classifications in institution type and curriculum coverage to select an 11 member peer group; used only non-profit universities because holdings viewable without login.
Fourth, analyzed the findings by creating different arrangements of data - alphabetical, by most subscribed, and UMUC-only databases - and produced spreadsheets for key stakeholders.
How do UMUC’s electronic library resources compare to those of other academic libraries in institutions that operate in UMUC’s segment of the academic marketplace? Information & Library Services conducted a study in 2011 to find out. The findings showed that UMUC’s collections compare favorably with those of similar academic institutions and validate the library’s annual database selection and review process.
Methodology Part 2
Second, harvested A-Z lists of database holdings from peer group’s library Web sites to create a list of databases for each institution.
Basic: Masters-L
Size and Setting: L4/NR (10k+ FTE, Nonresidential including Online-Only)
Undergrad Instructional Program: Balanced/SGC (Balanced arts & sciences/professions, some graduate coexistence)
Graduate Instructional Program: Postbaccalaureate-A&S/Business (Postbaccalaureate with arts & sciences (business dominant))
Third, de-duplicated and scrubbed the data, merged lists into a single Excel spreadsheet, color-coded for analysis.
1,190 databases
Peer group institutions hold a similar core set of databases, confirming that the Library’s holdings are comparable and that the selection process is effective. There were curricular and cost rationales for databases not subscribed to by UMUC and for databases only subscribed to by UMUC in almost all cases
Is Myriad’s patent on breast cancer genes valid?
No full textAs Myriad Genetic Laboratories nears its one millionth predictive genetic test for hereditary breast and ovarian cancer, the cost of the test has more than doubled, and the company’s 15-year patent monopoly is being challenged by critics who contend it is stymieing other potentially life-saving screening.
In addition, more than 140 researchers, doctors and clinicians affiliated with the Yale Cancer Center and from institutions all over the country, have written an open letter to Myriad raising concerns that the so-called BRAC Analysis test does not detect “a significant proportion of BRCA1 and BRCA 2 mutations” and therefore is not truly “comprehensive.”Is Myriad’s Patent On Breast Cancer Genes Valid?
by Barbara Puffer | Feb 16, 2012 9:45 pm
http://c-hit.newhavenindependent.org/health/entry/is_myriads_patent_on_breast_cancer_genes_valid/
As Myriad Genetic Laboratories nears its one millionth predictive genetic test for hereditary breast and ovarian cancer, the cost of the test has more than doubled, and the company’s 15-year patent monopoly is being challenged by critics who contend it is stymieing other potentially life-saving screening.
In addition, more than 140 researchers, doctors and clinicians affiliated with the Yale Cancer Center and from institutions all over the country, have written an open letter to Myriad raising concerns that the so-called BRAC Analysis test does not detect “a significant proportion of BRCA1 and BRCA 2 mutations” and therefore is not truly “comprehensive.”
They say an additional analysis, known as BART (BRAC Analysis Rearrangement Test), is necessary, but not always accessible—especially for Hispanics, who show in Myriad testing to be at high risk for the large-rearrangement mutations. The BART test, also licensed by Myriad, costs 1,600. Soon after Myriad received its patent in 1996 for a comprehensive BRAC Analysis, the cost jumped to 3,340.
“There are many examples of lower-cost testing,” Matloff said. “For example, whole exome sequencing, which reads (thousands) of genes tied to proteins within a genome, is now available for less than Myriad’s charge for the comprehensive BRAC Analysis on only two genes.”
A United Kingdom firm, NewGene, has developed next-generation, sequencing-based BRCA 1/2 testing that costs only 3,000. . .
“We understand that there are patients in our country who do not have insurance and need help,” Chambers said. Since 1996, she said, Myriad has provided free testing to low-income, uninsured patients. In the last three years, Chambers said, more than 4,700 patients have received free BRCA testing.
In their letter to Myriad, the Yale clinicians cited the company’s own data on the high risk Hispanic population, saying it could result in financial hardships.
“This Hispanic population is one of the most rapidly growing ethnic groups in the United States and is disproportionately uninsured, underinsured, and at or below poverty levels,” they wrote. “Therefore, this population is less likely to be able to access and afford the necessary, expensive, additional BART testing.”
The Yale group asked that the BART analysis be included in Myriad’s standard BRAC Analysis test for all patients. Among its arguments is that Myriad could afford to merge the tests. In January, Myriad reported its second quarter in a row of 20 percent or greater year-over-year revenue growth.
In Connecticut, the Hispanic Health Council counsels women to get breast exams, through its Early Breast Health Program. Women served by the program, who are uninsured or underinsured, are referred for free services at area hospitals and clinics. Program coordinator Awilda Maldonado said she had “never heard of anyone” in the program receiving either the BRAC 1/2 or the BART test.
“I can tell you right off the bat, nobody from the clinics [that serve the program] has offered any genetic tests,” Maldonado said. “It’s hard enough to get them an appointment for a clinical breast exam, never mind a BRAC test. Sometimes there is a waiting list just for an exam.”
Elizabeth Krause, senior program officer at the Connecticut Health Foundation, which works to combat racial and ethnic health disparities, said Latinos, as well as other minorities, face multiple barriers to accessing preventative breast health care, including a lack of both health insurance and “health literacy” in understanding genetic testing options.
“A Latino woman would first have to understand her family history and then contact her insurance company to see if the test is covered, and then weigh the cost-benefit” of genetic testing, Krause said. “There are all the barriers in the world” to accessing BART or BRAC testing.
Chambers said Myriad has provided free BART testing over five years, valued at over 1.6 million in grants. http://ctbhi.org/
• Susan G. Komen for the Cure Connecticut Affiliate: Since 1994, Komen CT has invested more than 3.9 million in active breast cancer research in Connecticut.
• The Connecticut Challenge: Created in 2004, primarily around a first-class bicycling fundraiser. According to the website: “The mission of the Connecticut Challenge is to empower cancer survivors to live healthier, happier and longer lives. In 2011, programs funded by the CT Challenge directly impacted the lives of over 15,000 cancer survivors while members of our Survivorship Network served the needs of thousands more.” In addition to educational guidance, the group focuses on funding adult survivorship clinics in CT. http://ctchallenge.org/
• Facing Our Risk of Cancer Empowered (FORCE): The website says, “FORCE is the only national nonprofit organization devoted to hereditary breast and ovarian cancer. Our mission includes support, education, advocacy, awareness, and research specific to hereditary breast and ovarian cancer. Our programs serve anyone with a BRCA mutation or a family history of cancer.” Website has many links to support on this topic. http://www.facingourrisk.org/support/find-support.php
• Right Action for Women: Actress and breast cancer survivor Christina Applegate’s foundation in partnership with the Entertainment Industry Foundation. The website says, “Right Action for Women will provide aid to individuals who are at increased risk for breast cancer and do not have insurance or the financial flexibility to cover the high costs associated with breast screenings.” Right Action primarily funds breast MRIs. http://www.rightactionforwomen.org/About-Us.php
• The Witness Project of CT: Headquartered in Bridgeport, CT, this organization is a “culturally competent community-based breast and cervical cancer education program for African American women.” Marilyn Moore, CEO, said that when her organization reaches out with breast health education to women who do not have a primary health provider or insurance, they are often faced with a gap for funds. They do not provide funding for genetic tests. https://www.witnessprojectct.org/index.aspx
• The Breast Cancer Alliance (Greenwich): The mission of the Breast Cancer Alliance is to fund innovative breast cancer research and to promote breast health through education and outreach. According to their website, they “have awarded over $13.8 million in grants over the past 14 years… currently the fourth largest non-profit, private funding provider to breast cancer research in the U.S.” To make early detection of breast cancer widely available, the Alliance supports a variety of programs providing free mammograms and other services through several organizations, including: CancerCare Connect, Corporate Angel Network, Greenwich Hospital, Hartford Hospital, the Hospital of St. Raphael in New Haven, Norma E. Pfriem Breast Care Center at Bridgeport Hospital, Open Door Family Medical Centers, Sacred Heart University, St. Vincent’s Medical Center in Bridgeport, Stamford Hospital Foundation, the Witness Project of Connecticut, the YWCA Greenwich ENCORE Program, and the YWCA Encore Plus Program in White Plains. http://www.breastcanceralliance.org/about-us/
Tags: American Cancer Society, Yale cancer, breast cancer, health
©2005 – 2012 New Haven Independent
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