292 research outputs found
Supplemental Material - Allostatic Load, Morbidity, and Mortality Among Older Adults: A Multi-Wave Analysis From the National Health and Aging Trends Study
No full textSupplemental Material for Allostatic Load, Morbidity, and Mortality Among Older Adults: A Multi-Wave Analysis From the National Health and Aging Trends Study by Carri S. Polick, Melissa L. Harris-Gersten, Paul A. Dennis, Devon Noonan, Susan N. Hastings, Patrick S. Calhoun, Marie Anne Rosemberg, and Sarah A. Stoddard in Journal of Applied Gerontology.</p
Faculty
No full textW&L Law professors Margaret Hu, Brant Hellwig, Sam Calhoun, Andrew Christensen, and Susan Franck visit during the celebration.https://scholarlycommons.law.wlu.edu/scholarcelebration2013/1042/thumbnail.jp
Re-colonizing spaces of memorializing: the case of the Chattri Indian Memorial, UK
No full textThis article inspects the ways that spaces of war memorialization are organized and reorganized through official and unofficial meaning-making activities. It aims to contribute to the discussion of the ‘value’ of memorializing by examining a multifaceted space of remembrance and commemoration: the Chattri Indian Memorial built near Brighton, UK. The article brings postcolonial perspectives to explore how memorializing has been organized here, focusing on the activities of once-colonized people and the affective, embodied aspects of organizing practices. Built in 1921 to honour Indian soldiers who fought in WWI, the Chattri evolved from a colonial instrument to symbol and space for ethnic-Indian group activities. The study employed historical, visual and ethnographic methods to study the tangible monument and the changing nature of the memorializing activities carried out around the monument. Memorializing is conceptualized within three inter-related processes: colonizing, de-colonizing and re-colonizing to examine how forms and practices of memorialization constitute a values-laden organizing system
Mobile Press-Register sleeve MP0121390
No full textE. L. Morrison, revenue director / Richards DAR [Daughters of the American Revolution] House / 256 North Joachim Street / Betty Kelly / B. J. Martin / Leroy Pritchett / Susan Morrison / Linwood Morrison / Barbara Malkove / [Work order included
GE Transportations CEO to deliver commencement address
No full textDavid L. Calhoun, president and CEO of GE Transportation will address the 2005 graduates at Virginia Tech's 133rd commencement ceremonies at 6 p.m. Friday, May 13, in Lane Stadium/Worsham Field
What do Chief Information Integration Officers (CI2O) need to know and what is their role?
Get PDFAs DoD and the Navy move into the 21stCentury, information technologies are abounding not only in volume but also in complexity. In order to manage and leverage these technologies, there needs to be a clear vision and it must start at the very top of the DoD Enterprise. With this vision, it will then become the responsibility of the Chief Information Integration Officer (CI2O), previously known as the Chief Information Officer (CIO), at each command to implement that vision. The real challenge is determining what exactly the CI2O needs to know and the role the CI2O should play in the command. Once the requirements are identified, how do we ensure the officer's success? This thesis examines these questions. The results of a meta-analysis from a variety of studies are portrayed in a matrix which identify the critical success factors, reporting levels, roles, core competencies, education and experience to clearly define the requirements for an effective CIO to be implemented into Navy organizations.Approved for public release; distribution is unlimited.U.S. Navy (U.S.N.) author.http://archive.org/details/whatdochiefinfor10945941
The Warfighters' Counterspace Threat Analysis (WCTA): a framework for evaluating counterspace threats
Get PDFThe authors present an evolutionary approach to evaluating the counterspace threat in support of Department of Defense (DoD) decision-makers. The goal is to present a process that decision-makers can readily utilize to accurately assess the level of the counterspace threat originating within their Area of Responsibility (AOR). It is particularly useful as the state of affairs change within the AOR. The authors examine the necessity to utilize space to achieve information dominance, strengths and weaknesses of present Counterspace Threat Models, DoD's increasing dependence on space assets, DoD's reliance on commercial space systems to meet future requirements, and potential adversaries' awareness of the dependence of U.S. forces on space systems. Conclusions stress that the threat is comprised of two essential elements an opponent's willingness to employ a counterspace tactic (their intent) and the opponent's ability to develop the necessary tools to employ a counterspace tactic (their capability). The authors believe that the "intent" component of the threat changes more rapidly than the present models can easily accommodate. Therefore, a process, such as the one presented in this thesis, will enable DoD decision-makers that experience many of the changes of 'intent' first hand to rapidly and accurately assess the threat as the condition changes within the AORApproved for public release; distribution is unlimited.Lieutenant, United States Navyhttp://archive.org/details/thewarfightersco10945783
Comparison of Scores on Two Recent Editions of the Developmental Test of Visual-Motor Integration
No full text Standard scores on the third and fourth editions of the Developmental Test of Visual-motor Integration (VMI-3 and VMI-4) were compared for a sample of 120 children (4 to 17 years of age) referred to an outpatient diagnostic clinic for developmental, learning, attention, mood, and behavior problems. The two editions of the test have the same items, so the test was administered only once to each child, but the editions differ in their scoring systems and norms. The correlation between the pairs of standard scores on the two editions was .99, and the absolute mean difference between scores was only 1.5 points. </jats:p
Test of the Definition of Learning Disability Based on the Difference between IQ and Achievement
No full text A learning disability is commonly defined as a discrepancy between IQ and achievement. This has been criticized for identifying too many children as having a learning disability who have high IQs and average academic achievement. Such overidentification as actually occurred was assessed in 473 referred children (8–16 years, M= 10, SD = 2) with normal intelligence. Learning disability was defined as a significant discrepancy ( p<.05) between predicted and obtained achievement in reading, mathematics, or written expression on the Wechsler Individual Achievement Test. Predicted achievement was based on the child's WISC-III Full Scale IQ. Overidentification was considered to occur when a child scored at or above age level in reading, mathematics, and writing but still had a significant discrepancy between predicted and obtained achievement by virtue of a high IQ. Learning disability was diagnosed in 312 (66%) of the children. There was no overidentification because all children had one or more WIAT scores below the normative level for their age, i.e., < 100. Further, only 7% of the children were identified with a learning disability based on a WIAT score in the 90s. These children had a mean IQ of 123 and were rated by their teachers and parents as having learning problems. </jats:p
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