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Suggests that there is justification for the use of a new methodology for process diagnosis which is simple to understand and realistic to implement. The control of…
Suggests that there is justification for the use of a new methodology for process diagnosis which is simple to understand and realistic to implement. The control of quality of a process typically requires that multiple process variables be monitored simultaneously. Due to the multi‐dimensionality of the data collected, process diagnosis is complex and the data often are not efficiently integrated to capitalize on the wealth of available information. A two‐phased diagnostic approach for process diagnosis and identification of suspect causes for this multi‐dimensional problem is introduced in Krishnamurthi et al. (1993). Provides an in‐depth analysis of phase two of the statistical process control (SPC) diagnostic approach. Specifically, simulation is used to generate different cause and effect scenarios to determine the effectiveness of the SPC approach in correctly diagnosing a process disorder. The analysis utilizes analysis of variance to estimate the effect of various process variables, process steps, and associated out‐of‐control conditions on the performance of the SPC approach and its ability to diagnose correctly an out‐of‐control condition. As a result of these findings, the critical means are plotted and the findings are presented. Additionally, a comparison between the SPC approach and parsimonious covering theory (PCT) is made. Concludes that for the process scenarios considered, which are of practical size, the more simple approach of the SPC diagnostic approach is recommended.
The purpose of this paper is to focus on the issue of professional development education for school board members. The research question that guides this mixed study is…
The purpose of this paper is to focus on the issue of professional development education for school board members. The research question that guides this mixed study is: does school board member professional development have an effect on student achievement?
The standardized protocol for this study was to send a developed questionnaire to 50 directors of state school board associations. An inductive analysis was made of the state school board directors' responses on whether they felt professional development had a positive effect on student achievement. Their responses were then compared with Education Week's 2009 rating of state education systems.
From the response from the 26 responding state directors, the study found that most states do not require professional development for school board members. State board directors did feel that school board professional development had a positive effect on student achievement. Of the states that did require school board professional development, they received an overall rating of B or C according to the Education Week 2009 rating, while those states that did not require professional development received a rating of C or D.
Mixed research such as this adds to the conversation of the need for required school board professional development but the findings need to be re‐analyzed with all 50 states responding.
The practical implications are profound in that it is desired that children should succeed and learn in quality schools. School board members' lack of education (i.e. they only require high‐school diploma or GED) has an effect on student achievement. School board members need to take required professional development in all areas of public schooling so that quality decisions can be made for children's education.
The social implications are that school board member professional development sends a message to students that continued adult learning is necessary in all walks of life for the USA to continue its leadership in the world.
School board members with the barest qualifications are elected to, in essence, run public schools. Little research has been done about the effects of school board member education on student achievement. This paper explores the voices of state directors in relation to professional development for school board members in US public school discourse and fills some of the gaps in the research.
The March issue of the Journal of Chemical Technology contains the following article, with every word of which we cordially agree. It is gratifying to find that there is one—if only one—of our scientific Journals which has the courage and the patriotism to speak out and to do so in vigorous terms. The indictment of the flabby persons belonging to the Chemical Profession who by their ineptitude and inertia are condoning the bestial crimes of the modern Huns is well‐timed and thoroughly deserved.
Exploring the “How?” and “Why?” of children’s agency through the employment of strategies to listen and to participate within parent interviews, this chapter addresses…
Exploring the “How?” and “Why?” of children’s agency through the employment of strategies to listen and to participate within parent interviews, this chapter addresses various “agency routes” children used in the effort to contribute their voices to adult conversations. The generational relationship between children and parents is tempered by children’s ownership claims to shared spaces within the home, which allowed them the room to defy parents’ directives to “Go Away!” Children utilized three different tactics of defiance (overt, quiet, and covert) in the attempt to listen and be heard, and in the process were motivated to participate in five distinct ways, which included: (1) informative, (2) corrective, (3) instructive, (4) investigative, and (5) expressive participation. Concluding with a call to recognize children’s voices as more than merely “background noise” when transcribing interviews, I encourage researchers in childhood studies to potentially revisit data collected in the effort to further theorize children’s agency as situated within generationality, contributing to a recontextualized framework of analysis.
The following annotated bibliography of materials on orienting users to libraries and on instructing them in the use of reference and other resources covers publications from 1981. A few items from 1980 have been included because information about them was not available in time for the 1980 listing. A few items have not been annotated because the compiler was unable to secure copies of these items.