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2008 - The Mathematical Association of America MathFest Words: 61 words || 
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1. dai, yilin. "Using Wavelet-transforms to Improve Power for Linkage Disequilibrium >> MappingUsing Wavelet-transforms to Improve Power for Linkage Disequilibrium Using Wavelet-transforms to Improve Power for Linkage Disequilibrium Mapping" Paper presented at the annual meeting of the The Mathematical Association of America MathFest, TBA, Madison, Wisconsin, Jul 28, 2008 <Not Available>. 2019-09-14 <http://citation.allacademic.com/meta/p275358_index.html>
Publication Type: Graduate Student Paper
Abstract: We develop a powerful novel statistical method to identify genetic variants related to disease..
The new method uses wavelet-transforms on genotypes, with minimal degrees of freedom, to construct a weighted test statistic which captures significant information from multiple gene loci.Simulation is used to compare the power of the new procedure to existing, less general methods. The new statistic has significantly improved power.

2010 - ATE Annual Meeting Pages: unavailable || Words: 989 words || 
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2. Swain Packer, Colleen., Dana, Nancy. and Boynton, Sylvia. "Improving Schools and Enhancing Student Learning through Teacher Leadership: The University of Florida Teacher Leadership for School Improvement Graduate ProgramsImproving Schools through Teacher Leadership: The UF Teacher Leadership for School Improvemen" Paper presented at the annual meeting of the ATE Annual Meeting, Hilton, Chicago, IL, Feb 13, 2010 Online <PDF>. 2019-09-14 <http://citation.allacademic.com/meta/p379849_index.html>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: This session shares how a job-embedded, blended advanced graduate program enabled practicing educators to grow as master teachers, teacher leaders, and teacher researchers and make changes in classrooms and schools.

2011 - 55th Annual Conference of the Comparative and International Education Society Words: 223 words || 
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3. Jukes, Matthew., Dubeck, Margaret., Inyega, Hellen. and Okello, George. "Experimental evaluations of two strategies to improve reading achievement: Improving literacy instruction and treatment of malaria" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2019-09-14 <http://citation.allacademic.com/meta/p486176_index.html>
Publication Type: Panel Paper
Abstract: Two key barriers to improving children's literacy in Kenya are ill-health and ineffective instruction ill-suited to large classes. The HALI project evaluated two strategies for improving educational achievement: (i) periodic screening and treatment of malaria in schools by public health workers and (ii) training workshops and text-message support for teachers to promote explicit and systematic literacy instruction. 101 government primary schools on the coast of Kenya were randomised to one of four groups receiving (i) the malaria intervention alone; (ii) the literacy intervention alone; (iii) both interventions combined; or (iv) a control group where neither intervention will be implemented. The design allows us to evaluate the interaction between the health and literacy interventions and understand how being more healthy allows children to benefit from improved education quality. Outcome measures were a comprehensive battery of assessments of literacy skills from phonological awareness to comprehension, a wide range of numerical skills, tests of cognitive function and sustained attention as well as assessments of anemia and malaria infection. Process and mediating variables included detailed observations of classroom activities and video analysis, classroom inventories and teacher interviews. The comprehensive assessments allow a detailed analysis of the causal pathway of the effect of the two interventions separately and in combination on children's educational achievement in Class 1. Here we report the results after 1 year of the intervention.

2013 - 57th Annual Conference of the Comparative and International Education Society Words: 679 words || 
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4. Kippels, Susan., Grossman, Elizabeth. and Zhang, Michelle. "Beyond the classroom: Improving educational quality by expanding and improving non-formal education programs in Uganda" Paper presented at the annual meeting of the 57th Annual Conference of the Comparative and International Education Society, Hilton Riverside Hotel, New Orleans, LA, Mar 10, 2013 <Not Available>. 2019-09-14 <http://citation.allacademic.com/meta/p635824_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper discusses urban refugees in Uganda, specifically focusing on their access to quality education that is relevant to their situation and allows them to have the opportunity to be self reliant, strong economic agents of change. It highlights the importance of non-formal education as a channel for educating this population, and eventually transitioning them into the formal system and/or workforce. Drawing on the pertinent literature, current legislation in Uganda and international policies defined by the United Nations High Commission on Refugees (UNHCR), it is clear that Uganda provides an interesting case for non-formal urban refugee education.

Urban refugees should have access to the same public services as non-refugees, but they are often prevented from doing so because of discrimination and other systemic barriers (Bernstein & Okello, 2007). In particular, there are many prohibitive factors contributing to low school enrollment rates that urban refugees must navigate in their host cities, including urban poverty, official documentation, language barriers, and marginalization (UNHCR, 2009) (Pavanello, Elhawary & Pantuliano, 2010). Very few 15-24 year old refugees currently participate in any non-formal education in Uganda, indicating a gap in the education resources available to and utilized by this population (UNHCR, 2009a). While UNHCR currently favors non-formal education that focuses on home-country curricula, with the ultimate goal of repatriation, the reality is that many refugees can expect to maintain their alien status for a protracted period of time (Bonfiglio, 2010). As a result, this type of curricula focus may be less beneficial to refugee children than programs that facilitate integration into the formal system. In order to better serve these children, it is imperative that aid and non-governmental organizations expand and tailor non-formal education programs.

In the short term, integration can be achieved through remedial language classes or accelerated learning programs for children who have been out of school (Bonfiglio, 2010) (UNESCO, 2006). It should also include programs for technical and vocational training, which would benefit the refugee population and foster economic growth in Uganda (Dryden-Peterson, 2011). Although previous policies looked toward repatriation as a long-term goal, the prevalence of protracted refugee populations makes this difficult to maintain and indicates that integration may be a better target focus(Bonfiglio, 2010). Attention should be paid to the details of incorporating students into the formal sector after their non-formal training. In doing so, there will be improved economic outcomes for the population, allowing them to achieve the original goal of self-reliance outlined in current policies.

While this paper focuses on a specific population, the idea of using non-formal education is becoming a crucial vessel for delivering quality education for every person, as defined in the goals of the Education for All Conference in Dakar 2000. Non-formal education provides people with the skills and knowledge they actually need, and because it is often not tied to government institutions, there is the freedom to be creative in delivery methods. Non-formal education as a policy can be implemented not only in Uganda, but all over Africa as well. If implemented with the proper evaluation techniques to guide programming choices, non-formal education could be the most important method to deliver the quality education that is currently lacking for populations globally.


References
Bernstein, Jesse & Moses Chrispus Okello (2007), “To Be or Not To Be: Urban Refugees in Kampala”, Refuge, Centre for Refugee Studies, York University and Queen's University, vol. 24, no.1, pp. 46-56.

Bonfiglio, A. (2010). Learning outside the classroom: Non-formal refugee education in Uganda. Geneva: Policy Development and Evaluation Service- United Nations High Commissioner for Refugees

Dryden-Peterson, S. (2006). ‘I find myself as someone who is in the forest’: Urban Refugees as Agents of Social Change in Kampala, Uganda. Journal of Refugee Studies, 19, 381-395.

Ensor, M. (2010). Education and self-reliance in Egypt.(34), 25-26. doi: http://www.fmreview.org/sites/fmr/files/FMRdownloads/en/urban-displacement/FMR34.pdf

Pavanelo, S., Elhawary, S., & Pantuiliano, S. (2010). Hidden and exposed: Urban refugees in Nairobi, Kenya. Humanitarian Policy Group Working Paper.

United Nations High Commission on Refugees. (2009). UNHCR policy on refugee protection and solutions in urban areas. Geneva: UNHCR.

United Nations High Commission on Refugees. (2009a). Refugee education in urban settings: Case studies from Nairobi, Kampala, Amman,Damascus. Geneva: UNHCR.

2012 - 43rd Decision Sciences Institute Annual Meeting Pages: unavailable || Words: 60 words || 
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5. McFadden, Kathleen., Gowen III, Charles., Lee, Jung Young. and Sharp, Barton. "Quality Improvement and Knowledge Management for Improved Patient Safety" Paper presented at the annual meeting of the 43rd Decision Sciences Institute Annual Meeting, San Francisco Marriot, San Francisco, CA, Nov 17, 2012 Online <PDF>. 2019-09-14 <http://citation.allacademic.com/meta/p586367_index.html>
Publication Type: Non-Refereed Research Abstract
Review Method: Peer Reviewed
Abstract: This study examines the role of knowledge management in mediating the relationship between quality management practices and patient safety outcomes. Using structural equation modeling we empirically test our conceptual framework from a survey of over 200 hospitals. Our findings provide insights on how knowledge management enhances Six Sigma and CQI implementation.

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