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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>. 2019-06-25 <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.

2013 - 57th Annual Conference of the Comparative and International Education Society Words: 679 words || 
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2. 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>. 2019-06-25 <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Publication Type: Conference Paper/Unpublished Manuscript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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3. 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>. 2019-06-25 <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.

2016 - Association of Teacher Educators Annual Meeting Pages: unavailable || Words: unavailable || 
Info
4. Francis, Raymond. "Using Process Improvement Guidelines to Improve School Planning and Impact Learning" Paper presented at the annual meeting of the Association of Teacher Educators Annual Meeting, Chicago Hilton, Chicago, IL, Feb 11, 2016 Online <PDF>. 2019-06-25 <http://citation.allacademic.com/meta/p1049396_index.html>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: The Process Improvement Guidelines include embedded strategic processes founded in reflective practice and data-based decision making. This process is effective for strategic planning and program evaluation targeting increased student learning.

2005 - American Political Science Association Pages: 60 pages || Words: 16646 words || 
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5. Stewart, Charles. "Measuring the Improvement (or Lack of Improvement) in Voting since 2000 in the U.S." Paper presented at the annual meeting of the American Political Science Association, Marriott Wardman Park, Omni Shoreham, Washington Hilton, Washington, DC, Sep 01, 2005 <Not Available>. 2019-06-25 <http://citation.allacademic.com/meta/p39815_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper summarizes what systematic evidence exists about the performance of the American voting process in 2004 and proposes a comprehensive system of performance measures that would allow citizens and officials to assess the quality of the voting system in the U.S.

Despite the great deal of attention paid to voting reform from 2000 to 2004, and billions of dollars spent, there is surprisingly little systematic evidence of improvement in how elections are conducted in the United States. The best evidence of improvement comes in assessing the overall quality of voting machines that were used, and here the news is good. Nonetheless the measures used to assess voting machines could be greatly improved. There is little systematic, nationwide evidence of whether registration problems declined, polling places were administered better, or whether voter tabulations were more accurate.

In thinking about how to improve data gathering about the election system, we first need to specify four principles guiding data gathering (uniformity, transparency, expedition, and multiple sources) and three major obstacles (federalism, state and local officials, and disputes over the purpose of elections). With these principles and obstacles in mind, I sketch out a basic data gathering agenda intended to allow the public to assess the quality of voting in the United States.

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