Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities

Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed.     

The impact of case characteristics on child abuse reporting decisions.

Drawing distinctions on the basis of at least some case characteristics in making reporting decisions makes considerable sense. Using data from a national survey of mandated reporters that included vignettes in which case and personal characteristics were systematically varied, this paper examines the impact of selected characteristics while controlling for others. The data reveal that respondents noticed and responded to case characteristics. Abuse-relevant judgments and reporting intentions varied, often substantially, as a function of case characteristics. Three case characteristics--previous abuse, severity of abuse, and recantation--were powerful predictors of vignette outcomes. A history of previous abuse led to judgments of greater seriousness, a more salutary impact of a report, and greater likelihood of reporting. More severe abuse was more likely to be labelled as abuse, and was more likely to be reported. When the alleged victim retracted her accusation upon questioning by an authority figure, respondents were significantly less likely to intend a report. Child age, perpetrator intent and family socioeconomic status also influenced abuse-relevant judgments and reporting intentions. Respondents were more likely to intend a report when younger children, lazy or angry perpetrators and children from poorer families were portrayed.     

三维影相的新算法——修正的直接线性变换

通过引入摄影机镜头的内、外方位元素的约束条件,导出了一种修正的DLT(MDLT)方法。该方法用于影片和录相的实测,得到一些有意义的结果。当测量的标定控制点点数较少(6～8个),且这些点的位置在空间和成像面分布不均匀时,用MDLT计算的结果比DLT的结果要好,误差可降低80％以上。     

Assessing the Utility of Item Response Models: Computerized Adaptive Testing

How has Item Response Theory helped solve problems in the development and use of computer-adaptive tests? Do we need to balance item content with computer-adaptive tests? Could we use IRT to evaluate unusual responses to computer-delivered tests?