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Title: Dialogue education is effective as a method to teach maternal toddler feeding practices Objectives: 1) Measure the effectiveness of one or two workshops using dialogue education to teach healthy toddler feeding practices, specifically a) to allow child self-regulation of satiety, b) to maintain a schedule for meals and snacks and c) to role-model healthy eating when compared to a control group. 2) Measure the effectiveness of dialogue education to teach appropriate stages of growth in order to increase mothers’ ability to know when their children are at a healthy weight compared to a control group 3)Compare baseline maternal toddler feeding practices between low-income Latina mothers participating in Early Head Start (EHS) and Early Migrant/Seasonal Head Start (EMSHS). Methods: Sixty six mothers participating in EHS (n=25 and EMSHS (n=41) completed a 24 item Likert scale (1 to 5 with 1=Never/Not confident/Extremely unlikely, 5=Always/Very confident/Extremely likely) to assess behavior, self-efficacy and intent regarding 3 domains of toddler feeding practice: self-regulation of hunger and satiety, scheduling meals and snacks, and parental role modeling. Mean Likert scores for each question were analyzed by subgroup. A two-part educational intervention was developed to improve these three domains of healthy toddler feeding practices and knowledge of stages of growth. Participants were recruited primarily from EMSHS and were grouped based on level of participation (1 workshop, 2 workshops or control). Results: Objective one:One-way ANOVA analysis showed improvement from baseline to post-intervention for self-regulation (baseline x=3.130 0.499; post-intervention x=3.496 0.603; p=0.030) and role-modeling behavior (baseline x=3.757 ; post-intervention x=4.096 0.581, n=23, p=0.035) for those who participated in one or two workshops. Two-sample t-tests of post-intervention scores between control and a combined intervention group (Group 1 and Group 2) showed that the combined group scored significantly higher in allowing self-regulation behavior (control x=3.036 , n=11; combined intervention group x=3.496 0.603, n=23, p=0.016). Regression showed that intent (p=0.03) and self-efficacy (p Objective two: No significant changes in self-efficacy or knowledge of stages of growth were observed among the three treatment groups. Perceptions of healthy weight did not change significantly from baseline to post-intervention. Objective three: Mothers in EHS and EMSHS groups were similar for the most part in their parental feeding practices. The EMSHS mothers maintained a schedule for meals and snacks more than EHS mothers (EMSHS x=3.323 , n=41, EHS x=2.850 , n=25; p=0.004). The EHS mothers, however, limited sweets more frequently than EMSHS mothers (EMSHS x=3.28 , n=41, EHS x=2.66 , n=25; p=0.024). Levels of self-efficacy and intent were similar for both groups, with EHS mothers scoring higher for confidence in staying calm during stressful meal times (EHS x=3.24 , n=25; EMSHS x=2.56 , n=41; p-value=0.004) and intent to allow self-regulation (EHS x=4.125 , n=8; EMSHS x=3.532 , n=25; p-value=0.068). Early Head Start mothers also identified the importance of exercise in maintaining a healthy weight significantly more than EMSHS mothers (p=0.031). Conclusion: Dialogue education is effective as a method to improve some aspects of authoritative feeding behavior. One workshop was sufficient to observe improvements in self-regulation and role-modeling behavior. No improvements were observed in self-efficacy or knowledge of healthy weights. While similar for the most part, EHS mothers are more authoritative in their feeding practices compared to EMSHS. Keywords: Toddlers, Head Start, Division of Responsibility, Dialogue Education

The majority of American adolescents experience insufficient quality and quantity of sleep due to various biological and sociocultural factors, including very early high school start times. Additionally, many high schools begin their school day before the recommended 8:30 am, making it difficult to compensate for changing adolescent sleep needs. Adolescents who do not obtain enough quality sleep are at risk for physical and mental health concerns, such as daytime sleepiness and impaired ability to handle stress, as well as impaired occupational participation in roles such as being a student, an athlete, and a worker. This program contains a presentation to educate school district administrators on adolescent sleep factors and needs. The presentation additionally educates administrators about strategies for delaying high school start times to better support adolescent sleep. The program also gives an optional framework for school districts to trial modestly delayed start times for one school quarter as a way of gauging long-term feasibility of permanently adopting healthier secondary school start times.

In this thesis, a new model for the slow start phase based on the discrete evolutions of congestion window is developed, and we integrate this part into the improved TCP steady state model for a better prediction performance. Combining these short and steady state models, we propose an extensive stochastic model which can accurately predict the throughput and latency of the TCP connections as functions of loss rate, round-trip time (RTT), and file size. We validate our results through simulation experiments. The results show that our model?s predictions match the simulation results better than the Padhye and Cardwell's stochastic models, about 75% improvement in the accuracy of performance predictions for the steady state and 20% improvement for the short-lived TCP flows.

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Prior to 1998 charter schools in the Commonwealth of Virginia were non-existent. Students who wanted to be educated in ways alternative to public education would need to seek out private schools or homeschooling. The Patrick Henry School of Arts and Sciences (PHSSA), a year round elementary charter school in the City of Richmond, is the first elementary charter school in Virginia. The purpose of this study was to describe and analyze the events and actions that led to the establishment and operation of PHSSA, as a public charter school. The main research question for this study is, what has occurred and had to be overcome in order to enable the first elementary public charter school in the Commonwealth of Virginia to be approved and to continue as a charter, renewed twice for a total existence of 10 years? This research provides recommendations for those seeking to implement and continue the renewal of a charter school where the authorizer is a local school board. Participants interviewed were representatives of the community--parents and community leaders--who were involved in the startup of Patrick Henry at various stages of its existence. A systematic method of document review and structured interviews of key informants was conducted. Analysis revealed the problems and successes of this elementary charter school. Outcomes from the interviews should foster understanding of the creation and continued renewal of charter schools in Virginia. The study may provide counsel for future public charter school endeavors in the Commonwealth. / Doctor of Education / Public charter schools in the Commonwealth of Virginia began with the authorization of public charters in 1998. As written in the Code of Virginia (§ 22.1-212.5): Public charter schools in Virginia are nonsectarian, nonreligious, or non-home-based alternative schools located within a public school division. The Patrick Henry School of Arts and Sciences (PHSSA), a year-round elementary charter school in the city of Richmond, is the first elementary charter school in Virginia. The purpose of this study was to describe and analyze the events and actions that led to the establishment and operation of PHSSA. This study provides recommendations for those seeking to implement and continue the renewal of a charter school. Participants interviewed were representatives of the community--parents and community leaders--who were involved in the startup of PHSSA. Outcomes from the interviews should provide understanding of the creation and continued renewal of charter schools in Virginia. It also may provide guidance for future public charter school endeavors in the Commonwealth. .

No / Big Lottery Fund (as part of the A Better Start programme), National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care Yorkshire and Humber

Context: Start-ups have recently emerged as an operational model for small and newly-founded firms globally. This increasing business acceptance is present within the European markets, as well as within the Greek. Researchers also complied to the ”commands” of the industry and startup research followed the same, to practice, increasing course. Although the increase in both research and practice is visible, and the fact that several start-up related topics are well-documented, the start-up literature still shows certain limitations that need to be answered. Theory: This study performs an extensive review of the start-up literature, provides definitions and descriptions of key start-up characteristics, and identifies the main streams, and limitations of start-up research, as long as cases of actual start-ups within the Greek business reality. Purpose: The purpose of this study is to provide insight on certain literature limitations by examining start-up customs towards collaboration and openness initiatives and activities. More in detail, the study aims to identify whether start-ups are able to collaborate (newness and smallness paradox), what is the extent (breadth and depth, partner variety, and collaboration content) of their collaboration and openness customs with different partners, but also the individual importance of specific partners, and the ways this importance changes through different phases of the start-up growth. Also, documented matters such as the determinants of collaborations and the internal organizational structure of start-ups towards openness and collaborations are also discussed. Design/Methodology/Approach: A multiple-case study that follows the replication logic is performed. The study focuses on six Greek online start-ups, and extracts information initially from the websites of the firms, and then by interviewing one key employee in each start-up. The combined information from each case are cross-analysed so as behavioural patterns to emerge and conclusions to be drawn regarding start-up initiatives and activities towards collaboration and openness. Findings: Start-ups are indeed able to collaborate and practice openness with external partners from the beginning, while the collaboration and openness is closely related to the desired outcome/collaboration content that fulfils a specific need. This desired outcome is connected to the extent – breadth and depth – of the collaboration, but also to the type of each partner. Thus, startups closely collaborate with few and selected partners of each kind (e.g. universities, supplies etc.), with the exception of customers and users. The collaboration with customers and users is wide and limited on their feedbacks due to their numbers. Customers, users, suppliers, innovation intermediaries, and universities were identified as the most important partners to start-ups. The importance of these partners is connected to the start-up growth lifecycle. Innovation intermediaries are the most important startup partners, while customers, users and suppliers are important from the stabilization phase and during the whole start-up lifecycle. Universities importance were not found to be clearly connected to the startup growth phases, but mostly to the collaboration content. Regarding the importance, some differences might occur amongst start-ups active in different industries. Those differences are industry specific and affect how and when each start-up collaborates with different partners. Finally, this study confirmed the propositions of previous studies regarding the determinants and internal organizational structure towards collaboration and openness with external partners. Research limitations and implications: Although the present study shows a set of limitations mostly regarding the number and distribution of the cases, it is the authors’ belief that it also shows a set of theoretical and practical implications. It provides managers and researchers with findings on uncharted territories in start-up literature, it connects its findings to prior start-up research, and provides insight on the almost undeveloped literature on Greek start-ups.