A Theory of product-based competition (flexible manufacturing, automobile industry)

Mcintosh, John Christopher University of Illinois at Urbana-Champaign 1995 해외박사

Academic, behavioral, and functional predictors of chronic problem behavior in elementary grades

McIntosh, Kent University of Oregon 2005 해외박사(DDOD)

This study involved two components: a longitudinal study of academics and problem behavior through elementary school and a cross-sectional study utilizing functional behavioral assessment. The purpose of the study was to explore the interactions between reading skills and problem behavior and the contribution of behavioral function to the mechanisms associated with these interactions. The participants in the longitudinal study were 150--194 elementary school students, and the participants in the cross-sectional study were 51 K--8 students with patterns of problem behavior in school. Reading and behavior measures for these students were screening measures regularly obtained by school staff as part of school-wide reading and behavior support systems. Brief functional assessment interviews were used to indicate function of problem behavior. Analyses consisted of logistical regressions to predict problem behavior in fifth grade and a series of t-tests and analyses of variance to determine differences in students based on indicated function of problem behavior. Longitudinal analyses indicated that both reading and behavioral variables (including kindergarten reading variables) significantly predicted the number of discipline referrals received in fifth grade. Cross-sectional analyses indicated differences in the prevalence of indicated function based on special education status and differences in reading skills based on the indicated function of problem behavior. Results are discussed in terms of implications for a combined approach to reading and behavior problems and use of academic assessments to assist in functional behavioral assessments.

The Depth and Complexity Program Evaluation Tool: A New Method of Conducting Internal Program Evaluations of Gifted Education Programs

McIntosh, Jason S Purdue University 2015 해외박사(DDOD)

Few program evaluation models unique to gifted education currently exist. The Depth and Complexity Program Evaluation Tool (DC-PET) is a new method for conducting an evaluation of a gifted program that combines the Kaplan Depth and Complexity Model with tools and techniques from the fields of program evaluation and organizational change. The tool was designed to assist local school district personnel in generating data for gifted program improvement by requiring a close examination of critical issues in the field (e.g., defensible differentiation, underserved populations, twice-exceptional learners). The DC-PET is meant to provide a framework for guiding those who have little or no knowledge of the evaluation process using a paper-based workbook and a computer- or tablet-based application. Gifted coordinators from five districts were asked to create one or more evaluation teams consisting of at least five stakeholders willing to pilot the DC-PET. In total, nine evaluation teams comprised of 55 participants were formed. A sample of 40 individuals from seven different school districts was used as a comparison group. Data collected from the treatment group participants included the administration of a pre and post qualitative survey, a pre and post measure of evaluative thinking, weekly status checks, and the opportunity to participate in a focus group. Thirty-seven participants completed pre and post assessments of their evaluation knowledge using a 4-point response scale from 1 (Novice) to 4 (Expert). Mean scores increased after 10-18 hours using the DC-PET (M= 1.46, SD= 0.61 pretest to M= 2.19, SD= 0.57 posttest). An analysis of the pre and post administration of the Evaluative Thinking Inventory (Buckley and Archibald, 2011) revealed a statistically significant interaction between the intervention and time on evaluative thinking using repeated measures ANOVA (F (1,70) = 115.562, p = .027,eta2 = .068). Further analysis of between group differences revealed no statistical difference between the treatment group and the comparison group on the pre-study version of the Evaluative Thinking Inventory, F (1,70) = .031, p = .862, meaning both groups began with about the same level of evaluative thinking. However, there was a significant difference between the treatment group and comparison group on the post-study version of the Evaluative Thinking Inventory, (F (1,70) = 4.022, p = .049, eta2 = .054). The mean evaluation team member ratings for the degree to which the DC-PET aligned with the 10 empowerment evaluation principles on a scale from 1 (not at all) to 4 (a lot), were 3.21 or greater. Despite early concerns regarding the time commitment and self-doubt regarding the ability to meaningfully participate, eight of the nine evaluation teams successfully completed an evaluation of a gifted program. Participants reported learning new skills and evaluation methods, as well as obtaining a greater appreciation for the importance of evaluation.

Essays in labor economics: Analysis of labor migration and recalled pain

McIntosh, Molly Fifer Princeton University 2008 해외박사(DDOD)

In the following chapters, I study three issues in labor economics: the impact of labor migration on a local labor market, the determinants of emigrant characteristics, and the extent to which differences in work activities explain the pain gradient by socioeconomic status. In the first chapter, I examine the effect of the migration of Hurricane Katrina evacuees from the U.S. Gulf Coast region to the Houston, TX metropolitan area. Using Current Population Survey data, I estimate that the Houston metro area labor supply rose by approximately three percent in the wake of Hurricane Katrina. To quantify the effect on the Houston labor market, I compare wages and employment before and after the storm among non-evacuees residing in Houston (or, "native Houstonians") and non-evacuees in other metro areas that were not affected by the storm. In addition, I allow the effects to vary by gender, education, and race and ethnicity. I find that wages and the probability of being employed drop significantly, but only modestly, among native Houstonians in the post-Katrina period. Also, while I find that the effects were larger for women, for individuals with higher educations, and for non-minorities, most of these differences are not statistically significant, and each can be explained by differences in the industrial or occupational distributions of evacuees and native Houstonians. Overall, the results from my analysis mirror the general findings from the literature on the effect of immigration on local labor markets. I conclude that the influx of Hurricane Katrina evacuees into the Houston metro area caused only minimal harm to the labor market outcomes of native Houstonians. In the second chapter, using data collected in Latin America by the Gallup Organization, I test whether the return to skill in a country is inversely related to the skill level among individuals who plan to emigrate. The basis for this hypothesis is that skilled workers living in a country were the return to skill is low should have a greater incentive to leave that country than less skilled workers. Surprisingly, I find no evidence that individuals who intend to emigrate from countries with relatively low returns to skill have on average high levels of education, or vice versa. I demonstrate that my results stand up to a number of robustness checks, including using alternative regression specifications and definitions of education and the return to skill, controlling for migration network membership and access to loans or other financial instruments, limiting the comparison group to individuals who plan to move domestically, and excluding countries one at a time from the sample. Thus, I conclude, for the Latin American countries in my sample, there is no evidence of a negative relationship between a country's return to skill and the level of skill among individuals who plan to emigrate. In the third chapter, I test whether differences in work activities can explain the pain gradient by socioeconomic status (SES). Using the Princeton Affect and Time Survey (PATS) random and retiree samples and the National Health Interview Survey (NHIS), I find statistically significant pain gradients by occupation, education, income, and earnings. Specifically, I find that individuals who are employed in blue-collar occupations and individuals who have less education, lower incomes, or lower earnings report experiencing significantly more pain. Controlling for age and gender has little impact on the pain gradients. Merging on occupation-specific work activities from the Occupational Information Network, I find that for the PATS random and NHIS samples controlling for work activities eliminates the entire pain gradient by occupation, a third of the pain gradients by education and household income, and a fifth of the pain gradient by earnings. In contrast, when using the PATS retiree sample, controlling for work activities eliminates the pain gradient by education. I provide evidence that suggests that the difference between the findings from the PATS retiree sample and the PATS random and NHIS samples can be explained by changes in the relationship between education and occupation over time, and I conclude that work activities have a much stronger equalizing effect on the pain gradient by occupation than by other measures of SES.

Sovereign princesses: Mary and Elizabeth Tudor as heads of princely households and the accomplishment of the female succession in Tudor England, 1516--1558

McIntosh, Jeri L The Johns Hopkins University 2003 해외박사(DDOD)

This dissertation poses the question: did Mary and Elizabeth Tudor accomplish their accessions through the resources of their princely households?. The “Introduction”, outlines the sources for their households and reveiws scholarship of elite households. “Chapter One: The Problem of the Female Succession” then establishes the viability of the thesis question. The accepted explanations for the female succession do not completely explain it. The missing elements are found in studying the resources of princely households whose three primary resources were display, corporate identity, and property. “Chapter Two: The Visible Household and the Politics of Ostentation” focuses upon display. Henry VIII signalled which of his three children be hoped would succeed him by the quality and quantity of material goods he allocated to their households. This chapter closes with a survey of how Mary and Elizabeth utilized household display to publicize their agendas. “Chapter Three: The Courtly Household: Princely Patronage and Corporate Loyalties” highlights how Mary and Elizabeth also drew upon the corporate identities of their households to further their political goals. “Chapter Four: Property and Politics” details how Mary and Elizabeth received their princely estates in direct violation of Henry VIII's will. Mary's endowment reflected her political importance. Elizabeth's delayed receipt of her lands reflected her underage status. “Chapter Five: Accomplishing the Female Succession, 1553–1558” considers what the property grants in 1553 reveal about the princess' roles in the succession crisis. I will detail how Mary's household staff risked their lives to help her accomplish her accession. Elizabeth too utilized her household to ensure that she could prosecute her claim to the throne by military force if necessary. “Chapter Six: The Wider Context” concludes the dissertation by comparing how the princesses' households compared with those of their contemporaries and with royal heirs of the past. I will conclude with an analysis how Mary's and Elizabeth's gender impacted their authority within the household.

Gender and fifth-grade general music: A qualitative study of teacher-student interaction

McIntosh, Pamela Sue University of Michigan 2000 해외박사(DDOD)

Differential treatment of female and male students by teachers is well documented. Research indicates that male students receive more teacher-student interactions that are both teacher-initiated and student-initiated. The purpose of this study was to gain a better understanding of how and to what degree differential teacher-student gender interaction (TSGI) occurs in the fifth-grade general music classroom, including how participants perceive these interactions. Data were collected using the methods of participant observation and interview. Five fifth-grade music classes at two elementary schools were observed for three months. Teachers were interviewed three times and four students from each class were interviewed twice. In School X, analysis revealed that male students were more disruptive and called out more often, which led to their involvement in a disproportionate number of behavioral and call-out interactions. Minor discrepancies favoring male students occurred in teacher-initiated TSGI including teacher help, interruptions by teacher and errands assigned students. Teacher interpretation of these interactions, however, indicated they were not gender-based. Fewer gender discrepancies in TSGI were found in School Y. On three occasions, the teacher teased boys regarding masculinity and also communicated masculine gender stereotypes. Teacher interpretation of these interactions indicated they derived from the gendered football theme of the class' musical production rather than from a personal gender stereotype. In both schools, student and teacher perspectives of TSGI triangulated consistently with observations. Although race was not the focus of this study, racial differences in student behavior by gender were found in School X. African American boys called out more often, were more disruptive than other students and subsequently were involved in more TSGI. Teacher and student perceptions supported this finding and that the teacher responded to student behavior without regard to race. Despite the large quantity of discrepant TSGI found in this study, an examination of the quality of these interactions revealed that teachers were responding to gender differences in student behavior. Further, student gender differences in behavior and singing attracted less teacher attention when organization of the classroom emphasized group instruction and when teachers minimized those gender differences.

Teachers' Interpretations of Exit Exam Scores and College Readiness

McIntosh, Shelby George Mason University 2013 해외박사(DDOD)

This study examined teachers' interpretations of Virginia's high school exit exam policy through the teachers' responses to a survey. The survey was administered to teachers from one school district in Northern Virginia. The teachers selected for the survey taught a subject in which students must pass a Standards of Learning (SOL) test in order to receive a high school diploma. The purpose of the study was to better understand how teachers interpret their students' performance on SOL tests related to college readiness, as well as to better understand how teachers thought their students interpret their own performance on SOL tests related to their college readiness. The study findings show that only 34% of survey respondents said they interpret an advanced score on the SOL test in the subject they teach to mean a student is prepared for college. However, 52% of the responding teachers said that they think their students interpret an advanced SOL test score to mean they are prepared for college. Implications of these findings for both policy and practice are discussed, as well as suggestions for future research.

Regulation of thrombopoietin in bone marrow

Mcintosh, Bryan James University of California, San Diego 2007 해외박사(DDOD)

The normal elimination of a large number of circulating hematopoietic cells from the circulation each day necessitates substantial proliferation and maturation of progenitor cells in bone marrow. An impressive array of cytokines and growth factors help to manage these complicated processes in order to maintain a physiologically appropriate number of each of the various blood cell types. Thrombopoietin is one such factor that is important for the platelet lineage. In addition, thrombopoietin participates in sustaining pluripotent stem cells and early multi-lineage progenitors. In the following report, we have chosen to focus on the prior characteristic. It has been observed that the expression of thrombopoietin message is regulated differently in different parts of the body. Although thrombopoietin is highly expressed in the liver its expression is largely unregulated; however, a significant up-regulation is observed in bone marrow. Therefore, bone marrow stromal cells as wells as a suitable cell model were subjected to treatment with serum and platelet extracts. The primary effect of both the platelet derived and non-platelet derived serum components was to down-modulate thrombopoietin message levels indicating that any physiological increase in TPO expression is likely the result of a decrease of inhibitory factors rather than an increase in a stimulatory factor. Serum was also capable of depressing TPO protein secretion. A series of reported gene constructs based on the TPO gene demonstrated that the mechanism responsible for at least a portion of the serum suppression was transcriptional repression.

The relationships between performance on the Texas Academic Skills Program Test, grade point average, and performance on the Examination for Certification of Educators in Texas

McIntosh, Shelley Elaine University of Houston 2002 해외박사(DDOD)

The purpose of this study was to describe the strength and direction of the relationship between the performance in subject area specialization courses, the reading, mathematics, and writing achievement as measured by the Texas Academic Skills Program (TASP) Test of elementary school teacher education students and the teacher competency of those students as measured by the Examination for Certification of Educators in Texas (ExCET) Elementary Comprehensive Examination. The sample was a convenience sample consisting of 280 elementary education students who attended the University of Houston from August 1998 to December 2000. Data were collected from official university records. These data were analyzed using the following analyses: (1) bivariate analyses using the Pearson product-moment correlation technique; (2) multivariate analysis using multiple linear regression; and (3) multivariate analysis using stepwise multiple regression to determine which predictor variable or combination of variables yields the best prediction of the criterion variable. In these analyses, the predictor variables were GPA, and reading, mathematics, and writing achievement as measured by the TASP. The criterion variable was teacher competency as measured by the ExCET Elementary Comprehensive. The ninety-five percent confidence level (<italic>p</italic> < .05) was used as the criterion level for determining statistical significance. The bi-variate analyses that used the Pearson product-moment correlation technique to estimate the relationships between the predictor variables and the criterion variable yielded: (1) no statistically significant positive relationship for GPA (<italic>r</italic> = +.15, <italic>p</italic> = .146); (2) statistically significant positive relationships for reading achievement (<italic>r</italic> = +.49, <italic>p</italic> < .001), for mathematics achievement (<italic>r</italic> = +.39, <italic>p</italic> < .001), and for writing achievement (<italic>r</italic> = +.39, <italic>p</italic> < .001). However, the predictor variables for which a statistically significant relationship was obtained, were weak predictors that accounted for little of the variance in the criterion variable—teacher competency. The multivariate analyses that used stepwise multiple regression yielded a statistically significant relationship between the predictor variables in combination and the criterion variable (<italic>R</italic> = .57, <italic> R</italic><super>2</super> = .32, <italic>F</italic> ratio of 33.82). Since, 32% of the variance of the criterion variable was accounted for by the combination of predictor variables this is viewed as a weak relationship.

Entertaining the Union: Sensationalism, Northern Allegiance, and the Masses In Civil War Literature

McIntosh, Hugh Northwestern University 2012 해외박사(DDOD)

The American Civil War incited a wide-ranging reconsideration of literature's political value. How might imaginative writing address overwhelming scales of trauma? How could narrative represent a national public at once violently fractured and—as many believed—poised on the edge of epochal change? "Entertaining the Union" shows that for a diverse group of contemporary authors, these questions became inextricably intertwined with a cultural trend that on its surface avoided politics altogether, the transatlantic 1860s fashion for "sensationalism." I argue that sensationalism took on a unique resonance in Civil War literature for two reasons: its sectional association with the North and its emphasis on mass audiences sharing intense physical affects. Efforts to reconcile the popularity of this "Northern" genre with ideals of writing's political relevance varied greatly; taken together, they reveal a scattered but forceful attempt at rethinking literary conventions of sympathy, sentiment, and appeals to mass enthusiasm. Tracking the impact of sensationalism in the context of Civil War reveals alternative views of well-known figures: not the sentimental Harriet Beecher Stowe of the 1850s, but Stowe preoccupied by textual circulation and urban crowds in the 1860s; freed slave modiste Elizabeth Keckley insisting on the sanctity of shared pleasure, not only the dignity of African American labor; Charles Dickens's enthusiasm for American mass audiences and Emancipation in <italic>Our Mutual Friend,</italic> contrasting the crowd phobia of <italic> A Tale of Two Cities.</italic> Alongside this reconsideration of canonical works, "Entertaining the Union" also recuperates more forgotten aspects of Unionist culture, such as Louisa May Alcott's sensation stories and Epes Sargent's bestseller, <italic>Peculiar.</italic> Connecting these Civil-War era texts is a desire that popular literature play a part in shaping a spiritually fulfilling community, not only by encouraging sympathy for the suffering of others—the task of sentimentality—but also by cultivating relationships among strangers rooted in enchantment with the pleasures of modern culture. Overlooked by scholarship on Civil War writing, this widespread hope troubled distinctions between "high" and "low" that loomed large in the period's aesthetic theory. At the same time, it inspired a literary discourse that bridged the gap between cultural consumerism and political idealism in ways that would resonate far beyond the war years.