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A practical model based on basic probability theory is developed to evaluate the operational and financial performance of mammography systems. The model is intended to be used by decision makers to evaluate overall sensitivity, overall specificity, positive and negative predictive values, and expected cost. As an illustration, computer aided detection (CAD) systems that support a radiologist's diagnosis are compared with standard mammography to determine conditions that would support their use. The model's input parameters include the operational performance of mammography (with and without CAD), the age of the patient, the cost of administering the mammogram and the expected costs associated with false positive and false negative outcomes. Sensitivity analyses are presented that show the CAD system projecting financial benefit over ranges of uncertainty associated with each model parameter.

Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah history, this paper aims to analyze the thinking and practice of teaching the Utah fourth grade social studies curriculum. As a team of researchers, teachers and administrators, the authors brought differing perspectives and experience to this shared project of curriculum design. The understanding was enhanced as the authors reflected on authors' own practitioner research and worked together as Native and non-Native community partners to revise the ways one group of fourth grade students experienced the curriculum, with plans to continue improving the thinking and implementation on an ongoing basis. While significant barriers to elementary social studies education exist in the current era of high-stakes testing, curriculum narrowing and continuing narratives of colonization in both the broad national context and our own localized context, the authors found that social studies curriculum can be a space for decolonization and growth for students and teachers alike when carefully planned, constructed and implemented.

This article represents an effort by a team of teachers, administrators and researchers: D, a councilman and historian dedicated to sharing the history of the Northwestern Band of the Shoshone Nation; S, an eleventh-year teacher, teaching fourth grade at Mary Bethune Elementary School (MBES); E, the director of experiential learning and technology at MBES; L, the MBES vice principal and EL, a faculty member in the adjacent college of education. Working in these complementary roles, each authors recognized an opportunity to build a more robust set of curricular experiences for teaching the state standards for fourth grade social studies, with particular attention to a more inclusive set of narratives of Utah's history at the authors' shared site, Mary Bethune Elementary School, a K-6 public charter school that operates in partnership with the College of Education in a growing college town (population 51,000) in the Intermountain west. The complexity of Utah history embedded within the landscape that surrounds MBES has not always been a fully developed part of our fourth grade curriculum. Recognizing this, the authors came together to develop a more robust age-appropriate curricular experience for students that highlights the complexity of the individual and cultural narratives. In addition to smaller segments of classroom instruction devoted to the Utah Core fourth grade standards (Utah Education Network, 2019) that focus particularly on the history of Utah, the authors focused the curriculum improvement efforts on four specific lengthy spans of instruction.

These fourth-grade students read, contextualized and interpreted the primary source documents they encountered as historians; they both appreciated and challenged the authors' perspectives. It is our belief that students are more likely to continue to think like historians as they operate as “critical consumers” (Moore and Clark, 2004, p. 22) of other historical narratives. This ability to think and act with attention to multiple viewpoints and perspectives, power and counter stories develops more empathetic humans. While the authors prize the ability of students to succeed in intellectually rigorous tasks and learn content material, in the end this trait is the most important goal for teaching students history.

The authors recognize operating within primarily non-Native spaces and discourses about social studies; with curricular efforts, there are a variety of ways the authors could do harm. Along the way, the authors recognized places for future improvement, critically examining the authors' work. As the authors look to future planning, there are several issues identified as the next spaces that the authors wish to focus on improving the Utah Studies curriculum experience of fourth graders at MBES. This is an area for further exploration.

This precise set of primary sources, field experiences and assessments will not be the right fit for other classrooms with differences in resources, space and time. The authors hope it will serve as an example of how teachers can create curriculum that addresses the failings of status quo social studies instruction with regard to Indigenous peoples. The students were not the only beneficiaries of change from this curriculum development and implementation; as a team the authors also benefited. The experience solidified our self-perception as decision makers for our classroom. The authors' ability to extend past the packaged curriculum of textbooks and worksheets made it easily available to engage students as historical inquirers into the multiple perspectives and complex contexts of decolonizing-counter narratives built the authors' confidence that such work can be successful across the curriculum.

The authors believe this is a more potent antidote to the colonizing-Eurocentric narratives of history that they will undoubtedly be exposed to in other spaces and times than simply teaching them a singular history from an Indigenous perspective; if students are able to contextualize, interpret, and question the accounts they encounter, they will be more likely to “challenge dominant historical and cultural narratives that are endemic in society” (Stoddard et al., 2014, p. 35). This too can make them more thoughtful consumers of today's news, whether that news is about Navajo voting rights in southeastern Utah or oil and gas development in South Dakota.

Working against the colonizing narratives present in media, textbooks and local folklore is necessary if the authors are to undermine the invisibility of Native experiences in most social studies curriculum (Journell, 2009) and the stereotyping and discrimination that Native American students experience as a result (Stowe, 2017, p. 243). This detailed look at how the authors developed and implemented standards-based curriculum with that intent adds to the “little research [that] exists on teacher-created curricula and discourse” (Masta and Rosa, p. 148).

An Autodesk Ember three-dimensional (3D) printer was used to print optical components from Clear PR48 photocurable resin. The cured PR48 was characterized by the per cent of light transmitted and the index of refraction, which was measured with a prism spectrometer. Lenses and diffraction gratings were also printed and characterized. The focal length of the printed lenses agreed with predictions based on the thin lens equation. The periodicity and effective slit width of the printed gratings were determined from both optical micrographs and fits to the Fraunhofer diffraction equation. This study aims to demonstrate the advantages offered by a layer-by-layer DLP printing process for the manufacture of optical components for use in the visible region of the electromagnetic spectrum.

A 3D printer was used to print both lenses and diffraction gratings from Standard Clear PR48 photocurable resin. The manufacturing process of the lenses and the diffraction gratings differ mainly in the printing angle with respect to the printer x-y-axes. The transmission diffraction gratings studied here were manufactured with nominal periodicities of 10, 25 and 50 µm. The aim of this study was to optically determine the effective values for the distance between slits, d, and the effective width of the slits, w, and to compare these values with the printed layer thickness.

The normalized diffraction patterns measured in this experiment for the printed gratings with layer thickness of 10, 25 and 50 µm are shown by the solid dots in Figures 8(a)-(c). Also shown as a red solid line are the fits to the experimental diffraction data. The effective values of d and w obtained from fitting the data are compared to the nominal layer thickness of the printed gratings. The effective distance between slits required to fit the diffraction patterns are well approximated by the printed layer thickness to within 14, 4 and 16 per cent for gratings with a nominal 10, 25 and 50 µm layer thickness, respectively.

Chromatic aberration is present in all polymer lenses, and the authors have not attempted to characterize it in this study. These materials could be used for achromatic lenses if paired with a crown-type material in an achromatic doublet configuration, because this would correct the chromatic aberration issues. It is worthwhile to compare the per cent transmission in cured PR48 resin (approximately 80 per cent) to the percent transmission found in common optical materials like BK7 (approximately 92 per cent) over the visible region. The authors attribute the lower transmission in PR48 to a combination of surface scattering and increased absorption. At the present time, the authors do not know what fraction of the lower transmission is related to the surface quality resulting from sample polishing.

There are inherent limitations to the 3D manufacturing process that affect the performance of lenses. Approximations to a curved surface in the design software, the printing resolution of the Autodesk Ember printer and the anisotropy due to printing in layers are believed to be the main issues. The performance of the lenses is also affected by internal imperfections in the printed material, in particular the presence of bubbles and the inclusion of debris like dust or fibers suspended in air. In addition, the absorption of wavelengths in the blue/ultraviolet produces an undesirable yellowing in any printed part.

One of the most interesting results from this study was the manufacture of diffraction gratings using 3D printing. An analysis of the diffraction pattern produced by these printed gratings yielded estimates for the slit periodicity and effective slit width. These gratings are unique because the effective slit width fills the entire volume of the printed part. This aspect makes it possible to integrate two or more optical devices in a single printed part. For example, a lens combined with a diffraction grating now becomes possible.

Entrepreneurship is one of the fastest growing disciplines at colleges and universities today. Programs span campuses offering traditional coursework and a variety of experiential learning options for students from all majors. While most agree that as much learning, if not more, occurs outside of the classroom, there has not been a model for integrating curricular and cocurricular components in entrepreneurship programs. Moreover, there has not been clear agreement on how to assess value from these programs.

To resolve this, we used a five-phase competency development process to create a customized learning model that engages the learner, the educator, and the community volunteer in the learning and assessment process at both the individual and program levels. This chapter presents a case study in a private, metropolitan university of 8200 students. The case study presents the problem and rationale, a history and overview of the application of competency-based education, and a five-stage process used to develop the model and apply the model to achieve a customized learning path for students in entrepreneurship.

The five-stage model of competency-based education can be applied to develop a customized learning approach and assessment path for students who study entrepreneurship. The use of a technology support platform can extend and simplify the use of this model and allow for the integration of curricular and cocurricular components of an experiential education.

This is a unique approach to integrating curricular and cocurricular education to provide a holistic experiential education for learners. The value of this program extends to faculty who assess learning and volunteers who participate in the learning experience. Specific attention is given to the challenges and process for curriculum mapping and the use of this model for assessment.

The purpose of this paper is to provide a deeper understanding of the managerial processes that middle managers can employ to facilitate knowledge integration and transfer within project teams and across organizational boundaries.

The paper has a conceptual framework, which draws on the theory of organizational learning and knowledge management. A resource‐based view of the firm and middle management is developed around the theme of enhancing organizational learning within teams.

The paper finds that there is a gap in the research as to how knowledge integration and transfer occur within teams. The paper also provides a re‐valuation of middle managers, whose role has been undermined in the wake of organizational downsizing. Furthermore, the paper provides an understanding of how Janczak's three specific managerial processes are relevant in that middle managers can employ them to facilitate knowledge integration and transfer.

The paper is relevant to practitioners with regard to the practices and processes that middle managers can adopt to facilitate knowledge transfer. It is relevant in that it helps to identify mechanisms to reuse knowledge from project to project.

The paper fills a gap in the theory with regard to the managerial practices and processes that are available to middle management in order to enhance organizational learning within the team and from the team to the rest of the organization.

Although social distancing measures enacted during COVID-19 prevented the spread of the virus and acted as important coping mechanisms during this stressful time, they also contributed to loneliness and anxiety. The pros and cons of social distancing measures were especially relevant among people with disabilities and chronic health conditions – a high-risk group concerned about infection through contact with non-household members and visiting public places like school, healthcare providers, and work.

Drawing on data from a national online survey (N = 1,027) and in-depth virtual interviews (N = 50) with Canadians with disabilities and chronic health conditions, we examine the positive and negative effects of three types of social distancing measures – avoiding public places, transitioning to remote work or school, and avoiding contact with non-household members – on perceptions of increases in anxiety and loneliness during the pandemic.

We find that the relationships between engaging with social distancing measures and anxiety and loneliness could be positive or negative, with measures acting as both adaptive and maladaptive coping mechanisms. Although avoiding public places or non-household members and transitioning to remote work or school often resulted in increased anxiety and loneliness, respondents also described situations where these measures helped them cope with concerns about catching COVID-19.

Our findings highlight potential implications for public health policy in allocating different coping resources among marginalized groups during times of crisis and demonstrate the importance of using a social model of stress, coping mechanisms, and mental health.

The paper aims to investigate the practices facilitating the transformation of healthcare services, understanding the resulting outcomes in terms of well-being and uplifting changes. a systematic literature review (SLR) focusing on analyzing the healthcare sector under the transformative service research (TSR) theoretical domain is conducted to achieve this goal.

Employing a structured SLR developed based on the PRISMA protocol (Pickering and Byrne, 2014; Pickering et al., 2015) and using Scopus and WoS databases, the study identifies and analyzes 49 papers published between 2021 and 2022. Content analysis is used to classify and analyze the papers.

The SLR reveals four transformative practices (how) within the healthcare sector under the TSR domain, each linked to specific well-being outcomes (what). The analysis shows that both practices and outcomes are mainly patient-related. An integrative framework for transformative healthcare service is presented and critically examined to identify research gaps and define the trajectory for the future development of TSR in healthcare. In addition, managerial implications are provided to guide practitioners.

This research is among the first to analyze TSR literature in the context of healthcare. The study critically examines the TSR’s impact on the sector’s transformation, providing insights for future research and offering a roadmap for healthcare practitioners to facilitate uplifting changes.

In other words, LD can affect the way in which a person takes in, remembers, understands, and expresses information. Typically, a person with LD is of average intelligence, based on his/her intelligence quotient (IQ); however his/her academic performance is different from how they should be able to perform. People with LD are intelligent and have abilities to learn despite difficulties in processing information; however, they require specialized interventions in home, school, community, and workplace settings, appropriate to their individual strengths and needs, including but not limited to (a) specific skill instruction, (b) the development of compensatory strategies, (c) the development of self-advocacy skills, and (d) appropriate accommodation. Typically, a student with mild LD, who is identified and provided learning-disabilities instruction, can enhance his/her academic achievement, however, a student with undetected LD can struggle with low grades, low self-esteem, a loss of interest in higher education, and later reduced employment opportunities as an adult (Burkhardt, Obiakor, & Rotatori, 2004).

This research study assessed the mindset of individuals regarding their perception of innovation as a means for successful product or process improvement and their perception of thought processes that underpin innovative practices. It investigated the attitudinal foundation for the development of training, development and assessment of structured innovation methodologies.

A combination of qualitative and quantitative research gathered through an anonymous survey designed to explore the basic understanding of innovation and included open-ended questions supported more integrated perceptions of innovation in the sampled population's own experiences. The participants of the survey and research were drawn from the public, but it focused more specifically on demographic groups known for their interest in innovation, either as practitioners or teachers.

The results found, overwhelmingly, survey participants believed innovation is a skill; however, they also believed, inconsistently, that innovation itself is an unpredictable, unstructured and unsystematic process.

At a practical level, exploring the propensity for individuals or groups to believe defined innovation practices can be effective and that these practices can be learned, measured and improved drives the overall effectiveness of training and organizational leadership. With research, we can make training professionals aware that the mindset of potential innovators is to favor a belief in brainstorming and random success. Doing so can significantly impact the preparation of training and development programs for developing structured innovation capabilities.

Training a new generation of innovators, especially young children, requires care so that they internalize the right mindset and the right tool strategy to be the best innovators possible.