Project 25: Housing the Most Frequent Users of Public Services Among the Homeless

The purpose of Project 25 is to investigate whether providing permanent housing with intensive individualized support, coupled with an identified, "Medical Home," can realize a significant reduction in the use and cost of public services. This study focuses on those individuals who were among the most frequent users of public services in the San Diego metropolitan area, such as emergency rooms, jails, and hospitals. It was based on the "Housing First" approach, which embraces the concept that secure housing is the first step and essential to stabilizing the personal and financial lives of individuals

Rotorcraft linear simulation model. Volume 3: User's manual

For abstract, see N78-20137

REXOR 2 rotorcraft simulation model. Volume 1: Engineering documentation

A rotorcraft nonlinear simulation called REXOR II, divided into three volumes, is described. The first volume is a development of rotorcraft mechanics and aerodynamics. The second is a development and explanation of the computer code required to implement the equations of motion. The third volume is a user's manual, and contains a description of code input/output as well as operating instructions

REXOR 2 rotorcraft simulation model. Volume 2: Computer implementation

For abstract, see N78-30042

Rotorcraft linear simulation model. Volume 2: Computer implementation

A computer program used to process the equations is presented, and a full description of equation implementation is given. The model was implemented in the IBM 360 and CDC series computer systems

Razing the Standards: Building and Implementing a Linguistically Informed K-12 Curriculum in a Climate of Ignorance

Language study in K‐12 settings should provide a platform for children to develop an awareness of language and its nature; their natural curiosity is well-documented. But in the context of the standards movement, standards set for “the language arts” in the schools neither encourage nor engender such development. Although not alone in such a disciplinary decline—in both general knowledge and the failure to distinguish between ideology and understanding (see, e.g., Battistella 2010)—the news from linguistics seems bleaker. As Mark Liberman noted in his 2007 LSA address, “The current state of ignorance about language among intellectuals is historically unprecedented, functionally maladaptive, and contrary to human nature.” But even with some efforts to bring the study of language into K-12 classrooms, the nature of the language arts curriculum in schools continues to be defined by standards typically reflecting neither knowledge of, or interest in treating language as an object of inquiry, or in building on the small successes that linguists have had toward this end, working both with children and their K‐12 teachers. And insofar the voices behind the Common Core Standards (http://www.corestandards.org/), are deemed “the language arts experts,” the result is predictable: a set of standards that defines the territory of language as fundamentally usage conventions and vocabulary. And it is such standards that determine how programs are funded and how teachers are prepared. The National Governors’ Association (NGA) Common Core Standards are, moreover, not the first encounter we’ve had with impoverished treatments of language. In the past, however, we have largely ignored the collective poverty of such standards and have considered the creation of test items and the testing enterprise in general as “noise,” confident that our own respective research programs and the teaching we do at colleges and universities were independent of and unscathed by such pursuits. But in fact, we do need to take the standards seriously and respond to them. This LiSC sponsored session provides a collective linguistic educational manifesto of sorts, and thus a serious, explicit, and systematic response to the gauntlet the recently approved standards present. While there have been curricular initiatives in the direction of well‐designed programs that would provide young children with the opportunity to develop an informed and rational disposition toward language, there has been little public discussion of either the full design or implementation of such curriculum, from a range of perspectives. The range of presenters’ work in this session does this, addressing curriculum both for K-12 classrooms—providing the foundation for sustained inquiry about language—and for teachers preparing for, or already in such classrooms, so that they can encourage, as well as respond, to children’s curiosity and inquiry: a desirable outcome in any discipline. Importantly, we welcome critical voices and experiences from both Great Britain and Australia. The session also seeks to engender discussion about the issues raised and the possibility for collaborative and sustained responses

Cognitive and Motor Functions During Driving in Parkinson’s Disease

Driving is a complex activity that requires dual-task behaviors involving attention shifting, multi-limb control, and task prioritization strategies to safely navigate a dynamic environment. Parkinson’s Disease (PD) is characterized by motor and non-motor deficits that can affect driving safety and performance. Experiencing a decline in cognitive and motor functions that are required for driving can put this population at risk for driving cessation. The purpose of this paper is to investigate the effects of implicit and explicit cues on attention during driving performance and behavioral effects of medication on drivers with PD in a quasi-experimental study, as well as identify evidence-based interventions to improve motor and cognitive functions related to driving for individuals with PD in a systematic review

Regulation of Gaming Device Software Development: Nevada’s Paradigm Shift On Independent Contractors

On April 22, 2010, the Nevada Gaming Commission (hereinafter the “Commission”) adopted a number of amendments to Regulation 14 governing the manufacture of gaming devices. A subset of these amendments were promulgated pursuant to changes to the Nevada Gaming Control Act (hereinafter the “Act”) during the Seventy-Fifth Session of the Nevada Legislature. The rules relate to “control programs” and the independent contractors who design, develop, program, produce, or compose software, source language or executable code compiled into the control program of a new gaming device or of a modification to a gaming device submitted for approval. These particular rules became effective on July 1, 2010, and will become fully implemented on June 30, 2011. The rules themselves may seem relatively innocuous. These regulations and the enabling statutes upon which the rules rely, however, represent a paradigm shift in the historical approach of the Act to regulating the manufacture of gaming devices. The rules signal a change in regulatory focus to independent contractors writing computer code from the central objective of the Act to mandate manufacturer control and responsibility for gaming devices. This shift has implications beyond the mere reporting and registration requirements of the new rules, impacting the broader issue of access to the technology and applications necessary for Nevada’s gaming industry to remain competitive. This article will summarize the requirements of the new rules. First, however, the article will provide some industry background on the role independent contractors typically play in the product development process and the competition among technology developers. Next, the article will examine the history of legislative policy development on licensing manufacturers of gaming devices, discussing the traditional oversight for the manufacture of computer programs used in gaming devices. The article will then review the legislation that led to the promulgation of the new regulations. Finally, after a synopsis of the rules, the article will present observations on an alternative approach to achieving necessary regulatory objectives