Indirect cost rate variation for university research: Several conventional explanations do not work     

William F. Massy  Jeffery E. Olson DAIL 《Research in higher education》1994,35(4):393-413

The wide variation in indirect cost rates that universities charge the federal government in research grants and contracts has reduced the credibility of universities, as have accompanying charges that universities have been overreaching in indirect cost recovery. Many explanations for rate differences have been presented, but not systematically examined. Detailed cost and policy data from seven major research universities were used to simulate a standardization of costs and policies to eliminate several of the differences widely believed to contribute to rate variation. The result was an increase in rate variation, rather than the expected decrease. Furthermore, each of the universities could have charged the federal government a higher rate than actually charged, providing evidence that universities have not been over-reaching in indirect cost recovery.  相似文献   

Book reviews     

C. Paul Olson  C. Robert Campbell  Jack Quarter  W. Gordon West 《Interchange》1980,11(2):72-82

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Discussion     

Carl Bereiter  Mary O'Brien  David Olson  Marlene Scardamalia  Harvey Graff  Chad Gaffield 《Interchange》1986,17(2):19-24

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A decision-making model applied to career counseling     

Christine Olson  Ellen McWhirter  John J. Horan 《Journal of Career Development》1989,16(2):107-117

Christine Olson and Ellen McWhirter are doctoral students and John J. Horan is Professor and Director, Counseling Psychology Program, Arizona State University, 401 Payne Hall, Tempe, Arizona 85287-0611.  相似文献   

Longitudinal Study of Reading Disability and Attention-Deficit/Hyperactivity Disorder: Implications for Education     

Erik G. Willcutt  Rebecca S. Betjemann  Bruce F. Pennington  Richard K. Olson  John C. DeFries  Sally J. Wadsworth 《Mind, Brain, and Education》2007,1(4):181-192

ABSTRACT— The majority of children who receive special education services meet criteria for reading disability (RD) or attention-deficit/hyperactivity disorder (ADHD), but additional research is needed to understand the long-term academic outcome of children in these groups. Individuals with RD only ( N = 71), ADHD only ( N = 66), both RD and ADHD ( N = 51), or neither disorder ( N = 118) were identified through the ongoing Colorado Learning Disabilities Research Center twin study and retested 5 years later. Results of the follow-up testing indicated that, in addition to ongoing reading difficulties, individuals with RD exhibited higher rates of academic difficulties, depression, and adolescent-onset conduct disorder. Initial ADHD status was associated with academic and social difficulties and elevated rates of nearly all comorbid disorders 5 years later. The group with comorbid RD and ADHD had more stable reading deficits than the group with RD without ADHD and exhibited greater impairment than groups with either disorder alone on outcome measures of academic functioning and social difficulties. These results suggest that individuals with both RD and ADHD are at increased risk for negative outcomes as adolescents and young adults and that when RD and ADHD co-occur, interventions should be provided for both disorders.  相似文献   

The formation of the willing citizen – Tracing reactive nihilism in late capitalist adult education     

Maria Olson  Magnus Dahlstedt  Andreas Fejes  Fredrik Sandberg 《Educational Philosophy and Theory》2018,50(1):95-103

The role of education in citizen training has been well mapped out in youth education. What has been less studied is how this role comes into being in adult education. By providing illustrative empirical examples from a recently completed study of adult students enrolled in adult education, this article aims to offer a theoretical response to the question of the role of adult education in adult student citizen subjectivity formation. Taking on Diken’s concept of ‘reactive nihilism’, we wish to make the following arguments. First, that citizen formation in adult education, when students are asked about it, is actualised as processes of re(dis)covery of will in order to be(come) a successful and happy citizen in society. Secondly, that these processes point towards a role of adult education as one where these formation processes work in tandem with those of the reactive nihilists. This means that the citizen formation processes made possible in this educational site are those marked out by the desire to mobilise one’s will formation so that it adapts to the prevailing societal situation—that of late capitalism, which is a situation not considered by the adult students as possible to change.  相似文献   

A twin study of the etiology of high readingability     

Boada  Richard  Willcutt  Erik G.  Tunick  Rachel A.  Chhabildas  Nomita A.  Olson  Richard K.  DeFries  John C.  Pennington  Bruce F. 《Reading and writing》2002,15(7-8):683-707

The present study examined the etiology of highreading ability in an overall sample of 350twin pairs in which at least one member of 100pairs (54 MZ, 46 DZ) had a reading compositescore one standard deviation above the sample mean. These highreaders also had significantly higher scoresthan the rest of the sample on Full Scale,Verbal and Performance IQ scores, as well as onmeasures of phoneme awareness, orthographiccoding, phonological decoding, and verbalshort-term memory. The MZ proband-wiseconcordance rate for high group membership wassignificantly higher than the DZ proband-wiseconcordance rate and further behavioralgenetic analyses corroborated that high readingability is partly due to genetic influence(h² _g = 0.55 ± 0.22). Bivariatemultiple regression analyses demonstrated thathigh phonological awareness, orthographiccoding, phonological decoding, and short-termverbal memory skills all share significantcommon genetic influence with high readingability. These results suggest that readingability and its cognitive correlates are on acontinuous distribution, with both extremes ofthe distribution being similarly heritable. They also support the hypothesis that the samecognitive processes that are associated withdyslexia are important for the development ofhigh reading ability.  相似文献   

DigitalHub: A Repository Focused on the Future     

Violeta Ilik  Piotr Hebal  Anton Olson  Susan Wishnetsky  Joelen Pastva  Ramune Kubilius 《Medical reference services quarterly》2018,37(1):31-42

The DigitalHub scholarly repository was developed and launched at the Galter Health Sciences Library for the Feinberg School of Medicine and the greater Northwestern Medicine community. The repository was designed to allow scholars the ability to create, share, and preserve a range of citable digital outputs. This article traces the evolution of DigitalHub’s development and engagement activities, highlighting project challenges, innovations, success stories, and the team-based approach that was employed to successfully achieve project goals.  相似文献   

Specific deficits in component reading and language skills: genetic and environmental influences   总被引：29，自引：0，他引：29  

R Olson  B Wise  F Conners  J Rack  D Fulker 《Journal of learning disabilities》1989,22(6):339-348

Phonological coding, measured by the oral reading of nonwords, and orthographic coding, measured by the discrimination of words from homophonic nonwords (e.g., rane, rain), were compared for pairs of older children with reading disabilities (RD) and younger nondisabled readers matched on word recognition. Phonological coding was substantially lower for most children with RD, indicating a unique developmental deficit in phonological coding rather than an equal developmental lag across all component reading skills. Data from identical and fraternal twins indicated that the phonological coding deficit of the children with RD was highly heritable and accounted for most of the heritable variance in their word recognition deficits. The deficits of the twins with RD in segmental language skills (rhyming and phoneme segmentation) were related to the heritable variance in their phonological coding deficits. Orthographic coding was not significantly heritable, and it accounted for much of the environmental variance in word recognition deficits. Implications of the results for the remediation of reading disability are discussed.  相似文献   

An introduction to understanding literacy     

David R. Olson 《Interchange》1987,18(1-2):1-8

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