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This issue brief provides a national profile of individuals with developmental disabilities based on the National Health Interview Survey on Disability, Phase 1. This in-depth survey of 107,400 individuals uses a complex sampling strategy which is designed to provide national incidence estimates for each survey item. Data are reported which were made available in July of 1996. Findings indicate: (1) .1 percent has cerebral palsy, .29 percent has epilepsy, and 38.26 percent has other chronic conditions; (2) almost 90 percent of respondents with mental retardation reported living with a relative, much higher than other groups; (3) on average, 29 percent of people with disabilities reported work as their major life activity, as compared to 62 percent of the entire population; (4) the percent of respondents who worked was consistent across the disability groups at approximately 29 percent, with 67 percent identifying themselves as not in the labor force; (5) 77.8 percent of those working in all disability groups worked for private companies, and 15 percent worked for government bodies; and (6) respondents with mental retardation had the highest percentage of any group with a household income below the poverty threshold. (CR)

A recently created Library Strategic Plan at the University of California Los Angeles (UCLA) developed by all staff, identified the need to integrate a culture of assessment throughout all levels organization to encourage data informed decision- making. The Assessment for Change Team (ACT) was formed to spearhead this cultural evolution. This case study discusses how we create an assessment culture in a large, complex institution. The UCLA Library ranks among the top academic libraries in the United States serving 45,000 students in 125 majors. It employs over 100 librarians and approximately 350 full-time staff working in more than a dozen library across campus. Library units report to the University Librarian through four Associate University Librarians and management staff. ACT reaches out to the campus community units close to the university administration whose primary jobs employed assessment. We make campus ties to create an environment that influences and is influenced by the university's efforts. In conjunction with creating these ties, we offer workshops to all stakeholders that introduce assessment as a form of change management in a judgment free environment. We use online templates that guide assessment-motivated and administratively supported teams to work toward goals that are future-oriented. The workshops create a common vocabulary that guide people in a shared understanding and common course of action using methodologically sound research. Concurrent with the use of complex, dynamically-generated templates, ACT conducts individual sessions that influence changes in its template designs. The templates evolve iteratively, which improves their quality and stakeholder buy-in. Finally, we accelerate the buy-in of assessment for change by illustrating the impact of using these tools in decision-making that results in improved effectiveness, efficiencies, and better resourcing. We continue working with administration to ensure their support, mutual unders

Discusses how to create a data-informed, decision-making culture in a large, complex academic library by sharing strategies to obtain administrative support, promote data-savvy and staff buy-in, and translate assessment into action using centralized insights from an enterprise wiki, which supplies performance metrics, tools, reports, dashboards, and user stories.

As everyone knows, one popular notion of Scott domain is defined as a bounded complete algebraic cpo. These are closely related to algebraic lattices: (i) A Scott domain becomes an algebraic lattice with the adjunction of an (isolated) top element. (ii) Every non-empty Scott-closed subset of an algebraic lattice is a Scott domain. Moreover, the isolated ($=$ compact) elements of an algebraic lattice form a semilattice (under join). This semilattice has a zero element, and, provided the top element is isolated, it also has a unit element. The algebraic lattice itself may be regarded as the ideal completion of the semilattice of isolated elements. This is all well known. What is not so clear that is that there is an easy-to-construct domain of countable semilattices giving isomorphic copies of all countably based domains. This approach seems to have advantages over both ``information systems'' or more abstract lattice formulations, and it makes definitions of solutions to domain equations very elementary to justify. The ``domain of domains'' also has an immediate computable structure.

Research examining the gap between science and practice in community health promotion often acknowledges the relevance of differing philosophies between science and practice populations and their relative influence on technology transfer. However, few studies have examined the nature of the philosophical differences on the adoption of science-based health promotion and prevention program adoption. This dissertation explored the paradigmatic views and philosophical orientations of community-based prevention providers with a focus on how paradigm differences between researchers and practitioners sustain gaps and block the transfer of technology (a.k.a., diffusion of innovations, utilization of research findings, adopting science-based programs) in community health promotion psychology. A sample of 19 community-based organization practitioners were included in the analyses of this study. A semi-structured, qualitative interview was conducted on each of the 19 participants, with questions designed to assess the epistemology, ontology, and methodology of the sample. Results indicated that the majority of the sample held philosophical beliefs that were incongruent with the philosophical positions held by researchers. These differences led to misunderstandings between the two groups, making acceptance, diffusion, and utilization of science-based programs difficult for practitioners.