Search

Your search keyword '"Conroy, William G."' showing total 99 results
Start Over Author "Conroy, William G."
99 results on '"Conroy, William G."'

3. A Prototype Computer-Assisted Planning for Education. Management Information System for Occupation Education (MISOE) Description and Perspective in Three Parts. Part I; A Description of MISOE. Part II; Policy-Oriented Analysis in an Interactive System. Part III; The Challenge in MISOE.

Author

Management and Information System for Occupational Education, Winchester, MA. and Conroy, William G.

Abstract

An overview is provided of the Management Information System for Occupational Education (MISOE). MISOE is described as an interactive, computerized information system designed to be prototypical for the statewide management of education and to help managers at all levels better understand, through numerical analysis of past experience, the causal relationships between current policy and future results. Part I of the report outlines the structure and scope of MISOE, discussing the system's data files, its sampling design, and its data system index. Part II focuses upon policy analysis and data analyses within MISOE and describes dynamic simulation, a process which relates the future consequences of current decisions made within the context of a complex social system. Part III deals with the potential which MISOE has for improving the quality of human life. (Author/PB)

Published
1974

4. The Management Information System for Occupational Education: A Guide to Products Developed, Adopted, and/or Adapted by MISOE.

Author

Management and Information System for Occupational Education, Winchester, MA. and Conroy, William G.

Abstract

The document is a guide to the products developed, adopted, and/or adapted by the Management Information System for Occupational Education (MISOE), a major development effort to improve the policy-making function at the State level, undertaken in Massachusetts in 1971 and ended in 1975. MISOE sought to combine three large data sets (a census data system, a longitudinal sample data system, and an ex post facto data set) on a single computer with interactive capability, bringing to the policymakers' fingertips a range of psychological, economic, and demographic data and providing them with a knowledge base for "parametizing" forecast models. Designed primarily for secondary education, the system is considered to be generalizeable to postsecondary and adult education. MISOE developed and/or organized a substantial number of tools required to implement a comprehensive management information system; the paper describes these and cites sources for full documentation. The guide assumes familiarity with the general MISOE structure in its references. (Author/AJ)

Published
1975

5. An Integrated State and Local Management and Information System for Occupational Education in Massachusetts. A Monograph.

Author

Massachusetts State Dept. of Education, Boston. and Conroy, William G.

Abstract

To enable vocational educators to evaluate programs and account for the use of allocated resources, this monograph describes a rational decision-making process based on the Input, Process, Product, Impact conceptual structure for occupational education. In a rational management process, all management behavior is consistent with specified objectives and goals, which are modified in light of performance over time. Such a process is dependent upon a continuous flow of information which describes the goals and objectives of occupational education, the degree to which they are accomplished, and the elements which contribute to their accomplishment, all available in terms of cost, forming a foundation for accountability. The Management Information System for Occupational Education in Massachusetts is described in the document as it relates to the proposed system. (JS)

Published
1971

6. A Capability Classification System.

Author

Massachusetts State Dept. of Education, Boston. Research Coordinating Unit for Occupational Education. and Conroy, William G.

Abstract

A developmental product for the Massachusetts and New York Evaluation Service Center for Occupational Education, the classification system is designed to treat behavioral objectives from which cognitive, psychomotor, and affective capabilities can be inferred. The system provides an analytical tool to render the products of the Evaluation Service Center more useful for the purpose of program modification in a manner consistent with the philosophical principle on which the Center was established. The Capability Classification System allows institutions to deal with specific elements of programs and provides feedback on the specific capabilities these programs are designed to develop. (Author/JS)

Published
1970

7. Population-Sample Relationships and Data Types. Occasional Paper No. 1.

Author

Management and Information System for Occupational Education, Winchester, MA. and Conroy, William G.

Abstract

The paper, one of a series written as the Management Information System for Occupational Education (MISOE) was conceptualized, examines relationships between the anticipated census and sample data to be developed and maintained by the system. Two related information sources are planned: one is a census information system which includes data about every occupational education program in every school in every city and town in Massachusetts, and the other is a sample information system by occupational programs, stratified over school-type, geographical setting-type, and student characteristic-type dimensions currently operative in the State. The types and purposes of the census and sample data to be collected and maintained are described. The descriptive data (input information, process information, product information, and impact information) and analytical data (cost accounting information, process product data, cost product information, product impact information, process impact data, and cost impact data) included in the sample data system are discussed at length, defining each type and showing how each data type is related to the census. (The author suggests that Monograph Number 1, which is available as ED 062 553, be read in conjunction with this paper.) (Author/MS)

Published
1972

8. Task Differentiations. Occasional Paper No. 2.

Author

Management and Information System for Occupational Education, Winchester, MA. and Conroy, William G.

Abstract

The paper described the Input, Process, Product, and Impact (IPPI) model in preparation for a 1972 Management Information System for Occupational Education (MISOE) planning conference. The IPPI model is designed (1) to provide a structure for integrated State and local decision-making within occupational education and for decision-related descriptive information which accounts for reality by decision types within the model, and (2) to provide a framework for analysis of relationships between inputs and process with product and impact. The system also permits decision-makers to simulate the interactive effects of the total system over time. The model describes the totality of occupational education; links to the larger world occur with input and impact. The paper establishes some differentiations, distinctions, and definitions, and thereby provides a structure for project development which not only stipulates developmental tasks, but ties consultants and staff to development in a functional way. Eight tasks are described in the paper, related to space differentiations, variable selection, instrumentation, the sample, the information system, analysis types, simulation, and other information needs. The final section of the paper suggests an integrated procedure for task development, including a schedule for the planning conference. (Author/AJ)

Published
1972

9. MISOE [Management Information System for Occupational Education] Impact Battery.

Author

Management and Information System for Occupational Education, Winchester, MA. and Conroy, William G.

Abstract

The impact battery consists of two instruments used to obtain impact data (descriptions of the experiences of program completors during post-program life) for the Sample Data Systems of the Management Information System for Occupational Education (MISOE). The first, Massachusetts Educational Impact Instrument (MEII), is an 11-page extensive inventory to be completed by the former student. Questions concern the respondent, his life-style, and his working career. The instrument also develops information about a variety of State services, the respondent's attitude toward education and whether or not he is continuing his education in some form, and military service experience. Finally, the MEII asks permission of the respondent to contact his or her supervisor on the current or most recently held job and to provide the name and address of that supervisor. The supervisors are contacted by way of the second impact instrument, the Massachusetts Job Evaluation Inventory (MJEI). This two-page form seeks some information about the rater and asks for a job rating of the former student in general and specific terms. Also included in the battery is a two-page guidance department reporting form which seeks subject and performance data from the student's secondary instructional program. (Author/MS)

13. Postsynaptic neuroligin enhances presynaptic inputs at neuronal nicotinic synapses

Author

Conroy, William G., Nai, Qiang, Ross, Brendon, Naughton, Gregory, and Berg, Darwin K.

Subjects
Neurons, Biological sciences
Abstract

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.ydbio.2007.04.017 Byline: William G. Conroy, Qiang Nai, Brendon Ross, Gregory Naughton, Darwin K. Berg Keywords: Neuroligin; Neurexin; Nicotinic; Receptor; Synapse formation; Ciliary ganglion; PDZ Abstract: Neuroligins are cell adhesion molecules that interact with neurexins on adjacent cells to promote glutamatergic and GABAergic synapse formation in culture. We show here that neuroligin enhances nicotinic synapses on neurons in culture, increasing synaptic input. When neuroligin is overexpressed in neurons, the extracellular domain induces presynaptic specializations in adjacent cholinergic neurons as visualized by SV2 puncta. The intracellular domain is required to translate the SV2 puncta into synaptic input as reflected by increases in the frequency of spontaneous mini-synaptic currents. The PDZ-binding motif of neuroligin is not needed for these effects. Together, the extracellular and proximal intracellular domains of neuroligin are sufficient to induce presynaptic specializations, align them over postsynaptic receptor clusters, and increase synaptic function. Manipulation of endogenous neuroligin with [beta]-neurexin-expressing cells confirms its presence; repressing function with dominant negative constructs and inhibitory shRNA shows that endogenous neuroligin helps confer functionality on existing nicotinic synaptic contacts. Endogenous neuroligin does not appear to be required, however, for initial formation of the contacts, suggesting that other components under these conditions can also initiate synapse formation. The results indicate that postsynaptic neuroligin is important for functional nicotinic synapses on neurons and that the effects achieved will likely depend on neuroligin levels. Author Affiliation: Neurobiology Section, Division of Biology, 0357, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0357, USA Article History: Received 13 November 2006; Revised 12 April 2007; Accepted 16 April 2007

Published
2007

19. The Impact of Secondary School Occupational Education in Massachusetts.

Author

Lowell Univ., MA., Conroy, William G., and Diamond, Daniel E.

Abstract

The six-year study examined the impact of various secondary school occupational education programs upon the lifestyle of Massachusetts students, classes of 1969 and 1973. Focusing upon school-labor market relations, the report aims to provide a base for improving policies to prepare and guide students into successful careers. Four substantive sections present: (1) summary findings, (2) an explication of the research design and a statistical review, (3) a discussion section, and (4) policy recommendations drawn from the summary findings and back-up data. The summary findings and policy recommendations are considered valid within specified limitations, but are not based upon an exhaustive analysis of the data. Among the 11 summary findings are these: The high school experience did not overcome the labor market's sex bias; all occupational students had a short-lived labor market advantage; and, male trade and industrial students who did not attend postsecondary schools earned significantly more than both nonoccupational students who did not attend postsecondary school and male students from all programs who attended or graduated from two-year public colleges and State universities; employed longer, trade and industrial students expressed stronger positive attitudes toward their high school experiences and jobs, but voted less. (AJ)

Published
1976

20. A Description of a Simulation Model to Plan Vocational Education, Training and Employment Programs in the United States. A Monograph.

Author

Conroy, William G.

Abstract

This monograph describes the Transition to Work Simulator (TWS) so that the National Institute of Education can evaluate its capability in helping recommend policy suggestions to the United States Congress on the future of vocational education in America. (The TWS is a pre-implementation laboratory for testing economic and lifestyle impacts of policy recommendations for human resource development and employment programs. Its chief purpose is to help policy persons understand the functioning of the complex human resource development and utilization process so that policy recommendations can predict outcomes with more certainty.) The monograph is separated into four descriptive sections and focused to facilitate a broad-based, policy-value review. Section 2 describes the human resource development and employment program reference system modeled by TWS. Some specific policy issues TWS might address are discussed in section 3: scaling vocational education programs for specific target groups, coordinating planning, occupational information systems and planning with TWS, and federal funding levels and enrollment changes. Section 4 outlines how TWS works, while section 5 examines national data available within TWS parameters. Appendixes include example output tables and a flow chart of decision tables from the Wisconsin application of TWS. (YLB)

Published
1980

22. Planning For Occupational Education With Misoe

Author

Conroy, William G.

Abstract

The single purpose of this chapter is to provide the reader with a simulated experience in statewide planning for occupational education with an interactive computer system. (Author)

Published
1974

23. A Few General Definitions And Distinctions

Author

Conroy, William G. and Kyros, William

Abstract

Article stipulated basic distinctions and definitions that provided a necessary and sufficient background for an overall understanding of the structure of MISOE information systems. (Author/RK)

Published
1974

24. Statement of Introduction

Author

Conroy, William G.

Abstract

This article is intended to accomplish three separate goals: to offer a statement of purpose for MISOE, to suggest implications of MISOE for managers of public education and society at large, and to present a guide for efficient reading of this publication. (Author/RK)

Published
1974

25. Evaluating Occupational Education in Massachusetts and New York

Author

Conroy, William G.

Abstract

Discusses the Massachusetts and New York Evaluation Service Center for Occupational Education at Amherst, Massachusetts, which seeks to develop a mechanism to provide a continuous feedback of program evaluation information to local education agencies offering occupational education. (Author)

Published
1971

26. The Synthesized Behavioral Objective

Author

Conroy, William G.

Abstract

A discussion of synthesized behavioral objectives (SYNOB), which is a record or form for communicating a variety of alternatives within a specific behavioral objective. (Author/HB)

Published
1973

27. Backtalk

Author

Silverblank, Fran, Donnelley, H. F., Parnell, Dale, Adkins, Arthur, Gilbert, Steven, Conroy,, William G., Nickel, K. N., Emerson, William Preston, Corbett, William D., O'Leary, K. Daniel, Wadelius, V. S., Berquam, Eugene M., Walberg, Herbert J., Schiller, Diane, and Haertel, Geneva D.

Published
1980

28. The Economic Effects of Vocational Education.

Author

Conroy, William G.

Abstract

As long as vocational education is presented as an investment in the future, it must stand the test of economic evaluation. Research on its economic effectiveness is essential to more informed public policy and support for vocational programs. (SK)

Published
1980

47. The Staff Attitudes Factor

Author

Conroy, William G.

Abstract

How general educators feel about vocational education is an important consideration in planning career development programs. A recent study investigated attitudes of junior high school faculties and tested alternatives for improving those attitudes. (Editor/JK)

Published
1969

48. Developmental expression of nicotinic receptors in the chick and human spinal cord

Author

Keiger, C. Jane H., Prevette, David, Conroy, William G., and Oppenheim, Ronald W.

Abstract

Naturally occurring programmed cell death of lumbar motor neurons in the chick spinal cord occurs between embryonic day (E) 6 and E12; whereas, a peak of motor neuron degeneration in the human spinal cord occurs between 12 and 16 weeks gestation. One of the major neurotransmitters, acetylcholine, is released from the embryonic motor neuron early in development and is thought to be responsible for early muscle activity that serves as a signal for regulating motor neuron survival. The effects of acetylcholine are mediated by two functionally distinct classes of receptors; namely, muscarinic and nicotinic with nicotinic receptors being used at the neuromuscular synapse. In this study, we determined the developmental expression profile of nicotinic acetylcholine receptor subunits in the chick and human lumbar motor neurons and skeletal muscle using reverse transcription polymerase chain reaction, immunoblots, and immunocytochemistry. Our results show that, in the chick, nicotinic receptor subunits α1, α4, α7, α8, and β2 appear to be regulated during the process of naturally occurring motor neuron cell death in the spinal cord. A new finding was the expression of α8 mRNA and protein from E4.5 through E7 in chick motor neurons. Interestingly, we also found that, at E14, α8 protein was localized only in sensory dorsal horn neurons. In the developing human spinal cord, we determined that nicotinic receptor subunits α1, α2, α3, α4, α7, β2, and β3 were expressed before the programmed cell death period, and α2, α4, α7, β2, β3, and β4 were expressed during the programmed cell death period. Our data demonstrate that neuronal and muscle nicotinic receptor mRNAs and proteins are expressed during important embryonic periods. This finding raises the possibility that nicotinic receptors play an important role in the spinal cord and skeletal muscle during early development. J. Comp. Neurol. 455:86–99, 2003. © 2002 Wiley‐Liss, Inc.

Published
2003
Full Text
View/download PDF

49. Secondary Voc Ed Measures Up as Positive Investment

Author

Conroy, William G.

Abstract

A report on a Massachusetts study of secondary school graduates over a 6-year period to determine what effect their educational programs had on their subsequent lifestyles. A comparison of the earning power of male trade and industrial (T&I) graduates with other male graduates shows the T&I graduates coming out on top. (Editor/HD)

Published
1976

50. Antisera against an acetylcholine receptor α3 fusion protein bind to ganglionic but not to brain nicotinic acetylcholine receptors

Author

Schoepfer, Ralf, Halvorsen, Stanley W., Conroy, William G., Whiting, Paul, and Lindstrom, Jon

Abstract

Neuronal nicotinic acetylcholine receptor (AChR) subtypes have been defined pharmacologically, immunologically, and by DNA cloning, but the correlations between these approaches are incomplete. Vertebrate neuronal AChRs that have been isolated are composed of structural subunits and ACh-binding subunits. A single kind of subunit can be used in more than one AChR subtype. Monoclonal antibody (mAb) 35 binds to structural subunits of subtypes of AChRs from both chicken brain and ganglia. By using antisera to a unique sequence of α3 ACh-binding subunits expressed in bacteria, we show that ganglionic AChRs contain α3 ACh-binding subunits, whereas the brain AChR subtype that binds mAb 35 does not. Subunit-specific antisera raised against recombinant proteins should be a valuable approach for identifying the subunit composition of receptors in multigene, multisubunit families.

Published
1989
Full Text
View/download PDF

Catalog

Books, media, physical & digital resources
See catalog results