bluuebunny/crossref_metadata_2025 huggingface dataset:
Revision of some species of the genus Paralongidorus sensu Siddiqi et al. (1993), with a discussion on the relationships within the family Longidoridae (Nematoda: Dorylaimida)
Authors: Decraemer Wilfrida , Coomans August
Published: May 2008

A study of type material of several longidorid species revealed
misinterpretations of the amphid structure with respect to shape of the
amphidial fovea and amphidial aperture. A standardised terminology of the
amphid structure within the Longidoridae is proposed. Former and recent
hypotheses on phylogenetic relationships within the family based,
respectively, on morphological and on molecular data are discussed, as well
as possible implications for the systematics of the family Longidoridae. As
a result of this study the following new combinations are proposed:
Longidorus boshi n. comb. (syn. Paralongidorus boshi); Longidorus
monegrensis n. comb. (syn. P. monegrensis); Longidorus spiralis n. comb.
(syn. P. spiralis) and Longidorus cedari n. comb. (syn. Longidoroides
cedari). Additional information is provided for Longidoroides bikanerensis,
Paralongidorus buchae and P. zenobiae.
Effect of endophytic Fusarium oxysporum on root penetration and reproduction of Radopholus similis in tissue culture-derived banana (Musa spp.) plants
Authors: Viljoen Altus , Labuschagne Nico , Dubois Thomas , Athman Shahasi , Coyne Daniel , S. Gold Clifford
Published: May 2008

In Uganda, banana (Musa spp.) production is constrained by the burrowing nematode Radopholus similis. Non-pathogenic, endophytic Fusarium oxysporum has been isolated from healthy banana plants, and several strains have shown potential as biological control agents against R. similis. Plant infection by R. similis can be characterised in three steps: host searching, root penetration and reproduction. In this study, we investigated the effects of three endophytic F. oxysporum strains (Eny1.31i, Eny7.11o and V5w2) on root penetration and reproduction of R. similis in tissue culture-derived banana plants. The number of R. similis that penetrated roots of endophyte-inoculated and untreated plants was not influenced by the endophytes in either laboratory or screenhouse experiments. However, R. similis reproduction was reduced by endophytes. Strain V5w2 gave the greatest suppression of R. similis reproduction. The results of this study imply that antagonism of endophytic F. oxysporum against R. similis in banana plants is post-infectional and mediated through disruption of nematode reproduction.
The role of flavonoids produced in response to cyst nematode infection of Arabidopsis thaliana
Authors: Jones John T. , Furlanetto Cleber , Phillips Mark S.
Published: May 2008

Flavonoids have diverse roles in plants, including defence against plant
pathogens and regulation of local auxin transport. Flavonoids have been
shown to be produced in feeding sites of root-knot nematodes induced in a
leguminous plant, and it has previously been suggested that they may be
responsible for manipulation of local auxin levels that underlie early
feeding site development. Here we show that flavonoids are also produced in
developing syncytia induced by Heterodera schachtii and in galls induced by
Xiphinema diversicaudatum in a non-leguminous plant, Arabidopsis thaliana.
We further investigated whether flavonoids are required for normal feeding
site development by screening mutant lines of A. thaliana, defective in
various parts of the flavonoid biosynthetic pathway, with H. schachtii. None
of the lines showed a reduced capacity to support nematode infection and
some showed a statistically significant increase in the numbers of female
nematodes that developed. These data suggest that flavonoids are produced as
part of the defence response to nematode infection rather than being an
integral component of the mechanisms used by nematodes to induce feeding
sites.
Evaluation of Coincident Passive Microwave Rainfall Estimates Using TRMM PR and Ground Measurements as References
Authors: Lin Xin , Hou Arthur Y.
Published: May 2008

This study compares instantaneous rainfall estimates provided by the current generation of retrieval algorithms for passive microwave sensors using retrievals from the Tropical Rainfall Measuring Mission (TRMM) precipitation radar (PR) and merged surface radar and gauge measurements over the continental United States as references. The goal is to quantitatively assess surface rain retrievals from cross-track scanning microwave humidity sounders relative to those from conically scanning microwave imagers. The passive microwave sensors included in the study are three operational sounders—the Advanced Microwave Sounding Unit-B (AMSU-B) instruments on the NOAA-15, -16, and -17 satellites—and five imagers: the TRMM Microwave Imager (TMI), the Advanced Microwave Scanning Radiometer for the Earth Observing System (AMSR-E) instrument on the Aqua satellite, and the Special Sensor Microwave Imager (SSM/I) instruments on the Defense Meteorological Satellite Program (DMSP) F-13, -14, and -15 satellites. The comparisons with PR data are based on “coincident” observations, defined as instantaneous retrievals (spatially averaged to 0.25° latitude and 0.25° longitude) within a 10-min interval collected over a 20-month period from January 2005 to August 2006. Statistics of departures of these coincident retrievals from reference measurements as given by the TRMM PR or ground radar and gauges are computed as a function of rain intensity over land and oceans. Results show that over land AMSU-B sounder rain retrievals are comparable in quality to those from conically scanning radiometers for instantaneous rain rates between 1.0 and 10.0 mm h−1. This result holds true for comparisons using either TRMM PR estimates over tropical land areas or merged ground radar/gauge measurements over the continental United States as the reference. Over tropical oceans, the standard deviation errors are comparable between imager and sounder retrievals for rain intensities above 5 mm h−1, below which the imagers are noticeably better than the sounders; systematic biases are small for both imagers and sounders. The results of this study suggest that in planning future satellite missions for global precipitation measurement, cross-track scanning microwave humidity sounders on operational satellites may be used to augment conically scanning microwave radiometers to provide improved temporal sampling over land without degradation in the quality of precipitation estimates.
Statistical Location and Timing of the Convective Lines off the Mountainous Coast of Southeastern Taiwan from Long-Term Radar Observations
Authors: Yu Cheng-Ku , Lin Che-Yu
Published: May 2008

In this study, observations from the C-band Doppler radar on Green Island, which is located off the southeastern coast of Taiwan, during 1998–2004 were analyzed to investigate the statistical characteristics of the convective lines occurring off the mountainous coast of southeastern Taiwan, with emphasis on their formative location and timing. A total of 211 cases of the lines were identified during the study period. It is shown that the lines were clearly a year-round phenomenon and five cases occurred per month on average. Statistical analyses for all identified cases reveal that the formative area of the lines was extended substantially from nearshore regions to at least ∼100 km offshore, with the region of the most frequent formation primarily confined to an elongated zone located ∼30 km off the coast. Along-coast variations of line formation were also evident and were shown to be closely related to the nearshore terrain features. The lines tended to form more frequently during the nighttime hours than the daytime hours, with a formative peak between 2000 and 2200 LST. Minimum formation was found near noon between 1200 and 1400 LST; however, considerable cases still could be found during the late morning and late afternoon hours. More than 70% of the lines (∼150 cases) had a duration of less than 4 h, and the mean duration for all lines was calculated to be ∼3.5 h. In addition, this study also documented statistical differences in the formative and flow characteristics between the nearshore and offshore lines, which are distinguished by offshore distances of formative location that are less or greater than 40 km, respectively. Of particular note, the analyses presented strongly suggest that the physical mechanisms contributing to the initiation of the nearshore and offshore lines are fundamentally different.
Stigmatization and Self-Esteem of Persons in Recovery From Mental Illness: the Role of Peer Support
Authors: Verhaeghe Mieke , Bracke Piet , Bruynooghe Kevin
Published: May 2008

Background: Persons with mental health problems often experience stigmatization, which can have detrimental consequences for their objective and subjective quality of life. Previous research seeking for elements buffering this negative association focused on coping strategies and revealed that none of the most often used strategies is successful.

Aims: This article studies whether peer support among clients can moderate this negative link, and to what extent. Following the buffering hypothesis on stress and social support, it was expected that the association between stigmatization and self-esteem would be less among persons experiencing greater peer support.

Methods: This research problem was studied by means of ordinary least squares regression analysis using quantitative data from structured questionnaires completed by 595 clients of rehabilitation centres.

Results and Conclusions: The results confirm that stigmatization is negatively related to self-esteem, while peer support is positively linked with it. Furthermore, they show that peer support moderates the negative association between stigmatization and self-esteem, but not in the expected way. These findings suggest that peer support can only have positive outcomes among clients with few stigma experiences, and that stigmatization itself could impede the formation and beneficial consequences of constructive peer relationships among persons receiving professional mental healthcare.
Is There a European Way of War?
Authors: Vennesson Pascal , Breuer Fabian , de Franco Chiara , Schroeder Ursula C.
Published: May 2008

Europe is the region of the world where the network of security institutions is the densest. Yet, these institutions did not erase differences about conceptions of force employment among European countries and between European countries and the United States. Why have concepts of military power and force employment remained distinct and varied in Europe, and yet, what facilitates their convergence at the European Union level into the ambiguous notion of crisis management? We argue that an important answer to these questions is endogenous to the military: both role conceptions and organizational frames of military institutions are key underlying aspects of the differences at the national level and of the common ground at the European Union level. We examine and compare empirically the role conceptions and organizational frames of the armed forces in France, Germany, Italy, and the United Kingdom since the early 1990s.
Conceptions of the Self and Others Across Time
Authors: Williams Elanor F. , Gilovich Thomas
Published: May 2008

People are full of plans, goals, hopes, and fears—future-oriented thoughts that constitute a significant part of the self-concept. But are representations of others similarly future oriented? Studies 1a and 1b demonstrate that the future is seen as a larger component of the self than of another person. Study 2 found that because self-identity is tied to an unrealized future, the self is thought to be less knowable than others in the present. Study 3 indicates that people believe that others need to know who they are striving to be in order to be understood—more so than they believe they need to know others' strivings to understand them. Studies 4a and 4b tested an important implication of these findings, that because so much of who they are is tied to the future, people believe they are further from their ideal selves than others are. Implications for judgment and decision making are discussed.
On the psychogenesis of the a priori
Authors: Pfeiffle Horst
Published: May 2008

The seal of the a priori is imprinted on the reception of Kant's philosophy. Piaget's epistemological argumentation seems to ascribe knowledge a more fruitful constructiveness than Kant, seeing the a priori as rooted in unvarying reason. Yet, it seems, he failed to recognize the complexity of Kant's theory, which does not always follow a quid iuris line. Moments of experience, analysis and self-observation played more than a marginal role in his discovery of the a priori. Indeed, Kant himself raises the question of ontogenetic category assimilation in a review which pre-empts Piaget, borrowing the category of `original acquisition' from the doctrine of the laws of natural right. And although Kant should not be elevated to the harbinger of the knowledge on development issues delivered thus far by the history of science and experiments, he did recognize the temporal reference of their categories in principle without resolving their validity in psychogenetic terms.
When Child Care Breaks Down
Authors: Usdansky Margaret L. , Wolf Douglas A.
Published: May 2008

Qualitative research suggests that day-to-day problems with child care produce significant costs for low-income mothers. But the relevance of daily child care problems for mothers of all socioeconomic backgrounds has been largely overlooked. This article asks two interrelated questions: What factors shape how often mothers experience child care disruptions? and What factors shape how often care disruptions lead mothers to miss work? Using the Fragile Families and Child Well-Being Study ( N = 1,309), which includes mothers across the socioeconomic spectrum, this research finds that low-income mothers, mothers whose shifts vary, mothers who rely on patchwork care, and mothers with low social support are likely to experience care disruptions. But only mothers with low social support and mothers who use certain types of child care face an elevated risk of missing work. The findings underscore the widespread nature of child care problems and their heightened impact on socially isolated mothers.
Gene Expression Changes Following Acute Hydrogen Sulfide (H2S)-induced Nasal Respiratory Epithelial Injury
Authors: Roberts E. S. , Thomas R. S. , Dorman D. C.
Published: May 2008

Hydrogen sulfide (H2S) is a naturally occurring gas that is also associated with several industries. The potential for widespread human inhalation exposure to this toxic gas is a public health concern. The nasal epithelium is especially susceptible to H2S-induced pathology. Injury to and regeneration of the nasal respiratory mucosa occurred in animals with ongoing H2S exposure, suggesting that the regenerated respiratory epithelium under-goes an adaptive response and becomes resistant to further injury. To better understand this response, ten-week-old male Sprague-Dawley rats were exposed nose-only to either air or 200 ppm H2S for three hours per day for one day or five consecutive days. Nasal respiratory epithelial cells at the site of injury and regeneration were laser capture microdissected, and gene expression profiles were generated at three, six, and twenty-four hours after the initial three-hour exposure and at twenty-four hours after the fifth exposure using the Affymetrix Rat Genome 230 2.0 microarray. Gene ontology enrichment analysis showed that H2S exposure altered gene expression associated with a variety of biological processes, including cell cycle regulation, protein kinase regulation, and cytoskeletal organization and biogenesis. Surprisingly, our results did not show a significant change in cytochrome oxidase gene expression or bioenergetics.
Developing trends and challenges for the information industry examined in the context of the Online Information Conference
Authors: Allen Katherine
Published: May 2008

Using the development of the annual Online Information conference as a touchstone, this paper examines emerging trends in the information industry that are likely to be of interest to information professionals during 2008. These include web 2.0, enterprise 2.0, social networking, semantic web, risk management, user-generated content, universal search, crowdsourcing and new roles for information professionals
Electromyographic Analysis of Specific Exercises for Scapular Control in Early Phases of Shoulder Rehabilitation
Authors: Kibler W. Ben , Sciascia Aaron D. , Uhl Timothy L. , Tambay Nishin , Cunningham Thomas
Published: May 2008

Background

Restoration of control of dynamic scapular motion by specific activation of the serratus anterior and lower trapezius muscles is an important part of functional rehabilitation. This study evaluated activation of those muscles in specific exercises.

Hypothesis

Specific exercises will activate key scapular-stabilizing muscles in clinically significant amplitudes and patterns.

Study Design

Controlled laboratory study.

Methods

Muscle activation amplitudes and patterns were evaluated in the serratus anterior, upper trapezius, lower trapezius, anterior deltoid, and posterior deltoid muscles with electromyography in symptomatic (n = 18) and asymptomatic (n = 21) subjects as they executed the low row, inferior glide, lawnmower, and robbery exercises.

Results

There were no significant differences in muscle activation amplitude between groups. Muscle activation was moderate across all of the exercises and varied slightly with the specific exercise. The serratus anterior and lower trapezius were activated between 15% and 30% in all exercises. Upper trapezius activation was high (21%-36%) in the dynamic exercises (lawnmower and robbery). Serratus anterior was activated first in the low row and last in the lawnmower and robbery. The upper trapezius and lower trapezius were activated first in the lawnmower and robbery.

Conclusion

These specific exercises activate key scapular-stabilizing muscles at amplitudes that are known to increase muscle strength.

Clinical Relevance

These exercises can be used as part of a comprehensive rehabilitation program for restoration of shoulder function. They activate the serratus anterior and lower trapezius—key muscles in dynamic shoulder control—while variably activating the upper trapezius. Activation patterns depended on scapular position resulting in variability of amplitude and activation sequencing between exercises. Inferior glide and low row can be performed early in rehabilitation because of their limited range of motion, while lawnmower and robbery, which require larger movements, can be instituted later in the sequence.
Optimization of Graft Fixation at the Time of Anterior Cruciate Ligament Reconstruction
Authors: Mae Tatsuo , Shino Konsei , Nakata Ken , Toritsuka Yukiyoshi , Otsubo Hidenori , Fujie Hiromichi
Published: May 2008

Background

There is no consensus about flexion angle of the knee at the time of graft fixation in anterior cruciate ligament reconstruction.

Purpose

To evaluate the effect of flexion angle at the final graft fixation on the positional relationship as well as the load between femur and tibia.

Study Design

Controlled laboratory study.

Methods

Six intact cadaveric knees were passively flexed and extended under 6 degrees of freedom with the robotic system developed in our laboratory, while their 3-dimensional paths were recorded. Anterior cruciate ligament reconstruction was performed with a single-socket technique using autogenous quadrupled hamstring tendons, while the graft was fixed at 0° (group A) 20° (group B) or 90° (group C) with a constant initial tension of 44 N. The knees then repeated the same movement as before while the relative position between femur and tibia was recorded. The load in the femorotibial joint was also calculated based on the principle of superposition.

Results

Posterior displacement of the tibia compared with the normal knee was the smallest in group B at all flexion angles, while the load between tibia and femur in group B was also the smallest and the closest to the normal knee.

Conclusion

As the positional relationship as well as the load between femur and tibia in group B was the closest to that in the normal knee, 20° of flexion is the most desirable of the positions tested for graft tensioning and fixation at the time of anterior cruciate ligament reconstruction.

Clinical Relevance

The tibia-femur position is well retained when the graft was fixed at 20° of flexion in anterior cruciate ligament reconstruction.
Processing of the Uni-directional Powdered Phenolic Resin—Bamboo Fiber Composites and Resulting Dynamic Mechanical Properties
Authors: Das Mahuya , Chakraborty Debabrata
Published: May 2008

The present study aims at development of composites based on powdered phenolic matrices (novolac) and both untreated and alkali treated bamboo fibers by a compression molding technique. Bamboo strips were treated with varying concentration (10, 15, and 20%) of caustic soda solution. The concentration of alkali solution used for treatment is the main influencing factor on the dynamic mechanical and thermal properties. The composites were evaluated by means of dynamic mechanical and differential scanning calorimetry analysis. The results reveal that the elastic and thermal properties are also dependent on the concentration of alkali used for treatment. DSC study reveals that the thermal stability of the cured resin has been lowered by the incorporation of the resin, though the alkali treatment of the fiber imparts better thermal stability to the composites than the untreated one. DMT analysis reveals that the dynamic mechanical properties are best with 20% alkali-treated fiber composites. The success of composite formation of a powdered phenolic resin is evident by the IR study of the composite.
Effects of Noninformational Color on the Reading Test Performance of Students with and without Attentional Deficits
Authors: Zentall Sydney S. , Grskovic Janice A. , Javorsky James , Hall Arlene M.
Published: May 2008

Students with attentional deficits are better able to maintain attention to tasks if novelty is added, especially during later trials. In this study, we assessed generality to a standardized reading test when noninformational color was added to one of two altemate forms, counterbalanced for order of condition and form. Participants were 25 third- to fifth-grade students with and without attentional deficits. Students with attentional deficits: (a) read as accurately as their classmates with color added (during a first test administration and across sessions), (b) read worse in the black-white condition, and (c) improved reading accuracy during the second test administration with color added (i.e., all other groups showed a decline in performance). Because the noninformational color did not change test difficulty (i.e., by altering the discriminability of task-relevant features), the implications of these findings may be more accurate assessment of the performance of students with attentional deficits.
Measuring Assistive Technology Outcomes in Education
Authors: Smith Roger O.
Published: May 2008

Providing assistive technology in educational settings can be a positive educational intervention. However, it is often difficult to measure assistive technology outcomes because interventions possess many attributes, outcomes affect many domains, and few measurement instruments are available. This paper reviews relevant theory and the practical implications of measuring assistive technology outcomes. Investigations and resources relating to assistive technology not often found in educational literature are also reviewed and future research directions are recommended.
Students with Emotional and Behavioral Disorders and Their Teachers in Test-Linked Systems of Accountability
Authors: Brigham Frederick J. , Tochterman Suzanne , Brigham Michele St. Peter
Published: May 2008

This article discusses the potential benefits and detriments of high-stakes assessment, the characteristics of useful assessments for students with disabilities and the potential impact of high-stakes assessment on students with emotional and behavioral disorders (EBD). We suggest that the benefits of high-stakes assessment (or, more appropriately, test-linked standards) are most likely to be found in schools that are already attaining acceptable results relative to the standards. In schools serving students who are less privileged, test-linked standards are more likely to be associated with detrimental effects. We suggest that these tests are unlikely to be useful to teachers of students with EBD because they differ dramatically from assessment procedures that have been validated for students with disabilities. Test-linked standards, we conclude, are unlikely to yield benefit to students with EBD and quite likely to expose them to increased risk by focusing educational practice only on a narrowly defined and poorly evaluated set of outcomes.
The Development of a Computer-Based Alternate Assessment System
Authors: Bennett Deborah E. , Davis Melanie A.
Published: May 2008

This article describes the development of an alternate assessment system for students with moderate to severe disabilities. The system integrates what is known about effective feedback in classroom assessment with broader requirements for system accountability under the 1997 Amendments to the Individuals with Disabilities Education Act (Public Law 105-17). The alternate assessment provides teachers with customized computer software and documentation tools that are used to collect meaningful student performance data from multiple sources on an ongoing basis. The assessment system evolved through an extensive committee process during which input from a variety of stakeholders was sought. The development process is summarized and the computer-based rating and documentation system is described, including the technical adequacy of the resulting alternate assessment.
Career/Vocational Assessment: A Critical Component of Transition Planning
Authors: Sitlington Patricia L. , Clark Gary M.
Published: May 2008

This article presents the career/vocational assessment process as a critical component of transition planning. Specifically, we provide an overview of: (a) career/vocational assessment, (b) methods of gathering assessment information, (c) issues to consider, (d) people involved in the assessment process, and (e) recommendations for career/vocational assessment.
Assessment in Self-Determination: Guiding Instruction and Transition Planning
Authors: Wehmeyer Michael L.
Published: May 2008

Self-determination is an important component of transition services for youth with disabilities and, like any instructional domain, promoting this outcome requires that educators use assessment both to design instruction and to provide information about the impact of instruction. This article introduces self-determination as a critical transition outcome, examines issues pertaining to the assessment of student self-determination, and overviews practices, materials and resources important to such assessment activities.
Clarifying the Policy Contexts of Statewide Testing and Accountability and Their Impact on Secondary-Level Students with Disabilities
Authors: Krentz Jane L. , Clapper Ann T. , Thurlow Martha L. , Johnson David R.
Published: May 2008

Current testing and accountability systems have been molded by a variety of political and other pressures, resulting in a flurry of policymaking both at the federal level and in the states. Understanding the multiple levels of the policymaking process and the impact of local implementation on testing and accountability helps identify points of influence and ways to align local district and classroom interventions for secondary-level students with disabilities with the intent of statewide testing and accountability systems. This article provides a broad view of policymaking in relation to state and local district testing and accountability, and concludes by identifying continuing policy issues and strategies for local implementation of standards-based secondary education that aligns with the intent of current testing and accountability policies.
Joint Attention and Its Role in the Diagnostic Assessment of Children with Autism
Authors: Mundy Peter , Vaughan Amy
Published: May 2008

In this article, we briefly discuss of the nature of joint attention, its measurement, and why this domain of behavior is so important for diagnosis and research with individuals with autism. Criteria in the current nosology related to the assessment of joint attention skills are reviewed. A brief review of the research on joint attention is then provided, and distinctions are drawn between the functional types of joint attention. The importance of joint attention for social and communication development is emphasized, and research on joint attention and autism is reviewed. Finally, recommendations are made for applying our knowledge of joint attention skill to assessment and intervention with children in the autism spectrum.
Assessing Student Performance in Distance Education Courses: Implications for Testing Accommodations for Students with Learning Disabilities
Authors: Banerjee Manju , Brinckerhoff Loring C.
Published: May 2008

In the virtual learning community of distance education, instructors must take into account the increased diversity of learners when determining assessment practices, test formats, and assessment strategies. This article highlights some of the defining characteristics of distance education courses and their impact on traditional assessment practices for instructors and students, including those with learning disabilities. Current diagnostic procedures, and psychoeducational reports in particular, typically offer little or no guidance on how to effectively assess students with learning disabilities in distance education courses. Understanding the interface between a technologically mediated environment and the cognitive processes involved in learning paves the way for more effective assessment of performance and more relevant evaluation reports for students with learning disabilities. The implications for adapting traditional test accommodations are also discussed.
The Documentation Dilemma: Access and Accommodations for Postsecondary Students with Learning Disabilities
Authors: Hatzes Nanette M. , Reiff Henry B. , Bramel Michael H.
Published: May 2008

Seventy-three disability service providers representing colleges and universities across the United States completed an informal, online survey focusing on institutional guidelines for documentation of learning disabilities. Most institutions reported having documentation guidelines that were adapted from those published by the Association on Higher Education and Disability (AHEAD). However, respondents indicated that documentation is most often rejected because it is not current and does not meet other institutional guidelines. When making accommodation decisions, respondents reported using a combination of sources including recommendations in the documentation, professional judgment, and discussion with students. Such information should help secondary school personnel, disability service providers, and consumers understand the critical role that documentation plays in the process used by colleges and universities to make eligibility and accommodation decisions.
"Growing" Measures for Monitoring Progress in Early Childhood Education: A Research and Development Process for Individual Growth and Development Indicators
Authors: McConnell Scott R. , McEvoy Mary A. , Priest Jeffrey S.
Published: May 2008

General outcome measurement has emerged as a "best practice" and empirically validated set of procedures for assessing the academic and behavioral development of children and youth, particularly in the academic domains. Recently, general outcome measurement has been extended in application to younger children. Through our work as part of the Early Childhood Research Institute of Measuring Growth and Development (ECRI-MGD), we have developed and evaluated a set of Individual Growth and Development Indicators or IGDIs. These IGDIs are easy to use; provide direct assessment of growth; are adaptable across children, programs, and purposes; have strong empirical evidence of reliability and validity. The purpose of this article is to provide a brief overview of general outcome measurement and its potential for assessment of continuous progress in early childhood education, and to describe an eight-step research and development process for the generating and evaluating of individual growth and development indicators.
Monitoring the Academic Progress of Children Who Are Unresponsive to Generally Effective Early Reading Intervention
Authors: McMaster Kristen , Fuchs Douglas , Fuchs Lynn S. , Compton Donald L.
Published: May 2008

During the past 20 years, researchers have identified core deficits of struggling readers and developed treatments that prevent reading failure. However, whereas progress has been made toward designing generally effective reading interventions, not all children respond to these treatments. Such students have been dubbed "nonresponders," and are the current focus of a growing body of research. Because nonresponsiveness to generally effective instruction is a relatively new issue, researchers have yet to agree on how to identify nonresponders. The purpose of this article is to propose a "dual-discrepancy" approach to identifying such children. A rationale for such an approach is given. Then, curriculum-based measurement is suggested as an effective tool for detecting dual discrepancies. An example is provided from an ongoing program of research that uses the dual-discrepancy approach to identify nonresponders.
Functional Assessment of Behavior and Effective Supports for Young Children with Challenging Behaviors
Authors: Conroy Maureen A. , Davis Carol Ann , Fox James J. , Brown William H.
Published: May 2008

This article provides a proactive functional assessment and intervention framework for addressing challenging behaviors in young children. A three-tiered model is described that outlines prevention on the primary, secondary, and tertiary levels and remediation strategies that may be used to ameliorate challenging behaviors demonstrated by young children. Implementation of this model and its components in early childhood programs may reduce the intensity and frequency of challenging behaviors by young children and ultimately decrease the later development of emotional/behavioral disorders. Future research directions are discussed.
Using General Outcome Measures in Mathematics to Measure Adequate Yearly Progress as Mandated by Title I
Authors: Helwig Robert , Tindal Gerald
Published: May 2008

Two critical requirements of Improving America's Schools Act of 1994 are that states use multiple measures to monitor adequate yearly progress of students served by Title I and that the primary yardstick of progress be each state's assessment system. In an effort to determine whether a general outcome measure could be considered one of these multiple measures, four alternate versions of a 15-item general outcome measure (GOM) of mathematics conceptual understanding and applications were developed and administered to 117 eighth-grade students at approximately equal intervals over the course of one year. Results of each administration were correlated with the students' scores on their state's multiple-choice mathematics achievement test. Correlations ranged from .81 to .87 with no significant differences, offering evidence of criterion validity. In addition, T-tests showed significant growth between administrations, suggesting that this GOM could be used as an alternative method of measuring adequate yearly progress.
Alternate Assessment Scores and Life Outcomes for Students with Significant Disabilities: Are They Related?
Authors: Kleinert Harold L. , Garrett Brent , Towles Elizabeth , Garrett Michelle , Nowak-Drabik Karen , Waddell Christina , Farmer Kearns Jacqueline
Published: May 2008

This study investigated the extent to which alternate assessment scores for 12th- grade students in Kentucky's Alternate Portfolio Program for students with significant disabilities correlated with a measure of post-school outcomes for these students approximately one year after completing school. Forty-one former students participated in the study and in a comprehensive interview with their families. Life outcomes were measured through an author-developed tool, the Life Dimensions Scoring Rubric. No significant relationship was found between these two measures, indicating that for this sample alternate assessment scores were not related to post-school outcomes. Factors that may have contributed to these results are discussed, as well as some of the recurrent themes that emerged from the interviews. Suggestions for future research are also presented.
Searching for an Alternate Way to Identify Young Creative Minds: A Classroom-Based Observation Approach
Authors: Han Ki-Soon , Marvin Chris , Walden Anne
Published: May 2008

Creative ability in young children has traditionally been assessed through the use of standardized tests of divergent thinking. This study investigated an alternate way of identifying creative ability. The concurrent validity of a more developmentally appropriate and authentic, behavior-based observation approach was examined on a sample of 45 kindergarten children from an urban elementary school. Significant, but relatively weak correlations were found between the Nebraska Starry Night Observation Protocol (NSNO) and the originality and elaboration scores of the concurrent measure, the Torrance Tests of Creative Thinking (TTCT). Implications of using the NSNO to identify young creative children are discussed.
Curriculum-Based Dynamic Assessment for New- or Second-Language Learners with Learning Disabilities in Secondary Education Settings
Authors: Barrera Manuel
Published: May 2008

The issue of properly identifying and assessing the instructional needs of new- or second-language learners of English suspected of having a learning disability continues to plague educational practitioners. This article discusses the merging of curriculum-based measurement and dynamic assessment as a process to support appropriate prereferral assessment and identification of these learners. The difficulties with current assessment approaches for this population are discussed. The article concludes with a rationale for and the initial results of the author's research on using note taking to build content vocabulary as a process for curriculum-based dynamic assessment.
Language-Appropriate Assessments for Determining Eligibility of English Language Learners for Special Education Services
Authors: Yzquierdo Zina A. , Blalock Ginger , Torres-Velásquez Diane
Published: May 2008

Appropriate assessment of English language learners with academic struggles remains problematic (Alvarez, 1991). The purpose of this study was to examine the diagnostic practices of a large culturally diverse district in the Southwest. The researchers collected information from the school records of 146 English language learner (ELL) students who were referred for special education services. Data indicated (a) large numbers of students have incomplete records related to their language abilities, and (b) only half of the students who were bilingual or monolingual speakers of a language other than English took cognitive testing in their native languages.
Assessing Reading Comprehension
Authors: Klingner Janette K.
Published: May 2008

Generally, experts agree on what good readers do to comprehend text—they connect new text with past experiences, interpret, evaluate, synthesize, and consider alternative interpretations. Yet, traditional measures of reading comprehension only provide a general indicator of how well a student understands text. They do not provide information about how the student uses cognitive and metacognitive processes or explain why a student may be struggling. This article discusses various traditional and innovative reading comprehension assessment measures, including standardized norm-referenced tests, informal reading inventories, interviews and questionnaires, anecdotal records and observations, oral retelling, freewriting, and think-aloud procedures. For each technique relative strengths and weaknesses are described.
Pursuing the Parameters: Validating The Multiple Intelligences Inventory for Teachers
Authors: Bordelon Deborah E. , Banbury Mary M.
Published: May 2008

Assessing intelligence can be a perplexing endeavor. How intelligence is defined directly influences the assessment procedures used. Traditionally, intelligence was viewed as a single, static entity. However, reconceptualizations of the nature of intelligence are changing this view. The present study attempted to validate an instrument that teachers may use to assess student abilities in the seven intelligence areas proposed by Howard Gardner (1983).
Meaningful Assessment of Content-Area Literacy for Youth with and without Disabilities
Authors: Troia Gary A.
Published: May 2008

This article discusses methods for evaluating students' content-area literacy skills. Four specific factors that affect content-area literacy are described: vocabulary knowledge, topic knowledge, text structure knowledge, and textbook readability, along with methods of evaluating each of the factors. Most of these methods have not yet been empirically tested to determine how reliable and valid they are for assessment purposes. Teachers of students with and without disabilities, therefore, are encouraged to interpret the results of these methods cautiously and to use a combination of techniques for triangulation on students' content area literacy skills.
Concurrent Validity of the Test of Silent Word Reading Fluency
Authors: Bell Sherry Mee , McCallum R. Steve , Burton Bobbie , Gray Rebecca , Windingstad Sunny , Moore Jessica
Published: May 2008

Relationships between the Test of Silent Word Reading Fluency (TOSWRF; Mather, Hammill, Allen, & Roberts, 2004), a recently developed measure of fluency, and other operationalizations of reading, including subtests from the Comprehensive Test of Basic Skills (CTBS; 1996), and the Woodcock-Johnson- III Tests of Achievement, (WJ-III; Woodcock, McGrew, & Mather, 2001), were determined by assessing the performance of 98 elementary students at risk for or identified with reading problems. Results yielded significant positive relationships between TOSWRF and CTBS Spelling (p < .01) and between TOSWRF and CTBS Reading and Language Composite scores (p < .05), when corrected for restriction in range. Relationships between TOSWRF and WJ-III subtests were also significant, whether corrected or uncorrected (e.g., Letter-Word Identification, Reading Fluency, Passage Comprehension, Spelling, and Broad Reading Cluster, p < .01). The TOSWRF has encouraging psychometric properties with potential for use in busy classrooms because of its efficiency (i.e., 3-minute administration), and versatility (i.e., individual or group administration options).
The Behavioral and Emotional Rating Scale-Second Edition: Parent Rating Scale (BERS-II PRS): A Hispanic Cross-Cultural Reliability Study
Authors: Gonzalez Jorge E. , Ryser Gail R. , Epstein Michael H. , Shwery Craig S.
Published: May 2008

This study examined the extent to which the Behavioral and Emotional Rating Scale: Parent Rating Scale (BERS: PRS) constitutes a reliable measure for assessing strengths of Hispanic children and youth. Major conceptual and theoretical issues with respect to cross-cultural assessment are presented. Further, emotional and behavioral disorders are discussed in the context of cross-cultural assessment relative to the large and growing participation in U. S. schools of Hispanic students. Standard scores, coefficient alphas, and SEMS for total norm sample, European and Hispanic Americans were equivalent, thus tentatively supporting the cross-cultural utility of the BERS-II PRS.
The Math Essential Skills Screener - Upper Elementary Version (MESS-U): Studies of Reliability and Validity
Authors: Erford Bradley T. , Biddison Amanda R.
Published: May 2008

The Math Essential Skills Screener - Upper Elementary Version (MESS-U) is part of a series of screening tests designed to help identify students ages 9-11 who are at risk for mathematics failure. Internal consistency, test-retest reliability, item analysis, decision efficiency, convergent validity and factorial validity of the MESS-U were studied using four independent samples of students aged 9 to 11. Internal consistency and test-retest reliability were both .90 (N = 200 & 123, respectively). The MESS-U yielded validity coefficients (N = 200) of r = .80, .78, and .77 with standard scores of the WJ-R Math Cluster, WRAT-R Arithmetic subtest, and KeyMath-Revised Operations Area, respectively. Results of an exploratory factor analysis indicated that a single dimension likely underlies the MESS-U items.
Cell Distribution in a Scaffold with Random Architectures under the Influence of Fluid Dynamics
Authors: Shanglong Xu  , Pingan Du  , Youzhuan Xie  , Yang Yue
Published: May 2008

Fluid dynamic environment and scaffold architectures have an important influence on cell growth and distribution inside the scaffold. A porous cylindrical scaffold with a central channel is seeded with the sheep mesenchymal stem cells (MSCs) in this study. Then the cell seeded scaffold is continuously perfused with α-MEM medium by a peristaltic pump for 7, 14, and 28 days. Histological study shows that the cell proliferation rates are different throughout the whole scaffolds. The different cell coverage is shown in various positions of the scaffold. A computational fluid dynamics (CFD) modeling is used to simulate the flow conditions within perfused cell-seeded scaffolds to give insight into the mechanisms of these cell growth phenomena. Relating the simulation results to perfusion experiments, the even fluid velocity (~0.26—0.64 mm/s) and shear stress (~0.0029—0.027 Pa) are found to correspond to increased cell proliferation within the cell-scaffold constructs. This method exhibits novel capabilities to compare results obtained for different perfusion rates or different scaffold microarchitectures and may allow specific fluid velocities and shear stresses to be determined that optimize the perfusion flow rate, porous scaffold architecture, and distribution of in vitro tissue growth.
Developing a checklist for qualitative evaluation of service charters in academic libraries
Authors: Pinto Maria
Published: May 2008

In accordance with the recent philosophy of quality in higher education embraced by European institutions, a checklist for the qualitative evaluation of service charters in academic libraries is proposed. The checklist is based on the existing literature on the topic, not only the large number of research papers on quality issues in general, but also more specific research on service charters. So that it can be applied to all types of academic libraries, the checklist is defined on the basis of six criteria (characterization, quality, standards, feedback channels, access-diffusion and accreditation) that are broken down into 21 variables. The checklist was implemented using a randomly selected set of service charters. The relatively low levels of suitability achieved demonstrate that there is considerable room for improvement in the field of academic library service charters.
Risk Assessment in Organized Crime
Authors: Albanese Jay S.
Published: May 2008

The risk posed by organized crime is a central concern of governments around the world. The infiltration and control of legal and illegal markets and products is a major concern in nearly every country. New agencies and initiatives are under way in the United Kingdom, Canada, New Zealand, Belgium, and elsewhere, with the specific purpose to better predict and detect organized crime activity. This article proposes a model to assess the risk of organized crime. It employs a different unit of analysis from most current models, focusing on illicit markets rather than groups, and it offers a practical alternative for determining the presence of organized crime in areas that may or may not have a history of organized crime involvement.