bluuebunny/crossref_metadata_2025_split huggingface dataset:
Word Mediation and Generalization in Beginning Readers
Authors: Schworm Ronald W. 
Published: December 2009

It has been theorized that children learning to read identify, retain, and use regular spelling-to-sound vowel and consonant combinations to decode unknown words. Some research indicates that the use of letter combinations to mediate unknown words is developmental, and generated by reading experience. One hundred and seventy-seven first and second grade students were administered a reading achievement test and three spelling pattern tests of vowel combinations to determine if accelerated beginning readers learning to recognize words with and without formal instruction differ from average and low beginning readers in the kind and amount of grapheme-phoneme correspondences they can pronounce. The data indicate that beginning readers with advanced word recognition skills may use different word mediation strategies, identify letter combinations that are rule related, and recognize spelling patterns that are defined as higher ordered correspondences. Previous method of instruction, age, and school did not influence test performance. Advanced readers at first and second grade induced more spelling patterns regardless of presentation. The study supports several contentions made by different theorists about how children learn to read, and specifically, endorses the position of Gibson (1971) that some form of perceptual learning occurs without intention and instruction as the child's reading experiences increase.
The Effect of Orthographic Anomalies upon Reading Behavior
Authors: Strange Michael 
Published: December 2009

This investigation attempted to determine if the perceptual unit in reading was the letter or some other unit larger than the letter. Good readers in two grades read material changed to include particular types of orthographic anomalies. Subjects read seven passages. One passage contained no anomalies, the remaining six contained anomalies varying in degree and position. The dependent variable was the time necessary to read each passage. The results indicated that fifth grade subjects read all passages less rapidly than sixth grade subjects. The results also indicated that anomalized passages were read less rapidly than non-anomalized passages and that anomalies in the final position were less disruptive than anomalies in the beginning and middle position. No differences were found when anomalies in the middle position were compared to anomalies in the beginning position or when major anomalies were compared to minor anomalies. The results of the present study support a conclusion that word recognition while reading connected discourse is different from word recognition in isolation. The results also lend support for a left to right analysis of letter features within words until the word is identified, at which point the reader discards the unused letters.
The Validity of the Instantiation Hypothesis
Authors: Dreher Mariam Jean , Singer Harry 
Published: December 2009

The instantiation hypothesis explains that as people read, they spontaneously infer and store contextually appropriate instances for general terms in sentences. Anderson et al. (1976) found support for this hypothesis with college subjects. Although Dreher (in press) adduced evidence that fifth-, sixth-, and eighth-graders can instantiate when asked to do so, and can store and use instantiations already provided in sentences which they are expected to remember, she also discovered that unlike college students, they do not spontaneously instantiate general terms. Consequently, Dreher hypothesized that the results with children may represent a point on a developmental trajectory toward the spontaneous instantiation found at the college level. The purpose of the present work was to test the developmental trajectory hypothesis by using the same set of sentences and conditions at the college level as had been used by Dreher with children. College subjects were also tested with the same set of sentences used by Anderson et al. so that a comparison could be made between college students' performances on the Dreher and on the Anderson et al. tasks. The results indicated that college students instantiated with both sets of sentences. Hence, the two sets of sentences are functionally equivalent at the college level. Thus, the results confirmed the validity of the instantiation hypothesis at the college level. When coupled with Dreher's previous work, and the evidence of this study that the two sets of sentences are functionally equivalent, these results add support to the developmental gradient-shift explanation for differences between children and college students.
“‘Cause You Talkin’ about a Whole Person”: A New Path for Schooling and Literacy in Troubled Times and Spaces
Authors: Quint Sharon 
Published: December 2009

Hey, the school yard is a good place to hang with all kind. I belong to a gang and I make a little cash on the side, if you know what I'm sayin'. I can't read so good but that ain't my fault. I used to go to school every day. I be sittin' at some desk that too short for my knees to bend and the chair too high for the desk. I tell the teacher and she tell me to be quiet. So I be quiet just sittin' there lookin' at the back of somebody's head. The teacher be sayin' something' about the way the Mayflower people survive and the kind a tent the Indian live in. What am I supposed to do about it? The buildin' I live in don't have heat or hot water so the Indian tent ain't no different except it be cooler in summer. One day the teacher say to write a paper about how life be different from the time a the early settlers, so I do. The next day she give it back to me with a red pen mark all over it. She say she want me to learn to speak English. I thought I was. I thought I be sayin' somethin' about how hard life is for me just like it be for the Mayflower people. I got to deal with the freezin' winter and no food and people hackin' and coughin' in my face at home. I got to deal with attacks from other gangs, you know. The only thing I learned that day is how to look like a fool in front of the class who be laughin' when the teacher read my paper out loud. I never went back after that. So what? School never teach me how to live today and I don't care how they live a hundred year ago … The only thing school teach me is how to feel stupid and I got my father for that.
Poverty, Literacy, and Politics: Living in the USA
Authors: Shannon Patrick 
Published: December 2009

The following article by Patrick Shannon is the second installment of a three-part series on literacy and educational policy in jlr's Critical Issues section. Previously (Volume 23, Number 2), Judith Green with Carol Dixon, David Pearson, and Sharon Quint commented respectively on the ideas they believed to be crucial for policymakers to know about literacy, from their view as literacy researchers. At the same time, we published Donna Alvermann's reaction to the views of the three researchers. Patrick Shannon now addresses how poverty and social disadvantages relate to literacy research and policy issues. In the next issue of jlr (Volume 23, Number 4), we will publish the comments of several high-ranking policymakers who have been asked to respond to the literacy researchers' views on literacy and educational policy. We hope that this series of “Critical Issues” pieces will stimulate increased dialogue about educational policy among researchers interested in literacy and between researchers and policymakers. Toward that end, we encourage readers to ponder the perspectives and ideas presented in this series and to consider adding their own insights by submitting letters to the editor, which will be considered for publication.
Experiencing Literacy in and Out of School: Case Studies of Two American Indian Youths
Authors: Noll Elizabeth 
Published: December 2009

This case-study research focused on the role of multiple literacies in the lives of Lakota and Dakota (Sioux) young adolescents who lived and attended school in a predominately White, rural community in the upper Midwest. In addition to examining the participants' uses of reading and writing, this study explored the ways in which the participants constructed meaning through music, dance, and art. Also studied was the influence of multiple cultures - American Indian culture, school culture, and mainstream popular culture - on the adolescents' transactions with literacy. Data were collected both in and out of school over a period of 7 months. Primary collection techniques included participant observation and fieldnotes; interviews with the participants and their parents, peers, teachers, and administrators; and examination of artifacts. The findings of this study indicate that literacy supported important personal and social needs in the lives of the adolescents. Specifically, through literacy, they explored and expressed their sense of identity and examined critical issues related to prejudice, racism, and discrimination. Numerous questions remain as to the different ways persons experience literacy and illiteracy. How often is literacy defined in relation to illiteracy? How often does it actually signify academic literacy? How do diverse individuals become literate in an inequitable world? - Maxine Greene (1991, p. 129)
Visual speech aids: A British survey of use and evaluation by speech and language therapists
Authors: Coventry Kenny R. , Clibbens John , Cooper Margaret , Rood Ben 
Published: December 2009

AbstractOne hundred and eighty speech and language therapists throughout the UK completed a postal questionnaire which asked for ratings of visual speech aids (VSAs) on a number of dimensions together with information regarding frequency of use of such aids, comments on the range of applicability of each type of aid and other demographic data relating to the diversity of client groups covered in case loads. The results (using analysis of variance) revealed a main effect of VSA type. There was also a main effect of question type; all VSAs scored poorly on some dimensions as compared with others. Furthermore there was a significant interaction between type of VSA and dimension type. This suggests that VSAs not only tend to be built for particular client groups, but that the makers tend to focus on some specific design criteria to the detriment of others. These results are discussed with respect to the future design of VSAs, and with respect to their testing and future evaluation.
The use of graphic language intervention among young children in Norway
Authors: von Tetzchner Stephen 
Published: December 2009

AbstractKnowledge about graphic communication intervention and use among young disabled children has been sparse. The present study is based on a thorough search, and provides reliable information about children who are 10 years old or younger who have graphic communication (for example, photographs, drawings, Blissymbols, PIC, traditional orthography) as their main form of communication. The study covers all such children in three Norwegian counties, comprising a population of 1.1 million people. Detailed descriptions of the children, the systems they use, and their educational settings are presented, and implications for the organisation of habilitation services are discussed.
Estimating DNA coverage and abundance in metagenomes using a gamma approximation
Authors: Hooper Sean D. , Dalevi Daniel , Pati Amrita , Mavromatis Konstantinos , Ivanova Natalia N. , Kyrpides Nikos C. 
Published: December 2009

Abstract
Motivation: Shotgun sequencing generates large numbers of short DNA reads from either an isolated organism or, in the case of metagenomics projects, from the aggregate genome of a microbial community. These reads are then assembled based on overlapping sequences into larger, contiguous sequences (contigs). The feasibility of assembly and the coverage achieved (reads per nucleotide or distinct sequence of nucleotides) depend on several factors: the number of reads sequenced, the read length and the relative abundances of their source genomes in the microbial community. A low coverage suggests that most of the genomic DNA in the sample has not been sequenced, but it is often difficult to estimate either the extent of the uncaptured diversity or the amount of additional sequencing that would be most efficacious. In this work, we regard a metagenome as a population of DNA fragments (bins), each of which may be covered by one or more reads. We employ a gamma distribution to model this bin population due to its flexibility and ease of use. When a gamma approximation can be found that adequately fits the data, we may estimate the number of bins that were not sequenced and that could potentially be revealed by additional sequencing. We evaluated the performance of this model using simulated metagenomes and demonstrate its applicability on three recent metagenomic datasets.
Contact: sean.d.hooper@genpat.uu.se
Supplementary information: Supplementary data are available at Bioinformatics online.
sORF finder: a program package to identify small open reading frames with high coding potential
Authors: Hanada Kousuke , Akiyama Kenji , Sakurai Tetsuya , Toyoda Tetsuro , Shinozaki Kazuo , Shiu Shin-Han 
Published: December 2009

Abstract
Summary: sORF finder is a program package for identifying small open reading frames (sORFs) with high-coding potential. This application allows the identification of coding sORFs according to the nucleotide composition bias among coding sequences and the potential functional constraint at the amino acid level through evaluation of synonymous and non-synonymous substitution rates.
Availability: Online tools and source codes are freely available at http://evolver.psc.riken.jp/
Contact: kohanada@psc.riken.jp
Supplementary information: Supplementary data are available at Bioinformatics online.
Perspectives of Future Physicians on Disaster Medicine and Public Health Preparedness: Challenges of Building a Capable and Sustainable Auxiliary Medical Workforce
Authors: Kaiser Heather E. , Barnett Daniel J. , Hsu Edbert B. , Kirsch Thomas D. , James James J. , Subbarao Italo 
Published: December 2009

ABSTRACTBackground: Although the training of future physicians in disaster preparedness and public health issues has been recognized as an important component of graduate medical education, medical students receive relatively limited exposure to these topics. Recommendations have been made to incorporate disaster medicine and public health preparedness into medical school curricula. To date, the perspectives of future physicians on disaster medicine and public health preparedness issues have not been described.Methods: A Web-based survey was disseminated to US medical students. Frequencies, proportions, and odds ratios were calculated to assess perceptions and self-described likelihood to respond to disaster and public health scenarios.Results: Of the 523 medical students who completed the survey, 17.2% believed that they were receiving adequate education and training for natural disasters, 26.2% for pandemic influenza, and 13.4% for radiological events, respectively; 51.6% felt they were sufficiently skilled to respond to a natural disaster, 53.2% for pandemic influenza, and 30.8% for radiological events. Although 96.0% reported willingness to respond to a natural disaster, 93.7% for pandemic influenza, and 83.8% for a radiological event, the majority of respondents did not know to whom they would report in such an event.Conclusions: Despite future physicians' willingness to respond, education and training in disaster medicine and public health preparedness offered in US medical schools is inadequate. Equipping medical students with knowledge, skills, direction, and linkages with volunteer organizations may help build a capable and sustainable auxiliary workforce. (Disaster Med Public Health Preparedness. 2009;3:210–216)
Fatal Work Injuries Involving Natural Disasters, 1992–2006
Authors: Fayard Gregory M. 
Published: December 2009

ABSTRACTObjective: Although a goal of disaster preparedness is to protect vulnerable populations from hazards, little research has explored the types of risks that workers face in their encounters with natural disasters. This study examines how workers are fatally injured in severe natural events.Methods: A classification structure was created that identified the physical component of the disaster that led to the death and the pursuit of the worker as it relates to the disaster. Data on natural disasters from the Census of Fatal Occupational Injuries for the years 1992 through 2006 were analyzed.Results: A total of 307 natural disaster deaths to workers were identified in 1992–2006. Most fatal occupational injuries were related to wildfires (80 fatalities), hurricanes (72 fatalities), and floods (62 fatalities). Compared with fatal occupational injuries in general, natural disaster fatalities involved more workers who were white and more workers who were working for the government. Most wildfire fatalities stemmed directly from exposure to fire and gases and occurred to those engaged in firefighting, whereas hurricane fatalities tended to occur more independently of disaster-produced hazards and to workers engaged in cleanup and reconstruction. Those deaths related to the 2005 hurricanes occurred a median of 36.5 days after landfall of the associated storm. Nearly half of the flood deaths occurred to passengers in motor vehicles. Other disasters included tornadoes (33 fatalities), landslides (17), avalanches (16), ice storms (14), and blizzards (9).Conclusions: Despite an increasing social emphasis on disaster preparation and response, there has been little increase in expert knowledge about how people actually perish in these large-scale events. Using a 2-way classification structure, this study identifies areas of emphasis in preventing occupational deaths from various natural disasters. (Disaster Med Public Health Preparedness. 2009;3:201–209)
Epidemiological Characteristics of Human Stampedes
Authors: Hsieh Yu-Hsiang , Ngai Ka Ming , Burkle Frederick M. , Hsu Edbert B. 
Published: December 2009

ABSTRACTObjective: The potential for deadly human stampedes to occur at any mass gathering event highlights this unique form of crowd disaster as deserving of special attention from both scientific and planning perspectives. Improved understanding of human stampedes is indispensable in the mitigation of this type of mass casualty. With relatively few peer-reviewed reports on deadly human stampedes, information from news reports and the Internet is essential to increased collective understanding. Without incorporating nontraditional sources, no other way to reasonably acquire sufficient data is available. This study analyzed human stampede events from 1980 to 2007 to identify epidemiological characteristics associated with increased mortality.Methods: A LexisNexis search was followed by sequential searches of multiple Internet-based English-language news agencies. Date, country, geographical region, time of occurrence, type of event, location, mechanism, number of participants, number injured, and number of deaths were recorded. Bivariate analyses of number of deaths or injuries were conducted using a nonparametric Wilcoxon rank test. Multivariate regression was performed to determine the factors associated with increased number of fatalities during stampede events.Results: A total of 215 human stampede events were reported from 1980 to 2007, resulting in 7069 deaths and at least 14,078 injuries from 213 events with available fatality information and 179 events with injury information. In bivariate analysis, stampedes occurring in the Middle East, in developing countries, outdoors, or associated with religious events had the highest median number of deaths. In multivariate analysis, events that occurred in developing countries and outdoors were associated with increased number of fatalities. Stampedes that occurred in the context of sports, religious, music, and political events, or that had a unidirectional mechanism, also increased the relative number of deaths.Conclusions: Several epidemiological features of human stampedes associated with increased mortality are identified. Standardized collection of epidemiological data pertaining to human stampedes is strongly recommended, and further study of this recurrent, distinctive disaster is warranted. (Disaster Med Public Health Preparedness. 2009;3:217–223)
Divalent Metal Ions in Plant Mitochondria and Their Role in Interactions with Proteins and Oxidative Stress-Induced Damage to Respiratory Function
Authors: Tan Yew-Foon , O'Toole Nicholas , Taylor Nicolas L. , Millar A. Harvey 
Published: December 2009

AbstractUnderstanding the metal ion content of plant mitochondria and metal ion interactions with the proteome are vital for insights into both normal respiratory function and the process of protein damage during oxidative stress. We have analyzed the metal content of isolated Arabidopsis (Arabidopsis thaliana) mitochondria, revealing a 26:8:6:1 molar ratio for iron:zinc:copper:manganese and trace amounts of cobalt and molybdenum. We show that selective changes occur in mitochondrial copper and iron content following in vivo and in vitro oxidative stresses. Immobilized metal affinity chromatography charged with Cu2+, Zn2+, and Co2+ was used to identify over 100 mitochondrial proteins with metal-binding properties. There were strong correlations between the sets of immobilized metal affinity chromatography-interacting proteins, proteins predicted to contain metal-binding motifs, and protein sets known to be oxidized or degraded during abiotic stress. Mitochondrial respiratory chain pathways and matrix enzymes varied widely in their susceptibility to metal-induced loss of function, showing the selectivity of the process. A detailed study of oxidized residues and predicted metal interaction sites in the tricarboxylic acid cycle enzyme aconitase identified selective oxidation of residues in the active site and showed an approach for broader screening of functionally significant oxidation events in the mitochondrial proteome.
Why does the biota of the Madagascar region have such a strong Asiatic flavour?
Authors: Warren Ben H. , Strasberg Dominique , Bruggemann J. Henrich , Prys‐Jones Robert P. , Thébaud Christophe 
Published: December 2009

AbstractA corollary of island biogeographical theory is that islands are largely colonized from their nearest mainland source. Despite Madagascar’s extreme isolation from India and proximity to Africa, a high proportion of the biota of the Madagascar region has Asian affinities. This pattern has rarely been viewed as surprising, as it is consistent with Gondwanan vicariance. Molecular phylogenetic data provide strong support for such Asian affinities, but often not for their vicariant origin; most divergences between lineages in Asia and the Madagascar region post‐date the separation of India and Madagascar considerably (up to 87 Myr), implying a high frequency of dispersal that mirrors colonization of the Hawaiian archipelago in distance. Indian Ocean bathymetry and the magnitude of recent sea‐level lowstands support the repeated existence of sizeable islands across the western Indian Ocean, greatly reducing the isolation of Madagascar from Asia. We put forward predictions to test the role of this historical factor in the assembly of the regional biota.© The Willi Hennig Society 2009.