bluuebunny/crossref_metadata_2025_split huggingface dataset:
Silent pilin genes of Neisseria gonorrhoeae MS11 and the occurrence of related hypervariant sequences among other gonococcal isolates
Authors: Haas R. , Veit S. , Meyer T.F. 
Published: October 2006

SummaryPilin variation in Neisseria gonorrhoeae depends on a family of variant genes that undergo homologous, intragenic recombination. This work focuses on the repertoire of silent variant pilin genes in strain MS11, which contribute to the extensive variation of the expressed gene copy. A total of 17 silent copies were identified, which are, to varying degrees, truncated at their 5′ coding region and grouped in seven distinct pil loci. Most silent copies belong to loci pilS1, pilS2 and pilS6, which contain six, two and three silent copies, respectively, tandemly arranged. The pilS5 and pilS7 loci each contain only a single copy. In addition, two silent copies are associated with each of the two pilE loci. By comparison with sequences present in the expressed gene of other variants of the same strain, it is suggested that each silent locus is capable of donating variant sequences into the expression locus and, thus, each silent copy can contribute to the variability of pilin expression. Often, concomitant with changes in the expressed copy, the silent copies of the pilE1 locus undergo recombinations as well. Analyses of unrelated clinical isolates of N. gonorrhoeae reveal homologies of hypervariant pilin sequences with those present in strain MS11, suggesting a limited diversity of such sequences within the gonococcal population and the existence of substantial functional constraints on the variability of pilin and pili. The data further indicate that hypervariant pilin sequences are subject to horizontal exchange and interstrain recombination.
Adherence and fibronectin binding are environmentally regulated in the group A streptococci
Authors: VanHeyningen Tambryn , Fogg George , Yates Debra , Hanski Emanuel , Caparon Michael 
Published: October 2006

SummaryThe ability of the pathogenic Gram‐positive bacterium Streptococcus pyogenes (group A streptococcus) to bind fibronectin and adhere to respiratory epithelial cells is dependent on a surface protein called protein F. In this study, we have examined the regulation of expression of protein F and have shown that it is environmentally regulated in response to alterations in atmosphere. In six recent clinical isolates, expression of protein F was repressed during growth under reduced concentrations of O2. Expression in an anaerobic environment was induced by both superoxide‐generating and redox‐altering reagents. However, regulation did not involve mry, a gene that controls expression of several streptococcal surface proteins. Protein F was constitutively expressed in one of two laboratory‐passaged strains analysed, and in a complementation analysis using an allele of the gene that encodes protein F (prtF) cloned from a regulated strain and expressed in a constitutive strain, the constitutive phenotype was shown to be dominant in trans. Regulation, as monitored by fusion of prtF to a promoterless chloramphenicol acetyltransferase gene, involved transcriptional control. Environmentally induced alterations in protein F expression affected the ability of the bacterium to adhere to epithelial cells, which suggests that the ability to regulate expression of protein F may be important during infection.
Subtropical to temperate facies from a transition zone, mixed carbonate–siliciclastic system, Palaeogene, North Carolina, USA
Authors: COFFEY BRIAN P , READ J. FRED 
Published: October 2006

AbstractPalaeogene passive margin sediments on the US mid‐Atlantic coastal plain provide valuable insight into facies interaction and distribution on mixed carbonate–siliciclastic shelves. This study utilizes well cuttings, outcrop, core, and seismic data to document temporal and spatial variations in admixed bryozoan‐rich skeletal carbonates and sandy siliciclastic units that were deposited on a humid passive margin located in the vicinity of a major marine transition zone. This zone was situated between north‐flowing, warm waters of the ancestral Gulf Stream (carbonate dominated settings) and south‐flowing, cold waters of the ancestral Labrador Current (siliciclastic dominated settings). Some degree of mixing of carbonates and siliciclastics occurs in all facies; however, siliciclastic‐prone sediments predominate in nearshore settings, while carbonate‐prone sediments are more common in more open marine settings of the inner shelf break and deep shelf. A distinctive dual‐break shelf depositional profile originated following a major Late Cretaceous to Palaeocene transgression that drowned the earlier shallow platform. This profile was characterized by prominent mid‐shelf break dividing the shallow shelf from the deep shelf and a major continental shelf/slope break. Incomplete filling of available accommodation space during successive buildup of the shallow shelf preserved the topographic break on this passive margin. Storm wave base also contributed to the preservation of the dual‐break shelf geometry by beveling shallow shelf sediments and transporting them onto and seaward of the mid‐shelf break. Sediment fines in deep shelf facies were produced in place, transported downdip from the shallow shelf by storm ebb currents and boundary currents, and reworked from adjacent areas of the deep shelf by strike‐parallel boundary currents. Regional climate and boundary currents controlled whether carbonate or siliciclastic material was deposited on the shelf, with warmer waters and more humid climates favouring carbonate deposition and cooler, more arid conditions favouring glaucony and siliciclastic dominated deposition. Continuous wave and current sweeping of the shallow shelf favoured deposition of mud‐lean facies across much of the shallow shelf. Skeletal components in much of the carbonate‐rich strata formed in warm, nutrient‐rich subtropical waters, as indicated by widespread occurrences of larger benthic foraminifera and molluscan assemblages. These indicators of warm water deposition within the bryozoan‐mollusk‐rich carbonate assemblage on this shelf provide an example of a warm water bryomol assemblage; such facies generally are associated with cooler water depositional settings.
Reviews
Authors: Peterson Corinna 
Published: October 2006

Jung, C. G. The Zofingia Lectures. Collected Works of C. G. Jung, Supplementary Volume A.Meltzer, Donald. Dream Life. A Re‐examination of the Psychoanalytic Theory and Technique.Khan, Masud R. Hidden Selves.Hall, James A. Jungian Dream Interpretation: a Handbook of Theory and Practice.Cobb, Noel. Prospero's Island.Ziegler, Alfred J. Archetypal Medicine.Lichtenberg, Joseph. Psychoanalysis and Infant Research.Hartocollis, Peter. Time and Timelessness.Pruyser, Paul W. The Play of the Imagination: towards a Psychoanalysis of Culture.
Journal Reviews
Authors: Meredith‐Owen William 
Published: October 2006

Field, Nathan (London). ‘The Primitive and the Pathological’. British Journal of PsychotherapyFordham, Michael. (London) ‘Ending psychotherapy’Zinkin, Louis. (London) ‘All's well that ends well, or is it?’Group AnalysisFosshage, J.L. (New York). ‘Towards reconceptualising transference: theoretical and clinical considerations‘. International Journal of Psycho‐AnalysisHillman, James. (Thompson, CT, U.S.A.) ‘Once more into the fray (A response to Wolfgang Giegerich's “Killings”)’. SpringJosey, Alden. (Delaware, U.S.A.) Molecules as mandalas: modern chemistry and the quest for the Self.’Psychological PerspectivesPhillips, Adam. ‘Contingency for Beginners’. Winnicott StudiesRigsby, Roberta. (U.S.A.).‘Jungians, archetypalists and fear of feminism’. ContinuumSamuels, Andrew. (London). “The professionalization of Carl G. Jung's Analytical Psychology Clubs’. Journal of the History of the Behavioural Sciences
Psyche, Matter and Synchronicity
Authors: LINDORFF DAVID 
Published: October 2006

In 1948, and with Pauli s enthusiastic support, Jung began to write down his thoughts on synchronicity. A two‐year correspondence ensued, with a focus on psyche and matter, and the importance of acausality within the frameworks of physics and psychology.This paper traces the improbable interaction between the physicist and the psychologist, as these great scientists enrich and merge their formative views on acausality. Bolstered by his dreams, Pauli draws a correspondence between psychology and atomic physics, centring on the ‘psychophysical problem’, including synchronicity. Seminal thoughts are discussed, such as the need to broaden the concept of the archetype, and to recognize that the future of analytical psychology is not to be found primarily in therapy but in a ‘unified holistic conception of nature and the status of man within it’. Two world pictures were constructed, identifying a non‐causal (non‐rational) side to reality, as experienced both in physics and the psyche. Pauli discusses his concept of a ‘neutral language’, the aim being to bridge the gap between psyche and matter, both of which are seen to rest on a common foundation, known to the alchemists as the unus mundus. The collaboration was highlighted with the publication of their book, The Interpretation of Nature and the Psyche (1952), which emphasizes the archetypal influence of archetype on consciousness.
SURVEY OF TESTS IN ENGLISH AS A FOREIGN LANGUAGE
Authors: LADO ROBERT 
Published: October 2006

Summary EvaluationNone of the above tests fully meets the need for a linguistically valid English examination that may be administered abroad by untrained personnel who are busy with other duties. Those tests that come close to sound construction require the full attention of the examiner for varying lengths of time, or they require the use of records and phonographs that may or may not be available. Since considerable time and money have been spent on the preparation of these tests without attaining the desired goals, it seems appropriate to look at the difficulties in the hope of finding a practical solution. Following are some of the major obstacles and their possible solutions.1. Perhaps the greatest obstacle to progress in these tests is the lack of a clear understanding of what English language is. As a result the approach to test making, except in the case of vocabulary, is a haphazard, almost mystic attempt to capture in a paragraph or a story what a foreign student has to know to attend our colleges. To overcome this difficulty we must first realize that what we need to test is how well the student uses and reacts to the meaningful signals that constitute the English language. The matter of how good a student he is, or how well he is going to do in engineering mechanics, for example, can be determined by his previous academic work in his own language; for that purpose he submits his academic records to the admitting institution. Once we concentrate on testing his control of the signals of the language itself we will make progress provided also that we base our tests on a scientific linguistic analysis of English.2. Failure to make distinctions in the linguistic problems found by the various groups of foreign students is a weakness of many of the above tests, and yet the task of preparing separate tests for all language backgrounds is so enormous that we may never hope to have such tests except for a limited few languages. A practical solution to this problem may be that of keeping separate norms for the various national groups of students that take the tests.3. A final roadblock to progress on a practical test for foreign students has been and is the need to test at least one aural skill, aural comprehension, which requires the use of records and phonographs. We do not have enough information on the correlation of aural comprehension with other language skills that can be measured more easily than aural comprehension. There is some hope that substitutions can be made without serious loss of validity.
A STRUCTURAL APPROACH vs. A SITUATIONAL APPROACH TO FOREIGN‐LANGUAGE TEACHING1
Authors: Hauptman Philip C. 
Published: October 2006

Two approaches to foreign‐language instruction were compared in an experiment in which American children learned Japanese. In the “structural approach,” materials were sequenced in order of increased difficulty of grammatical and lexical forms. In the “situational approach,” the same materials were presented in the form of meaningful dialogues; sequencing did not depend upon the relative difficulty of grammatical and lexical items.The principal findings of the experiment were: (1) that the situational approach produced results equal to or better than those of the structural approach, (2) that the situational approach produced significantly better results among students of high language aptitude and intelligence; and (3) that there was no significant difference between approaches among students of lower aptitude and intelligence.A major implication of this study for foreign language teaching is that in elementary courses for children, it is unnecessary to sequence content materials according to the linguistic difficulty of grammatical and lexical forms. In classes which are heterogeneous or of generally high intelligence and language aptitude, sequencing by situations is more beneficial than sequencing according to relative linguistic difficulty.
THE USE OF ENGLISH AND FRENCH CLOZE TESTS IN A BILINGUAL EDUCATION PROGRAM EVALUATION: VALIDITY AND ERROR ANALYSIS1
Authors: Lapkin Sharon , Swain Merrill 
Published: October 2006

This paper presents empirical data concerning the use of cloze tests to measure children's language proficiency in a bilingual education program. Grade five students in their sixth year of a primary French immersion program were tested using both English and French cloze tests. Correlations between the cloze test and other language achievement measures were calculated for both languages and found to be high. This suggests that in summative evaluations, the cloze technique provides an economical, valid and reliable measure of overall language proficiency.A detailed error analysis was also undertaken to compare quantitatively and qualitatively the errors made by bilingual students with those made by comparison groups of English students (in English) and students in francophone schools (in French). Generally speaking, few quantitative or qualitative differences were noted between the immersion students and the comparison groups. This suggests that strategies used to process the cloze passage by second language learners are similar to those used by their native language counterparts.
IMPLICATIONAL PATTERNS IN INTERLANGUAGE SYNTAX VARIATION
Authors: Hyltenstam Kenneth 
Published: October 2006

In this paper, the acquisition of Swedish syntax of negation by adult second‐language learners has been studied. Insights into the route of acquisition have been gained through a close examination of the learners' variation in their placement of the negative element, i.e., the way in which some learners variably place the negation before and after the finite verb. This type of variation has previously been seen as random and irregular, but through application of devices for the study of variable data, such as implicational scales (DeCamp 1971), variable rules (Labov 1969) and linguistic continua (DeCamp 1971, Bickerton 1975), it has been possible to discover regular patterns in the variation. Such regularities have previously been found in sound system acquisition by second‐language learners (L. Dickerson 1975, W. Dickerson 1976).The route of acquisition has been found to be highly regular for the group of 160 subjects who were examined in this study, and furthermore, independent of differences in background factors of the learners, such as length of education and knowledge of foreign languages. Most interestingly, the route of acquisition has also been found to be the same for learners with different source languages.Thus the findings reported in this paper suggest that the process of acquisition of grammatical structures is a regular and dynamic one, in that there is a successive and continuous transition from one state to another. The behavior of a group of backsliders in the same syntactic area has also been studied. It is found that what is acquired last is also the first to be given up. These findings are in agreement with the Jakobsonian view of a natural sequence in language acquisition and language loss.
THE RELATIONSHIP OF PIDGINIZATION, CREOLIZATION AND DECREOLIZATION TO SECOND LANGUAGE ACQUISITION1
Authors: Schumann John H. 
Published: October 2006

Schumann (1974) proposed that the pidginization process be used as a model for early second language acquisition (SLA) and that creolization serve as a model for the later stages of SLA. Subsequently, Schumann (1975, 1976, in press) elaborated the pidginization model arguing that social and psychological distance from the target language group cause persistence of pidginization in the speech of a second language learner. Stauble (1977) (following a suggestion by Bickerton 1975) has presented evidence that the process of decreolization is parallel to SLA. This paper attempts to reconcile these views by arguing that pidginization can account for early SLA, decreolization can account for the later stages of SLA and that creolization is inappropriate as a model for any aspect of the SLA process.In addition, this paper speaks to the issue of just what constitutes legitimate pidginization. Flick and Gilbert (1976) and Meisel (1975) have criticized the analogy between pidginization and SLA, but their arguments appear to be based on a narrow view of pidginization which equates the pidginization process with pidgin languages. This paper presents arguments for a broader view of pidginization (Samarin 1971) which can account for both early SLA and the formation of true pidgins.
A CROSS‐CULTURAL STUDY OF SYMBOLIC MEANING–DEVELOPMENTAL ASPECTS1
Authors: Guiora Alexander Z. , Sagi Abraham 
Published: October 2006

Twenty three Israeli kindergarteners and sixteen Israeli college students were tested on a variant of the Semantic Differential Test developed by Guiora (1976) to test the hypothesis that young Israeli children, like adults, are not influenced by the prevalence of grammatical gender in the language but ascribe sexual meanings to the test words based on their assumed connotative values.The results bore out the original hypothesis, suggesting that whatever the cognitive processes are that underlie the development of the capacity to resolve seemingly conflicting information in favor of the more salient feature, e.g. meaning, they seem to be in place by the time the child reaches five years of age.
A THEORETICAL MODEL OF SECOND LANGUAGE LEARNING1
Authors: Bialystok Ellen 
Published: October 2006

A model of second language learning is proposed which attempts to account for discrepancies both in individual achievement and achievement in different aspects of second language learning. The model outlines aspects of the input of information through various kinds of exposure to the language, the storage of that information for the language learner, and the responses that are produced as a function of the stored information.The operation of the model is explained in terms of learning processes and learning strategies. The former refer to the obligatory relationships that hold between aspects of the model and are true for all second language learners. The latter describe a group of optional strategies that may be employed by different language learners and in different learning situations. Individual learner characteristics, such as language learning aptitude and attitude, affect the efficiency with which the processes will operate for an individual and the extent to which he will use the learning strategies.Illustrations are provided to explain how the model would account for performance on a number of different learning tasks.
THE CONVOLUTIONS OF SECOND LANGUAGE: A THEORETICAL ARTICLE WITH A CRITICAL REVIEW AND SOME NEW HYPOTHESES TOWARDS A NEUROPSYCHOLOGICAL MODEL OF BILINGUALISM AND SECOND LANGUAGE PERFORMANCE1
Authors: Galloway Linda M. 
Published: October 2006

Recently the number of studies in the neuropsychology of bilingualism and second language performance has mushroomed This article provides the reader with a critical review of the published and unpublished experimental studies available to date and proposes some new hypotheses about the nature of the organization of languages) in the bilingual brain. Variables treated in the discussion include stage, manner, modality. environment and age of second language acquisition, language specific and ethnic factors and cognitive style. Clinical data from polyglot a phasia are also analyzed An emerging picture of the neuropsychology of bilingualism and second language performance is presented and the contributing cerebral mechanisms and abilities arc discussed Theoretical and methodological issues are also consideredVirtually the only thing that is certain is that language is represented in the brain.—Harry Whitaker
A STUDY OF SOCIAL VARIATION IN ADULT SECOND LANGUAGE AQUISITION
Authors: Eisenstein Miriam 
Published: October 2006

This study focuses on the developing sensitivity of 74 adult English learners to 3 English dialects in their speech community and the extent to which these learners have assimilated community norms regarding dialect speakers. On the basis of a dialect discrimination task, a speaker evaluation task, and a personal interview, the awareness and attitudes of English learners were compared to those of a control group of native English speakers attending the same university.An integration of the results from the three tasks seems to indicate that dialect sensitivity and attitude formation develop in a parallel fashion so that by the advanced level of proficiency, learners have assimilated native dialect attitudes to a surprising extent. Attitudes appear to stem from personal experience which is reinforced by other factors such as the opinions of others and characters presented in the media.
THREE COMPONENTS OF BACKGROUND KNOWLEDGE IN READING COMPREHENSION1
Authors: Carrell Patricia L. 
Published: October 2006

Research in native (English) and nonnative (ESL) reading comprehension has shown that the ability to understand texts is based not only on the comprehender's linguistic knowledge, but also on general knowledge of the world and the extent to which that knowledge is activated during processing. Separate components of background knowledge which have been identified in the literature are: (1) prior knowledge in the content area of the text (familiar vs. novel); (2) prior knowledge that the text is about a particular content area (context vs. no context); and (3) degree to which the lexical items in the text reveal the content area (transparent vs. opaque). This paper reports a study which shows the individual and interactive effects of these three separate variables on the reading comprehension of both native (English) and nonnative (ESL) readers.Results indicate that, unlike native speakers for whom all three components of background knowledge play a significant role in reading, understanding, and recalling a text, nonnative readers show virtually no significant effects of background knowledge. Further, also unlike native readers, nonnative readers appear not to have a good sense of how easy or difficult a text is for them to understand. These findings are discussed in relation to schema‐theoretical views of reading as an interactive process between the text and the reader, and in relation to their implications for ESL reading pedagogy.