A study of auxiliary BE in African American English: a comparison of children with and without specific language impairment

This study’s purpose was to examine the use of auxiliary BE forms in African American English (AAE)-speaking children with and without language impairment. The impetus for this work was a lack of information in the literature about BE use in AAE as a function of form, language status, and tasks, and the relevance of this type of data for testing one theoretical model of childhood language impairment, the Extended Optional Infinitive account (EOI; Rice, Wexler, & Cleave, 1995). Thirty African Americans participated: 10 six-year-olds with specific language impairment (SLI); 10 age controls (AM); and, 10 language controls (LM). All of the participants were classified as speakers of AAE through listener judgments. Production of the auxiliary BE forms was examined through language samples and an elicited probe. A grammaticality judgment task, which measured the participants’ marking preference and reaction time of three BE forms, was also administered. Analyses were hindered by limited tokens in the language samples, high variability, and a bimodal distribution for the AM group in the elicitation probe. When steps were taken to address these issues, the following results were found. A significant group difference was revealed between the SLI and AM groups in the language samples for are, with a marginally significant difference for is. For the elicitation probe, a group difference was found between the SLI and LM groups across all three BE forms. The results of the grammaticality judgment task were inconsistent with those for production. For this task, SLI and LM groups accepted standard-marked am at higher rates than the AM group. No group differences were revealed for the reaction times in this task. However, the participants accepted items containing are more quickly than those containing is and am. The results of this study neither fully support nor refute the EOI account, but do suggest the need for more research regarding the nature of child language impairment as it relates to dialect variation across different tasks and different age groups

Experimental verification of the non-equilibrium model for predicting behavior in the char zone of a charring ablator Status report

Experimental simulation to establish accuracy of nonequilibrium flow model with system simulating charring during ablatio

Solution of the Frozen Flow Momentum Equation Status Report

Momentum equation solved for frozen flow in char zone of charring ablato

Spontaneous γH2AX Foci in Human Solid Tumor-Derived Cell Lines in Relation to p21WAF1 and WIP1 Expression.

Phosphorylation of H2AX on Ser139 (γH2AX) after exposure to ionizing radiation produces nuclear foci that are detectable by immunofluorescence microscopy. These so-called γH2AX foci have been adopted as quantitative markers for DNA double-strand breaks. High numbers of spontaneous γH2AX foci have also been reported for some human solid tumor-derived cell lines, but the molecular mechanism(s) for this response remains elusive. Here we show that cancer cells (e.g., HCT116; MCF7) that constitutively express detectable levels of p21WAF1 (p21) exhibit low numbers of γH2AX foci (<3/nucleus), whereas p21 knockout cells (HCT116p21-/-) and constitutively low p21-expressing cells (e.g., MDA-MB-231) exhibit high numbers of foci (e.g., >50/nucleus), and that these foci are not associated with apoptosis. The majority (>95%) of cells within HCT116p21-/- and MDA-MB-231 cultures contain high levels of phosphorylated p53, which is localized in the nucleus. We further show an inverse relationship between γH2AX foci and nuclear accumulation of WIP1, an oncogenic phosphatase. Our studies suggest that: (i) p21 deficiency might provide a selective pressure for the emergence of apoptosis-resistant progeny exhibiting genomic instability, manifested as spontaneous γH2AX foci coupled with phosphorylation and nuclear accumulation of p53; and (ii) p21 might contribute to positive regulation of WIP1, resulting in dephosphorylation of γH2AX

Comparison of Methods for Determining the Composition of Pyrolysis Products from the Degradation of Ablative Composites. Status report.

Determining composition of pyrolysis products from degradation of ablative material

The School Librarian’s Role in Writing Instruction: Research, Perceptions, and Practice

The degree to which librarians are actively involved in developing the writing skills of students has primarily been studied in academic libraries (Bronshteyn and Baladad 2006, “Librarians asWriting Instructors: Using Paraphrasing Exercises to Teach Beginning Information Literacy Students.” The Journal of Academic Librarianship 32 (5):533–536; King 2012, “Essentials of Basic Writing Pedagogy for Librarians.” Community & Junior College Libraries 18:55–66. Accessed March 20, 2016. doi:10.1080/ 02783915.2012.700211; Smith 2001, “Keeping Track: Librarians, Composition Instructors, and Student Writers Use the Research Journal.” Research Strategies 18:21–28) and has rarely been researched in terms of K-12 settings either in the United States or internationally. This paper examines the ways in which school library programs and school librarians contribute to the writing skills of K-12 students in South Carolina in the United States. A selective analysis of the findings is presented from Phase II of the South Carolina Association of School Librarian’s (SCASL) 2014 School Library Impact Study, conducted by Keith Curry Lance and the RSL Research Group. The extent to which school librarians perceive their role in the teaching of writing in K-12 schools is examined, along with the perceptions of administrators and teachers. The results indicated that school librarians are less likely than other educators to assess their teaching of writing as excellent. Rather, administrators and teachers valued school librarians’ contributions to the teaching of writing standards more than librarians did. In addition, the paper presents a review of the literature pertaining to the school librarian’s contributions to the teaching of writing skills and offers suggestions for applying the findings of this research to practice