The Fauna and Paleoecology of the Charleston Quarry Shale

The fauna and paleoecology of a late-Pennsylvanian shale contained in the Livingston Limestone of eastern Illinois is here defined. The name, Charleston quarry shale, is informally used for this shale in the area of the Charleston Stone Company quarry, northeast of Charleston, Illinois (SEC. 32, T. 13N., R. 10E., Coles Co.). The fauna consists mostly of bryozoans, brachiopods and crinoids distributed throughout three distinct zones in the Charleston quarry shale. This fauna inhabited an offshore quiet bottom area in a shallow, warm, marine epicontinental sea which covered the area in the late-Pennsylvanian geologic period. The depth of water above the Charleston quarry shale during its deposition was approximately 20 meters

The Fauna and Paleoecology of the Charleston Quarry Shale

The fauna and paleoecology of a late-Pennsylvanian shale contained in the Livingston Limestone of eastern Illinois is here defined. The name, Charleston quarry shale, is informally used for this shale in the area of the Charleston Stone Company quarry, northeast of Charleston, Illinois (SEC. 32, T. 13N., R. 10E., Coles Co.). The fauna consists mostly of bryozoans, brachiopods and crinoids distributed throughout three distinct zones in the Charleston quarry shale. This fauna inhabited an offshore quiet bottom area in a shallow, warm, marine epicontinental sea which covered the area in the late-Pennsylvanian geologic period. The depth of water above the Charleston quarry shale during its deposition was approximately 20 meters

Molecular Characteristics of SS-B/La and SS-A/Ro Cellular Antigens

Anti-SS-B/La and anti-SS-A/Ro antibodies coexist in certain patients with connective tissue diseases such as systemic lupus erythematosus or Sjögren's syndrome. The respective antigenic structures with which these autoantibodies bind have not been fully characterized. The present study was conducted to better define these two different cellular antigens. WiL2 cell extracts were used to obtain partially purified SS-B/La and SS-A/Re antigens, Both were found to be present in most fractions obtained after sequential purification with ammonium sulfate salt precipitation, G-200 gel filtration. DE-52 ion exchange chromatography, and preparative slab gel electrophoresis. However, SS-B/La antigenic activity was also found to be present in some fractions that did not contain detectable SS-A/Re activity. These findings suggested the existence of two different forms of SS-B/La antigen: one containing the SS-B/La antigen only and the other containing both the SS-B/La and SS-A/Re antigens. The RNA and protein components of these two ribonuclear protein particles were further defined by immunoprecipitation experiments using 32P-labeled WiL2 cell extract. The SS-B/La antigen was found to be associated with several RNAs while the SS-A/Re antigen was associated with several other distinct RNAs. Both antibodies precipitated a common 43K molecular weight phosphoprotein. The antigenic peptides of these 2 antibodies were analyzed using an immunoblot system, The SS-B/La antigen was present on a 43K peptide which was unstable and could be degraded to several peptides of lower molecular weight (40K, 38K, 30K), while the SS-A/Ro antigen occurred on a peptide having a molecular weight of about 60K

An intelligent interactive visual database management system for Space Shuttle closeout image management

Status is given of an applications investigation on the potential for using an expert system shell for classification and retrieval of high resolution, digital, color space shuttle closeout photography. This NASA funded activity has focused on the use of integrated information technologies to intelligently classify and retrieve still imagery from a large, electronically stored collection. A space shuttle processing problem is identified, a working prototype system is described, and commercial applications are identified. A conclusion reached is that the developed system has distinct advantages over the present manual system and cost efficiencies will result as the system is implemented. Further, commercial potential exists for this integrated technology

Changing How Students Process and Comprehend Texts with Computer-based Self-Explanation Training

This study assessed whether and how self-explanation reading training, provided by iSTART (Interactive Strategy Training for Active Reading and Thinking), improves the effectiveness of comprehension processes. iSTART teaches students how to self-explain and which strategies will most effectively aid comprehension from moment-to-moment. We used RSAT (Reading Strategy Assessment Tool) to assess how iSTART changes the relation between important selfexplanation reading strategies—bridging and elaboration—and online comprehension, and how often they are produced. College and high school students received iSTART and were administered RSAT prior to and post-training. Results from three experiments showed that iSTART primarily benefits bridging inferences when self explaining. The frequency of bridging inferences was higher post training than prior to training, but only in the experiments involving college students. Additionally, prior to exposure to iSTART, RSAT bridging scores did not predict comprehension performance, whereas they did after iSTART, suggesting that iSTART may improve comprehension processes by teaching students how to appropriately use selfexplanation to address comprehension difficulties. Finally, the results from this study suggest that RSAT may provide a valuable computer-based assessment of the effectiveness of selfexplanations that could be used in conjunction with iSTART and in future research on selfexplanation

Changing How Students Process and Comprehend Texts with Computer-based Self-Explanation Training

This study assessed whether and how self-explanation reading training, provided by iSTART (Interactive Strategy Training for Active Reading and Thinking), improves the effectiveness of comprehension processes. iSTART teaches students how to self-explain and which strategies will most effectively aid comprehension from moment-to-moment. We used RSAT (Reading Strategy Assessment Tool) to assess how iSTART changes the relation between important selfexplanation reading strategies—bridging and elaboration—and online comprehension, and how often they are produced. College and high school students received iSTART and were administered RSAT prior to and post-training. Results from three experiments showed that iSTART primarily benefits bridging inferences when self explaining. The frequency of bridging inferences was higher post training than prior to training, but only in the experiments involving college students. Additionally, prior to exposure to iSTART, RSAT bridging scores did not predict comprehension performance, whereas they did after iSTART, suggesting that iSTART may improve comprehension processes by teaching students how to appropriately use selfexplanation to address comprehension difficulties. Finally, the results from this study suggest that RSAT may provide a valuable computer-based assessment of the effectiveness of selfexplanations that could be used in conjunction with iSTART and in future research on selfexplanation