Autosomal Recessive Congenital Ichthyosis

Recent progress in the genetics of autosomal recessive congenital ichthyosis (ARCI) has illustrated the power of genetic strategies for the investigation of newly recognized metabolic pathways and for the mechanisms of barrier function in normal skin. Parallel biochemical studies have elucidated important functional aspects of these findings (Brash et al., 2007), and it is now time to determine how the genetic and biochemical features correlate with the clinical phenotypes of patients. The story of ARCI provides an instructive example of synergy among geneticists, biochemists, and clinicians

Summing It Up With Panache: Framing a Brief\u27s Summary of the Argument, 48 J. Marshall L. Rev. 991 (2015)

Experts have called an appellate brief’s summary of the argument section “the most important part of a brief,” its “structural centerpiece,” and “your first serious opportunity to argue the merits of your appeal.” Two theories, framing theory and priming theory, help explain why the summary is so important. Framing theorists define a frame as a mental structure that provides a lens through which a recipient will “locate, perceive, identify, and label” an experience. The way a point is framed affects what readers focus on when forming their opinions. A similar concept, priming theory, holds that exposing a reader to chosen information “plants a seed in the brain.” Because the summary of the argument appears near the beginning of a brief, it allows the legal advocate to take advantage of both framing and priming to begin to convince the Court. Thus, it’s a mistake for an advocate to treat the section as an afterthought. The United States Supreme Court’s rules require that a brief contain a summary of the argument section, as do the federal rules and those of some states. And because the section can affect a court’s thinking early, some experts advise including it even if it is not required. Judges, lawyers, and law professors have offered plentiful observations about the section, but the sources are short on specifics about what makes an effective summary. In this article, I first examine what experts have written about the importance of the summary of the argument section and what makes an effective one. I then go beyond the generalities and examine some actual summaries of the argument from United States Supreme Court briefs. Many were written by noted Supreme Court advocates or by the Solicitor General’s office, which is known for its outstanding advocacy. The summaries introduced arguments on such controversial topics as affirmative action, gay marriage, and the separation of church and state. I analyze characteristics of these summaries, including their opening and closing lines, in order to shed some light on this important component of an appellate brief

Framing Gender: Federal Appellate Judges\u27 Choices About Gender-Neutral Language

This Article provides background about the meaning of the terms gender-biased and gender-neutral and discusses the contemporary movement to promote gender-neutral language, explains why genderneutral language is important, suggests methods for framing gender-neutral language, and discusses implications and conclusions

Why George Orwell\u27s Ideas about Language Still Matter for Lawyers

Language for Lawyer

Fast plants : an evaluation of the use of an innovative plant material in middle and high school classrooms.

A new plant cultivar, Fast Plants (Brassica rapa), originally developed for research purposes, shows great potential for improving science teaching and learning. The extremely short life cycle and petite size of the material, plus easy classroom maintenance procedures, suggest that Fast Plants may be an important vehicle for changing attitudes toward plants and plant study, and for changing classroom practice. This study has been undertaken to assess the usefulness and effectiveness of Fast Plants to middle and high school science teachers. A group of middle and high school teachers were introduced to Fast Plants at a one-day workshop. 22 of those attending volunteered to use Fast Plants in their classrooms during the subsequent school year. Although teachers were not specifically asked to continue work with Fast Plants after the first year, their use of the innovation was documented through the three years of the study. Teacher response to the material was assessed using questionnaires, interviews, and classroom observation during the three years. The final summative evaluation made at the end of the study indicates that the material was very useful in the classroom and a highly effective teaching tool. Teacher use of Fast Plants increased during the three years, with an expansion both in the numbers of classes in which the innovation was used, and in the ways the material was used. Increases in the time spent on plant study, in student use of live plant material, and in student learning as judged by their teachers were seen. The innovation had a positive effect on both students and teachers

Innovationsaktivitäten der Wiener Industrie: Zur Adoption neuer Produktionstechnologien in ausgewählten Branchen

Series: Discussion Papers of the Institute for Economic Geography and GIScienc