The Essential Focus of Statutory Interpretation

Symposium on Judicial Lawmaking in Relation to Statutes, presented at the Association of American Law Schools\u27 Round Table on Legislation, Philadelphia, December, 1960

The Essential Focus of Statutory Interpretation

Symposium on Judicial Lawmaking in Relation to Statutes, presented at the Association of American Law Schools\u27 Round Table on Legislation, Philadelphia, December, 1960

Lunar surface engineering properties experiment definition Quarterly report, 1 Oct. - 31 Dec. 1968

Mechanical properties of simulated lunar soil

Cohomology of finite dimensional pointed Hopf algebras

We prove finite generation of the cohomology ring of any finite dimensional pointed Hopf algebra, having abelian group of grouplike elements, under some mild restrictions on the group order. The proof uses the recent classification by Andruskiewitsch and Schneider of such Hopf algebras. Examples include all of Lusztig's small quantum groups, whose cohomology was first computed explicitly by Ginzburg and Kumar, as well as many new pointed Hopf algebras. We also show that in general the cohomology ring of a Hopf algebra in a braided category is braided commutative. As a consequence we obtain some further information about the structure of the cohomology ring of a finite dimensional pointed Hopf algebra and its related Nichols algebra.Comment: 36 pages, references adde

After-School Connectedness, Racial–Ethnic Identity, Affirmation, and Problem Behaviors

After-school programs are potential contexts that may promote positive youth development (PYD) and reduce problem behaviors among African American children. One way after-school programs may be associated with reduced problem behaviors is by fostering an affirming sense of identity. Prior research on racial–ethnic identity among African American children and adolescents has shown that a positive and affirming sense of identity is related to less maladaptive coping, yet little is known about how after-school programs may foster an affirming sense of identity and lead to reduced problem behaviors. The current study adds to this discourse by investigating how children’s connection to staff and peers in after-school settings is associated with racial–ethnic identity (as measured by racial–ethnic affirmation) and reduced problem behaviors. Participants were 186 African American children ages 7–11 (M = 8.44; SD = 1.10) who completed surveys in the LEGACY Together Afterschool research project. Data were collected at 55 community-based after-school programs. Results indicated that positive racial–ethnic affirmation mediated the association between after-school connectedness and problem behaviors, such that childreport of connectedness—that is feeling safe and happy in the after-school programs—was directly related to positive racial–ethnic identity and indirectly to reduced problem behaviors. These findings underscore the importance of supportive after-school programs that encourage meaningful interactions among staff and children that are nurturing and affirming to children’s identities

Neighborhood Characteristics and Expectations of Racially Discriminatory Experiences Among African American Adolescents

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/134220/1/cdev12595.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/134220/2/cdev12595_am.pd

The New Pro-Life Legislation: Patterns and Recommendations.

Abstract Forthcoming