Children who are identified with slow expressive language development (SELD) around the age of two are producing less than fifty intelligible words or no two word phrases. Current research suggests that some children with SELD outgrow their delay while others continue to develop long term language difficulties. The literature shows varied findings of short term recovery but long term deficits, and shifts in the specific expressive language deficits ~s the child with SELD matures and encounters increased language demands. Suggestions are found for a mix of monitoring and early intervention, in step with signs of readiness and dynamic assessments, to facilitate improved performance and hasten development, particularly in the areas of metalinguistics and narratives. This study attempted to support the recommendation of early intervention, particularly for those children with an initial greater severity levels of expressive communication delay at the age of two. The 24 male and seven female SELD subjects were part of the Portland Language Development Project, a longitudinal study. Intake was at two years, and placement in the Intervention (Rx) or No Intervention (No Rx) group was a result of follow-up information gathered from parents regarding enrollment in any early intervention services before the age of four: Using mean Developmental Sentence Scores (DSS) for four outcome points, 1-tests determined that no significant differences existed in the improvement of language production between the Rx and No Rx groups. Secondly, 1-tests showed no significant differences in the two group's initial severity levels, using the Expressive Communication sub-domain of the Vine~and Adaptive Behavior Scale (V ABS), as the measure of severity at intake. A non-significant trend of consistently higher actual mean DSS scores across all outcome points, and an actual lower mean Expressive Communication score on the V ABS at intake was noted for the Rx group. A significant difference was found in the mean intake ages of the two groups, with older toddlers falling into the Rx group. Research and clinical_ implications are discussed, including attention to the length, type and content of very early intervention services, effective initial and follow up assessments, and factors that favor recommending early intervention

The present study was designed to examine differences in the effect of the number of children in the household (also known as “parity”) on the relationship between initiating joint attention (IJA) and language development. We reasoned that infants who are only children (i.e., in uniparous homes), relative to infants who have one or more siblings (i.e., in multiparous homes), would have more opportunity to engage in IJA, and would, therefore, acquire a larger number of object labels. We tested the hypotheses that: 1) there would be a positive correlation between the number of IJA bids and language overall, and 2) parity would moderate the IJA-language relationship such that in uniparous households, the aforementioned correlation would be stronger than in multiparous homes. Joint attention was measured using the Early Social Communication Scales (ESCS) Picture Book Task, and language was assessed through parental report on the MacArthur-Bates Communicative Development Inventory (MBCDI). There was no significant correlation between IJA and language on the whole, though there was a significant correlation for infants in uniparous homes between IJA and language. This finding partially supports Hypothesis 2 in terms of the IJA-language relationship being stronger in uniparous homes rather than multiparous ones, though it was only true for productive vocabulary. These null findings may provide reassurance for families with multiple children that their younger children are not at an IJA/language acquisition disadvantage.

Cultural diversity in the United States is an issue of concern and organizations must now learn to function effectively with an increasingly diverse workforce. Since the history of U.S. organizations is a history of institutional discrimination against most ethnic and racial groups of people and the privileging of a dominant group, managing workforce diversity now constitutes one of the most difficult and important issues human resource professionals address. This study is concerned with the issues of workforce diversity, most specifically with how organizational members understand and respond to discrimination, and the utilization of this understanding to discuss implications for diversity trainers. The study analyzed data from a workshop questionnaire administered to individuals who participated in a specific organization-wide diversity training program. Self-reported critical incidents were used in gathering data about organizational members' perceptions and understandings around discrimination. An analysis of short answer self-reported responses was conducted, followed by a analysis of themes by age, ethnicity and gender. Emergent themes suggest that most organizational members encountered discriminatory incidents in the context of ongoing relationships, suggesting that it would be important for members to consider their responses in light of future consequences for the relationship. Since there are power dimensions inherent in many situations and there is a dominant cultural perception that conflict is destructive to relationships, responding to discriminatory situations may be perceived as a very high risk behavior. Many participants had difficulty responding assertively at the time of the incident and reported feeling uncomfortable, angry, hurt, embarrassed or sad about the incident. Even after thinking about it, most were still limited in their ability to think of alternative responses. Since most discriminatory incidents occurred in the context of ongoing relationships, diversity trainers and organizations may need to include a discussion of the power dimensions involved in addressing discrimination as well as address the overall U.S. cultural perception that conflict can only damage relationships. Diversity trainers as well as organizations may want to help their members frame conflict as opportunity for relationship development and discriminatory incidents as opportunity for learning.

This study employs the Theory of Planned Behavior (TPB) to understand the role of attitudes, subjective norms, and perceived behavioral control on students’ intent to orally cite sources using complete, rather than partial, citations. Undergraduates (N = 326) enrolled in general education oral communication courses completed a self-report survey testing the TPB variables and students’ citation intentions. Findings demonstrate that subjective norms and perceived behavioral control predict student intention to cite sources and do so completely. Tensions between credibility gains and time constraints are also evident. Implications for teaching students in basic courses about oral citations are discussed.

Video modeling was used to establish descriptive norms for proper oral citation performance in a general education public speaking class (N = 191). Three conditions—a control, a peer model video, and a nonpeer model video—were compared for influence on proper citation usage and completeness. Results indicated that students viewing any video performed more complete citations than students not viewing a video. Results were mixed when comparing the effects of the peer model video against the nonpeer model video. Findings suggest norms for proper oral citation behavior can be established through modeling videos.

This study could not be, and is not intended to be, an exhaustive historical report of all the theatrical activity encompassed by the Drama Department at The University of the Pacific. To embark on such a venture would be well beyond the capabilities and the patience of the present writer. In fact, to attempt a history of any one of the several facets of this organization would be a major undertaking. Fortunately, a ·partial study of the activities of Pacific Little Theatre has been made in the form of a thesis by DeMarcus Brown, Director of' Pacific Theatre. This work, which also is not exhaustive, is, in many instances, the only reliable source of information pertinent to some of the early productions staged on the Stockton Campus. In recent years, a growing concern has been expressed by· the staff of Pacific Theatre for a more accurate system of preserving the vital records of the activities of the department. In the past, programs have been lost, pictures have been misplaced or are unidentifiable and dates of productions forgotten. The records of some productions have been reduced to little more than a memory. It is, therefore, imperative that an attempt be made to record the pertinent data concerning the productions not covered by the earlier study, namely, those productions staged between the years of 1935 and 1962. No attempt will be made to delve into the records of the Studio Theatre, Fallon Theatre or the Playbox. These areas are beyond the scope of the present study as each is of sufficient magnitude to warrant a separate treatise. For aid in locating elusive documentary evidence, I am- indebted to Miss Martha Pierce and Mr. Max Gobel, who have been more than generous in loaning materials from their private collections. I also wish to express my gratitude to Miss Cecile Morrison for her help in editing certain portions of the contents. DeMarcus Brown, Founder and Director of Pacific Theatre, has been an invaluable source for unrecorded data. His remarkable memory has supplied intricate details of certain productions where no records could be found.

Syntax, word usage, and paragraph development form the substance of the analysis of the Apologia. The use of subordination, repetition, and antithesis in sentence construction; the choice of words to produce rhythm and prove mood, as well as the implied metaphor; and careful blending of these elements into an organic unity which reflect not only the personality of the man, but his very thought process; these are the common elements identified by critics of the Apologia. To what extent these elements exist in the prose of the university sermons, and what other elements of style are identifiable in these sermons are the subject of this paper.

This thesis examines four tracts authored by three Christian Identity rhetors. The study argues that these rhetors employ elements of the narrative paradigm to spread their own brand of hate-based theology. This study employs a method of narrative criticism as outlined by Foss ( 1996) in examining Howard B. Rand's "Who Crucified Jesus?" and "The Verdict of Time"; Wesley A. Swift's "Who Crucified Christ?"; and Sheldon Emry's "Who Killed Christ?" Howard B. Rand was the leader of the Anglo-Saxon Federation of America during the 1930s, an organization which was the forerunner of the contemporary Christian Identity movement. Wesley A. Swift was a major leader of Christian Identity during the late 1940s through the 1960s.

In this analysis of public speeches from four American presidents from the Republican party, the ways in which those presidents discuss and position American defense activities and stances are examined, to track the progression from the 1960s to the present. Presidents from one party were chosen, who presided over a period of active armed conflict or cold war. The addresses analyzed comprised public addresses to Congress or the American people. The analysis groups recurring frames--conceptually developed based on framing and agenda setting theories--into thematic categories for each president. Some frames were more salient for certain presidents than for others. Other frames were common and pervaded the presidents’ remarks to Congress and the public. America’s struggle against a faceless enemy, American military might as a guarantor of, and the importance of the United States’ commitments to its international partners were all prevailing frames which emerged in the analysis.

The purpose of this study was to locate and examine statements within the writings and recorded speeches of certain leaders of the L.D.S. Church which refer to various objectives, activities, and desirable experiences inherent in well organized and properly conducted physical education and recreation programs.Data dating from 1830 through 1969 were gathered from the resources and through the services provided by the historical libraries of the L.D.S. Church and Brigham Young University. Available biographical and historical information was presented to denote circumstances possibly influencing the statement itself, the significance of the statement, or the intent of the statement.Without exception, the men discussed in this study supported wholesome competitive and non-competitive physical activities so long as they did not interfere with Church activities, so long as they were not participated in on Sunday, and so long as the value to the participant was wholesome and conducive to his spiritual, mental, and physical health and welfare.