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Thermal expansion, electrical resistivity, magnetization, and specific heat measurements were performed on URu2-xFexSi2 single crystals for various values of Fe concentration x in both the hidden-order (HO) and large-moment antiferromagnetic (LMAFM) regions of the phase diagram. Our results show that the paramagnetic (PM) to HO and LMAFM phase transitions are manifested differently in the thermal expansion coefficient. The uniaxial pressure derivatives of the HO/LMAFM transition temperature T0 change dramatically when crossing from the HO to the LMAFM phase. The energy gap also changes consistently when crossing the phase boundary. In addition, for Fe concentrations at xc ≈ 0.1, we observe two features in the thermal expansion upon cooling, one that appears to be associated with the transition from the PM to the HO phase and another one at lower temperature that may be due to the transition from the HO to the LMAFM phase.

This article reexamines spontaneity as an important, albeit neglected, mechanism in collective action dynamics, and elaborates on its operation and effects in protest events and social movements. We do not presume that spontaneity is routinely at play in all collective actions. Rather, based on our grounded analysis of historical and ethnographic data, we contend that spontaneity is triggered by certain conditions: nonhierarchical organization; uncertain/ambiguous moments and events; behavioral/emotional priming; and certain ecological/spatial factors. We conclude by elaborating why the activation of spontaneous actions matters in shaping the course and character of protest events and movements, and we suggest that spontaneity be resuscitated in the study of collective action and everyday life more generally.

Background: More than 90% of pediatric patients presenting to emergency departments (EDs) in the United States are evaluated and treated in community‐based EDs. Recent evidence suggests that mortality outcomes may be worse for critically ill pediatric patients treated at community EDs. The disparate mortality outcomes may be due to inconsistency in pediatric‐specific education provided to emergency medicine (EM) trainees during residency training. There are few studies surveying recently graduated EM physicians assessing perceived gaps in the pediatric emergency medicine (PEM) education they received during residency. Methods: This was a prospective, survey‐based, descriptive cohort study of EM residency graduates from 10 institutions across the United States who were <5 years out from residency training. Deidentified surveys were distributed via email. Results: A total of 222 responses were obtained from 570 eligible participants (39.1%). Non‐ED pediatric rotations during residency training included pediatric intensive care (60%), pediatric anesthesia (32.4%), neonatal intensive care unit (26.1%), and pediatric wards (17.1%). A large percentage (42.8%) of respondents felt uncomfortable managing neonates and performing tube thoracostomy on pediatric patients (56.3%). The EM graduate's satisfaction with pediatric simulation–based training during residency was positively associated with comfort caring for neonates and infants (p < 0.0070 and p < 0.0002) and performing endotracheal intubation (p < 0.0027), lumbar puncture (p < 0.0004), and Pediatric Advanced Life Support resuscitation (p < 0.0001). Conclusions/discussion: This survey‐based cohort study found considerable variation in pediatric‐specific experiences during EM residency training and in perceived comfort managing pediatric patients. In general, participants were more comfortable managing older children. This study suggests that the greatest perceived knowledge gaps in PEM were neonatal medicine/resuscitation and pediatric cardiac arrest. Future research will continue to address larger cohorts, representative of the PEM education provided to EM physicians in the United States to promote future educational initiatives. [ABSTRACT FROM AUTHOR]

This article provides an analytic overview of scholarly work on the concept of collective identity by considering its conceptualization and various empirical manifestations, the analytic approaches informing its discussion and analysis, and a number of theoretical and empirical issues, including a synopsis of the symbolic means through which collective identity is expressed and asserted. Although the scholarly roots of the concept can be traced to classical sociologists such as Marx and Durkheim, and more recently to the mid-century work of scholars such as Erik Erickson and Erving Goffman, it was not until the latter quarter of the past century that the concept generated an outpouring of work invoking the concept directly or referring to it indirectly through the linkage of various collectivities and their identity interests via such concepts as identity politics, identity projects, contested identities, insurgent identities, nationalism, imagined communities, identity movements and even social movements more generally. Conceptually, the essence of collective identity resides in a shared and interactive sense of "we-ness" and "collective agency." Although the concept is distinguished analytically from both personal identity and social identity, the three types of identity clearly overlap and interact. Empirically, collective identity can surface in a variety of contexts, although the preponderance of research has focused on its connection to gender, ethnicity, religion, nationalism and particularly social movements. Analytically, collective identity has generally been discussed from a primordial, structural, and/or constructionist standpoint. Primordial and structural approaches are discussed as variants of essentialism, which is contrasted to constructionism. Among other things, constructionism focuses attention on the symbolic expression and maintenance of collective identities.

This article describes the development of intonation in 12 cochlear implant (CI) recipients. In a previously reported study of the first year of CI use, children who were implanted late (after 24 months) acquired intonation more rapidly than the younger participants. The older children's advantage is plausibly owing to their greater maturity. However, children who were implanted early (before 25 months) did not have an advantage over the still younger control group of infants with normal hearing (NH), suggesting that the advantage requires a critical age of about 30 months. The younger CI-users reached this age in the second year of CI use. The results confirmed our expectation that even the younger CI recipients would acquire intonation more rapidly than infants with NH who had the same amount of robust hearing experience. Clinical implications are discussed in relation to the question of early versus late implantation.

This article describes the longitudinal development of intonation in 18 deaf children who received cochlear implants (CIs) before the age of 3 years and 12 infants with typical development (TD) who served as controls. At the time their implants were activated, the children with CIs ranged in age from 9 to 36 months. Cross-group comparisons were made when the children had equivalent amounts of robust hearing experience but different chronological ages. This article reports the results for the 6-month period ending 9 months after activation of the child's device for children with CIs, and the 6-month period ending at 12 months of age for TD infants. The findings were compared with a model of early intonation development in children with normal hearing. The results indicated that all groups progressed through one or more of the stages predicted by the normative model. At the end of the study period, however, children who had received a CI later than 24 months reached a more mature stage of intonation development than younger CI recipients. Moreover, the older CI group reached the same stage of development as the TD infants who had 3 additional months of language listening experience. The findings suggest that the developmental advantage which older children had previously demonstrated shortly after activation of their CIs is maintained throughout most or all of the first year of CI use. (Contains 4 figures and 5 tables.)

In January 2006 the Billings (Montana) Public Schools adopted a computer-assisted instruction (CAI) intervention aimed at helping students recover credits that they had attempted but had not attained. The author volunteered to teach the algebra component in his high school. Through the following seven semesters, he came to better understand the role of an effective teacher in a credit-recovery program that relies so heavily on CAI. This article is an effort to describe this effectiveness and the nature of success and failure in CAI interventions.

Purpose: This study examined the effect of Parkinson's disease (PD) on the intonational marking of final and nonfinal syntactic boundaries and investigated whether the effect of PD on intonation was sex specific. Method: Eight women and 8 men with PD and 16 age- and sex-matched control participants read a passage at comfortable pitch, rate, and loudness. Nuclear tones from final and nonfinal syntactic boundaries in clauses and lists were extracted. Measures of fundamental frequency (F0) were made on each tone contour. Results: Individuals with PD demonstrated impaired differentiation of syntactic boundary finality/nonfinality with contour direction. They produced a lower proportion of falling contours in final boundaries and a higher proportion of falling contours in nonfinal boundaries than did control participants. Although not mediated by syntax, the effect of PD on F0 standard deviation (F0 SD) and pitch range in semitones (PRST) was sex specific. Women with PD produced greater F0 SD and PRST than did men with PD and women without PD. Men with PD produced lower PRST than did men without PD. Conclusions: Impaired intonational marking of syntactic boundaries likely contributes to dysprosody and reduced communicative effectiveness in PD. The effect of PD on intonation was sex specific. The results are not fully explained by PD-related motor execution impairments.

This study describes the development of emerging intonation in six children who had received a cochlear implant (CI) before the age of 3 years. At the time their implant was activated, the children ranged in age from 11-37 months. Spontaneous longitudinal speech samples were recorded from 30-minute sessions in which the child interacted with his or her mother. Data were collected 2 months before activation of each child's CI and at monthly intervals after activation for 6 months. The findings were compared to the typical pattern of early intonation development in children with normal hearing (NH). The results suggested that young CI recipients progress through stages similar to those observed in children with NH. However, the intonation development of children with a CI reflects a marked interaction between chronological age at implantation and amount of CI experience. That is, after 2 months of CI-assisted hearing experience, the older children demonstrated a later stage of intonation development than younger children. These preliminary results support the idea that children acquire some foundations or prerequisites of intonation production through maturation, as measured by chronological age, even without robust auditory experience. (Contains 2 figures and 3 tables.)

Previous studies have suggested that intonation development in infants and toddlers reflects an interaction between physiological and linguistic influences. The immediate background research for this study, however, was based on vocalizations that were only one syllable in length. By extending the analysis to polysyllabic utterances, the present study evaluated a broader range of physiological constraints on intonation production than the maximally simple context of monosyllabic utterances had permitted. The width and direction of pitch change across one- and two-syllable nuclear tones were acoustically analyzed in utterances produced by 60 children between the ages of 0 ; 6 and 1 ; 11. The results showed that the children controlled the characteristic intonation pattern of English monosyllables by the age of 1 ; 6-1 ; 8. However, even the youngest groups of children produced relatively robust and adult-like intonation contours when the tone-bearing string was polysyllabic, suggesting that the trochaic or dactylic foot is the natural "unmarked" unit of tone production. The asymmetrical results for one- versus two-syllable tones support the conclusion that width of pitch change largely reflects physiological universals in children's earliest vocalizations and language-specific learning after the age of 1 ; 6. Implications of the findings are also discussed in relation to the Trochaic Template Hypothesis. It is concluded that a bias for trochaic rhythms that some children demonstrate could be based, in part, on the child's sensitivity to physiological constraints on the velocity and range of intonational pitch change. [Portions of this study were presented at the Child Phonology Conference, Arizona State University, May 14-15, 2004.]

The purpose of this study was to describe the pattern in which English-speaking children acquire intonation. A second goal was to account for emerging intonation from a theoretical perspective. Six groups of 10 children each between the ages of 6 and 23 months participated in individual play sessions with their mothers and an experimenter. Pitch contours were acoustically analyzed in monosyllabic utterances produced by each child. The observed nonlinear shape of intonation development suggested a linguistically based pattern of regression and reorganization. However, the precocious expression of intonation in the youngest infants also pointed to the role of physiological universals and emotional experience. It is concluded that children's early intonation reflects biological, affective, and linguistic influences.

During the 1980s, homeless people formed social movement organizations and mobilized collective action events in cities across the US. From the vantage point of social movement theories and scholarship on homelessness, it is surprising that homeless protest was so prevalent in the 1980s. Yet we find evidence of homeless protest events across no fewer than 50 U.S. cities in the 1980-90 period. Drawing on social movement theories about the precipitants of mobilization, we examine the extent to which city-level contextual factors, and their change over time, affect variation in the frequency of homeless mobilization across 17 of these cities. Our findings reveal that a mix of factors congruent with strain and resource mobilization theories helps to account for variation in the frequency of homeless protest across U.S. cities in the 1980s.

In this article, we provide a response to Teun van Dijk's criticism of the framing perspective on social movements, as expressed in his article 'Analyzing Frame Analysis. A Critical Review of Framing Studies in Social Movement Research'. We argue that a more constructive tone is warranted and explain how his criticism is largely based on a selective reading and misinterpretation of the vast literature on framing and social movements. We provide a more detailed explanation of how discourse and related concepts such as schema and ideology are discussed by social movement scholars and critically reflect on his claim that framing as a concept can rather be replaced by discourse and/or various other cognitive/psychological constructs. Finally, we suggest how a discourse perspective and insights from social movement framing can be complementary in increasing our understanding of how movements (and other actors) communicate and with what consequences. [ABSTRACT FROM AUTHOR]

This study, with 30 preschool children with specific language impairment (SLI) and 30 controls, found a dissociation between limited learning of training targets (words, affixed forms) and limited bound-morpheme generalization (BMG) performance. Results suggest limited BMG reflects problems not with storage or access of facts but with the extraction and extension of linguistic patterns in the learning targets. (Author/DB)

Ten 4-year-old children imitated short sentences with falling and rising tones in four intonation groups. Results indicated that children used more falling tones than adults in most intonation groups, suggesting that rising tones may be more difficult for young children to produce than falling tones. (DB)

This paper tested a theory of syllable prominence with 11 children (ages 11 to 26 months). The theory proposes that syllable prominence is a product of two orthogonal suprasegmental systems: stress/accent peaks and phrase boundaries. Use of the developed prominence scale found it parsimoniously accounted for observed biases in syllable omissions by young children. (Author/DB)

This study examined falling tone and final syllable lengthening in the spontaneous speech of 10 4-year-old children with specific language impairment (SLI). The falling tone was observed in 9 of the 10 SLI children, despite deficits in segmental phonology, morphosyntax, and mean length of utterance, suggesting a possible dissociation between prosodic and morphosyntactic development. (Author/DB)

Describes English-speaking children's acquisition of voice onset time. The study evaluated two hypotheses, one predicting that children would control the vowel duration contrast earlier than the consonantal one and one predicting that they would control the contrast represented on the segmental level of linguistic description earlier than the contrast represented on the suprasegmental level. (41 references) (Author/CK)

Tests the impact of two social-cognitive interventions implemented in the 6th grade (Intervention 1) and 8th/9th grades (Intervention 2) on student's skill acquisition and on their 9th and 10th grade substance use. Results indicate positive program effects for Intervention 2 on skill acquisition and overall drug involvement. (RJM)

Twenty-five children with specific language impairment (SLI) and 25 children with normal language (NL) were presented with novel vocabulary and bound-morpheme learning tasks. SLI children had significantly lower vocabulary learning levels and less ability to generalize bound morphemes than NL children. Results support the storage/access but not the rule-induction theory of SLI. (Author/DB)