Distinguished Professors Scholarly Works

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Disability eligibility issues and university student assessment outcomes
(IOS Press, 2001) Crank, Joe N.; Deshler, Donald D.
Many issues pertaining to identifying and documenting university students with learning disabilities (LD) have been discussed in the professional literature or litigated. This article documents the eligibility procedures and student assessment results of a project for identifying and providing learning strategies services to students with LD at a large midwestern public university. Many legal issues are relevant in the discussion and evaluation of this project, including the use of standardized procedures for establishing disability status. This project used standardized procedures such as eligibility rules and cut-off scores for making eligibility decisions, thus reducing the nagging inconsistencies and subjectivity associated with nonstandardized assessments and clinical judgements about LD. Students found eligible for the project showed academic skill deficits as low as the fourth grade level, with the average skill level being eighth grade. All students seeking services but determined not eligible showed proficient academic skills. Data from a sample of students not seeking project services gave insight to the skills of “typical”, skill proficient college students, thus providing an index by which to judge skill deficiency.
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Performance on a Serial Recall Task and the Role of Executive Control
(Institute for Research in Learning Disabilities, 1982-06-01) Warner, Michael M.; Schumaker, Jean B.; Alley, Gordon R.; Deshler, Donald D.
Success on tasks requiring deliberate memorization depends, in part, on a student's ability to exert appropriate executive control during the learning session. Executive processes are invoked whenever an individual is required to match a specific mnemonic strategy to the requirements of a given task. Deficiencies in executive control are increasingly being implicated in mildly handicapped students' failure to transfer and generalize what they have learned. Very little data exist which describe the executive functioning of adolescents. The present study investigated the executive performance of learning disabled (LD) adolescents using a self-paced, serial recall task. LD adolescents' performance was compared to that of a group of low-achieving and a group of high-achieving adolescents. Both in terms of accuracy of recall and use of an appropriate memorization strategy, the high-achieving group outperformed a combined group of low achievers and LD students. With one exception, the performance of low-achieving and LD students did not differ when achievement was statistically controlled. For all three groups, accuracy of recall was significantly correlated with degree of use of an optimal mnemonic strategy. Finally, a large proportion of the LD adolescents were found to employ an appropriate executive strategy and, thus, could not be characterized as demonstrating deficient executive functioning.
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Classification and Discrimination of Learning Disabled and Low-Achieving Adolescents
(Institute for Research in Learning Disabilities, 1980-01-01) Warner, Michael M.; Alley, Gordon R.; Deshler, Donald D.; Schumaker, Jean B.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults. Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characterisecs to gain a more complete profile of the older LD individual. Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Social Status, Peer Relationships, Time Use and Activities In and Out of School
(1980-01-01) Deshler, Donald D.; Schumaker, Jean B.; Warner, Michael M.; Alley, Gordon R.; Clark, Frances L.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults. Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characteristics to gain a more complete profile of the older LD individual. Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: The Relationship of Family Factors to the Condition of Learning Disabilities
(Institute for Research in Learning Disabilities, Lawrence, KS, 1980-01-01) Schumaker, Jean B.; Deshler, Donald D.; Alley, Gordon R.; Warner, Michael M.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults. Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characteristics to gain a more complete profile of the older LD individual. Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Behavioral and Emotional Status From the Perspective of Parents and Teachers
(Institute for Research in Learning Disabilities, 1980-01-01) Alley, Gordon R.; Warner, Michael M.; Schumaker, Jean B.; Deshler, Donald D.; Clark, Frances L.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults. Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characteristics to gain a more complete profile of the older LD individual. Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Achievement and Ability, Socioeconomic Status, and School Experiences
(Institute for Research in Learning Disabilities, 1980-01-01) Warner, Michael M.; Alley, Gordon R.; Schumaker, Jean B.; Deshler, Donald D.; Clark, Frances L.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults. Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characteristics to gain a more complete profile of the older LD individual. Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
Fighting Iran with Trade Sanctions
(Arizona Journal of International & Comparative Law, 2014) Bhala, Raj
How do American trade sanctions against Iran work? Have they worked? Championed by six American Presidents and sixteen Sessions of Congress, these sanctions against Iran have spanned nearly forty years. In that time, the bilateral relationship between the United States and Iran has been dreadful, with each side fixated on monstrosities perpetrated by the other: the 1953 coup d’état of a democratically-elected Iranian leader orchestrated by the United States; the subsequent American support for human rights abuses by the Peacock Throne; and the November 1979 seizure of the American Embassy in Tehran by Iranian militants and subsequent state-sponsored terrorist atrocities. To Iran, America became the “Great Satan” to be confronted wherever and whenever possible. To the United States, Iran perpetrated “evil” and was to be targeted for sanctions. American trade sanctions against Iran thus became, and continue to be, an important part of international trade law. Around the globe, practice in this field is touched by the dysfunctional relationship between the “Great Satan” and “Evil” Āyatollāhs. The practical significance does not mean that the technical rules, or policy justifications for those rules, are easily or well understood. The rules have become more intricate as they have evolved over nearly forty years. The policies for them have been subject to polarizing debates. Accordingly, four issues are addressed herein: (1) What transactions with Iran are prohibited? (2) What are the penalties for violating those prohibitions? (3) What is the logic for the regime of prohibitions and sanctions? (4) Have the sanctions worked?
Introduction
(Johns Hopkins University Press, 1986-06-01) Graham, Maryemma
No abstract is available for this item.
Ecological niche and phylogeography elucidate complex biogeographic patterns in Loxosceles rufescens (Araneae, Sicariidae) in the Mediterranean Basin.
(BioMed Central, 2014-10-09) Planas, Enric; Saupe, Erin E.; Lima-Ribeiro, Matheus S.; Peterson, A. Townsend; Ribera, Carles
Background: Understanding the evolutionary history of morphologically cryptic species complexes is difficult, and made even more challenging when geographic distributions have been modified by human-mediated dispersal. This situation is common in the Mediterranean Basin where, aside from the environmental heterogeneity of the region, protracted human presence has obscured the biogeographic processes that shaped current diversity. Loxosceles rufescens (Araneae, Sicariidae) is an ideal example: native to the Mediterranean, the species has dispersed worldwide via cohabitation with humans. A previous study revealed considerable molecular diversity, suggesting cryptic species, but relationships among lineages did not correspond to geographic location. Results: Delimitation analyses on cytochrome c oxidase subunit I identified 11 different evolutionary lineages, presenting two contrasting phylogeographic patterns: (1) lineages with well-structured populations in Morocco and Iberia, and (2) lineages lacking geographic structure across the Mediterranean Basin. Dating analyses placed main diversification events in the Pleistocene, and multiple Pleistocene refugia, identified using ecological niche modeling (ENM), are compatible with allopatric differentiation of lineages. Human-mediated transportation appears to have complicated the current biogeography of this medically important and synanthropic spider. Conclusions: We integrated ecological niche models with phylogeographic analyses to elucidate the evolutionary history of L. rufescens in the Mediterranean Basin, with emphasis on the origins of mtDNA diversity. We found support for the hypothesis that northern Africa was the center of origin for L. rufescens, and that current genetic diversity originated in allopatry, likely promoted by successive glaciations during the Pleistocene. We corroborated the scenario of multiple refugia within the Mediterranean, principally in northern Africa, combining results from eight atmosphere–ocean general circulation models (AOGCMs) with two different refugium-delimitation methodologies. ENM results were useful for providing general views of putative refugia, with fine-scale details depending on the level of stringency applied for agreement among models.
Type specimens in modern ornithology are necessary and irreplaceable.
(Bio One, 2014-04-23) Peterson, A. Townsend
Recent years have seen a series of new species descriptions in which no type specimen or fragmentary type specimen material was provided as documentation. These descriptions have been controversial, but the Code of Zoological Nomenclature makes clear that such nondiagnostic types are not acceptable specimen documentation. A more appropriate approach is documentation of the discovery, but without formal naming of the species, until suitable specimen documentation can be assembled.
Defining viral species: making taxonomy useful
(BioMed Central, 2014-07-23) Peterson, A. Townsend
Virus taxonomy at present is best characterized as a categorization of convenience, without a firm basis in the principles of evolutionary biology. Specifically, virus species definitions appear to depend more on tradition and popular opinion among virologists than on firm, quantitative biological evidence. I suggest a series of changes to underlying species concepts that would shift the field from one that simply files viruses away in taxonomic boxes to one that can learn important biological lessons from its taxonomy.
The North American Invasion of the Giant Resin Bee (Hymenoptera: Megachilidae)
(Pensoft Publishers, 2005-01-01) Hinojosa-Díaz, Ismael A.; Yáñez-Ordóñez, Olivia; Chen, Guojun; Peterson, A. Townsend; Engel, Michael S.
See article for abstract.
The Fusion of Ideas: An Interview with Margaret Walker Alexander
(Johns Hopkins University Press, 1993-06-01) Graham, Maryemma
No abstract is available for this item.
An Interview with Edward P. Jones
(Johns Hopkins University Press, 2008-11-01) Graham, Maryemma; Jones, Edward P.
Edward P. Jones is a writer of the kind of fiction one might have thought was going out of style: readable, absorbing, and exquisitely literary. After a startling publishing debut with Lost in the City, stories drawn from his native Washington, D. C, Jones went on to win die Pulitzer Prize for The Known World in 2004, an unusual story about a former slave-turned-slaveowner in antebellum Virginia. He published his third book in die fall of 2006, All Aunt Hagar's Children, a collection of short stories about ordinary people, whom we see as only they can be. Jones pays careful attention to presenting the circumstances of their lives and the consequences of their choices. Neither blaming the victims nor forgetting that they exist, Jones is more concerned with alerting us to the characters' contradictions, i.e., what makes them human. Unlike the brooding sensibility of Faulkner's fiction or the violent rage that characterizes Wright's work, Jones's world has a sober inclusiveness. He mediates his characters' lives with elegant, understated prose that is as compelling as it is persuasive. Each page is a reminder of his artistry and the compassion he feels for each of his characters. This interview was conducted shortly before die release of die hardcover edition of All Aunt's Hagar's Children, August 18, 2006, at Union Station in Washington, D. C. A trade paperback edition of die book was published in August 2007.
Lipschitzian Solutions of Perturbed Nonlinear Programming Problems
(Society for Industrial and Applied Mathematics, 1986-01-01) Cornet, Bernard; Vial, Jean-Phillippe
We prove that if a second order sufficient condition and a constraint regularity assumption hold, then for sufficiently small perturbations of the constraints and the objective function, the set of local minimizers reduces to a singleton. Moreover, the minimizes and the associated multipliers are Lipschitzian functions of the parameter.
Smooth Normal Approximations of epi-Lipschitzian subsets of R(n)*
(Society for Industrial and Applied Mathematics, 1999-01-01) Cornet, Bernard; Czarnecki, Marc-Olivier
See article for abstract.
Random sets and confidence procedures
(Rocky Mountain Mathematics Consortium, 1979-06-01) Barnett, William A.
No abstract is available for this item.
The Differential Approach to Superlative Index Number Theory
(Cambridge University Press, 2003-09-01) Barnett, William A.; Choi, Ki-Hong; Sinclair, Tara M.
Diewert’s “superlative” index numbers, defined to be exact for second-order aggregator functions, unify index number theory with aggregation theory but have been difficult to identify. We present a new approach to finding elements of this class. This new approach, related to that advocated by Henri Theil, transforms candidate index numbers into growth rate form and explores convergence rates to the Divisia index. Because the Divisia index in continuous time is exact for any aggregator function, any discrete time index number that converges to the Divisia index and that has a third-order remainder term is superlative.
Planning in the Face of Academic Diversity: Whose Questions Should We Be Answering?
(Institute for Research in Learning Disabilities, 1991-03-01) Lenz, B. Keith; Schumaker, Jean B.; Deshler, Donald D.
The goal of this investigation was to identify how regular high school and middle school social studies and science teachers approach teaching their most academically diverse class. Specifically, we sought to determine whether or not the typical special education model of individualization could be part of the framework of approaching academically diverse classes. Information from this study will serve as the basis for conceptualizing interventions that will enable regular classroom teachers to better plan and teach students with mild handicaps.

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