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New technologies and innovations in the fields of microwave, millimeter- and submillimeter waves are occurring at an ever-expanding pace. The week of the 2011 International Microwave Symposium (IMS2011), 5–10 June, in Baltimore, Maryland, will be an unparalleled gathering of technical talent from universities, governments, and private industry from around the world to celebrate these achievements and provide fertile ground for the incubation of new technologies that will make critical contributions to tomorrow's world.

Major differences exist in two approaches to the study of second-language performance. Second-language-acquisition (SLA) research examines effects upon discourse, and is typically unconcerned with scores. Language-testing (LT) research investigates effects upon scores, generally without reference to discourse. Within a general framework of test taking and scoring, we report research from these two fields as it relates to questions of systematic effects on second-language tests. We then examine findings incidental to a test-development project. The findings were consistent with LT research into systematic effects of task and rater on ratings, and with SLA research into systematic effects of task on discourse. Using empirically derived scales as indicators of salient features of discourse, we infer that task type influences strategies for assessing language performance. Explanations for these joint findings are not afforded by either standard LT or SLA perspectives. There is no theory of method to explain how particular aspects of method affect discourse, how those discourse differences are then reflected in ratings and how task features influence the basis for judgement. We conclude that a full account of performance testing requires a paradigm that incorporates relationships that are not specified in either the major language-testing research tradition or the tradition of second-language-acquisition research.

The two most common approaches to rating second language performance pose problems of reliability and validity. An alternative method utilizes rating scales that are empirically derived from samples of learner performance; these scales define boundaries between adjacent score levels rather than provide normative descriptions of ideal performances; the rating process requires making two or three binary choices about a language performance being rated. A procedure, that consists of a series of five explicit tasks, is used to construct a rating scale. The scale is designed for use with a specific population and a specific test task. A group of primary school ESL teachers used this procedure to make two speaking tests, including elicitation tasks and rating scales, for use in their school district. The tests were administered to 255 sixth grade learners. The scales were found to be highly accurate for scoring short speech samples, and were quite efficient in time required for scale development and rater training. Scales exhibit content relevance in the instructional setting. Development of this type of scale is recommended for use in high-stakes assessment.

Performance tests typically require raters to judge the quality of examinees' written or spoken language relative to a rating scale; therefore, scores may be affected by variables inherent in the specific scale development process. In this study we consider two variables in empirically derived rating scales that have not been investigated to date: scale developers and the sample of performances used by the scale developers. These variables may affect scale content and structure and (ultimately) final test scores. This study examined the development and use of scales using two samples of ESL student writing and three teams of rating scale developers to construct three empirically derived scales. A comparison of the scale content showed considerable variation even though all development teams used similar constructs of writing ability. Each team used its own scale to rate a different set of compositions. Comparison of the ratings showed that scale development team had a minor effect on ratings and that scale development sample had a major effect. We present implications of these findings on the nature of empirically derived rating scales, focusing particularly on how such scales are developed.

Two language characteristics, Communicative Effectiveness (CE) and Grammatical Accuracy (GA), were investigated in 130 grade 5 students in intensive ESL classes. Using different types of elicitation tasks in across-sectional study, it was found that CE and GA are not independent, but the relation between the variables differs as a function of task type. In a short-utterance sentence production task, CE and GA appear to develop simultaneously. In an extended-discourse story retell, GA reaches a plateau with some subjects while CE continues to develop. Suggestions for classroom application of these findings are discussed.

University level students studying English as a foreign language participated in four language learning experiments which were conducted within the framework of existing EFL courses. The experiments indicated (1) that language learning is not related to amount of formal language instruction for those students concurrently enrolled in academic classes, and (2) that sequential mastery of materials is not necessary for learning in an intensive foreign language program. Even the possibility that sentences of a foreign language can be mastered in any order in which they are presented is questioned. The findings were interpreted in support of the view that the most efficient foreign language learning is informal and occurs when the learner must make communicative use of the language variety to be learned, and that the internal structure underlying a set of sentences of a foreign language is not completely learned by presentation and practice of that set of sentences.

I have been influenced in the selection of a subject for this paper, not by the fact that its discussion has been neglected, nor because the medical mind for many years has been lacking in appreciation of its importance or failed to elaborately consider the best therapeusis for its management, but because concurrently with the development of much that is beneficial, errors and misconceptions have crept in. I believe, in the minds of many men, there is a vagueness of conception of the skilful treatment of typhoid fever, which in this advanced age with its wealth of clinical observation and literature, is deplorable. Therefore, I will endeavor to discuss the subject as fully, yet as concisely and practically as possible. Prophylaxis. —Being an infectious disease we can not be too careful in using every means to prevent its spread. The case itself should not be allowed to become a focus

A survey of administrators in post-secondary institutions probed the procedures and the policies governing pre-admission testing of second language ability. Findings indicate that most institutions use some means of measuring ESL but that testing procedures and policies had rarely been subjected to validation studies within the institutions.

About 1637 two young brothers, John and Arthur Upcher, came to Virginia from Essex County, England.' Their home was probably the English town of Colchester where several families of Upcher were living at that time.2 Colchester is located only a few miles from the mouth of the Colne river which empties into the outer reaches of the Thames. Sailing ships putting to sea from Colchester and other nearby ports offered a ready avenue of escape to John and Arthur who, according to tradition, fled from their home to escape the persecutions of their stepmother.3 Upon arrival off the Capes of Virginia, Arthur went to the Plantation of Accomack on the Eastern Shore,4 and it is thought that John the elder brother, or Abel as he has sometimes been designated, went to Gloucester on the Western Shore.5

Audio-lingual courses in English for speakers of other languages satisfy the conditions which warrant classroom testing of oral proficiency. Testing is a necessary part of teaching as the means whereby students are provided continuous information about the success of their attempts to speak English. This kind of information is necessary in skill learning. Tests are useful also as guides for control of instruction and for evaluation and proficiency reports. Testing entails (1) selection of test contents and techniques, (2) test taking, and (3) scoring. Tests can be improved by increasing the objectivity of selection and scoring, and increasing the subjectivity of test taking. Improvements are possible in tests which reflect two different but compatible views of language proficiency: that proficiency is measured by determining a speaker's knowledge of linguistically defined elements and processes which are useful for communication, and that proficiency is a measure of communication ability regardless of this knowledge. Cumulative records of instructional success provide the best measure of proficiency according to the first view. Communicative ability is best measured situationally. Interviews can be broadened to require the examinee to assume roles less restricted than 'interviewee'. Other techniques require the examinee to provide and seek information under various conditions and to alter his speech according to the comprehension abilities of his listeners.

During the past year I've heard ever increasing expressions of interest in the topic of testing the foreignlanguage abilities of children, but in searching the English-teaching literature I find that little of substance has been published about the subject. This lack does not indicate a lack of work on the testing of children in other fields, as evidenced by the vast literature on intelligence testing, testing of reading ability, and so on. Neither does it indicate a lack of work on the