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I. This Article, like many, started with a narrow focus. Because I believe that the substantive criminal law is an ineffective, frequently inapposite and blunt instrument, it strikes me that [...]

This IJNS special issue celebrates the first ten years of the International Nuclear Security Education Network (INSEN). A partnership between the International Atomic Energy Agency (IAEA) and the international academic community, INSEN was established in 2010 to promote nuclear security education. The articles in this issue focus on the shared education and training experiences of INSEN members in this new academic field of nuclear security. This special issue also features sketches of INSEN life provided by a number of its chairs, who share their thoughts and feelings about INSEN’s significance for the organization’s educators and leaders, and who chronicle the transformation of the network.

From the Editor's Desk

We are happy to present to you IJNS issue 5.1, 2019. This issue contains a welcome variety of articles speaking to many practical matters in nuclear security and safety, and in education and international policy. All these themes are invaluable as we continue our worldwide conversations among scholars and professionals, as well as with global citizens concerned for keeping our world safe from nuclear accident and aggression. We are pleased to include five articles and four book reviews in this issue.

This article examines the work of Geneva Smitherman, its contribution to the development of composition studies, and its relation to recent scholarship on translingualism and code-meshing. Analyzing her prodigious output in relation to these contemporary studies of language diversity and writing instruction, the article considers Smitherman's achievements in three areas: the study of African American English, composition pedagogy, and political activism on behalf of language minority students.

Revisits the historical contours of the debate over the need for and role of the required first-year course in writing. Argues for the value of the required course in composition as a pedagogical site with the potential to influence large of numbers of students, and for its importance as a site of struggle within the institutional hierarchy of academia. (SR)

Applies to the reading of student texts in a college composition portfolio assessment the notion that evaluations of text vary because readings take place in specific contexts and are shaped by cultural and historical exigencies. Concludes that in every reading of a text, readers posit an "implied author" that can strongly influence the reader's evaluation of student work. (RS)

Examines the history of research on the teaching and learning of English as reflected in the 20-year history of the Promising Researcher Award. Focuses upon changes over time in the kinds of questions asked, topics addressed, conceptual frameworks employed, and methodologies used in the studies. Reveals a strong but shifting influence of approaches borrowed from other disciplines. (MG)

Examines the role of research in the English education profession. Surveys people named promising researchers between 1970 and 1989 by the National Council of Teachers of English. Finds that a considerable number of awardees are highly visible members of the NCTE community, although in many cases not primarily as researchers. (SR)

Annotates 146 conference papers, journal articles, and doctoral dissertations from 1989 and 1990 dealing with research in the teaching of English. Includes sections on writing, language, literature, and teacher education. (SR)

Precollege quantitative measures were used to predict college persistence in natural sciences for high-achieving high school graduates. High school grades in math and science and the highest math Scholastic Aptitude Test (SAT) score were positive predictors. A Math 2 achievement test test score or projected score was the strongest predictor. (Author/MSE)

Offers an annotated bibliography of 142 dissertations, journal articles, and documents published in 1990 and 1991. Contains material on writing, language, literature, and teacher education. (PRA)

Annotates 136 conference papers, journal articles, and doctoral dissertations from 1988 and 1989 dealing with research in the teaching of English. Includes sections on writing, language, literature, and teacher education. (RS)

Examines composition research in the annotated bibliographies appearing from December 1984 to May 1989 in the journal "Research in the Teaching of English." Considers the question of what has been learned from this large corpus of research. Focuses on topics on which little research has been done and areas in which enough work has already been done. (RS)

Annotates 146 books in the areas of writing, language, literature, and teacher education. (MG)

In four-bar motion generation, linkage dimensions are calculated to achieve prescribed coupler positions. This work investigates the sensitivity of four-bar coupler motion sequences by analyzing position error margins and implementing a genetic algorithm (GA) for fourbar motion generation. As an application, the four-bar hood mechanism in the Plymouth Satellite mid-size automobile is considered. The results of the sensitivity analysis show that the mean average structural error between the prescribed and achieved hood positions is less than 0.015in for any quadratic analysis. In each demonstration, the proposed method consistently produced results that are scalable for 360° within a margin error of 0.06in. [ABSTRACT FROM AUTHOR]

Past studies of plant-microbe interactions in the alpine nitrogen cycle have revealed a seasonal separation of N use, with plants absorbing N primarily during the summer months and microbes immobilizing N primarily during the autumn months. On the basis of these studies, it has been concluded that competition for N between plants and microbes is minimized along this seasonal gradient. In this study, we examined more deeply the links between microbial population dynamics and plant N availability in an alpine dry meadow. We conducted a year-round field study and performed experiments on isolated soil microorganisms. based on previous work in this ecosystem, we hypothesized that microbial biomass would decline before the plant growing season and would release N that would become available to plants. Microbial biomass was highest when soils were cold, in autumn, winter, and early spring. During this time, N was immobilized in microbial biomass. After snow melt in spring, microbial biomass decreased. A peak in the soil protein concentration was seen at this time, followed by peaks in soil amino acid and ammonium concentrations in late June. Soil protease rates were initially high after snow melt, decreased to below detection limits by midsummer, and partially recovered by late summer. Proteolytic activity in soil was saturated early in the growing season and became protein limited later in the summer. We concluded that the key event controlling N availability to alpine plants occurs after snow melt, when protein is released from the winter microbial biomass. This protein pulse provides substrate for soil proteases, which supply plants with amino acids during the growing season. On average, microbial biomass was lower in the summer than at other times, although the biomass fluctuated widely during the summer. Within the summer months, maximum numbers of amino-acid-degrading microorganisms and the maximum amount of microbial biomass coincided with the peak in soil amino acids, when plants are most active. All bacterial strains isolated from this summer community had the ability to grow rapidly on low concentrations of amino acids and to degrade protein. This explains the previously observed result that the soil microbial biomass can compete strongly with plants for organic N, despite the seasonal offset of maximum plant and microbial N uptake. Key words: alpine tundra; Kobresia myosuroides; microbial population dynamics; N uptake, seasonal; nitrogen availability; organic nitrogen; soil microorganisms; soil protease activity; substrate-induced growth response; temporal partitioning., INTRODUCTION Soil microbial population dynamics have important implications for N availability to plants in many ecosystems. For example, microbial biomass often assimilates N at times when plants are inactive, releasing [...]

Mass spectrometry imaging (MSI) is used increasingly to simultaneously detect a broad range of biomolecules while mapping their spatial distributions within biological tissue sections. Matrix‐assisted laser desorption ionization (MALDI) is recognized as the method‐of‐choice for MSI applications due in part to its broad molecular coverage. In spite of the remarkable advantages offered by MALDI, imaging of neutral lipids, such as triglycerides (TGs), from tissue has remained a significant challenge due to ion suppression of TGs by phospholipids, e.g. phosphatidylcholines (PCs). To help overcome this limitation, silicon nanopost array (NAPA) substrates were introduced to selectively ionize TGs from biological tissue sections. This matrix‐free laser desorption ionization (LDI) platform was previously shown to provide enhanced ionization of certain lipid classes, such as hexosylceramides (HexCers) and phosphatidylethanolamines (PEs) from mouse brain tissue. In this work, we present NAPA as an MSI platform offering enhanced ionization efficiency for TGs from biological tissues relative to MALDI, allowing it to serve as a complement to MALDI‐MSI. Analysis of a standard lipid mixture containing PC(18:1/18:1) and TG(16:0/16:0/16:0) by LDI from NAPA provided an ~49 and ~227‐fold higher signal for TG(16:0/16:0/16:0) relative to MALDI, when analyzed without and with the addition of a sodium acetate, respectively. In contrast, MALDI provided an ~757 and ~295‐fold higher signal for PC(18:1/18:1) compared with NAPA, without and with additional Na+. Averaged signal intensities for TGs from MSI of mouse lung and human skin tissues exhibited an ~105 and ~49‐fold increase, respectively, with LDI from NAPA compared with MALDI. With respect to PCs, MALDI provided an ~2 and ~19‐fold increase in signal intensity for mouse lung and human skin tissues, respectively, when compared with NAPA. The complementary coverage obtained by the two platforms demonstrates the utility of using both techniques to maximize the information obtained from lipid MS or MSI experiments. [ABSTRACT FROM AUTHOR]

Describes research studies that relate to writing instruction, writing processes, language development, literature, and English teacher education. (HOD)

Describes recent research studies in the areas of writing (contexts, status surveys, instruction, processes, text analysis, assessment rhetoric), language (processing, development, interrelationships, language and schooling), literature, and teacher education. (HOD)

Contains annotations describing research conducted in the following areas: writing (contexts, status surveys, instruction, processes, text analysis, assessment, rhetoric, writing and learning), language (processing, development, interrelationships, language and schooling), literature, and teacher education. (HOD)

Contains citations for journal articles, books, dissertations, and materials in the ERIC system on the subjects of writing, language, literature, and teacher education. (SRT)

Lists and annotates books and articles on the following topics: (1) writing contexts; (2) status surveys; (3) writing instruction; (4) writing processes; (5) text analysis; (6) writing assessment; (7) writing and learning; (8) language processing; (9) language development; (10) language interrelationships; and (11) language and schooling. Also includes sections on literature and teacher education. (JG)

Investigates the thinking processes students employ and the text structures they produce in analytic writing. Contrasts eleventh grade students' analytic and summary writing using think-aloud protocols and examination of genre conventions governing students' writing. Concludes that in analytic writing, students employed more varied and complex thinking than in summary writing. (JG)

Presents an annotated bibliography of research materials of special interest to English teachers. Material is divided into four main sections: writing, language, literature, and teacher education. (AEW)

Annotates articles, dissertations, and papers on the subject of research in the teaching of English. Organizes annotations under the categories of writing, language, literature, and teacher education. (MS)

Provides 79 annotations of books and articles on research in writing; language; literature; and teacher education. (RAE)