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Developing gross motor function implies strengthening the basic body position and the balance associated with posture and mobility, for which different teaching models and psycho-pedagogical interventions are applied. Objective: to develop gross motor function in male preschoolers through physical recreational activities based on conductivist (Group 1) and constructivist (Group 2) teaching and determine the best teaching paradigm. Two basic skills were studied in two homogeneous independent samples (walking: w = 0.641; running: w = 0.556), selecting 25 children for each group (3–4 years) through the use of intentional sampling. The gross skills evaluation was based on norms established by the Education Ministry, including a mood assessment. Results: each group improved their basic skills in the post-test (Group 1: W = 0.001; W = 0.001. Group 2: W = 0.046; W = 0.038), but the conductivist paradigm was superior (w = 0.033; w = 0.027). Group 1 presented better indicators in the motor evaluations “Acquired” and “In Process” than Group 2, and lower percentages in the “Initiated” evaluation than Group 2 in the abilities “walking” as well as “running”, which were significantly different in the “Initiated” evaluation (p = 0.0469) for the walking ability, and significantly different in the “Initiated” and “Acquired” evaluations (p = 0.0469; p = 0.0341, respectively) for the running skill. Conclusions: The conductivist teaching model was superior in terms of gross motor function optimization.

Las universidades desempeñan un papel de suma importancia en la sociedad. Tienen la inigualable tarea de formar los profesionales que llevarán adelante el desarrollo económico, político y social de la nación donde viven. De modo que deben estar en condiciones de ofrecer una educación e instrucción que les prepare para responder adecuadamente a los requerimientos de la sociedad moderna. El desafío para las instituciones de Educación Superior es el de enfrentar un mundo en el cual los sistemas productivos están en permanente transformación, con una mayor competitividad. Estos cambios serán objeto de análisis reflexivo en este artículo. Es por eso que se hará un estudio de pertinencia de la didáctica actual de la educación superior.

Purpose: This investigation examined the performance of 50 African American children on a reading comprehension test. Method: Longitudinal data were compared for two groups of students who were preschoolers or kindergartners at Time 1 and elementary-grade students at Time 2. Outcomes were examined for positive predictive relationships based on their oral language and cognitive skills as preschoolers and kindergartners at Time 1. The Time 1 preschoolers were all from low-income homes, whereas the Time 1 kindergartners were all from middle-income homes. All students were urban dwellers and speakers of African American English. Results: Two measures predicted later reading comprehen- sion levels for the Time 1 preschoolers: use of complex syntax and shape matching. The Time 1 preschoolers and kindergartners showed no significant differences in reading comprehension at the end of first grade, but the preschoolers were significantly ahead of the kindergartners in reading by third grade. Clinical Implications: The potential of preschools that emphasize early language and literacy for improving the reading outcomes of African American students is discussed. [ABSTRACT FROM AUTHOR]

This study examined the performance of 59 at-risk, African American preschoolers on the Peabody Picture Vocabulary Test-III (PPVT-III, Dunn & Dunn, 1997). The subjects were considered at-risk based on low-income status and/or social status variables such as family density and teenage parents. A mean standard score of 91 and a standard deviation of 11 were achieved by these children. Although these scores are below those reported for the PPVT-III standardization sample, the performance spread resulted in a normal distribution of scores. Differences in performance based on gender and income were not apparent, but level of education of the primary caregiver significantly influenced performance. The findings indicate that unlike the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981) the PPVT-III is a culturally fair instrument that is appropriate for use with this population. [ABSTRACT FROM AUTHOR]

This investigation compares dialect use by African American children differing in socioeconomic status (SES) and gender. Subjects were 5- and 6-year-old boys (n = 30) and girls (n = 36), who were kindergartners attending schools in the Metropolitan Detroit area. Comparisons of the amount of dialect in the children's spontaneous discourse revealed systematic differences relative to SES and gender in the frequencies but not the forms of dialect in use. Children from lower-income homes, and boys, were more marked dialect users than their middle-class peers or girls. The sociolinguistic implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

This investigation examines the performances of 63 urban 4- to 7-year-old African American children from middle-income homes on two tasks designed to assess the development of comprehension skills. Performances on a task designed to elicit responses to wh-questions, and another to distinctions between active and passive sentence constructions, revealed grade effects and a positive relationship to age. The findings are discussed in terms of the appropriateness of using tasks of these types with young African American boys and girls who are dialect users. [ABSTRACT FROM AUTHOR]

This investigation reports average length of communication units (C-units) in words and in morphemes for 95 4- to 6 1/2-year-old African American boys and girls from lower-income homes in metropolitan Detroit. Mean C-units increased across the age span of this sample, and kindergartners produced significantly longer C-units than preschoolers. The syntactic complexity of the children's language samples correlated positively with increases in C-unit length, and regression analyses revealed that syntactic complexity was the best predictor of mean C-unit length. Children with longer average C-unit lengths produced greater frequencies of all types of syntactic complexity. Their language samples were distinguished from children with shorter mean C-unit lengths by clauses linked with coordinate and subordinate conjunctions. The findings indicate that average C-unit length will be useful as a quantitative index of linguistic growth in research designs focusing on young school-age African American children living in poverty. [ABSTRACT FROM AUTHOR]

Abstract Background Along with obesity, physical inactivity, and family history of metabolic disorders, African American ethnicity is a risk factor for type 2 diabetes (T2D) in the United States. However, little is known about the differences in gene expression and transcriptomic profiles of blood in T2D between African Americans (AA) and Caucasians (CAU), and microarray analysis of peripheral white blood cells (WBCs) from these two ethnic groups will facilitate our understanding of the underlying molecular mechanism in T2D and identify genetic biomarkers responsible for the disparities. Results A whole human genome oligomicroarray of peripheral WBCs was performed on 144 samples obtained from 84 patients with T2D (44 AA and 40 CAU) and 60 healthy controls (28 AA and 32 CAU). The results showed that 30 genes had significant difference in expression between patients and controls (a fold change of 1.4 with a P value Conclusions These newly identified genetic markers in WBCs provide valuable information about the pathophysiology of T2D and can be used for diagnosis and pharmaceutical drug design. Our results also found that AA and CAU patients with T2D express genes and pathways differently.

Purpose: Syntax provides critical support for both academic success and linguistic growth, yet it has not been a focus of language research in school-age African American children. This study examines complex syntax performance of African American children in second through fifth grades., Method: The current study explores the syntactic performances of African American children ( N = 513) in Grades 2-5 on the Test of Language Development-Intermediate who speak African American English. Multilevel modeling was used to evaluate the growth and associated changes between dialect density and syntax. Analyzed data were compared both to the normative sample and within the recruited sample., Results: The results suggest that dialect density exerted its impact early but did not continue to influence syntactic growth over time. Additionally, it was not until dialect density was accounted for in growth models that African American children's syntactic growth resembled normative expectations of a standardized language instrument., Conclusion: The current study suggests that failure to consider cultural language differences obscures our understanding of African American students' linguistic competence on standardized language assessments.

Little is known about mismatches between the language of mathematics testing instruments and the rich linguistic repertoires that African American children develop at home and in the community, in part because research paradigms with African American English (AAE) dialect speakers face complex challenges in measurement, historical exclusion, and other social, economic, cultural, and linguistic confounds. The current study aims to provide a proof of concept and novel explanatory item response design that uses error analysis to investigate the relationship between AAE child language and children's mathematics assessment outcomes. Here, we illustrate 2 nd and 3 rd grade children's qualitative patterns of performance on arithmetic tasks in relation to their AAE dialect use and elaborate a unified framework for examining child and item level linguistic characteristics. Results suggest that children draw upon their emerging (bi)dialectal repertoire with arithmetic problems when selecting appropriate problem-solving strategies on language-formatted problems. The mismatch of assessment language formatting with children's repertoires may disadvantage AAE speakers' strategy selections and result in a language-based performance disadvantage unrelated to mathematical ability. Research designs that look beyond correct/incorrect scoring to examine qualitative patterns of performance in AAE speaking children can provide valuable and oft-overlooked evidence when considering equity in mathematics assessment formats., Competing Interests: Declaration of Interest Statement The authors report that there are no competing interests to declare.

Conversations about the nature of dyslexia and how dyslexia impacts reading and listening comprehension get to the heart of classification and identification models of dyslexia. Recently, this conversation has been expanded to include efforts to estimate the prevalence of dyslexia in the population through the introduction of a discrepancy index of listening comprehension and reading comprehension. This discrepancy index was proposed to serve as a proxy for dyslexia when estimating its prevalence in the population. Individuals whose reading comprehension is considerably lower than their listening comprehension are thought to exhibit unexpected reading deficits. However, the index could underrepresent certain groups within the population. The current study explored this possibility using data from a sample of 4078 public-school students. We hypothesized that students from historically marginalized or otherwise disenfranchised groups (i.e., poor and minority groups) would be less likely to have a positive listening comprehension - reading comprehension (LC-RC) discrepancy index. Based on the results of multilevel linear mixed effect modeling, socioeconomic status (SES) contributed to differential performance on the discrepancy index when it was calculated using residual scores. Moreover, African American students were identified as having a reliably lower discrepancy index regardless of how it was calculated. It appears that this index, which only looks at the comprehension of language and not production, may, in fact, disadvantage students for whom oral language production differs from General American English (GAE). These outcomes suggest that this measure may lack the sensitivity to identify bidialectal students with dyslexia., (© 2022. The International Dyslexia Association.)

The purpose of this longitudinal study was to examine the influence of spoken dialect density on writing and on the codevelopment of reading and writing in African American English-speaking (AAE) children from first through fifth grades. The sample included 869 students, ranging in age from 5.8 to 12.5 years. Results indicated that dialect density had a negative influence concurrently and longitudinally on reading and writing in AAE-speaking children. High dialect users tended to have weak reading and writing skills and heavier dialect density slowed growth in reading and writing. However, this effect was moderated by the effects of reading and writing on each other. Reading had a facilitative effect on writing even in the presence of heavy dialect use., (© 2019 Society for Research in Child Development.)

Purpose Many language tests use different versions that are not statistically linked or do not have a developmental scaled score. The current article illustrates the problems of scores that are not linked or equated, followed by a statistical model to derive a developmental scaled score. Method Using an accelerated cohort design of 890 students in Grades 1-5, a confirmatory factor model was fit to 6 subtests of the Test of Language Development-Primary and Intermediate: Fourth Edition ( Hammill & Newcomer, 2008a , 2008b ). The model allowed for linking the subtests to a general factor of language and equating their measurement characteristics across grades and cohorts of children. A sequence of models was fit to evaluate the appropriateness of the linking assumptions. Results The models fit well, with reasonable support for the validity of the tests to measure a general factor of language on a longitudinally consistent scale. Conclusion Although total and standard scores were problematic for longitudinal relations, the results of the model suggest that language grows in a relatively linear manner among these children, regardless of which set of subtests they received. Researchers and clinicians interested in longitudinal inferences are advised to design research or choose tests that can provide a developmental scaled score.

Purpose: The goal of the current study was to examine the impact of dialect density on the growth of oral language and reading skills in a sample of African American English (AAE)-speaking children reared in urban communities., Method: Eight hundred thirty-five African American children in first through fifth grades participated. Using an accelerated cohort design, univariate and bivariate growth models were employed to examine dialect density, oral language and reading, and the relationships between these variables., Results: For the univariate models, results indicated that (a) dialect density decreased over time by approximately 5% per year beyond first grade, (b) language skills improved approximately 0.5 SD per year, and (c) reading comprehension increased significantly from first to second grade and slowed 23% per year in second through fifth grades. Results from the bivariate models revealed that (a) dialect density and language ability are negatively associated, although dialect density did not affect change in language over time, and (b) higher dialect density is related to slower growth in reading., Conclusions: Findings from this investigation provide converging evidence for accounts in the extant literature particularly supporting a negative relationship between dialect density and oral language and between dialect density and reading while also contributing novel longitudinal evidence that suggests that changes in dialect use over time may be driven by oral language skills and that reading and dialect have a reciprocal relationship.

Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a sample of 1314 3rd grade students (age M=103.24 months, SD=5.41 months), Abstract Code Theory, Encoding Complex Theory, Triple Code Theory, and the Exact versus Approximate Calculations Hypothesis were evaluated, using 11 measures of arithmetic with symbolic problem formats (e.g., Arabic numeral and language-based formats) and various problem demands (e.g., requiring both exact and approximate calculations). In general, results provided support for both Triple Code Theory and Encoding Complex Theory. As predicted by Triple Code Theory, arithmetic outcomes with language formatting, Arabic numeral formatting, and estimation demands (across formats) were related but distinct from one another. As predicted by Encoding Complex Theory, executive attention was a direct predictor of all arithmetic outcomes. Language was no longer a direct predictor of arithmetic outcomes when executive attention was accounted for in the model; however, a strong and enduring relationship between language and executive attention suggested that language may play a facilitative role in reasoning during numeric processing. These findings have important implications for assessing arithmetic in educational settings and suggest that in addition to arithmetic-focused interventions, interventions targeting executive attention, language, and/or the interplay between them (i.e., internal speech during problem-solving) may be a promising avenues of mathematical problem-solving intervention.

Can some black-white differences in reading achievement be traced to differences in language background? Many African American children speak a dialect that differs from the mainstream dialect emphasized in school. We examined how use of alternative dialects affects decoding, an important component of early reading and marker of reading development. Behavioral data show that use of the alternative pronunciations of words in different dialects affects reading aloud in developing readers, with larger effects for children who use more African American English (AAE). Mechanisms underlying this effect were explored with a computational model, investigating factors affecting reading acquisition. The results indicate that the achievement gap may be due in part to differences in task complexity: children whose home and school dialects differ are at greater risk for reading difficulties because tasks such as learning to decode are more complex for them.

Purpose: To report preliminary comparisons of developing structural and dialectal characteristics associated with fictional and personal narratives in school-age African American children., Method: Forty-three children, Grades 2-5, generated a fictional narrative and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these 2 contexts were characterized for macrostructure, microstructure, and dialect density. Differences across narrative type and grade level were examined., Results: Statistically significant differences between the 2 types of narratives were found for both macrostructure and microstructure but not for dialect density. There were no grade-related differences in macrostructure, microstructure, or dialect density., Conclusion: The results demonstrate the complementary role of fictional and personal narratives for describing young children's narrative skills. Use of both types of narrative tasks and descriptions of both macrostructure and microstructure may be particularly useful for characterizing the narrative abilities of young school-age African American children, for whom culture-fair methods are scarce. Further study of additional dialect groups is warranted.

Abstract Multiple HIV-1 subtypes and circulating recombinant forms (CRFs) are known to cocirculate in Africa. In West Africa, the high prevalence of CRF02_AG, and cocirculation of subtype A, CRF01_AE, CRF06_cpx, and other complex intersubtype recombinants has been well documented. Mali, situated in the heart of West Africa, is likely to be affected by the spread of recombinant subtypes. However, the dynamics of the spread of HIV-1 recombinant subtypes as well as nonrecombinant HIV-1 group M subtypes in this area have not been systematically assessed. Herein, we undertook genetic analyses on full-length env sequences derived from HIV-1-infected individuals living in the capital city of Mali, Bamako. Of 23 samples we examined, 16 were classified as CRF02_AG and three had a subsubtype A3. Among the remaining HIV-1 strains, CRF06_cpx and CRF09_cpx were each found in two patients. Comparison of phylogenies for six matched pol and full-length env sequences revealed that two strains had discordant subtype/CRF designations between the pol and env regions: one had A3(pol)CRF02_AG(env) and the other had CRF02_AG(pol)A3(env). Taken together, our study demonstrated the high prevalence of CRF02_AG and complexity of circulating HIV-1 strains in Mali. It also provided evidence of ongoing virus evolution of CRF02_AG, as illustrated by the emergence of more complex CRF02_AG/A3 intersubtype recombinants in this area.

Reference profiles for characterizing the language abilities of elementary-grade African American students are important for assessment and instructional planning. H. K. Craig and J. A. Washington (2002) reported performance for 100 typically developing preschoolers and kindergartners on 5 traditional language measures: mean length of communication units, amount of complex syntax production, number of different spoken words, responses to wh-questions, and understanding of active/passive sentence construction. The present study reports performances on the same measures for 295 typically developing African American children in the 1st through 5th grades. Findings revealed increasing performance scores with increasing grades on 4 of the tasks. A ceiling effect was evident on the task that assessed comprehension of active and passive voice. Gender, socioeconomic status, and community influenced the values in systematic ways, and responses to requests for information varied relative to vocabulary skill. These measures are recommended for inclusion in culturally fair assessment protocols designed to characterize the language abilities of elementary-grade African American students.

Language screenings represent an important tool for early identification of language impairments in young children between 3 and 5 years of age. This investigation examined the utility of a well-established set of assessment measures for screening young African American children. One hundred and ninety-six children participated in the screening. Based upon the outcomes of the screening, 25 children who failed and a random sample of 56 children who passed were administered a larger language and cognitive assessment battery. Sensitivity and specificity of the screening were determined to be high. The number of different words, the Kaufman Nonverbal Scale, and nonword repetition accounted for a significant amount of the variance in performance. The screening is brief, valid, and culturally fair for use with preschool- and kindergarten-aged African American children living in urban settings.

Unlabelled: Many African American students produce African American English (AAE) features that are contrastive to Standard American English (SAE). The AAE-speaking child who is able to dialect shift, that is, to speak SAE across literacy contexts, likely will perform better academically than the student who is not able to dialect shift., Method: This investigation examined the AAE productions of 50 typically developing African American third graders across three language contexts-picture description, oral reading of SAE text, and writing., Results: All participants produced AAE during picture description. A downward shift in contrastive AAE features was evident between spoken discourse and the literacy contexts. More students produced more AAE features during picture description than writing. Both morphosyntactic and phonological features characterized the picture description context. Phonological features predominated during oral reading. In contrast, morphosyntactic features were the most dominant feature in writing., Clinical Implications: The findings are discussed in terms of dialect-shifting abilities of African American students and the role of writing as a special context to support their entry into dialect shifting.

The effects of volume of blood, number of consecutive cultures, and incubation time on pathogen recovery were evaluated for 37,568 blood cultures tested with the automated BACTEC 9240 instrument (Becton Dickinson Diagnostic Instrument Systems) at a tertiary care center over the period of 12 June 1996 through 12 October 1997. When the results for this study were compared with previous data published for manual broth-based blood culture systems and patient samples obtained in the 1970s and 1980s, the following were found: (1) the percentage increase in pathogen recovery per milliliter of blood is less, (2) more consecutive blood culture sets over a 24-h period are required to detect bloodstream pathogens, and (3) a shorter duration of incubation is required to diagnose bloodstream infections. Guidelines developed in the 1970s and 1980s for processing and culturing blood may require revision.

Purpose: African American students perform disproportionately more poorly on standardized reading assessments than their majority peers. Poor reading performances may be related to test biases inherent in standardized reading instruments. The purpose of this investigation was to examine the appropriateness of the Gray Oral Reading Tests-Third Edition (GORT-3; Wiederholt & Bryant, 1992) for assessing the reading abilities of elementary-grade African American students., Method: Performances of 65 typically developing African American second through fifth graders were examined on the GORT-3., Results: African American English (AAE) was produced by most students while reading passages from the GORT-3 that were written in Standard American English (SAE). A scoring correction for AAE resulted in a statistical improvement in the performance distributions, but this did not appear to be educationally significant. Measures of total feature production predicted reading accuracy and rate, but not comprehension., Clinical Implications: Findings are discussed in terms of the appropriateness of this instrument for use by speech-language pathologists as they contribute to curricular and classroom placement decisions in schools with large numbers of typically developing African American students.

This investigation examined grade as a source of systematic variation in the African American English (AAE) produced by students in preschool through fifth grades. Participants were 400 typically developing African American boys and girls residing in low- or middle-income homes in an urban-fringe community or midsize central city in the metropolitan Detroit area. Between preschoolers and kindergartners, and between first through fifth graders, there were no significant differences in the amounts of dialect produced during a picture description language elicitation context. However, there was a significant downward shift in dialect production at first grade. Students who evidenced dialect shifting outperformed their nonshifting peers on standardized tests of reading achievement and vocabulary breadth.

The production of phonological features of African American English (AAE) was examined for 64 typically developing African American children in the 2nd through the 5th grade. Students read aloud passages written in Standard American English. Sixty of the students read the passages using AAE, and 8 different phonological features were represented in their readings. Phonological features were more frequent than morphosyntactic features. The findings as a whole support use of the taxonomy developed for this investigation in characterizing the phonological features of child AAE.

Purpose: This investigation examined the performance of 50 African American children on a reading comprehension test., Method: Longitudinal data were compared for two groups of students who were preschoolers or kindergartners at Time 1 and elementary-grade students at Time 2. Outcomes were examined for positive predictive relationships based on their oral language and cognitive skills as preschoolers and kindergartners at Time 1. The Time 1 preschoolers were all from low-income homes, whereas the Time 1 kindergartners were all from middle-income homes. All students were urban dwellers and speakers of African American English., Results: Two measures predicted later reading comprehension levels for the Time 1 preschoolers: use of complex syntax and shape matching. The Time 1 preschoolers and kindergartners showed no significant differences in reading comprehension at the end of first grade, but the preschoolers were significantly ahead of the kindergartners in reading by third grade., Clinical Implications: The potential of preschools that emphasize early language and literacy for improving the reading outcomes of African American students is discussed.

The susceptibilities of 27 Abiotrophia adiacens (proposed reclassification Granulicatella adiacens comb.nov., Collins & Lawson, 2000) and 12 Abiotrophia defectiva isolates were tested by microdilution in pyridoxal hydrochloride and lysed horse blood supplemented Mueller-Hinton broth. According to NCCLS interpretative criteria for Streptococcus spp. not Streptococcus pneumoniae, the susceptibilities of A. adiacens and A. defectiva were, respectively: penicillin, 55% and 8%; amoxicillin, 81% and 92%; ceftriaxone, 63% and 83%; meropenem, 96% and 100%; and 100% for both species with clindamycin, rifampin, levofloxacin, ofloxacin, quinupristin/dalfopristin, and vancomycin.

This investigation compares the performances of 24 African American children, diagnosed as language impaired (LI) and receiving school-based language therapy, to 2 groups of typically developing peers (N = 48) on 5 traditional types of language assessment measures. Three of the measures were derived from child-centered free play language sample analyses and included average length of communication units (MLCU), frequencies of complex syntax, and numbers of different words. Two of the measures examined language comprehension and included responses to requests for information in the form of Wh-questions and responses to probes of active and passive sentence constructions. The performances of the group of children with language impairments were significantly lower on each measure than that of chronological age matched African American children who were typically developing. Sensitivity and specificity of the battery appeared excellent. The findings are discussed in terms of the potential of these informal language measures to contribute to a culturally fair assessment protocol for young African American children.

Escherichia coli and Klebsiella spp. were screened for ESBL based on routine susceptibility testing results. Isolates with intermediate or resistant susceptibilities for extended spectrum cephalosporins or aztreonam were reported as probable ESBL producers. By using the NCCLS proposed ESBL confirmatory method, we tested 61 screen-positive isolates from 42 patients, 30 randomly selected susceptible isolates, and 12 isolates with previously characterized beta-lactamases. Ceftazidime contributed to 97% of screen-positive isolates, whereas aztreonam added a single patient isolate. An ESBL was confirmed in 86% of K. pneumoniae, 100% of K. oxytoca, and 20% of E. coli screen-positive single patient isolates. None of the susceptible isolates were shown to produce ESBL. Based on these findings a comment regarding the presence of ESBL seems sufficient for Klebsiella spp. but confirmatory testing is indicated for E. coli. 0.25 microg/mL was used to indicate the presence of ESBL, the specificity of the assay increased to 100%. The NCCLS ESBL phenotypic confirmatory method was reproducible and accurate enough to be used in the clinical laboratory.

A total of 9,130 blood cultures were collected from adult patients with suspected bloodstream infections. The recommended 20 mL sample of blood was divided equally between the aerobic and anaerobic FAN bottles and monitored in the BacT/Alert Microbial Detection System for a total of 5 days. There were 757 clinically significant positive culture pairs from 291 patients. Significant differences were found with greater recovery of Pseudomonas aeruginosa (p < 0.001), Acinetobacter spp. (p = 0.002), coagulase-negative staphylococci other than Staphylococcus epidermidis (p = 0.002), and Candida spp. (p < 0.001) from the aerobic bottle and greater recovery of anaerobic bacteria (p < 0.001) from the anaerobic bottle. Significantly more episodes of P. aeruginosa bacteremia (p < 0.003) and candidemia (p < 0.001) were detected by the aerobic FAN bottle and significantly more episodes of anaerobic bacteremia (p < 0.001) were detected by the anaerobic FAN bottle (Table 2). No other significant differences between systems in their detection of bacteremias were noted. Anaerobic bacteremias were encountered in diverse and often unpredictable clinical settings. All clinically significant episodes of bloodstream infection were detected within 4 days of incubation of their cultures. We conclude routine, rather than selective, use of the anaerobic FAN bottle in the blood culture set and a 4-day incubation of blood cultures in the BacT/Alert aerobic and anaerobic FAN bottles is an appropriate routine procedure.

This investigation compares the impact of two language sampling elicitation contexts, free play and picture description, on variability in the use of African American English (AAE). Subjects were 65 normally-developing African American 4;4- to 6;3-year-old boys and girls from lower socioeconomic status homes. Comparisons of AAE production in the first 50 C units revealed significant differences by context. Picture descriptions elicited more AAE usage overall, a larger set of AAE types, and took less time. Gender differences in the use of AAE tokens were also apparent, with the boys using significantly more tokens than girls in the free play context. The use of AAE types and tokens was comparable for boys and girls in the picture description context. The advantages of language sampling with pictures to determine dialect usage is discussed.