Visual input enhancement via essay coding results in deaf learners' long-term retention of improved English grammatical knowledge

This study explored the efficacy of visual input enhancement, specifically essay enhancement, for facilitating deaf college students' improvement in English grammatical knowledge. Results documented students' significant improvement immediately after a 10-week instructional intervention, a replication of recent research. Additionally, the results of delayed assessment documented students' significant retention of that improvement five and a half months beyond the instructional intervention period. Essay enhancement served to highlight, via a coding procedure, students' successful and unsuccessful production of discourse-required target grammatical structures. The procedure converted students' written communicative output into enhanced input for inducing noticing of grammatical form and, through essay revision, establishing form-meaning connections leading to acquisition. With its optimal design characteristics supported by theoretical and empirical research, essay enhancement is a highly effective methodology that can be easily implemented as primary or supplementary English instruction for deaf students. The results of this study hold great promise for facilitating deaf students' English language and literacy development and have broad implications for second-language research, teaching, and learning.     

Aortenstenose: Diagnostik, Verlauf und Therapie

Ohne Zusammenfassung     

A need for logical and consistent anatomical nomenclature for cutaneous nerves of the limbs

The system of anatomical nomenclature needs to be logical and consistent. However, variations in translation to English of the Latin and Greek terminology used in Nomina Anatomica and Terminologia Anatomica have led to some inconsistency in the nomenclature of cutaneous nerves in the limbs. An historical review of cutaneous nerve nomenclature reveals that there are two general naming conventions: one primarily American and one primarily British. The American convention presents cutaneous nerves of the limbs in the format “medial brachial cutaneous nerve,” while the British convention presents the same nerve as “medial cutaneous nerve of the arm,” thereby translating “brachii” to “of the arm.” If logically and consistently applied throughout the body, the British convention would rename the sural nerve to the “nerve of the calf,” the brachial artery would become the “artery of the arm,” the femoral nerve would be “nerve of the thigh,” and femur would be “bone of the thigh” or “thigh bone.” The British convention leads to many other nomenclatural inconsistencies, which would seem to make learning anatomy more difficult for the beginning student. In this era of contracting anatomy curricula, every effort should be made to keep anatomical nomenclature simple, logical, and consistent. Anat Sci Ed 2:126–134, 2009. © 2009 American Association of Anatomists.