Restricted oracles /

"October 1979,"--Cover, p.1.

A graphics display language,

Issued also as thesis (M.S.), University of Illinois.

A Language for describing digital computers,

Issued also as thesis (M.S.) University of Illinois.

A BNF like language for the description of syntax directed compilers.

"Supported in part by the Advanced Research Projects Agency ... under Contract no. US AF 30(602) 4144."

Compiler systems and metalanguages,

"COO-1469-0034."

Experimental and formal language design applied to control constructs for interactive computing /

Vita.

Data dependence in ordinary programs /

Thesis (M. S.)--University of Illinois at Urbana-Champaign.

The WEB system : part III WEB change orders /

"Supported in part by Contract AT(11-1)-1018 with the U.S. Atomic Energy Commission and the Advanced Research Projects Agency."

A thesaurus feature for the EUREKA information retrieval system /

Thesis (M. S.)--University of Illinois at Urbana-Champaign.

Model of partial switching in polycrystalline ferromagnetics /

Thesis (M.S.)--University of Illinois at Urbana-Champaign, 1966.

The WEB system.

"Supported in part by Contract AT(11-1)-1018 with the U.S. Atomic Energy Commission and the Advanced Research Projects Agency."

PILOT/360 reference manual /

Includes index.

The design of an economically viable large-scale computer based education system /

"February, 1969"

Hodgkin's lymphoma cell lines express a fusion protein encoded by intergenically spliced mRNA for the multilectin receptor DEC-205 (CD205) and a novel C-type lectin receptor DCL-1

Classic Hodgkin's lymphoma (HL) tissue contains a small population of morphologically distinct malignant cells called Hodgkin and Reed-Sternberg (HRS) cells, associated with the development of HL. Using 3'-rapid amplification of cDNA ends ( RACE) we identified an alternative mRNA for the DEC-205 multilectin receptor in the HRS cell line L428. Sequence analysis revealed that the mRNA encodes a fusion protein between DEC-205 and a novel C-type lectin DCL-1. Although the 7.5-kb DEC-205 and 4.2-kb DCL-1 mRNA were expressed independently in myeloid and B lymphoid cell lines, the DEC-205/DCL-1 fusion mRNA (9.5 kb) predominated in the HRS cell lines ( L428, KM-H2, and HDLM-2). The DEC-205 and DCL-1 genes comprising 35 and 6 exons, respectively, are juxtaposed on chromosome band 2q24 and separated by only 5.4 kb. We determined the DCL-1 transcription initiation site within the intervening sequence by 5'-RACE, confirming that DCL-1 is an independent gene. Two DEC-205/DCL-1 fusion mRNA variants may result from cotranscription of DEC-205 and DCL-1, followed by splicing DEC-205 exon 35 or 34-35 along with DCL-1 exon 1. The resulting reading frames encode the DEC-205 ectodomain plus the DCL-1 ectodomain, the transmembrane, and the cytoplasmic domain. Using DCL-1 cytoplasmic domain-specific polyclonal and DEC-205 monoclonal antibodies for immunoprecipitation/Western blot analysis, we showed that the fusion mRNA is translated into a DEC-205/DCL-1 fusion protein, expressed in the HRS cell lines. These results imply an unusual transcriptional control mechanism in HRS cells, which cotranscribe an mRNA containing DEC-205 and DCL-1 prior to generating the intergenically spliced mRNA to produce a DEC-205/DCL-1 fusion protein.

The application of cognitive orientation to daily occupational performance (CO-OP) with children 5-7 years with developmental coordination disorder

There has been an increase in the use of cognitive frameworks in occupational therapy with children with developmental coordination disorder (DCD). Investigations into the utility of one such cognitive approach, namely Cognitive Orientation to (daily) Occupational Performance (CO-OP), with children with DCD have shown the intervention to be effective with children over 7 years. However, there has been limited research into its utility with younger children. This paper presents two case studies to demonstrate the use of CO-OP with children aged 5-7 years. Two boys with DCD engaged in 10 sessions of CO-OP. These younger children were found to be able to use the global framework (Goal, Plan, Do, Check) to improve their task performance, to develop plans using domain-specific strategies and to engage in checking strategies. Issues relating to attention, motivation and goal setting are discussed in the context of the two case studies.