Evaluation of the effectiveness of using DVDs to elicit language for children who are deaf or hard of hearing

This study examines the effectiveness of utilizing a DVD software program to teach specific language structures to children who are deaf or hard of hearing. This study includes a literary review of previous studies that evaluated the effectiveness of using technology to teach language to children who exhibited language delays.

An examination of cued speech as a tool for language, literacy, and bilingualism for children who are deaf or hard of hearing

This study examines the purpose and uses of Cued Speech, its benefits and limitations, and its effectiveness as a tool for language, literacy, and bilingualism.

The role of siblings in the habilitation of families with children who are deaf or hard-of-hearing

Siblings play a vital role in the health of a family as they adjust to having a child who is deaf or hard-of-hearing. In this project, a series of workshops has been designed for the siblings of children with a hearing loss to help better understand hearing loss and foster healthy sibling relationships.

Using love and logic at home: A workshop for parents of children who are deaf or hard of hearing

Research supporting a workshop about using Love and Logic techniques at home, tailored for parents of children who are deaf or hard of hearing.

Teaching written language to students who are deaf or hard of hearing

This Independent Study looked into the effectiveness of the Interactive Writing program in teaching writing to students who are deaf or hard of hearing. The students' writing was assessed based on writing samples and teacher observations.

Resources for non-english speaking parents of children who are deaf or hard of hearing and learning english as their primary language

This study examined culturally and linguistically diverse families with deaf and hard of hearing children. A literature review consisted of looking at the rate of immigration to the United States, English speaking parents of children who are deaf and hard of hearing, bilingual education, and the obstacles bilingual parents of children who are deaf and hard of hearing may face. The data obtained was used to compile a list of resources for parents of children who are deaf and hard of hearing available in languages other than English in order to assist these families.

Culturally appropriate activities for Spanish speaking families and educators of children who are deaf or hard of hearing

A look at teaching language to a child who is deaf or hard of hearing from a Spanish speaking home. A guide, including songs, activities and wordlists for families and teachers of the deaf.

Duration from vine emergence to flowering suggests a long-day or rate of change of photoperiod response in white yam (Dioscorea rotundata Poir.)

The objective of this study was to quantify the effect of photoperiod on the duration from vine (shoot) emergence to flowering in white or Guinea yam (Dioscorea rotundata). The duration from vine emergence to flowering in two clonal varieties of yam (TDr 131 and TDr 99-9) was recorded at 10 different sowing dates/locations in Nigeria. Durations to flowering varied from 40 to > 88 days. Mean daily temperature and photoperiod between vine emergence and flowering varied from 25 to 27 degrees C and 13.1 to 13.4 h day(-1), respectively. Both clones had similar responses to temperature, with base and optimum temperatures of 12 and 25-27 degrees C, respectively. Thermal durations to flowering were strongly related (r(2) > 0.75-0.83) to absolute photoperiod (h) at vine emergence as well as to rate of change of photoperiod (s day(-1)) at vine emergence. The response to absolute photoperiod suggests that white yams are quantitative LDPs, flowering sooner in long than short days. Yams also flowered earlier when the rate of change of photoperiod was positive but small, or was negative. It is suggested that yams may use a combination of photoperiod and rate of change in order to fine tune flowering time. (c) 2006 Elsevier B.V. All rights reserved.

Duration from vine emergence to flowering suggests a long-day or rate of change of photoperiod response in white yam (Dioscorea rotundata Poir.)

The objective of this study was to quantify the effect of photoperiod on the duration from vine (shoot) emergence to flowering in white or Guinea yam (Dioscorea rotundata). The duration from vine emergence to flowering in two clonal varieties of yam (TDr 131 and TDr 99-9) was recorded at 10 different sowing dates/locations in Nigeria. Durations to flowering varied from 40 to > 88 days. Mean daily temperature and photoperiod between vine emergence and flowering varied from 25 to 27 degrees C and 13.1 to 13.4 h day(-1), respectively. Both clones had similar responses to temperature, with base and optimum temperatures of 12 and 25-27 degrees C, respectively. Thermal durations to flowering were strongly related (r(2) > 0.75-0.83) to absolute photoperiod (h) at vine emergence as well as to rate of change of photoperiod (s day(-1)) at vine emergence. The response to absolute photoperiod suggests that white yams are quantitative LDPs, flowering sooner in long than short days. Yams also flowered earlier when the rate of change of photoperiod was positive but small, or was negative. It is suggested that yams may use a combination of photoperiod and rate of change in order to fine tune flowering time. (c) 2006 Elsevier B.V. All rights reserved.