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The focus of this article is on the development of adequate English reading skills. To delineate necessary components for a phonemic-based language, it is necessary to compare two broad frameworks--the Qualitative Similarity Hypothesis (QSH) and the American Sign Language (ASL)— English sign-print bilingual model. Both frameworks have been invoked to address the language and literacy challenges of d/Deaf and hard of hearing (d/Dhh) children and adolescents. Descriptions of the QSH and ASL are provided, and a synthesis of salient research findings is presented. The selection of relevant sources for both frameworks is the result of both a systematic and a professional review, focusing on early and recent investigations. There are benefits associated with the use of American Sign Language in a sign-print ASL-English bilingual education program, especially when combined with fingerspelling and English orthography. However, these benefits seem to diminish during the later early literacy period, particularly in the alphabetic stage. Thus, it is argued that, at present, the QSH and other extant developmental models proffer not only stronger evidence, but also a better explanation for the difficulties of d/Dhh students in developing early and advanced English reading skills. The article concludes with recommendations for further research.

There has been considerable debate and analysis about the nature and extent of what many believe to be a replication crisis in psychology and other social sci­ences. And perhaps to a lesser degree in the medical sciences. Our approach to the nature and value of replication has been based on the idea that the overriding purpose of replication is to ferret out and identify confounding causes. In other words, to reduce systematic uncertainty. This has led us to understand replication in a broader sense than ordinarily understood. We have developed this approach in considerable detail in three recent books which include both abstract analysis and many case studies drawn primarily, but not exclusively, from physics. We have, for example, considered the difficulty of deciding whether a replication has been successful or has failed, the roles of null experiments, and episodes in which a single experiment has been sufficient to decide, or to further investigate, an issue. In this two-part essay we will review and summarize our approach and results.

There has been considerable debate and analysis about the nature and extent of what many believe to be a replication crisis in psychology and other social sci­ences. And perhaps to a lesser degree in the medical sciences. Our approach to the nature and value of replication has been based on the idea that the overriding purpose of replication is to ferret out and identify confounding causes. In other words, to reduce systematic uncertainty. This has led us to understand replication in a broader sense than ordinarily understood. We have developed this approach in considerable detail in three recent books which include both abstract analysis and many case studies drawn primarily, but not exclusively, from physics. We have, for example, considered the difficulty of deciding whether a replication has been successful or has failed, the roles of null experiments, and episodes in which a single experiment has been sufficient to decide, or to further investigate, an issue. In this two-part essay we will review and summarize our approach and results.

Prepared for Ohio Department of Highways in cooperation with U.S. Bureau of Public Roads. ; Cover title, pt. 4, Supplements A, B and C: Financial analysis for the Ohio highway needs study. ; Includes bibliographical references. ; pt. 1. Historical and comparative summary of Ohio highway revenue with projections of major revenue sources to 1980 -- pt. 2. Analyses of user-nonuser revenue sources and distribution of state collected highway funds to local governments -- pt. 3. Distribution patterns of state collected locally shared funds, comparative analysis of state highway revenue, and user-nonuser responsibility for the total highway needs -- [pt. 4] Final report -- [pt. 4] Supplement A. Comparisons of the distribution of state collected user revenues with highway needs -- [pt. 4] Supplement B. Concepts in highway classification, sources of user revenues by vehicle classes, impact of interstate highway maintenance needs, and the problem of financing Ohio's highway needs -- [pt. 4] Supplement C. Summary of needs and revenue for counties, townships and municipalities by counties -- [pt. 4] Supplement D. Allocation of user responsibility by the incremental method. ; Mode of access: Internet.

This article provides a summary of the historical background and basic tenets of the Qualitative Similarity Hypothesis (QSH), which has been applied to explore the language and literacy acquisition of d/Deaf and hard of hearing (d/Dhh) children and adolescents in the United States (and elsewhere, for example, South Korea and Saudi Arabia). The QSH is a developmental similarity model, influenced by the early investigations on language and literacy development of children with developmental/intellectual/cognitive or learning/language disabilities. It is argued that the acquisition of English (or any other phonemic language) by d/Deaf and hard of hearing children or other children in Special Education programs is developmentally or qualitatively similar to that of typical (non-disabled) language and literacy learners. This is also the case for second language learners of English, often labeled English language learners. The QSH can be used to provide indirect support for inclusive education programs and strong direct support for access to the general education curriculum.

The 17 Sustainable Development Goals (SDGs) and related 169 Targets, adopted by the United Nations in September 2015, aim to end poverty, protect the planet, and to ensure prosperity for all. Due to their various functions, land and soil are addressed by several SDGs and Targets. In particular, Target 2.4 "By 2030, ensure sustainable food production systems and implement resilient agricultural practices . . . that progressively improve land and soil quality", and Target 15.3 "By 2030, combat desertification, restore degraded land and soil . . . strive to achieve a land degradation-neutral world" refer to sustainable use of land and soil. However, soil related indicators are still lacking. These are fundamental to the implementation of the SDGs as they are needed to measure performance towards achieving them. In this context, the soil organic carbon (SOC) stock, which supports critically important soil-derived ecosystem services, is discussed as indicator for land and soil degradation. The SOC plays a fundamental role in the function, fertility and productivity of terrestrial ecosystems, the quality of soil and water, as well as in climate protection. This report takes a close look at the importance of SOC and its potential as indicator for land and soil degradation. Furthermore, it illustrates challenges to be met and conditions to be created in order to establish the SOC stock as a globally relevant and feasible indicator for the implementation of the SDGs.

The purpose of this narrative review was to summarize empirical studies regarding the effects of metacognition on English reading-related outcomes for students who are d/Deaf and hard of hearing (d/Dhh). This review covered the timeframe from the publication of the previous and only narrative review conducted by Strassman (1997) to 2020. Several of Strassman's assertions were confirmed, including the oft-repeated one: d/Dhh students possess inadequate comprehension-monitoring skills. In fact, the students are not aware of effective metacognitive strategies and, in general, do not know "what they do not know." Although intervention is strongly recommended, a few later studies asserted that such intervention not only should be based on the recommendations of the National Reading Panel, but also should be differentiated to meet the individual needs of d/Dhh students. It was argued that d/Dhh reading comprehension challenges are due to metacognitive or executive function issues; however, this assumption needs to be contextualized within a framework of reading which entails decoding and comprehension processes.

"A Mershon National Security Center publication." ; Includes bibliographical references. ; Mode of access: Internet.