“How Come Nobody Told Me?” Fostering Self‐Realization Through a High School English Curriculum

Through collaboratively designed qualitative inquiry, we investigated the responses of high school students with learning disabilities to a teacher’s intervention intended to promote self‐realization, a fundamental component of self‐determination. Activities were embedded within the general English curriculum and delivered in a special education classroom over the course of an academic year. Several themes emerged from analysis of student interviews, student responses to writing prompts and surveys, a teacher journal, and student portfolio pieces. Silence and misconceptions were prevalent in student experiences. However, through the intervention students acquired information that helped them make sense of their school experiences, redefine themselves in positive ways, and take small steps toward greater self‐advocacy within their current school setting. The mediating influence of positive adult voices and concerns about social stigma were evident in students’ responses, which prompted us to question teachers’ and families’ responsibilities for engaging young people in dialogue about special education and disability.     

Modulation of an activity response with associative and nonassociative fear in the rat: A lighting differential influences the form of defensive behavior evoked after fear conditioning

Rats confronted with the onset of a light gradient display a transient increase in locomotion called theactivity response (AR) and a dark preference (Godsil & Fanselow, 2004). These experiments demonstrate that the magnitude of the AR can be blunted with Pavlovian fear-conditioning procedures via associative and nonassociative fear. Although manifested in decreased locomotion, the blunted AR effect was not due to increased freezing or immobility behaviors. Instead, rats displayed reduced rearing and an increase in a class of behaviors calledstationary activity. These results suggest that the lighting differential supplied by the cue influences the topography of defensive behavior and reduces the expression of freezing. This procedure provides a means by which to examine learned and unlearned defensive responses to the same stimulus.     

Study of C-Reactive Protein and Myocardial Infarction in the Indian Population

To analyse the association of high sensitivity C-reactive (hsCRP) protein levels and −717A/G single nucleotide polymorphism of CRP with acute myocardial infarction (AMI) in the Indian population. Study population included 100 MI cases wherein 32 patients had experienced previous MI (MI-Group-1), 68 MI cases were recruited at presentation (MI-Group-2) and equal number of age and gender matched healthy individuals. hsCRP levels were determined by ELISA and genotyping of −717A/G was carried out by polymerase chain reaction-based restriction digestion method. The −717A/G genotypes did not influence hsCRP level and their distribution did not differ between groups. However, in the present study hsCRP demonstrated significant correlation with BMI in controls of both the genders and with triglycerides in females of AMI at presentation who otherwise are with low risk profile. Identifying traditional risk factors associated with inflammation may help in controlling the acute event.