Fetal drug exposure and its possible implications for learning in the preschool and school-age population

For the past 5 years there has been an exponential increase in the use of cocaine, phenylcyclidine hydrochloride (PCP), and other central nervous system (CNS) active drugs. A significant amount of this accelerated usage is in sexually active females, resulting in some urban hospitals reporting positive drug screens in over 16% of the infants born on their busy obstetrical service. There is a growing body of data showing that fetal exposure to cocaine, phenylcyclidine hydrochloride (PCP), and other CNS-active drugs results in infants and children with abnormal brain wave patterns, short-term neurologic signs, depression of interactive behavior, and poor organizational responses to environmental stimuli. Whether such neurologic findings will translate into a significant number of children with learning and behavioral problems needs to be the focus of long-term longitudinal studies of children with fetal drug exposure to cocaine, PCP, and other CNS-active drugs.     

Being “in a Limbo”: Perceptions of Immigration,Identity and Adaptation of Immigrant Students in South Africa and the United States

Much research is available that details student experiences of immigration and adaptation to receiving countries and schools, but few studies analyze the metaphors used by immigrant students (IS) when talking about the immigration experience, or offer a comparative lens through which to view identity negotiation in two very different contexts. The present paper aims to address these gaps by conducting a comparative linguistic analysis of 20 interviews conducted with IS at universities in South Africa and the United States in order to gain a greater understanding of immigration and the types of identity negotiation processes learners undergo in these very different countries. Findings reveal interesting similarities between metaphorical conceptions of immigration across different cultural contexts and a remarkable resilience in the use of adaptation strategies and identity development that leads to salient pedagogical implications for teachers of higher education who face increasingly international classrooms.     

Staff support group on a cancer ward: a pilot project

Despite strong evidence of high stress among oncology nursing staffs, few empirical intervention studies have been attempted. This study involved a pilot project to combine two anxiety-reducing aids--group support and the provision of pertinent information--into a single format for maximum stress reduction. Weekly groups producing both support and information lasted 8 months and covered a wide range of topics. Both unstructured and didactic sessions were used. Pre- and postquestionnaires were distributed to each participant to assess ward atmosphere, attitudes about cancer, and level of stress. Participants expressed great satisfaction with the project, but their enthusiasm was not supported by statistical evaluation. Various methodological and programmatic aspects that may account for the discrepancy between anecdotal and statistical results are discussed.     

Brain activity of regular and dyslexic readers while reading Hebrew as compared to English sentences

The aim of the present study was to examine differences among regular and dyslexic adult bilingual readers when processing reading and reading related skills in their first (L1 Hebrew) and second (L2 English) languages. Brain activity during reading Hebrew and English unexpected sentence endings was also studied. Behavioral and electrophysiological measures including event-related potentials (ERP) and low resolution electromagnetic tomography (LORETA) methodology were employed. Results indicated discrepancies in the processing profiles of dyslexic and regular bilingual readers in both first and second languages. In general, the amplitudes of the evoked potentials were higher and the latencies longer among dyslexic readers during processing of information in first and second languages (L1 and L2), but were more pronounced in English (L2). LORETA analysis indicated evidence that the source of brain activity measured by current density of brain activation is different when reading Hebrew as compared to English sentences mainly among dyslexics and not among regular readers. The data from the present study supports the dominanat bilingual hypothesis for defining bilinguals. A discrepancy between achievement in performing various L1 and L2 tasks was consistent across groups. Both groups were better in there mother tongue, which was Hebrew as compared to English.