Teaching Students with Learning Disabilities to Cope in Middle School

The purpose of this article is to explore how to teach students with learning disabilities (LD) to cope effectively, so that they may develop self-determination (independence) skills in middle school. Teachers need to understand the definition of coping and what makes coping effective. They can then tailor instruction of students with LD with effective coping in mind. I describe the various ways in which the frame of instruction and specific methods can allow students with LD to cope effectively in school and hopefully, beyond it.     

Quantitative estimation of dust fall and smoke particles in Quetta Valley

INTRODUCTION Over the recent decades extensive research on atmospheric particles in urban environments was carried out. Most of the following papers refer to their authors’ contribution to air pollution and the effects on human health (Dzubay and Mamane, 1989; van Borm et al., 1989; 1990; Rojas et al., 1990; Paoletti et al., 1991; 1999; Al-Rajhi et al., 1996; McMurry et al., 1996; Querol et al., 1996; BéruBé et al., 1997; Esteve et al., 1997; Harrison et al., 1997; Zou and Hooper…     

Teaching Secondary School Students with Learning Disabilities to Cope in Preparation for College

The purpose of this article is to explore how to teach secondary school students with learning disabilities (LD) to cope effectively, so they may develop self-determination (independence) skills in secondary school and beyond, in college. Teachers need to know about coping and what makes it effective in school as well as in a college context. I describe psychological concerns and methods of teaching that can allow students with LD to cope effectively in secondary school and in college.     

Detection of non-deletional type of hereditary persistence of fetal hemoglobin (HPFH) condition associated with 619 bp β°-thalassemia deletion

DNA samples from a family (parents and a son) with hereditary persistence of fetal hemoglobin (HPFH) condition were subjected to amplification of a 1.214 kbp DNA fragment from β-globin gene using polymerase chain reaction (PCR). The aim of this study was to identify the type of HPFH i.e. deletional or non deletional. Non deletional type of HPFH was identified in two samples and moreover, these samples were found to be associated with 619bp β^°-thalassemia deletion. This is the first report on the association of non deletional HPFH with 619bp β^°-thalassemia deletion.     

A Foucaultian critique of learning disability discourses: personal narratives and science

In this article, I present a critical discourse analysis (CDA) of two discourses in learning disabilities (LD) – the academic research literature on emotions of students labeled as LD and retrospective autobiographies from adults labeled as LD writing about their emotions as students. Drawing mainly on Foucaultian explanations of power, I investigate how these two discourses differentially position persons labeled as LD as human subjects. I raise research and theoretical concerns to further interpret power as discursively and historically situated and point out opportunities for resisting ways the dominant positivist, scientific discourse positions students labeled as LD.     

Detection of hemoglobin E in Endhra Pradesh: Mutational analysis using polymerase chain reaction and restriction enzyme Mnl 1

Hemoglobin E (beta-26^{Glutamic acid→Lysine}) is the second most prevalent hemoglobin variant in the world. 293 blood samples from cases referred from several hospitals in the region of Andhra Pradesh were screened for the detection of hemoglobinopathies. Four samples were found to be in heterozygous state for Hb E condition. Mutation in two of these heterozygotes was analysed using a 722 base pair (bp) amplified DNA fragment from beta-globin gene and restriction enzyme Mnl 1. A 232bp DNA fragment was found to be associated with the Hb E mutation.     

Back to Basics: A Bilingual Advantage in Infant Visual Habituation

Comparisons of cognitive processing in monolinguals and bilinguals have revealed a bilingual advantage in inhibitory control. Recent studies have demonstrated advantages associated with exposure to two languages in infancy. However, the domain specificity and scope of the infant bilingual advantage in infancy remains unclear. In the present study, 114 monolingual and bilingual infants were compared in a very basic task of information processing—visual habituation—at 6 months of age. Bilingual infants demonstrated greater efficiency in stimulus encoding as well as in improved recognition memory for familiar stimuli as compared to monolinguals. Findings reveal a generalized cognitive advantage in bilingual infants that is broad in scope, early to emerge, and not specific to language.