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Deletions, translocations, or point mutations in the CREB-binding protein (CBP) gene have been associated with Rubinstein-Taybi Syndrome; a human developmental disorder characterized by retarded growth and reduced mental function. To examine the role of CBP in memory, transgenic mice were generated in which the CaMKII alpha promoter drives expression of an inhibitory truncated CBP protein in forebrain neurons. Examination of hippocampal long-term potentiation (LTP), a form of synaptic plasticity thought to underlie memory storage, revealed significantly reduced late-phase LTP induced by dopamine-regulated potentiation in hippocampal slices from CBP transgenic mice. However, four-train induced late-phase LTP is normal. Behaviorally, CBP transgenic mice exhibited memory deficits in spatial learning in the Morris water maze and deficits in long-term memory for contextual fear conditioning, two hippocampus-dependent tasks. Together, these results demonstrate that CBP is involved in specific forms of hippocampal synaptic plasticity and hippocampus-dependent long-term memory formation.

Lists several information resources on special education due process.

Considers several outcomes of special education due process hearings. Categories of the decision made by the hearing officer; Types of appeals to review the decision of hearing officers; Results of judicial appeals.

Relates steps to prevent special education due process hearings. Relevance of establishing home-school meetings; Formal basis for referral intervention; Recommended practices that should be followed to avoid home-school conflicts.

Cites roles and responsibilities in special due process hearings. Involvement of schools in due process hearings; Roles of parents in any due process hearings; Steps in preparing witnesses for a due process hearing.

Discusses special education due process, a constitutional right guaranteed by the Fourteenth Amendment of the U.S. Aspects of due process; Issues that must be addressed in all due process situations; Perspectives of school leaders and parents on due process.

There is little doubt that general education teachers need to be prepared for students with special needs who will be in their classrooms. In this article, we describe West Virginia University's five-year preservice teacher education program efforts to meet this need. Using a strand approach, a series of special education learning outcomes and competencies have been incorporated into the core courses required of all education majors. Using both quantitative and qualitative assessments, students enrolled in their second, third and fourth year of the teacher education program and faculty teaching the core courses responded to the degree of competence and confidence they felt regarding the strand approach. Recommendations for WVU's fifth program year as well as for strengthening other teacher preparation programs with similar concerns are offered and supported.

Beta‐adrenergic agonists and antagonists have been shown to alter theophylline pharmacokinetics. It was the purpose of this study to characterize further the effects that terbutaline and propranolol have on theophylline disposition. In nine healthy male volunteers, mean parameters for theophylline disposition did not change after four days of terbutaline (5 mg q8h). Theophylline clearance, however, did change within the subjects. Clearance increased in five subjects, decreased in three, and remained unchanged in one volunteer. Pretreatment with four days of terbutaline (5 mg q8h) and propranolol (60 mg q8h) significantly decreased mean theophylline clearance (60.1 ± 12.9 vs 40.6 ± 9.9 mL/min/1.73m2; P < .01) increased half‐life (8.37 ± 1.77 vs 12.32 ± 2.70 hours; P < .05), and increased postinfusion theophylline concentration (13.5 ± 2.7 vs 18.95 ± 2.5 μg/mL; P < .001). In five subjects theophylline clearance increased after terbutaline pretreatment (64.6 ± 13.0 vs 75.0 ± 13.9 mL/min/1.73m2). The percentage increase ranged from 3.9 to 28.5%. These subjects were restudied after receiving propranolol alone (60 mg q8h). Comparison between the propranolol and terbutaline study and the propranolol alone study indicated no mean change in clearance in these five subjects (41.8 ± 12.7 vs 36.1 ± 5.1 mL/min/1.73m2). Thus it appears that the changes observed in these five subjects after terbutaline pretreatment may have been random in occurrence as has been shown to occur with theophylline disposition and are not related to terbutaline pretreatment. It is concluded that beta‐2 adrenergic stimulation does not alter theophylline pharmacokinetics, whereas nonselective beta‐adrenergic antagonism profoundly affected theophylline disposition. This is an additional reason not to use propranolol in patients who receive theophylline.

This study investigated the psycholinguistic abilities of Papago Indian school children utilizing the 1968 edition of the Illinois Test of Psycholinguistic Abilities. Data obtained were analyzed by a comparison of mean scaled scores using t tests for paired comparisons for the following groups: (a) ITPA normative and Papago, (b) first and third grade, and (c) segregated and integrated populations. A 3 way analysis of variance was also employed to evaluate interaction of children, grade, and school. Results indicated poorer performance of the Indians, especially on the auditory vocal tests, better performance of the Indians attending integrated schools, and the ineffective aspects of cumulative education.

Several letters to the editor are presented in response to articles in the previous issues including "Deepest Solar Minimum in Nearly a Century: Goodbye Global Warming," by Gregory Murphy and Laurence Hecht, "The Hubble Space Telescope: Bringing the Cosmic Past to Light"and "The Astounding High Cost of Free Energy."

Concludes that due process hearings are an integral component of providing special education and related services for students with disabilities in elementary and secondary schools. Factor attributed to the shift from an emphasis on equal access to public education for children with disabilities to a renewed focus on equal outcomes and school accountability for those outcomes; Reason behind the fear of educators toward the due process hearing system; Importance of the due process hearing to individuals with disabilities and their families.

Addresses the due process for special education students and their parents. Percentage of the school population in the U.S. that received special education services from 1991 to 2000; Significance of the Individuals with Disabilities Education Act to special education students; Role of educators to the due process hearing system.

Suggests that lawyers should pay attention to what they say and do before and after delivering a speech at seminars and conferences in order to attract more clients. Common mistakes committed by lawyers who accept speaking engagements; Preparations that lawyers must do before attending a conference; Need to arrive early at the presentation and be at the program the entire day.