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Marnie is a resident of an unnamed School District ("the District"). In January 2000 at the age of 13, Marnie was involved in a bicycle accident that severely damaged her central nervous system, leaving her without use of her legs or left hand and cognitively impaired. She had not received special education previously. By September 2001, Marnie had returned home and began receiving instruction in daily living skills. In February 2002, Marnie joined the District's class for students with learning disabilities to receive instruction that was more academic. In March 2002, when Marnie was 15, the transition portion of her individualized education program (IEP) contained a few entries--she was to follow directions, come to class on time, and ask for help when needed--but not much else. In January 2003, Marnie began attending a local vocational technical program three mornings a week, where she learned to sort nuts and bolts and package pretzels. Her individualized education program (IEP) did not list outcomes for postsecondary training, employment, or residential program. During the 2003-2004 school year, Marnie was enrolled in an academic curriculum, and her IEP did mention community living and instruction for postschool outcomes. Throughout the school year she continued instruction in a self-contained classroom that focused on basic academics letter and number recognition, simple computation, safety words). In August 2004, her program was changed from an academic focus to a prevocational/vocational focus. In June 2005, the District tried to graduate Marnie. Marnie's parents filed for a due process hearing, citing two specific issues: the transition plan was inappropriate and the District's attempt to graduate Marnie was also inappropriate, thereby denying her a free appropriate public education (FAPE). The filing of the hearing prior to the graduation ceremonies prevented Marnie from participating in graduation. She continued to receive special education services throughout summer 2005, during which time the hearing was held in five sessions. The hearing officer found that the District's attempt to graduate Marnie was clearly inappropriate. The decision directed that she be allowed to stay in school through age 21 in order to receive the transition services necessary for her to receive a free appropriate public education.

Greg is 13 years old, and currently in seventh grade; he entered an unnamed District ("the District") school in fourth grade as a student with a specific learning disability; he had been identified as eligible for special education programming and services during second grade. During fifth and sixth grade Greg was provided services through a resource teacher for his learning disabilities, most notably for his problems with language arts and math. During sixth grade his behavioral difficulties resulted in him spending the last 6 weeks of the school year in an alternative education placement. Because of his behavior difficulties, the District sought to classify Greg as emotionally disturbed and sought a placement other than the resource room for students with learning disabilities. The issue presented at the due process hearing was the appropriateness of the District's proposed placement in a full-time classroom for students with emotional disturbance. Greg's parents opposed the proposed placement, wanting him retained in his neighborhood school with additional support. This article discusses the history of Greg's case and the decision made by the court.

"Kevin" is a 16-year-old student identified by an unnamed School District ("the District") as a student with a learning disability; he is also eligible for a Section 504 plan as a student with ADHD. He currently attends his local high school. He and his friends were in the hall of his high school when Kevin, on a dare from his friends, dropped his pants and "mooned" some other students. His science teacher happened to walk around the corner at that very moment, and implored him to pull up his pants. He later said he did not hear the science teacher because of the other students' noise; the science teacher believed Kevin intentionally was not following directions, and kept his pants down to offend her. As a result, Kevin was suspended for 10 school days. In contemplation of possibly removing him for additional days, the District convened a manifestation determination meeting wherein they found that his actions were not a manifestation of his specific learning disability in math. Kevin's parents disagreed with the manifestation determination report as completed by the District, and requested a due process hearing to determine if the behavior was a manifestation of his disability. The fundamental issue for the parents in this case was whether Kevin's behavior was a manifestation of his attention deficit/hyperactivity disorder (ADHD). The parents alleged the district failed to (a) recognize Kevin's extensive history of behavior problems associated with his ADHD, and (b) convene an appropriate team to make the manifestation determination. The Hearing Officer agreed with the parents that Kevin's behavior was a manifestation of his disability. Because Kevin has ADHD, he does not have the necessary executive functioning to inhibit impulses or to anticipate consequences; therefore, his problem behaviors are caused by and have a substantial relationship to his disability.

Anna is a 13-year-old student who has a learning disability and is eligible for special education and related services. Anna's parents enrolled her in the Private Academy for fifth grade; her frustration, inappropriate behaviors, and inattention had increased during fourth grade. In its year-end report, the Private Academy described Anna's functioning levels fairly positively, although the school also indicated she had struggled in fifth grade and required extra attention. The Private Academy recommended continuation of the program she had been receiving, and described her as a lethargic learner. The District developed an individualized education program (IEP) for Anna and recommended a classroom for students with learning disabilities in a District elementary school; the parents rejected this program and requested a due process hearing, seeking tuition reimbursement for private school, as well as for a program to remediate her. In this case, Anna's IEP was judged as to its appropriateness at the time that it was written, and not with respect to subsequently obtained information about the student. It is important to note that "an IEP is a snapshot, not a retrospective," and that the IEP must take into account what was objectively reasonable at the time that it was drafted. The Circuit Court ruled that the parents could not force the school district to adopt what they perceived to be an even more effective educational program.

'Queer' denotes the ways by which mainstream conservative notions about race, class, gender and sexuality cannot be contained within one-dimensional structures that over-simplify bodies that bear, by degree, a variety of racial and cultural signifiers. Applying the term 'queer' to performance and specifically to Canadian solo performance, raises the performance stakes such as the inability to strictly define and identify specific sex/gender categories.

Certain factors in infants of HIV-positive mothers appear to associate with increased likelihood of HIV infection and early death. Among 351 infants born to HIV-positive mothers, 24% were eventually found to be infected. Among these, researchers collected data and compared outcomes for 248 uninfected and 84 infected infants. Fifty-eight percent of mothers of infected infants had CD4 counts less than 500 and 21% had AIDS whereas 39% of noninfecting mothers had CD4 counts that low and 11% had AIDS. Three percent of mothers taking zidovudine infected their infants versus 11% of mothers not taking zidovudine. Infected infants were twice as likely to be born before 37 weeks gestation and almost four times as likely to be born before 34 weeks. Infected infants were twice as likely to be low birth weight, low birth weight at full term, or small for gestational age. Ten percent of infected newborns had generalized infections versus 3% of uninfected infants., ABSTRACT. Background and Methods. Differences in newborn outcome measures for human immunodeficiency virus (HIV-1-infected and HIV-1-exposed but uninfected infants have been found in several studies, but not in others. Eighty-four infected and 248 uninfected children born to HIV-1-seropositive mothers followed prospectively in a multicenter, perinatal HIV-1 transmission cohort study were compared for differences in maternal demographics, health status, and newborn outcome measures, including delivery complications, physical examination findings, neonatal complications, and laboratory results. Results. Mothers of HIV-1-infected infants were more likely than those of uninfected infants to have acquired immunodeficiency syndrome (AIDS) diagnosed through 2 weeks postpartum (21% vs 11%, P = .04); the transmission rate for the 38 women with AIDS was 37% compared with 22% for the 245 women without AIDS. Two of 27 (7%) women receiving zidovudine during pregnancy had infected infants compared with 73 (27%) of 275 women who did not receive zidovudine (P = .033). Mean gestational age was significantly lower among HIV-1-infected (37 weeks) than among uninfected infants (38 weeks; P < .001). Infected infants had significantly higher rates of prematurity (gestational age less than 37 weeks) (33% vs 19%, P = .01) and extreme prematurity (gestational age less than 34 weeks) (18% vs 6%, P = .001) than uninfected infants. Infection was associated with lower birth weight (2533 g vs 2862 & P < .001) and smaller head circumference (32.0 cm vs 33.1 cm, P = .001). HIV-1-infected infants were significantly more likely to be small for gestational age (26% vs 16%, P = .04) and low birth weight (less than 2500 g) (45% vs 29%, P = .006) than infants who were uninfected. Twenty-two (26%) HIV-1-infected children died during a median follow-up of 27.6 months (range 1.9 to 98.3 months). Prematurity was predictive of survival: by Kaplan-Meier, an estimated 55% (95% confidence interval, 31% to 72%) of preterm infected children survived to 24 months compared with 84% (95% confidence interval, 70% to 92%) of full-term infected children (P = .005). Conclusion. Infants born to women with AIDS are at higher risk for HIV-1 infection than are infants born to HIV-1-infected women with AIDS not yet diagnosed. Women receiving zidovudine appear less likely to transmit HIV-1 to their infants. Significantly higher rates of prematurity and intrauterine growth retardation were found among HIV-1-infected infants than among those in the uninfected, HIV-1-exposed control group. Prematurity was associated with shortened survival in HIV-1-infected infants. Measures of intrauterine growth and gestation appear to be important predictors of HIV-1 infection status for seropositive infants and of prognosis for the infected infant. Pediatrics 1995;96:451-458; neonatal predictors of HIV-1 infection, pediatric HIV-1, prematurity., ABBREVIATIONS. AIDS, acquired immunodeficiency syndrome; HIV, human immunodeficiency virus; CDC, Centers for Disease Control and Prevention; ZDV, zidovudine; SGA, small for gestational age; LBW, low birth weight; PCP, Pneumocystis carinii; [...]

Two formulations are presented for the mutual admittance of rotated rectangular apertures in a ground plane. One extends an earlier solution, and the other is a third-order asymptotic formula that is shown to be accurate when the apertures satisfy the Rayleigh distance criterion. These formulations are combined with a conventional mode-matching approach to study coupling between rotated horns. Results are presented for both coupling formulations, and these demonstrate excellent agreement with experiment for coplanar pyramidal and sectoral horns.

Objectives. We sought to determine the effects of intrauterine cocaine exposure in newborns, in an inner-city population in which cocaine use during pregnancy was common. Methods. During a 1-year period, 12.8% (361 of 2810) of all live singleton infants at Harlem Hospital in New York were identified as cocaine exposed, either by universal urine toxicologic screening or by maternal history. Cocaine-exposed infants were compared with a control group of 387 infants not known to be exposed to cocaine or other illicit drugs. Results. Low birthweight ( < 2500 g) was more common among cocaine-exposed infants (31% vs 10%), as was preterm birth ( < 37 completed weeks of gestation) (32% vs 14%). In multivariate analyses controlled for demographic and lifestyle factors and duration of gestation, cocaine was associated with decreased birthweight (154 g), length (1.02 cm), head circumference (0.69 cm), and duration of gestation (0.74 weeks). The birthweight deficits were larger for infants born to mothers who used cocaine in combination with other drugs (195 g) and for infants born to mothers who specifically admitted using crack (200 g). Conclusions. Intrauterine cocaine exposure is linked with fetal growth retardation and shortened gestation in this population. (Am J Public Health. 1993;83:190-193), Cocaine use during pregnancy increases the risks of low birthweight and premature birth. Of 361 infants born to mothers who used cocaine, 31% were low birthweight compared with 10% of 387 infants born to mothers who did not use cocaine. Pregnancies lasting less than 37 weeks occurred in 32% of the mothers who used cocaine but in only 14% of mothers who did not use cocaine. Cocaine use was also associated with diminished length and head size among infants. Low birthweight was even more likely among mothers who admitted to using cocaine along with other drugs and among those who used crack. Most of the infant abnormalities requiring intensive care were due to low birthweight. Catastrophic complications such as extreme prematurity and severe neurobehavioral disorders were not linked with cocaine use during pregnancy.

The mapping of the Schrodinger equation for the 'hydrogen atom' in one, two, and three dimensions into that for the oscillator is reviewed, with the purpose of relating two of the most basic, illustrative, and useful problems discussed in introductory quantum mechanics courses.