We measure acceleration statistics of neutrally buoyant spherical particles with a diameter 0.4 < d/eta < 27 in intense turbulence (400 < R(lambda) < 815). High speed cameras image polystyrene tracer particles in a flow between counterrotating disks. The measurements of acceleration variance clearly resolve the transition from the tracer like behavior of small particles to the much smaller accelerations of large particles. Two models of this transition from small to large particle behavior are critically examined. For d > 5eta, decreases with the diameter as d(-2/3), in agreement with inertial range scaling arguments. Consistent with earlier work, we find that the scaled acceleration probability density function shows very little dependence on particle size.

S pecific learning disability (SLD) has been a recognized type of disability for which students can be eligible for special education services since the passage of the Education for All Handicapped Children Act 89 Stat. 773, codified at 20 U.S.C. § 1400), the first federal special education law in 1975. The number of students classified with SLD grew steadily from 1975 until 2000 when they began to decline; they have dropped 14% since 2000 (Cortiella, 2011). Although it is beyond the scope of our study to provide a comprehensive literature review here, it is worth noting that the nature and diagnosis of SLD has been extensively researched and discussed for many years ( Johnson, Humphrey, Mellard, Woods, & Swanson, 2010). Recently the National Research Center on Learning Disabilities (NRCLD) issued a report (Cortiella, 2011) which summarized current trends and initiatives related to supporting students with SLD. In addressing the decline in the numbers of students with SLD, the report identified three probable key factors: (a) improved understanding and application of effective beginning reading

This study investigates how state Departments of Education address the needs of culturally and linguistically diverse (CLD) students as they relate to the identification of students with a specific learning disability (SLD). A qualitative research design of directed content analysis was used to examine each state’s regulatory criteria for SLD, as well as state guidance documents on SLD, response to intervention, referral processes, and English Language Learners. States varied regarding the degree to which they provided legislation and/or guidance for practices of identifying SLD in CLD students. Findings were organized around four promising practices: (1) assessment, (2) personnel, (3) instruction and intervention, and (4) systemic integration of general education, special education, and English as a Second Language. Implications for policy, practice, and future research are discussed.

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We discuss beneficial uses of imaging technologies in higher education that advance social justice. Misuse and ineffectiveness of shared decision making, specifically as related to power relationships and the redistribution of decisionmaking authority, are addressed through the development of technologically delivered experiential simulations (ES). We outline ways in which ES can change higher education preparation programs to meet and adapt to the challenges of the future. ES entails using computer technology to modify a person's appearance and thereby evoking an atypical response from an audience. The key to our proposal, however, is having the person with the modified persona learn lessons pertinent to democratic cultures and social justice from their experience of immersion in that response.