ABSTRACT
Over the last 200 years, mining, smelting, and refining of aluminum (Al) in various forms have increasingly exposed living species to this naturally abundant metal. Because of its prevalence in the earth's crust, prior to its recent uses it was regarded as inert and therefore harmless. However, Al is invariably toxic to living systems and has no known beneficial role in any biological systems. Humans are increasingly exposed to Al from food, water, medicinals, vaccines, and cosmetics, as well as from industrial occupational exposure. Al disrupts biological self-ordering, energy transduction, and signaling systems, thus increasing biosemiotic entropy. Beginning with the biophysics of water, disruption progresses through the macromolecules that are crucial to living processes (DNAs, RNAs, proteoglycans, and proteins). It injures cells, circuits, and subsystems and can cause catastrophic failures ending in death. Al forms toxic complexes with other elements, such as fluorine, and interacts negatively with mercury, lead, and glyphosate. Al negatively impacts the central nervous system in all species that have been studied, including humans. Because of the global impacts of Al on water dynamics and biosemiotic systems, CNS disorders in humans are sensitive indicators of the Al toxicants to which we are being exposed.
ABSTRACT
UNLABELLED: Selected video segments of eight instructional sessions were evaluated by 39 speech language pathologists (SLPs). Each involved one of four first grade female students at-risk for academic difficulties being instructed by an African American SLP. In half the videos instruction was focused on story content (whole language) and in the other half on form (sound-symbol correspondence). Raters judged the child's comprehension, and the clinician's clarity and enthusiasm. Videos appeared in a random order. Raters received no advance information about the orientation of instruction or demography. Two of the children were African Americans, one was Caucasian, and one Hispanic. All used American English as their home language. With respect to efficacy of methods, ratings significantly favored the content (whole language) orientation in agreement with an independent count of miscues and scores for story retelling. However, ratings across ethnic boundaries differed with quantitative measures suggesting possible stereotyping. LEARNING OUTCOMES: As a result of reading this article, participants will be able to (1) discuss factors that may color interactions with at-risk clients, (2) distinguish surface oriented (sound-symbol) approaches to reading instruction from content (meaning) oriented approaches, (3) describe influences of ethnicity on qualitative judgments crucial to clinical interactions.
