Adults with learning disabilities were studied to ascertain the patterns of successful functioning that promoted high levels of vocational success. This area of research has been neglected in the developing research base on adults with learning disabilities. In this study of 46 highly successful and 25 moderately successful adults with learning disabilities using ethnographic interviews, it was found that the overriding theme was control and that control was sought through the pursuit of two sets of themes--internal decisions and external manifestations. These themes transcended the entire sample, and the clear difference between the groups was the degree of attainment on the various elements the themes comprised. These elements and themes are discussed and a model of successful vocational functioning is developed and explained.

No abstract

Treatment of three human lymphoid cell lines, free of detectable Epstein-Barr virus, with 5-bromodeoxyuridine resulted in activation of virus synthesis in up to 8%c' of the cells. The induction of infectious virus could be demonstrated by cocultivation experiments with peripheral leukocytes. These studies demonstrated that the entire viral genome may persist in at least a portion of the lymphoid cells.

Abstract.-Three separate attempts to establish long-term leukocyte cultures from the peripheral blood of a healthy adult who had no evidence of previous infection with Epstein-Barr virus were consistently unsuccessful. On the other hand, in vitro infection of buffy-coat cells of this donor with Epstein-Barr virus resulted in blastoid transformation of the lymphocytes and long-term growth potential. The transformation was accompanied by major chromosome changes. The significance of these findings in relation to lymphoproliferative diseases in man remains to be determined.In 1964 Epstein and Barr' first described the presence of a herpes-like virus in lymphoblast cultures of Burkitt's lymphoma. Subsequently, particles of similar morphology and antigenicity were detected in cultures of other Burkitt tumors,2-5 in buffy-coat cell cultures of patients with leukemia6 and infectious mononucleosis,7 and of apparently normal individuals.8' 9 This herpes-like virus, frequently designated Epstein-Barr virus (EBV), is apparently antigenically distinct from the other known human herpes viruses.'0 The frequent association of the Epstein-Barr virus with lymphoblastoid cells in long-term leukocyte cultures raises the question of its possible lymphoproliferative potential. Cocultivation of leukocytes with irradiated Burkitt's lymphoma cells" gave suggestive evidence of a growth stimulatory effect, and more recently Pope et al.12 reported transformation of fetal human leukocytes by extracts of a human leukocyte cell culture of leukemic origin.The present study was undertaken to determine the in vitro effect of EBV on the growth and morphology of leukocytes from a healthy human donor who had no evidence of previous infections with Epstein-Barr or other known human herpes viruses.Materials and Methods.-Cell cultures: Two lymphoblastic cell lines derived from Burkitt's lymphomas were grown in medium 16409 supplemented with 20% heat-inactivated fetal calf serum and 80 gg/ml of neomycin sulfate. One of these, the P3-HRIK line,'3 contains variable amounts of EB virus, while Raji, the other cell line,'4 contains no detectable EB virus. An established line of human leukocytes designated NC37, derived from a healthy donor'5 and free of detectable EBV, was grown in McCoy medium 5A16 with 10% heat-inactivated fetal calf serum and 80 Ag/ml of neomycin sulfate. Buffy-coat cells for culture were derived from 100 or 500 ml of fresh blood from a healthy male donor A by methods described previously.'7 Donor A had no detectable complement-fixing antibodies at 1:2 dilution of serum to four human viruses of the herpes group: EB virus, herpes simplex, cytomegalo virus, and varicella. Viable cell counts were performed at 4-day intervals; the medium was changed weekly, and the culture volume was adjusted 740

JL. HE SEARCH FOR EFFECTIVE INSTRUCTIONALmethods for students with learning disabilities has persistently challenged researchers and practitioners. The heterogeneous nature of the population of persons with learning disabilities accounts for a tremendous diversity of approaches. A number of attempts have been made to match instruction to theoretical etiologies of learning disabilities and thereby remediate the presumed dysfunctional psychological processes causing the learning difficulties. Most of these approaches have met with limited success and much criticism. The criticism has tended to focus on the lack of empirical evidence to support a particular etiology, the dubious supposition that basic psychological processes can be remediated, and the reduced time devoted to direct academic instruction (Hammill & Larsen, 1978). Moreover, the heterogeneous characteristics of learning disabilities suggest multiple etiologies; an approach based on a specific etiology would, at best, respond to only a portion of the population. Further, most researchers agree that more than one psychological process is involved in most areas of learning (Lerner, 1993).In recent years, attention has shifted from remediation to compensation. Compensation strategies reflect the growing evidence that learning disabilities cannot be "fixed" and will simply not disappear as one grows older. Consequently, students with learning disabilities need to learn ways of coping and adapting. However, it would be difficult to develop specific strategies to meet every possible learning situation. Approaches that have become popular, such as the Strategies Intervention Model developed at the University of Kansas Institute for Research on Learning Disabilities (Schumaker, Deshler, & Ellis, 1986), have attempted to develop general learning strategies, such as writing well-organized paragraphs or using self-questioning when reading, that can be employed in many settings. The goal of this approach is to teach students to become active,