BIOACTAL 100 mlHow BIOACTAL works :BIOACTAL keeps all organs and systems in the body in good health and prevents the onset of serious illnesses.Proven strengthens the immune system, helps the body to recover from past viral diseases, cleanses the body of toxins, overcomes stubborn psoriasis and ecze..
This unique extract is stored in a special glass bottle made in France.
Dandelion is perhaps the most common weed that grows not only in the desert and in the far north. We can say that literally under our feet is given by nature a healing plant, accessible to all of us for many diseases, and only a little effort is needed to take full advantage of its healing power.
Dandelion root therapy has been widely used to treat many diseases. Research has proven to be effective even against some types of cancer. Dandelion roots treat spastic colitis, cystitis, hepatitis, cholitis, decreased gastric acidity, chronic constipation, anorexia, breast disease, gout, arthritis, eczema, furunculosis, diabetes mellitus, anemia, atherosclerosis, osteoporosis, sleep disorders.
The dandelion is a weed. It is best to collect the leaves in early spring. The roots treat malignant anemia, stomach and liver cancer, inflammation of the lymph nodes, diathesis, arthrosis, arthritis, deforming osteochondrosis, joints.
Trout is a perennial herbaceous plant. It is spread throughout Bulgaria up to 800 m altitude. Used for liver disease, infertility, cough, rheumatism, kidney and bladder, prostate, constipation, inflammation of the intestine.
Trout is a stubborn weed that literally grows under our feet. There is no garden where we can not find it. There is no illness that does not cure, starting with the eyes and ending with oncology. It treats all wild animals, cats and dogs. It is invaluable for a man to restore damaged metabolism. Adjustment and decoction of this root are used for edema of different origins, cystitis, kidney stones and gallbladder, diseases of the lungs, kidneys, chronic bronchitis, intestinal diseases, diabetes, hypertension.
It excels in skin diseases and inflammations, especially eczema, furunculus, acne, seborrhea, rheumatism. The herb has a diuretic, catabolic action stimulating metabolism and cell growth. It is used in diseases of the kidneys and urinary tract, in radiculitis and joint diseases, inflammations of the stomach and intestines. Externally applied to wounds, burns, hemorrhoids, hair loss.
Repeat - a "natural academician" who treats all diseases: all kinds of cancer, diabetes, bronchitis, sinusitis, rheumatism, gout, arthritis, back pain, bone fracture, atherosclerosis, ear diseases, chronic coronary insufficiency. Repeat treats hepatitis, liver tumors, even liver cirrhosis, cholecystitis, kidney disease, kidney stones and gall bladder. This exclusive herb also treats all skin diseases: burns, wounds, eczema, hair loss, psoriasis, lupus erythematosus, and so on. No dermatologist can cure all skin diseases, but he can! During a flu epidemic, people often go to a doctor prescribing antibiotics. And the roots of the heel treat the flu, relieve the temperature.
60 drops twice a day, dissolved in 50 ml of water or juice.
Period of 4 and 6 weeks.


text:
Dr. Angela Xiaoxue He from the University of Southern California presents a seminar:
Title: How do young children 'decipher' the meanings of 'tough words'?
Date: 12 March, 2019 (Tuesday)
Time: 4:30 pm -5:30 pm
Venue: Swire Hall Rm1, Chinese University of Hong Kong
Media interview by 深圳卫視Shenzhen TV: video
with footage of the Symposium Panel on Language Development and Bilingualism in Early Childhood at the Shenzhen Research Institute on 15 December 2018
Please attend the Symposium on Childhood Bilingualism and Heritage Language Acquisition
Date:14-15 December 2018 (Friday & Saturday)
Keynote speakers:
Maria Polinsky, University of Maryland
Lee Cher Leng, National University of Singapore
Prof. Yinglin Ji from Shenzhen University presents a seminar in our lab:
Title: Representing motion events beyond language use: An exploration of L1 and L2 learners
Date: 28 September 2018 (Friday)
Venue: Room G14, Leung Kau Kui Building, Chinese University of Hong Kong
Presentations of CBRC members at ISB11, University of Limerick, Ireland, 11-15 June 2017
A Dialogue on Science Fiction Movies by Stanley Chan (陈楸帆) & Jedd Jong (21 May 2017)
Workshop on Documenting Children's Language
jointly organized by the Department of Linguistics (HKU), CUHK-Peking U-UST Joint Research Centre for Language and Human Complexity and Childhood Bilingualism Research Centre.
Venue: 4/F Run Run Shaw Tower, University of Hong Kong
3:30-4:30pm Forum speaker: Prof. Evan Kidd, Australian National University
Widening the contexts of language acquisition
4:30-5:00pm discussion (moderator: Prof.Virginia Yip, Chinese University of Hong Kong)
5:00-5:15pm Prof. Anita Wong, University of Hong Kong
Documenting the language of children with Specific Language Impairment
5:15-5:30 pm Prof. Angel Chan, Hong Kong Polytechnic University
Documenting the language of bilingual minority children
5:30-5:45 pm Prof. Mai Ziyin and Prof. Virginia Yip, Chinese University of Hong Kong
Documenting the language of heritage children
5:45-6:00pm Q&A (moderator: Prof. Stephen Matthews, University of Hong Kong)
Prof. Virginia Yip was invited by the HKSAR Education Bureau to give a public talk "Nurturing children's bilingual ability" 培育兒童的雙語能力 on 16 June 2016.
Congratulations to the University of Cambridge on the successful bidding of a group grant funded by the UK Arts and Humanities Research Council (AHRC)'s Open World Research Initiative. CBRC is pleased to be an international partner of the project.
Profs Virginia Yip and Stephen Matthews are keynote speakers at the 3rd Workshop on Innovations in Cantonese Linguistics (WICL-3) 12-13 March 2016
The International Symposium on Second Language Acquisition and Bilingualism is organized by CUHK, 18-19 December 2015
Prof Virginia Yip and Stephen Matthews are keynote speakers at the 3rd International Conference of the Psycholinguistics Association of China 第三届中国心理语言学国际研讨会 13-14 November 2015
Prof Virginia Yip gives a keynote speech at the 4th International Conference on Teaching and Learning of Chinese as a Second Language in Singapore on 9 – 10 September 2015
Prof Virginia Yip is invited speaker at the Mother Tongue Languages Symposium in Singapore on 29 August 2015
CBRC members present at the 23rd Annual Conference of the International Association of Chinese Linguistics (IACL-23) and the 1st International Symposium on Sino-Korean Linguistics (ISSKL-1) at Hanyang University, Korea in August 2015
CBRC members present at the 10th International Symposium on Bilingualism (ISB10) at Rutgers University, USA in May 2015
CBRC members present at the 27th North American Conference on Chinese Linguistics (NACCL-27) at UCLA, USA in April 2015
Prof. Salikoko Mufwene visits CBRC and delivers a distinguished lecture "The complex linguistic behavior of a plurilingual" on 26 June 2016.
Prof. Antonella Sorace from the University of Edinburgh visits CBRC and discusses collaboration with our team on 11 April, 2016
Prof. Nicholas Evans from Australian National University gives a distinguished scholar lecture in Bilingualism and Human Complexity on "The multilingual matrix of languages evolution: Lessons from small-scale speech communities" at Room 101, LKK Bldg, CUHK on 6 November, 2015
Dr Stephan Stiller gives a talk on the noun bias in monolingual and bilingual children and Hannah Lam gives a talk on gesture and worder order on 27 October 2015
Prof. Twila Tardif from University of Michigan gives a talk on "Children's early language development in English and Mandarin: From lap to lab to L2 app" at LT2, LSK Bldg, CUHK on 13 October, 2015
Jackson Lee from the University of Chicago gives a talk on "PyCantonese: Cantonese linguistic research in the age of big data" at Childhood Bilingualism Research Centre on 15 September, 2015
Elaine Lau from the University of Hawaii and University of Hong Kong gives a talk on "Online processing of classifier information by native and non-native speakers of Chinese" at CUHK on 13 August, 2015
Prof. Dong Yanping from Guangdong Foreign Studies University gives a talk on "Bilingualism and bilingual cognitive control advantages" at CUHK on 10 February and visits CBRC on 11 February 2015
"Prof. Ji Yinglin from Shenzhen University visits CBRC and gives a talk on "Linguistic and conceptual representation of motion in English and Chinese" at CUHK on 5 May, 2015
Prof. Michael Sharwood Smith visited CBRC and gave a linguistics seminar on "Exploring the Multilingual Mind: an account of how languages grow and live together in one individual" on 11 November 2014.
Prof. Stephen Matthews' interview with Apple Daily (21 May 2017)
Revised editions of Basic Cantonese and Intermediate Cantonese by Virginia Yip and Stephen Matthews are now available from Routledge. The books include Chinese characters for all example sentences. A big thank you to Szeto Pui Yiu for his assistance with the revision.
Prof. Stephen Matthews featured in RTHK TV program "Hong Kong Stories: Local Plus 香港故事-本土 plus+" released on 28 January 2017.
Prof. Stephen Matthews' interview with Apple Daily (25 January 2017)
Congratulations to Scarlet Li and her supervisor Prof. Gloria Zhang on the LSHK Outstanding Thesis Award!
Title of MA thesis: "The Relation of Working Memory, Declarative Memory, and Procedural Memory as Individual Differences in Second Language Acquisition"
A warm welcome to Lam Bou-Lai Hannah from Harvard College, Fan Yujing Julia and Zhou Jieyu Joy from the Chinese University of Hong Kong who join CBRC as full-time members recently.
Congratulations to Deng Xiangjun who has joined the Research Centre for Language and Cognition at Shenzhen University as Assistant Professor! We say farewell to her, Yu Zishu Sophia and Liang Yinyin Lana who are also moving on.
A warm welcome to a number of new full-time members who have joined CBRC recently: Zhu Yanxin Alice from Peking University, Wu Yuqi Riki and Li Wan Yee Scarlet from Chinese University of Hong Kong.
Prof. Stephen Matthews featured in interview with BBC on Cantonese and Pokemon.
Article in E-weekly: Issue 27 date: 2016/5/5 (video)
Prof. Stephen Matthews interviewed by E Media Plus in May 2016 (video)
A multimedia child Mandarin corpus: the Tong corpus is deposited in the CHILDES archive in the EastAsian folder. Here's Brian MacWhinney's announcement on March 1 2016
Prof. Stephen Matthews interviewed by Apple Daily in February 2016 (video)
CBRC Directors interviewed by Apple Daily in February 2016 (video)
A warm welcome to Dr. Stephan Stiller who joins CBRC as full-time postdoctoral fellow from 1 February 2016
Prof. Stephen Matthews featured in Apple Daily article and video
Prof Virginia Yip and Stephen Matthews are keynote speakers at the China-Australia Symposium on Bilingualism in Jinan University 2-4 November 2015
Prof. Stephen Matthews gives a keynote presentation for International Baccalaureate (IB) teachers at the IB Regional Workshop at King George V School on September 12, 2015
Prof. Virginia Yip and Prof. Stephen Matthews featured in SCMP article
Prof. Virginia Yip and CBRC featured in SCMP article
Prof Virginia Yip, Director of CBRC will teach the first half of Introduction to Bilingualism at the Linguistic Society of America Summer Institute at the University of Chicago in July 2015.
Prof. Stephen Matthews, Co-Director of CBRC will teach The Structure of Cantonese at the Linguistic Society of America Summer Institute at the University of Chicago in July 2015
Congratulations to Professor Nicholas Evans on the newly established ARC Centre of Excellence for the Dynamics of Language of which he is Director!
Congratulations to Professor Agnes He on the launch of the Center for Multilingual and International Communication!
Congratulations to Dr Ruying Qi on the launch of the Bilingualism Resesarch Laboratory of which she is Director! Prof. Yip and Prof. Matthews were invited to give keynote speeches at the 2nd Symposium on Bilingualism and Intercultural Communication at the University of Western Sydney.

redpajama_set_name: RedPajamaCommonCrawl


text:
Home > Legislation > 106th Congress > H.J.Res.48
H.J.Res.48 - Expressing the sense of Congress with respect to the court-martial conviction of the late Rear Admiral Charles Butler McVay, III, and calling upon the President to award a Presidental Unit Citation to the final crew of the U.S.S. INDIANAPOLIS.106th Congress (1999-2000)
Rep. Scarborough, Joe [R-FL-1] (Introduced 04/28/1999)
House - 05/14/1999 Referred to the Subcommittee on Military Personnel. (All Actions)
Summary: H.J.Res.48 — 106th Congress (1999-2000)All Information (Except Text)
There is one summary for H.J.Res.48. Bill summaries are authored by CRS.
Expresses the sense of Congress that: (1) the court-martial charges against then-Captain Charles McVay, U.S. Navy, arising from the sinking of the USS INDIANAPOLIS on July 30, 1945, while under his command were not morally sustainable; (2) Captain McVay's conviction was a miscarriage of justice; (3) the American people should now recognize Captain McVay's lack of culpability for the loss of such ship and the lives of the men who died as the result of her sinking; and (4) the President should award a Unit Citation to the final crew of the INDIANAPOLIS in recognition of their courage and fortitude in the face of tremendous hardship and adversity after their ship was torpedoed and sunk.


text:
// Copyright (c) Microsoft Corporation. All rights reserved.
// Licensed under the MIT License. See LICENSE in the project root for license information.

using System;

namespace HoloToolkit.Unity
{
    [Serializable]
    public class Response
    {
        public string Reason;
    }
}

redpajama_set_name: RedPajamaGithub


Micro Enterprise Home Kitchen legislation (AB 626), if allowed locally, would permit home cooks to prepare a limited quantity of food and offer it for sale to consumers. Currently, San Mateo County does not allow foods to be cooked at home unless it is one of the foods listed here.
The Food Facility Plan Check program reviews plans for all new and remodeled facilities to ensure they support public health and safety, and comply with local and state health codes. Plans must be received and approved before any construction or remodeling takes place.
Temporary events such as county fairs, city festivals, street events, and other public gatherings are to be approved and permitted by San Mateo County Environmental Health Services. They consist of one or more food booths, also known as temporary food facilities (TFF). It is the responsibility of San Mateo County Environmental Health Services to inspect permitted facilities to ensure temporary food establishments operate in a safe and sanitary manner. These inspections ensure that temporary food facilities operate in compliance with local, state, and federal regulations.


JCPenney Black Friday Deals LIVE NOW Online and In-Stores!
JCPenney has released 28 of their Black Friday deals early but only through tomorrow 11/12! You can shop for them now online or in-stores, check all 28 deals out right here. I will detail some deals as I have time to flush them out but for now, head on over and start shopping!
To really get the most of these deals use coupon code: BUYNOW89 to get $10 off a purchase of $25 or more! If you have a larger order you can use HURRY9 to get either 25% or 30% off your purchase of $100 or more. I am not certain the coupon codes will work with any or all of the Black Friday sale items, but worth giving them a try.
Choose free in-store pick up on order of $25 or more OR get FREE shipping on orders of $49 or more.
Next post: Amazon: George Foreman Grill – $19 Shipped!
Previous post: Target: 30% off Curtain Panels = Panels as low as $3.51 each shipped!


IsatData Pro (IDP) is a global two-way short message service for machine-to-machine (M2M) communication.
IDP enables companies to track and monitor their fixed or mobile assets, giving them increased visibility of business operations, enhanced efficiency, and greater safety and security for their assets, cargo and drivers – while lowering operational costs.
A low data rate service ideal for remote management of fixed assets including tracking and telemetry, IsatData Pro operates in near real-time anywhere in the world. With burst-mode communication and a gateway for store-and-forward messaging, IsatData Pro enables applications to be run on the IDP terminal to reduce data sent over the air. Suitable for mission-critical applications, it offers a wide range of protocols for data collection.
Performance and latency – Send 6,400 bytes and receive 10,000 bytes, with a latency of 15-60 seconds depending on message size.
Reliable network – Operates over the I-4 global satellite network, with an availability of 99.9 per cent.
No roaming charges – IsatData Pro is provided over Inmarsat's global network so there are no roaming charges.
Global coverage – IsatData Pro is available across the globe, apart from the extreme polar regions.
From fleet management and analytics to remote monitoring and SCADA control, M2M software applications for IsatData Pro terminals help you deploy quickly, reduce programming costs, enhance the capabilities of industry-standard devices, remotely connect to complex enterprise systems and much more.
ARC Agent: The Alert, Report, Control (ARC) Agent is an application that transforms an IsatData Pro satellite terminal into a low cost Remote Terminal Unit (RTU) capable of sending regular and event-based reports on equipment status, operating parameters, flow rate and more.
SCADAconnect: SCADAconnect is an end-to-end solution providing connectivity between remote field instruments and enterprise systems for the oil & gas, utilities, heavy equipment and industrial automation markets. It provides the ability to process data from one or more SCADA devices into valuable information thereby reducing monthly airtime costs. This service is Modbus-compatible.
IP SCADA: An IsatData Pro service, IP SCADA allows SCADA hosts or masters to poll information from the serial ports of remote devices like RTUs and PLCs in scenarios where the system leverages VPN connections to private IP addresses. The service is Modbus-compatible.
IDP-800 – The IDP-800 is a slim profile terminal with an integrated battery compartment designed for vehicle, trailer and container tracking applications. It can also be used for maritime tracking and communication applications or where a satellite terminal with its own battery power is required.
IDP-782 – The IDP-782 is an integrated, dual-mode communications terminal that delivers connectivity to assets in fleet management applications moving in and out of cellular range.
IDP-690 – The IDP-690 is designed for maritime and low-elevation angle applications. Use it to track and communicate with merchant marine and fishing vessels. It is also ideal for tracking vehicles and communicating with SCADA equipment in areas closer to polar regions.
IDP-680 – The IDP series of satellite terminals offers customers a quick and smart way to connect people and assets anywhere in the world. The IDP-680 is designed for general remote asset management and communications.
IDP-200 -The IDP 200 series delivers a simplified architecture for off-the-shelf, low-cost satellite messaging and does not support SkyWave applications or Lua scripting. An intuitive AT Command set is available for quick integration with external PLCs and general purpose controllers.


December always brings a bounty of gifts and this season is no different. This week, the Technique Junkie Newsletter designers and writers have come together to give you a bounty of eye candy celebrating the December 2009 Technique Junkie Newsletter issue! If you started here, you may want to stop reading this post for a minute or two, and go to the Technique Junkie Blog, where the festivities start. As you follow along the path of the Treasure Hunt, you will collect clues...which will eventually take you back here.
When you have finished all the clues, simply leave a comment with the word "key" you have discovered -- and you will be entered for this month's hunt.
Hey, I bet you want to know what the treasure is this month!
Now simply leave a comment by Friday, December 4th at 9am EST. Make sure to leave the "key" to the hunt with your comment -- the letter clues you collected along the way. The winner will be selected on Friday morning. Make sure that you leave enough information so that I can contact you to let you know you won. Note that I have comment moderation on -- so you will not see your comment appear, either. Just a reminder that Blogger does NOT leave me your email address. A great way to do this is to leave your email address in a spelled-out way, such as "p huntoon at optonline dot net." I will use my handy random number generator to pick the winning entry. You do NOT need to be a TJ subscriber to win. Good Luck!
Congratulations to Deb Langdon, the winner of this Treasure Hunt!
I love Christmas! This week we are celebrating it early with our giveaway from our friends at Two Nancy's Art Stamps. The giveaway this week is a jammed-packed sheet of Christmas sayings that you will love!
The card I made to celebrate the season today uses the "Ho! Ho! Ho!" saying from the set, along with the Santa from THIS SHEET. I thought that the Santa had a rather retro feel to him, so I used bright colors on my Embossed Crayon Resist background (10-09 issue of the Technique Junkie Newsletter). And I couldn't help myself -- I HAD to use liquid applique on his hat, beard and cuffs!
The sheet that Two Nancy's has supplied for us is below. These sayings pair perfectly with the sheet above, or with this sheet, too. And all of these stamps are sold individually, too! Honestly, when I was making my card, I had a VERY hard time deciding which of these luscious images I wanted to use...And don't forget that YOU GET 20% OFF any of the Christmas Stamps using the code twonancys1030. That is a good deal!
Okay, time for the giveaway! To enter this giveaway, simply leave a comment by Sunday, November 29th at 9am EST. If you are so inclined, tell me which of the Two Nancy's Christmas Images is your favorite! The winner will be selected on Monday morning (11-30). Make sure that you leave enough information so that I can contact you to let you know you won. Just a reminder that Blogger does NOT leave me your email address. A great way to do this is to leave your email address in a spelled-out way, such as "p huntoon at optonline dot net." I will use my handy random number generator to pick the winning entry. You do NOT need to be a TJ subscriber to win. Good Luck!
The winner of this giveaway is Patricia Schwartz!
Since I scrapbook as often as I can on Fridays, I am starting a new feature here: Scrappin' Saturdays. I hope to display a new scrapbook page each Saturday from the previous week (or at least, something new to you!). I hope you enjoy this new feature!
This week's layout (you may have to click on it to make it larger and to get more detail) was of Zoo pictures from Cape May this summer. The giraffe is stamped (a close-up is on the right) using Close To My Heart Stamps. I did use the torn frame technique (December 2008 Technique Junkie Newsletter) on one of the mats, too. In addition, the title uses crackle paint from Tim Holtz -- I love this stuff. I especially like that I used my woefully neglected fibers to spruce up the title along the edge of the Z and the two O's! Here is a close-up of that: If you are so inclined, leave a comment and let me know whether you like this new feature!
Well, that's it for today -- thanks for sharing in my scrapbook adventures!
Blogger's Challenge -- Happy Fall!
Today's Blogger's Challenge was the theme "Happy Fall, Y'all". Not too much of a stretch for me -- It's my favorite time of year! Living in the Northeast, the fall is always a feast for the eyes. Brilliant colors adorn the trees and then there is something we like to call "sweater weather." There is nothing like bright sunshine on a fall day, is there?
My card is layered on a Cuttlebug Highlight background from the October 2008 Technique Junkie Newsletter (OF COURSE there is a technique. How could there NOT be?).
Remember that I have a limited time sale on right now -- $19.95 for 7 issues (December 2009 to December 2010) OR one year renewals for $16.50. Details of each offer are on my sidebar. Just thought you might want to know!
Well being. Ahhhh. I don't know about you, but one of the ways I find well-being is from fondling great paper (really, I do!). That is why this giveaway is so special!
They are just extraordinary! One of the things I love about CS is the amount of detail that goes into every item they produce. Such high quality!
Did you know that YOU will also receive 25% off select unmounted stamps on the Club Scrap site by using the code TJstamp at checkout? I was browsing around today and have my shopping bag full of gorgeous stamps and paper. So many beautiful things!
Okay, time for the giveaway! To enter this giveaway, simply leave a comment by Monday, November 16th at 9am EST. If you are so inclined, tell me whether you think I am a bit nutty for fondling my paper! The winner will be selected on Monday morning. Make sure that you leave enough information so that I can contact you to let you know you won. Just a reminder that Blogger does NOT leave me your email address. A great way to do this is to leave your email address in a spelled-out way, such as "p huntoon at optonline dot net." I will use my handy random number generator to pick the winning entry. You do NOT need to be a TJ subscriber to win. Good Luck!
I was just playing around with these cool gypsy images from Alluring Impressions and thought I would share this creation. I used the Out of the Box Technique (October 2004 issue of the TJ Newsletter) for the wagon portion, and the Torn Frames Technique (October 2008 issue) for to highlight my creation with turquoise. Everything was colored with Copic Markers.
Hope you are having a creative day!
Today's Blogger's Challenge was to use a technique -- and give the directions for doing it. Rather than using an older technique, I decided to create my own -- and a tutorial for it follows. My technique,is called Painted Pastel Embossing, and the details are below. I used a cuttlebug folder with an Artistic Outpost saying stamp for the card above. The 5 petal punch poinsettia was made using the tutorial HERE.
First, emboss dark cardstock using an embossing folder. I am sure this will work with light cardstock, too, but the dark stuff will give you more drama! Load a wet blender pen with a hefty amount of pastel chalk.
Use the blender pen to color the embossed parts of the images using colors as desired. I painted my holly with a medium green, and used a lighter green to highlight the top of the leaves.
After I finished coloring, I realized that I had gone beyond the lines with my colors, so I used a clean blender pen to push the chalks off the black cardstock and back onto the embossing. It worked like an eraser!
This is so easy it is sinful! It is a great way to make your embossed cards POP. Make sure to check out the creations from the other Blogger's challenge players, too -- the is a link on my sidebar with their addresses. Today is a day to learn new techniques!
Weekly Giveaway: Tim Holtz from Croppinsville!
Wow, this is some giveaway! The lucky winner of this giveaway, which is being sponsored by Croppinsville, will receive the card above, the items below, AND a $25.00 gift certificate from Croppinsville!
A little about the card...I used the Tim Holtz/Stamper's Anonymous Stamps from Croppinsville to create a Collage card (TJ Newsletter June 2006 issue). I layered the collage over some of the gorgeous double-sided papers from the giveaway, and topped it off with one of the tags from the tag sheet. I colored St. Nick with Copic Markers and added dimension to the tag with Crystal Effects on the holly. You may have to click on the image to see the details!
In addition to all of this, if you add THIS ITEM to your cart, you will receive free canvas flowers -- with the directions on how to use them. Croppinsville is a TJ vendor -- and everything is 25% off! Check out the website today!
To enter this giveaway, simply leave a comment by Monday, November 9th at 9am EST. The winner will be selected on Monday morning. Make sure that you leave enough information so that I can contact you to let you know you won. Just a reminder that Blogger does NOT leave me your email address. A great way to do this is to leave your email address in a spelled-out way, such as "p huntoon at optonline dot net." I will use my handy random number generator to pick the winning entry. You do NOT need to be a TJ subscriber to win. Good Luck!
Congratulations to Lou Fay, the lucky winner of this giveaway!


text:
Notes from Harefield
Reflections by Kevin Wheldall on reading, books, education, family, and life in general.
MUSEC Briefings on Topics of Interest
This item is not a blog post as such but comprises a listing of, and a link to, a series of short one page reports on topics of interest (often controversial) in special education, known as the MUSEC Briefings, written by members of Macquarie University Special Education Centre (MUSEC).
The link to the series of MUSEC Briefings is:
http://www.musec.mq.edu.au/community_outreach/musec_briefings/
(You might need to copy and paste this into your browser.)
The titles of the MUSEC Briefings (in reverse date order ie most recent first) together with key references are as follows
MUSEC Briefing 38 - Response Cards
§ Berrong, A. K., Schuster, J. W., MOrse, T. E., & COllins, B. V. (2007). The effects of response cards on active participation and social behaviour of students with moderate and severe disabilities. JOurnal of Physical and Developmental Disabilities, 19, 187-199. dpi 10.1007/s10882-007-9047-7
§ Gardner, R., Heward, W. L., & Grossi, T. A. (1994). Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction. Journal of Applied Behavior Analysis, 27, 63-71.
§ Munro, D. W., & Stephenson, J. (2009). The effect of response cards on student and teacher behaviour during vocabulary instruction. Jounral of Applied Behavior Analysis, 42, 795-800.
MUSEC Briefing 37 - Cogmed
§ Apter, B. (2013). Improving working memory. Educational Psychology in Practice, 29(1), 96-97.
§ Chacko, A., Bedard, A.C., Marks, D.J., Feirsen, N., Uderman, J.Z., Chimiklis, A., Rajwan, E., Cornwell, M., Anderson, L., Zwilling, A. & Ramon, M. (2013). A randomized clinical trial of Cogmed Working Memory Training in school-age children with ADHD: A replication in a diverse sample using a control condition. Journal of Child Psychology and Psychiatry, 42(6), 769-783.
§ Diamond, A. (2012). Activities and programs that improve children's executive functions Current Directions in Psychological Science, 21, 335-341.
§ Egeland, J., Aarlien, A. K., & Saunes, B. (2013). Few effects of far transfer of working memory training in ADHD: A randomized controlled trial. PloS One, 8(10), 1-9.
§ Gibson, B. S., Gondoli, D. M., Kronenberger, W. G., Johnson, A. C., Steeger, C. M., & Morrissey, R. A. (2013). Exploration of an adaptive training regimen that can target the secondary memory component of working memory capacity. Memory & Cognition, 41(5), 726-737.
§ Gray, S.A., Chaban, P., Martinussen, R., Goldberg, R., Gotlieb, H., Kronitz, R., Hockenberry, M. & Tannock, R. (2012). Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial. Journal of Child Psychology and Psychiatry, 53, 1277-1284.
§ Holmes, J., & Gathercole, S.E. (2013). Taking working memory training from the laboratory into schools. Educational Psychology. Online May 10
§ Karin I. E. & Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24, 479-491.
§ Kasper, L.J., Alderson, R.M., & Hudec, K.L. (2012). Moderators of working memory deficits in children with attention-deficit/hyperactivity disorder (ADHD): A meta-analytic review. Clinical Psychology Review, 32(7), 605-617.
§ Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270-291.
§ Morrison, A.B., & Chein, J.M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic Bulletin & Review, 18(1), 46-60.
§ Papp, K.V., & Snyder, P.J. (2012). Editorial to accompany - Training the brain: Fact and fad in cognitive and behavioral remediation.Brain and Cognition, 79(2), 158.
§ Pascoe, L., Roberts, G., Doyle, L. W., Lee, K. J., Thompson, D. K., Seal, M. L., Josev, E.K., Nosarti, C., Gathercole, S., & Anderson, P. J. (2013). Preventing academic difficulties in preterm children: a randomised controlled trial of an adaptive working memory training intervention - IMPRINT study. BMC Pediatrics, 13, 144-156.
§ Rabipour, S., & Raz, A. (2012). Training the brain: Fact and fad in cognitive and behavioral remediation. Brain and Cognition, 79(2), 159-179.
§ Redick, T.S., Shipstead, Z., Harrison, T.L., Hicks, K.L. Fried, D.E., Hambrick, D.Z., Kane, M.J., & Engle, R.W. (2013). No evidence of intelligence improvement after working memory training: A randomized, placebo-controlled study. Journal of Experimental Psychology, 142(2), 359-379.
§ Riccio C.A., & Gomes H. (2013). Interventions for executive function deficits in children and adolescents. Applied Neuropsychology: Child, 2(2), 133-140.
§ Shipstead, Z., Hicks, K.L., & Engle, R.W. (2012). Cogmed working memory training: Does the evidence support the claims? Journal of Applied Research in Memory and Cognition, 1(3), 185-193.
§ Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is working memory training effective? Psychological Bulletin, 138(4), 628-654.
§ Takeuchi, H., Taki, Y., & Kawashima, R. (2010). Effects of working memory training on cognitive functions and neural systems.Reviews in the Neurosciences, 21(6), 427-49.
MUSEC Briefing 36 - Interactive Metronome Training
§ Taub, G,E; McGrew, K, S & Keith, T, Z. ( 2007). Improvements in interval time tracking and effects on reading achievement.Psychology in Schools, 44, 849-863.
MUSEC Briefing 35 - Mnemonics
§ Scruggs, T.E., Mastropieri, M.A., Berkeley, S.L., & Marshak, L. (2010). Mnemonic strategies: Evidence-based practice and practice-based evidence. Intervention in School and Clinic, 46, 79 - 86. doi: 10.1177/1053451210374985
§ Wolgemoth, J.R., Cobb, R.B., & Alwell, M. (2008). The effects of mnemonic interventions on academic outcomes for youth with disabilities: A systematic review. Learning Disabilities Research, 23, 1-10.
MUSEC Briefing 34 - Using Scripts to Teach Conversation Skills to Students with Autism Spectrum Disorders
§ Sarokoff, R. A., Taylor, B. A., & Poulson, C. L. (2001). Teaching children with autism to engage in conversational exchanges: Script fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34, 81-‐84. doi: 10.1901/jaba.2001.34-‐81
§ Wichnick, A. M., Vener, S. M., Pyrtek, M., & Poulson, C. L. (2010). The effect of a script-‐ fading procedure on responses to peer initiations among young children with autism. Research in Autism Spectrum Disorders, 4, 290-‐299. doi: 10.1016/j.rasd.2009.09.016
MUSEC Briefing 33 - Behavioural Optometry
§ American Academy of Pediatrics (2011). Joint technical report - Learning disabilities, dyslexia, and vision. Pediatrics, 127, e818-e856. Retrieved from http://pediatrics.aappublications.org/content/127/3/e818
§ Barrett, B.T. (2009). A critical evaluation of the evidence supporting the practice of behavioural vision therapy. Ophthalmic and Physiological Optics,29, 4-25
MUSEC Briefing 32 - The Tomatis Method as a Treatment for Autism
§ Corbett, B. A., Shickman, K., & Ferrer, E. (2008). Brief report: The effects of Tomatis sound therapy on language in children with autism. Journal of Autism and other Developmental Disorders, 38, 562-¿566. doi: 10.1007/s10803-¿007-¿ 0413-¿1.
§ Dawson, G., & Watling, R. (2000). Interventions to facilitate auditory, visual and motor integration in autism: A review of the evidence. Journal of Autism and other Developmental Disorders, 30, 415-¿421.
§ Sinha, Y., Silove, N., Wheeler, D., & Williams, K. (updated May 30, 2007). Auditory integration training and other sound therapies for autism spectrum disorders. [Cochrane Review]. In: Cochrane Database of Systematic Reviews, 2009 (1). Available from The Cochrane Library, Wiley Interscience. doi:10.1002/14651858.CD003681.pub2.
MUSEC Briefing 31 - Visual Activity Schedules
§ Allday, R.A. (2008). Using visual strategies to improve classroom success for students with autism. Special Education Perspectives, 17, 94-109.
§ Banda, D.R., Grimmett, E., & Hart, S. L. (2009). Helping students with autism spectrum disorders in general education classrooms manage transition issues. Teaching Exceptional Children, 41 (4) 16-21.
MUSEC Briefing 30 - Learning Styles
§ Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004) Learning styles and pedagogy in post-16 learning. A systematic and critical review. London: Learning and Skills Research Centre.
§ Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge. (pp. 195-197)
§ Kavale, K., & Forness, S. (1987). Substance over style: Assessing the efficacy of modality testing and teaching. Exceptional Children, 54, 228-239.
§ Landrum, T.J., &McDuffie, K. A. (2010). Learning styles in the age of differentiated instruction. Exceptionality, 18, 6-17.
§ Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119.
MUSEC Briefing 29 - Functional Communication Training
§ Durand, V. M., & Carr, E. G. (1992). An analysis of maintenance following functional communication training. Journal of Applied Behavior Analysis, 25(4), 777-794. doi:10.1901/jaba.1992.25-777
§ Mirenda, P. (1997). Supporting individuals with challenging behavior through functional communication training and AAC: Research review. Augmentative and Alternative Communication, 13(4), 207-225. doi:10.1080/07434619712331278048
§ Wacker, D. P., Berg, W. K., Harding, J. W., Barretto, A., Rankin, B., & Ganzer, J. (2005). Treatment effectiveness, stimulus generalization, and acceptability to parents of functional communication training. Educational Psychology, 25(2), 233-256. doi:10.1080/0144341042000301184
MUSEC Briefing 28 - Fast ForWord Language
§ Borman, G.D., Benson, J.G., & Overman, L. (2009). A randomized field trial of the Fast ForWord language computer-based training program. Educational Evaluation and Policy Analysis, 31, 82-106.
§ Cohen, W., Hodson, A., O'Hare, A., Boyle, J., Durrani, T., McCartney, E., Mattey, M., Naftalin, L., & Watson, J. (2005). Effects of computer-based intervention through acoustically modified speech (Fast ForWord) in severe mixed receptive-expressive language impairment: Outcomes from a randomized controlled trial. Journal of Speech, Language and Hearing Research, 48, 715-729.
§ Gillam, R.B., Loeb, D.F., Hoffman, L.M., Bohman, T., Champlin, C.A., Thibodeau, L., Widen, J., Brandel, J., & Friel-Patti, S. (2008). The efficacy of Fast ForWord language intervention in school-age children with language impairment: A randomized controlled trial. Journal
of Speech, Language, and Hearing Research, 51, 97-119.
§ Given, B.K., Wasserman, J.D., Chari, S.A., Beattie, K., & Eden, G.F. (2008). A randomized, controlled study of computer-based intervention in middle school struggling readers. Brain and Language, 106, 83-97.
§ Pokorni, J.L., Worthington, C.K., & Jamison, P.J. (2004). Phonological awareness intervention: Comparison of Fast ForWord, Earobics, and LiPS. Journal of Educational Research, 97, 147-157.
§ Rouse, C.E., & Krueger, A.B. (2004). Putting computerized instruction to the test: A randomized evaluation of a 'scientifically based' reading program. Economics of Education Review, 23, 323-338.
§ Strong, G. K., Torgerson, C. J., Torgerson, D., & Hulme, C. (2010). A systematic meta-analytic review of evidence for the effectiveness of the 'Fast ForWord' language intervention program. Journal of Child Psychology and Psychiatry, 52, 224-235.
MUSEC Briefing Issue 27: Schema-based Instruction for Mathematics Word Problem-solving
§ Jitendra, A. (2002). Teaching students math problem-solving through graphic representations. TEACHING Exceptional Children, 34 (4), 34-38.
§ Jitendra, A. (2007). Solving math word problems: teaching students with leaning disabilities using schema-based instruction, Austin, TX: Pro-Ed.
§ Jitendra, A. K., George, M. P., Sood, S., & Price, K. (2010). Schema-based instruction: facilitating mathematical word problem solving for students with emotional and behavioral disorders. Preventing School Failure, 54, 145-151
MUSEC Briefing Issue 26: Cellfield Program
§ The Efficacy of the Cellfield Intervention for reading difficulties: An integrated computer-based approach targeting deficits associated with dyslexia. Lee-Ann Prideaux, Kerry A. Marsh and Dimitri Caplygin. (2005) Australian Journal of Learning Difficulties. 10, 2, 51-62.
§ Kern, L., & Clemens, N. H. (2008). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.
§ Wannarka, R., & Ruhl, K. (2008). Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research. Support for Learning, 23, 89-93.
§ Wheldall, K., & Bradd, L. (2010). Classroom seating arrangements and classroom behaviour. In K. Wheldall (Ed.), Developments in educational psychology (second edition) (pp. 181-195). London: Routledge.
MUSEC Briefing Issue 24: Specific and Contingent Teacher Praise
§ Beaman, R., & Wheldall, K. (2010). Teachers' use of approval and disapproval in the classroom. In K. Wheldall (Ed.), Developments in educational psychology (second edition) (pp. 153-180). London: Routledge.
§ Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited.Intervention in School and Clinic, 44, 195-205
§ Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8 (1), 2-8.
MUSEC Briefing Issue 23: The Listening Program®
§ American Speech-Language-Hearing Association. (2004). Auditory Integration Training [Technical Report]. Available fromhttp://www.asha.org/policy/. doi:10.1044/policy.TR2004-00260
§ Crncec, R., Wilson, S. J. & Prior, M. (2006). The cognitive and academic benefits of music to children. Educational Psychology, 26, 579-594. Doi:10.1080/01443410500342542
§ Nwora, A. J. & Gee, B. M. (2009). A case study of a five-year-old child with pervasive developmental disorder-not otherwise specified using sound-based interventions. Occupational Therapy International, 16, 25-43. Doi:10.1002/oti.263
MUSEC Briefing Issue 22: Irlen Tinted Lenses and Overlays
§ American Academy of Ophthalmology. (2009). Policy Statement: Learning Disabilities, Dyslexia and Vision. Retrieved 30th December 2009 from http://www.aao.org/about/policy/upload/Learning-Disabilities-Dyslexia-Vision-2009.pdf
§ Hyatt, K. J., Stephenson, J., & Carter, M. (2009). A review of three controversial educational practices: Perceptual motor programs, sensory integration and tinted lenses. Education and Treatment of Children, 32, 313-342.
§ Kavale, K. A., & Mostert, M. P. (2004). The positive side of special education: Minimizing its fads, fancies and follies. Lanaham, MD: Scarercrow Education.
§ Parker, R. M. (1990). Power, control, and validity in research, Journal of Learning Disabilities, 23, 613-620
MUSEC Briefing Issue 21: Choosing Effective Programs for Low Progress Readers
§ Department of Education, Science and Training. (2005). Teaching reading. Canberra: Department of Education, Science and Training.
§ National Institute of Child Health and Human Development, NIH, DHHS. (2000). Report of the National Reading Panel: Teaching children to read (00-4769). Washington, DC: U.S. Government Printing Office.
§ Rose, J. (2006). Independent review of the teaching of early reading: Final Report. London: Department for Education and Skills.
MUSEC Briefing Issue 20: Picture Exchange Communication System
§ Preston, D. & Carter, M. (in press). A review of the Efficacy of the Picture Exchange Communication System intervention. Journal of Autism and Developmental Disorders, DOI 10.1007/s10803-009-0763-y.
§ Sulzer-Azaroff, B., Hoffman, A. O., Horton, C. B., Bondy, A., & Frost, L. (2009). The Picture Exchange Communication System (PECS): What do the data say? Focus on Autism and Other Developmental Disabilities, 24, 89-103.
MUSEC Briefing Issue 19: Sensory Integration
§ Arendt, R. E., MacLean, W. E., & Baumeister, A. A. (1988). Critique of sensory integration therapy and its application to mental retardation. American Journal on Mental Retardation, 92, 401-411.
§ Hoehn, T. P., & Baumeister, A. A. (1994). A critique of the application of sensory integration therapy to children with learning disabilities. Journal of Learning Disabilities, 27, 338-350.
§ Leong, H. M., & Carter, M. (2008). Research on the efficacy of sensory integration therapy: Past, present and future. Australasian Journal of Special Education, 32, 83-99.
§ Devlin, S., Healy, O., Leader, G., & Reed, P. (2008). The analysis and treatment of problem behavior evoked by auditory stimulation.Research in Autism Spectrum Disorders, 2, 671-680.
§ Devlin, S., Leader, G., & Healy, O. (2009). Comparison of behavioral intervention and sensory-integration therapy in the treatment of self-injurious behavior. Research in Autism Spectrum Disorders, 3, 223-231.
§ Vargas, S., & Camilli, G. (1999). A meta-analysis of research on sensory integration treatment. American Journal of Occupational Therapy, 53, 189-198.
MUSEC Briefing Issue 18: Explicit Instruction for Students with Special Learning Needs
§ Apps, M., & Carter, M. (2006). When all is said and done, more is said than done: Research examining constructivist instruction for students with special needs. Australian Journal of Special Education, 31, 107-125.
§ Ellis, L. A. (2005). Balancing approaches: revisiting the educational psychology research on teaching students with learning difficulties. Australian Education Review (No. 48). Camberwell: Australian Council for Educational Research. Can be accessed athttp://research.acer.edu.au/aer/6/
§ Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge.
§ Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75-86.
MUSEC Briefing Issue 17: Response to Intervention
§ Bender, W. N. & Shores, C. (Eds.). (2007). Response to intervention: A practical guide for every teacher. Thousand Oaks: Corwin Press.
§ Council for Exceptional Children (2008). Responsiveness to intervention: A collection of articles from Teaching Exceptional Children. Washington, DC: Council for Exceptional Children.
§ Fuchs, L. S. & Fuchs, D. (2007). A model for implementing responsiveness to intervention. Teaching Exceptional Children, 39, 14-20.
§ US National Centre on Response to Intervention http://www.rti4success.org
MUSEC Briefing Issue 15: Weighted Vests
§ Baranek, G. T. (2002). Efficacy of sensory and motor interventions for children with autism. Journal of Autism and Developmental Disorders, 32, 397-422.
§ Stephenson, J., & Carter, M. (2009). The use of weighted vests with children with autism spectrum disorder and other disabilities.Journal of Autism and Developmental Disorders, 39, 104-114.
MUSEC Briefing Issue 14: Precision Requests
§ Kehle, T. J., Bray, M. A., & Theodore, L. A. (2000). A multi-component intervention designed to reduce disruptive classroom behavior. Psychology in the Schools, 37, 475-481.
§ Musser, E. H., Bray, M. A., Kehle, T. J. & Jenson, W. R. (2001). Reducing disruptive behaviors in students with serious emotional disturbance. School Psychology Review, 30, 294-304.
MUSEC Briefing Issue 13: Book Levelling
§ Brabham, E. G., & Villaume, S. K. (2002). Leveled text: The good news and the bad news. The Reading Teacher, 55, 438-441.
§ Jamison, R., L, & Burton, W. (2002). Matching texts and readers: Leveling early reading materials for assessment and instruction.The Reading teacher, 55, 348-356.
§ Pearce, S., Wheldall, K., & Madelaine, A. (2006). MULTILIT book levels: Towards a new system for levelling texts. Special Education Perspectives, 15, 38-56.
MUSEC Briefing Issue 12: Social Stories
§ Ali, S., & Frederickson, N. (2006). Investigating the evidence base of Social Stories. Educational Psychology in Practice, 22, 355-377.
§ Reynhout, G., & Carter, M. (2006). Social stories for children with disabilities. Journal of Autism & Developmental Disorders, 36, 445-469.
§ Rust, J., & Smith, A. (2006). How should the effectiveness of Social Stories to modify the behaviour of children on the autism spectrum be tested? Autism, 10, 125-138.
§ Sansosti, F., Powell-Smith, K., & Kincaid, D. (2004). A research synthesis of social story interventions for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 194-204.
MUSEC Briefing Issue 11: Dore/DDAT Exercise Program
§ Reynolds, D., Nicolson, R. I., & Hambly, H. (2003). An evaluation of an exercisebased treatment for children with reading difficulties.Dyslexia, 9, 48-71
§ Snowling, M., & Hulme, C. (2003). A critique of claims from Reynolds, Nicolson & Hambly (2003) that DDAT is an effective treatment for children with reading difficulties - 'lies, damned lies and (inappropriate) statistics', Dyslexia, 9, 127-133
§ White, S., Milne, E., Rosen, S., Hansen, P., Swettenham, J., Frith, U., & Ramus, F. (2006). The role of sensorimotor impairments in dyslexia: A multiple case study of dyslexic children. Developmental Science, 9, 237-269
MUSEC Briefing Issue 10: Parents Identifying Giftedness
§ Alsop, G. (1997). Coping or counselling: Families of intellectually gifted students. Roeper Review, 20(1), 28-. Retrieved November 11, 2005 from Expanded Academic ASAP database.
§ Copenhaver, R. W., & McIntyre, D. J. (1992). Teachers' perceptions of gifted students. Roeper Review, 14, 151-153.
§ Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented (5th ed., pp. 32-44). Boston: Allyn and Bacon.
§ Gear, G. H. (1976). Accuracy of teacher judgment in identifying intellectually gifted children: A review of the literature. Gifted Child Quarterly, 20, 478-489.
§ Jacobs, J. C. (1971). Effectiveness of teacher and parent identification of gifted as a function of school level. Psychology in the Schools, 8, 140-142.
§ Plunkett, M. (2000). Impacting on teacher attitudes toward gifted students. Australasian Journal of Gifted Education, 9(2), 33-42.
§ Richert, E. S. (1997). Excellence with equity in identification and programming. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 75-88). Boston: Allyn & Bacon.
MUSEC Briefing Issue 9: Facilitated Communication
§ Jacobson, J. W., Foxx, R. M., & Mulick, J. A. (2005). Controversial therapies for developmental disabilities; Fad, fashion and science in professional practice. Mahwah, NJ: Lawrence Erlbaum.
§ Jacobson, J. W., Mulick, J. A., & Schwartz, A. A. (1995). A history of facilitated communication: Science, Pseudoscience, and Antiscience: Science working group on facilitated communication. American Psychologist, 50, 750-765.
§ Montee, B. B., Miltenberger, R. G., & Wittrock, D. (1995). An experimental analysis of facilitated communication. Journal of Applied Behavior Analysis, 28, 189-200.
§ Shane, H. C. (1994). Facilitated communication: The clinical and social phenomenon. San Diego, CA: Singular Press.
MUSEC Briefing Issue 8: Teacher Aides
§ Giangreco, M. F., & Broer, S. M. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and other Developmental Disabilities, 20, 10-26.
§ Giangreco, M. F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). "Be careful what you wish for..." Five reasons to be concerned about the assignment of individual paraprofessionals. TEACHING Exceptional Children, 37(5), 28-34.
§ Giangreco, M. F., Edelman, S., Broder, S. M., & Doyle, M. B. (2001). Paraprofessional support of students with disabilities; Literature from the last decade. Exceptional Children, 68, 45-63.
MUSEC Briefing Issue 7: Behavious Chain Interruption Strategy
§ Carter, M., & Grunsell, J. (2001). The behavior chain interruption strategy: A review of research and discussion of future directions. Journal of The Association for Persons with Severe Handicaps, 26, 37-49.
§ Grunsell, J., & Carter, M. (2002). The behavior chain interruption strategy: Generalization to out-of-routine contexts. Education and Training in Mental Retardation and Developmental Disabilities, 37, 378-90.
§ Hunt, P., & Goetz, L. (1988). Teaching spontaneous communication in natural settings using interrupted behavior chains. Topics in Language Disorders, 9, 58-71.
§ Sigafoos, J., & Littlewood, R. (1999). Communication intervention of the playground: A case study on teaching requesting to a young child with autism. International Journal of Disability, Development and Education, 46, 421-29.
MUSEC Briefing Issue 6: Knowing what works
§ Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. (2005). Research in special education: Scientific method and evidence-based practices. Exceptional Children, 71, 137-148.
§ Greenwood, C. R. (2001). Science and students with learning and behavior problems. Behavioral Disorders, 27, 37-52.
§ Stanovich, P. J., & Stanovich, K. E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular and instructional decisions(pdf).
MUSEC Briefing Issue 5: BrainGym®
§ Hammill, D. D. (2004). What we know about correlates of reading. Exceptional Children, 70, 453-468.
§ Kavale, K., & Mattson, P. D. (1983). "One jumped off the balance beam": Meta-analysis of perceptual-motor training. Journal of Learning Disabilities, 16, 165-173.
§ Vaughn, S., & Linan-Thompson, S. (2003). What is special about special education for students with learning disabilities? Journal of Special Education, 37, 140-147.
MUSEC Briefing Issue 4: Curriculum-Based Measurement of Reading
§ Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
§ Deno, S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37, 184-192.
§ Fuchs, L. S. (2004). The past, present, and future of curriculum-based measurement research. School Psychology Review, 33, 188-192.
§ Madelaine, A., & Wheldall, K. (1999). Curriculum-based measurement of reading: A critical review. International Journal of Disability, Development and Education, 46, 71-85.
§ Madelaine, A., & Wheldall, K. (2004). Curriculum-based measurement of reading: Recent Advances. International Journal of Disability, Development and Education, 51, 57-82.
MUSEC Briefing Issue 3: Reading Recovery for Young Struggling Readers
References (updated November 2010):
§ Reynolds, M., & Wheldall, K. (2007). Reading Recovery twenty years down the track: Looking forward, looking back. International Journal of Disability, Development and Education, 54, 199-223.
§ Reynolds, M., Wheldall, K. & Madelaine, A. (2009). The devil is in the detail regarding the efficacy of Reading Recovery: A rejoinder to Schwartz, Hobsbaum, Briggs, and Scull. International Journal of Disability, Development and Education, 56, 17-35.
§ Schwartz, R. M., Hobsbaum, A., Briggs, C., & Scull, J. (2009). Reading Recovery and evidence-based practice: A response to Reynolds and Wheldall (2007). International Journal of Disability, Development and Education, 56(1): 5-15.
MUSEC Briefing Issue 2: Behavourial Momentum
§ Ardoin, S. P., Martens, B. K., & Wolfe, L. A. (1999). Using high-probability instruction sequences with fading to increase students compliance during transitions. Journal of Applied Behaviour Analysis, 32, 339-351.
§ Davis, C., & Reichle, J. (1996). Variant and invariant high-probability requests: Increasing appropriate behaviours in children with emotional-behavioural disorders. Journal of Applied Behaviour Analysis, 29, 471-482.
§ Lee, D., Belfiore, P. J., Scheeler, M. C., Hua, Y., & Smith, R. (2004). Behavioural momentum in academics: Using embedded high-p sequences to increase academic productivity. Psychology in the Schools, 41, 789-801.
§ Nevin, J. A. (1996). The momentum of compliance. Journal of Applied Behaviour Analysis, 29, 535-547.
§ Romano, J. P., & Roll, D. (2000). Expanding the utility of behavioural momentum for youth with developmental disabilities.Behavioral Interventions, 15, 99-111.
§ Wehby, J. H., & Hollahan, M.S. (2000). Effects of high probability requests on the latency to initiate academic tasks. Journal of Applied Behaviour Analysis, 33, 259-262.
MUSEC Briefing Issue 1: Multisensory Environments to Reduce Challenging Behaviour in People with Severe Disabilities
§ Chan, S., Fung, M. Y., Tong, C. W., & Thompson, D. (2005). The clinical effectiveness of a multisensory therapy on clients with developmental disability. Research in Developmental Disabilities, 26, 131-142.
§ Hogg, J., Cabet, J., Lambe, L., & Smeddle, M. (2001). The use of 'Snoezelen' as multisensory stimulation with people with intellectual disabilities: A review of the research. Research in Developmental Disabilities, 22, 353-372.
§ Martin, N. T., Gaffan, E. A., & Williams, T. (1998). Behavioural effects of long-term multisensory stimulation. British Journal of Clinical Psychology, 37, 69-82.
§ Stephenson, J. (2002). Characterization of multisensory environments: Why do teachers use them? Journal of Applied Research in Intellectual Disabilities, 15, 73-90.
§ Withers, P. S., & Ensum, I (1995). Successful treatment of severe self injury incorporating the use of DRO, a Snoezelen room and orientation cues. British Journal of Learning Disabilities, 23, 164-167.
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Rachel Marie E. Salas, Roy E. Strowd, Imran Ali, Madhu Soni, Logan Schneider, Joseph Safdieh, Bradley V. Vaughn, Alon Y. Avidan, Jane B. Jeffery, Charlene E. Gamaldo
First published September 5, 2018, DOI: https://doi.org/10.1212/WNL.0000000000006239
Rachel Marie E. Salas
From the Department of Neurology (R.M.E.S., C.E.G.), Johns Hopkins University School of Medicine, Baltimore, MD; Department of Neurology (R.E.S.), Wake Forest University School of Medicine, Winston-Salem, NC; Department of Neurology (I.A.), University of Toledo, OH; Department of Neurological Sciences (M.S.), Rush University, Chicago, IL; Department of Psychiatry Behavioral Sciences (L.S.), Stanford University School of Medicine, CA; Department of Neurology (J.S.), Weill Cornell Medical College, New York, NY; Department of Neurology (B.V.V.), University of North Carolina School of Medicine, Chapel Hill; Department of Neurology (A.Y.A.), David Geffen School of Medicine at the University of California, Los Angeles; and Department of Biochemistry and Molecular Biology (J.B.J.), Johns Hopkins Bloomberg School of Public Health, Baltimore, MD.
Roy E. Strowd
Madhu Soni
Logan Schneider
Joseph Safdieh
Bradley V. Vaughn
Alon Y. Avidan
Jane B. Jeffery
Charlene E. Gamaldo
Neurology Sep 2018, 91 (13) 597-610; DOI: 10.1212/WNL.0000000000006239
Objective To present (1) justification for earmarking sleep medicine education as an essential component of all medical school curricula and (2) various avenues to incorporate sleep medicine exposure into medical school curricula through (primarily) neuroscience and neurology courses.
Methods Per consensus of a team of leading neurology and sleep medicine educators, an evidence-based rationale for including sleep medicine across a 4-year medical school curriculum is presented along with suggested content, available/vetted resources, and formats for delivering sleep medicine education at various points and through various formats.
Results Growing evidence has linked sleep disorders (e.g., sleep-disordered breathing, chronic insufficient sleep) as risk factors for several neurologic disorders. Medical educators in neurology/neuroscience are now strongly advocating for sleep medicine education in the context of neurology/neuroscience pre and post graduate medical education. Sleep medicine education is also a critical component of a proactive strategy to address physician wellness and burnout. The suggested curriculum proposes a sleep educational exposure time of 2–4 hours per year in the form of lectures, flipped-classroom sessions, clinical opportunities, and online educational tools that would result in a 200%–400% increase in the amount of sleep medicine exposure that US medical schools currently provide. The guidelines are accompanied by the recommendation for use of technological education, to facilitate more seamless curricular incorporation.
Conclusion Even in this era with limited flexibility to add content to an already packed medical school curriculum, incorporating sleep medicine exposure into the current medical school curriculum is both justified and feasible.
AAN=
American Academy of Neurology;
AASM=
American Academy of Sleep Medicine;
LCME=
Liaison Committee on Medical Education;
RITE=
Residency In-Service Training Examinations
Sleep medicine crosses all domains of medicine. All future physicians, no matter their specialty, will undoubtedly encounter a patient with disrupted sleep or consequences from a sleep disorder. Sleep health care is so medically ubiquitous that sleep medicine concepts are widely represented across various required standardized medical training examinations (e.g., the US Medical Licensing Examination, the National Board of Medical Examiners shelf examinations, and Residency In-Service Training Examinations [RITE]). We propose recommendations to incorporate sleep medicine content across a medical school curriculum (table 1). Per consensus of a team of leading neurology and sleep medicine educators, suggested content, available/vetted resources, and formats for delivering sleep medicine education at various points and under various educational contexts are presented.
Proposed curriculum to incorporate sleep medicine into all levels of medical education
The suggested curricular elements were developed using the standard, existing frameworks of medical education and specializing them toward sleep medicine. This specialization begins at the basic science level and continues through clinical exposure and even a sleep elective, if desired. Content of sleep medicine topics in a variety of certification examinations were collected and analyzed to assess the level of sleep medical background being provided for physicians in several specialties. A similar process was used to integrate a "genetics track" in the curriculum of Baylor College of Medicine.1 In keeping with existing recommendations for introducing pain medicine into medical school curricula, these guidelines emphasize an innovative and integrative approach.2 Our recommendations are based on the authors' consensus (that includes educators in neurology and sleep medicine) and balance specific criteria for a well-rounded sleep medicine curriculum while still allowing enough room for interpretation to fit the educational philosophies of a diverse array of medical institutions.
Curricular content development
Following recommended guidelines for curriculum evaluation,3 we performed a systematic review of medical school sleep education. Sources included the American Thoracic Society CORE curriculum: part I: adult sleep medicine,4 the American Academy of Neurology Core Curriculum in Sleep Medicine,5 and the European catalogue of knowledge and skills for sleep medicine.6 Published reports as well as shelf, US medical licensing, residency in-service training, and medical board certification examination guidelines were reviewed (table 2). An interdepartmental focus group of Johns Hopkins sleep experts reviewed the curricular precedents and from these the major topic headings for the report template were established. Subsequent input on curricular content was sought from sleep medicine experts/coauthors at Wake Forest, Rush, Stanford, Cornell, University of North Carolina, and University of Southern California. Detailed learning objectives, where available, from each of the published sources were reviewed by the group and discussed in the context of the educational needs of medical students, constraints on medical education models, and the multidisciplinary nature of sleep as a specialty.
The presence of sleep medicine topics on certification examination review guides
Part 1: Formal incorporation of sleep medicine content in medical school curricula: Why do we need it and why should neurology spearhead the effort?
Reason 1: Sleep is integral to health, yet sleep disorders remain underrecognized
According to the National Sleep Health Index, 1 in 6 of the surveyed Americans reported that they had been diagnosed with a sleep disorder in the last year.7 There are 81 identified sleep disorders divided into 8 categories that apply to various medical specialties.8 Sleep medicine has a substantial reach beyond the classical sleep disturbances such as acute insomnia or sleep deprivation. Indeed, sleep-disordered breathing is estimated to affect approximately 15% of the US population.9 Sleep disorders typically coexist with many common and chronic medical conditions (e.g., arthritis, diabetes, and obesity) as well as various neurologic conditions and can contribute to the development of hypertension and cardiovascular and cerebrovascular events.
Moreover, mistreatment of sleep problems is posing a public health crisis. For example, in just 2 decades, from 1999 to 2010, there was a greater than 400% increase in the number of outpatient office visits that documented a sleep disorder and a nearly 300% increase in the number of sleep medications prescribed (reflected in an approximately 350% and 430% increase for nonbenzodiazepine sleep medications and benzodiazepine receptor agonists, respectively).10 Such prescribing habits have continued despite the fact that the American Academy of Sleep Medicine warns against the use of hypnotic medications as primary therapy for chronic insomnia, as evidence suggests cognitive behavioral therapy for insomnia should be first-line therapy.11 Particularly in the elderly population, inappropriate treatment of insomnia has become a concern, given that almost 1 in 10 elderly patients use benzodiazepines,12 despite the known associations with increased risks of fractures and falls, car crashes, and dementia in this population.13,14 Although it is known that members of the elderly population are at increased risk for side effects from sedatives/hypnotics like benzodiazepines, such prescribing habits are continuing unabated, as it was noted in a recent review that only a third of benzodiazepine prescriptions in this age group were considered appropriate.15 Such fundamental concerns with our medical system likely reflect failings of appropriate education, which begins at the medical school level.
There is limited formal preclinical and clinical didactic time devoted to sleep medical education, which may be related to the small number of clinicians who choose to specialize in the field. A sleep medicine review of medical textbooks found that sleep and sleep disorders accounted for a disproportionately small percentage of the content.16 In most medical schools, only 2–4 hours are dedicated to sleep education.17 With 156.4 didactic weeks in the average 4-year medical curriculum, sleep education only comprises 0.06% of classroom education.18 While sleep may be included in the curriculum, exposure to this topic during the clinical years is typically limited to discussion related to sleep/wakefulness instability and transition states such as delirium. If future clinicians continue to have limited exposure to the fundamental concepts of sleep medicine education, we run the risk of underrecognizing and thereby undertreating sleep disorders that often negatively affect patients with medical disorders and, more specifically, neurologic disorders.
Reason 2: Sleep is integral to the management of neurologic patients
Medical educators in neurology are now strongly advocating for sleep medicine education in the context of neurology/neuroscience pre and post graduate medical education.6 In the 2014 medical school neuroscience curriculum guidelines published in Neurology®, sleep medicine was included as a core competency domain.1 Many educators have argued that a strong foundation in sleep medicine is critical early in a clinician's education, because understanding sleep is critical to an intellectual grasp of neurobiology. In fact, the most prevalent sleep disorder, sleep apnea, can provide a complementary platform for understanding brainstem neurophysiology through description of the neurocircuitry that controls the multiple, supportive autonomic functions during sleep. Moreover, growing evidence has linked sleep disorders (e.g., sleep-disordered breathing, chronic insufficient sleep) as primary and secondary risk factors for neurologic disorders such as stroke, epilepsy, and migraine, thereby suggesting a potential to link the preclinical curricular elements to patient care interactions.1,19,20
Other sleep disorders (e.g., chronic insufficient sleep, circadian rhythm sleep–wake disorders, insomnia) have also been recognized as a major cause of morbidity in other common neurologic conditions such as dementia, multiple sclerosis, CNS gliomas, and chronic pain.21,22 REM sleep behavior disorder can predate the neurologic symptoms associated with α-synucleinopathies (e.g., Parkinson disease, Lewy body dementia, and multiple system atrophy) by as much as 10 years, suggesting that appropriate recognition of sleep disorders can serve as a potential early biomarker to identify patients with neurodegenerative conditions who may benefit from disease-modifying intervention.23
Reason 3: Sleep medicine education is a strategy to improve physician wellness and tackle burnout
Evidence suggests that the health behavioral habits of health care professionals influence the quality of their work and trajectory of their careers.24 Thus, initiating early exposure in clinical training can raise sleep health awareness to improve patient care and expose clinicians to the importance of good sleep hygiene for themselves. Moreover, some evidence suggests an association between the sleep habits of clinicians and burnout.25,–,27 The American Academy of Neurology (AAN) recently cited personal health and wellness as an individual provider strategy to mitigate burnout.28 Thus, placing a curricular priority on sleep medicine exposure in medical school would be a proactive strategy to tackle the growing incidence of burnout and stress also being reported in medical students and neurology resident trainees.17 In fact, the American Association of Medical Colleges has included questions on the national graduation questionnaire regarding student satisfaction with school programs and activities that promote effective stress management, a balanced lifestyle, and overall well-being. Although no specific questions regarding sleep are included in the questionnaire, sleep is likely intertwined with wellness and life balance. Further, the Liaison Committee on Medical Education (LCME), the national accrediting body for US medical schools, also requires that schools have wellness programs and policies to monitor student workload and duty hours, which further supports the need for more sleep health education and awareness. Toward this end, the LCME Accreditation Standards specifically state in section MS-26, "Each school must have an effective system of personal counseling for its students that includes programs to promote the well-being of students and facilitate their adjustment to the physical and emotional demands of medical school."29 Addressing healthy and disordered sleep in this context can facilitate integration of fundamental sleep physiology and pathophysiology into medical school curricula.
Reason 4: It shows up often on standardized tests
The almost ubiquitous influence of sleep health on both mental and physical function explains its representation as a content topic included across a number of standardized board examinations, subspecialty in-service (e.g., RITE), and specialty board examinations (table 2). Despite a relatively ubiquitous representation on examinations, relatively little time is dedicated to sleep in traditional medical education models, with the average American medical student getting just over 3 hours of exposure to sleep medicine over the course of his or her medical education.30
Part 2: Formal incorporation of sleep medicine content in medical school curriculum: How?
This final section presents recommended pathways for delivery of sleep medicine content across the medical school curriculum along with suggested guidelines for a sleep medicine selective (e.g., optional elective experience) for those students seeking more comprehensive content exposure. The guidelines are accompanied by the recommendation for use of technological education to facilitate more seamless curricular incorporation.
Strategy 1: Consider using neuroscience as an entry point for sleep medicine content
Despite the growing link between sleep disorders and neurologic disease, few guidelines exist regarding sleep medicine curricular content standards and no single specialty has stepped up to champion these efforts. Thus, educators within neurology are critical to the optimal incorporation of sleep medicine into undergraduate medical training. As a collective group of nationally recognized leaders in sleep and medical student education in neurology, we believed that a consensus statement regarding available sleep medicine content resources as well as the paths for delivering the content would be the next logical step to serve the sleep medicine instructional needs of medical students and neurology and neuroscience curriculum directors. Medical school curricula continue to face intense pressure to include a growing wealth of content in a finite and, in some circumstances, compressed amount of time. As such, recommendations for curricular content must be flexible to take into consideration various medical school structures along with their professional and educational resources.
Strategy 2: Embrace the interdisciplinary nature of sleep in the content incorporation
In addition to its established niche in the domain of neurology, sleep medicine is remarkably interdisciplinary and interprofessional, and thus it is worth highlighting that clinical exposure to sleep can be incorporated within a number of core clerkships, tailored to the curricular structure of the individual institution. This approach aims to offer enough specificity to be immediately applicable while still flexible enough to integrate into existing frameworks. Table 1 provides an approach to inserting critical sleep content in a longitudinal fashion across all years of medical school. The proposed suggestions for sleep curricular content were specifically developed to afford flexibility in the adaptation (based on available medical expertise at the individual institution) and implementation (based on the respective curricular format of the institution).
A breadth of disciplines may be actively involved in the implementation of sleep medicine curricula, and other interprofessional health care experts (e.g., nurse, respiratory therapist, behavioral sleep psychologist, public health expert) can also potentially provide medical educators with a means of targeting sleep-related areas within their curricula that are most conducive to implementation of the proposed standards and content. The field of sleep medicine offers an excellent opportunity for interprofessional collaboration, which is at the core of health care practice today. Provision of interprofessional collaborative skills experience is also a requirement of the LCME.31 This collaborative approach may also provide an opportunity to assess outcomes and competency across multiple domains and points of contact along a trainee's development, which is increasingly important in this milestone- and competency-based educational environment. Peer-reviewed, educational material from sleep experts, designed for institutions that may have limited sleep medicine faculty expertise, is available through the AAN as well as the American Academy of Sleep Medicine (AASM).32,33
Strategy 3: Incorporate recommended educational and online sleep educational resources
The suggested curriculum proposes a sleep educational exposure time of 2–4 hours per year in the form of lectures, flipped-classroom sessions, clinical opportunities, and online educational tools. This would result in a 200%–400% increase in the amount of exposure that US medical schools currently provide, while still only representing a small fraction of the overall educational time. It would also allow integration into existing problem-based, organ system, and topical educational curricula.34 Technological advances in interactive and mobile educational platforms have opened up opportunities to incorporate targeted sleep medicine education despite the ongoing challenges (e.g., efforts to decrease classroom time and increase independent study, limited resources, and lack of sleep specialists). In a study of internal medicine and emergency medicine trainees, 33% of respondents reported that they already use medical and patient care apps on their smartphones for clinical purposes.35
Students' current rate of engagement with clinical apps provides an avenue to incorporate some of the existing peer-reviewed, sleep-educational mobile and online resources. Some examples of resources from the AAN and AASM have been provided in this article, and the number and diversity of these types of resources are only expected to increase. In addition, self-directed learning as a pedagogical approach has proven effective across various specialties, in which students discover and address their own knowledge gaps through the application of their skills.36 Mobile and online educational resources may also allow for more interactive and personalized engagement with the material. Offering sleep medicine electives, as well as wellness and sleep health opportunities, can also provide further exposure. A conscious effort to house and include exposure to sleep medicine in the neurology clerkship could provide additional experiential learning with neurologic patients. Finally, course directors may consider collaboration with sleep specialists (when accessible) to serve as preceptors for clinical rotations, teaching sessions, or to develop sleep disorder scenarios for standardized patient encounters, clinical writeups, or small group discussions.
Despite improved awareness of sleep disorders, a large proportion remain undiagnosed or misdiagnosed.24 The growing need for sleep clinical care within the health care system will increasingly exceed the supply of specialty-trained sleep physicians. Thus, the next generation of physicians needs to be familiar with sleep medicine. Early and ongoing exposure is essential to ensuring competence of future clinicians, who will undoubtedly encounter patients with sleep disorders. Currently, in selected residency programs (neurology, internal medicine, otolaryngology, pediatrics, psychiatry, urology) where trainees are likely to encounter patients with comorbid sleep disorders, the number of educational hours are still inadequate based on a recent National Academy of Medicine report.37 Thus, medical schools will increasingly be expected to graduate competent trainees who have the knowledge, skills, and attitudes necessary to evaluate, triage, and manage common sleep disorders within their patient populations. Understanding the tightly structured curriculum present in most medical schools, we have detailed an approach that emphasizes efficiency and an expected seamless integration into an existing medical school curricular timeline, through the neuroscience and clinical neurology courses.
Presently, medical students learn in academic settings where sleep specialists are more likely to be available and accessible to them and to fellow educators. However, upon entry into practice settings where sleep specialists may not exist or are in limited supply, these medical students quickly realize that they are not armed with the ability to identify, triage, assess, or treat sleep problems sufficiently.38 Thus, guidelines regarding standardized content, recommendations regarding various pathways to deliver that content, and valid resources are paramount to enhancing medical school curricula and providing all US medical school graduates with the opportunity to develop the basic knowledge and skills of sleep medicine. We hope through this guide to demonstrate the importance and feasibility of housing sleep medicine learning objectives within neuroscience and clinical neurology curricula.
Rachel Marie E. Salas: concept and design, interpretation of literature, drafting and revising manuscript. Roy E. Strowd: interpretation of literature, critical revision of manuscript, intellectual content. Imran Ali: interpretation of literature, critical revision of manuscript, intellectual content. Madhu Soni: interpretation of literature, critical revision of manuscript, intellectual content. Logan Schneider: interpretation of literature, critical revision of manuscript, intellectual content. Joseph Safdieh: interpretation of literature, critical revision of manuscript, intellectual content. Bradley V. Vaughn: interpretation of literature, critical revision of manuscript, intellectual content. Alon Y. Avidan: interpretation of literature, critical revision of manuscript, intellectual content. Jane B. Jeffery: review, acquisition of data, drafting and revising of manuscript. Charlene E. Gamaldo: concept and design, interpretation of literature, drafting and revising manuscript.
Study funding
No targeted funding reported.
The authors report no disclosures relevant to the manuscript. Go to Neurology.org/N for full disclosures.
Paula David (Johns Hopkins University) edited the manuscript for syntactical and grammatical content.
Go to Neurology.org/N for full disclosures. Funding information and disclosures deemed relevant by the authors, if any, are provided at the end of the article.
Editorial, page 587
Received January 16, 2018.
Accepted in final form June 11, 2018.
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Disputes & Debates: Rapid online correspondence
Author response to Dr. Sethi
Roy E. Strowd, MD, Wake Forest School of Medicine
Logan Schneider, BS, MD, Stanford Hospitals and Clinics
Charlene E. Gamaldo, MD, Johns Hopkins School of Medicine
Rachel Marie E. Salas, MD, Johns Hopkins School of Medicine
Submitted October 08, 2018
Reader response: Incorporating sleep medicine content into medical school through neuroscience core curricula
Nitin K. Sethi, Associate Professor of Neurology, New York-Presbyterian Hospital, Weill Cornell Medical Center (New York, NY)
I, the first and corresponding author, verify my disclosures and those of my co-authors are up to date at http://submit.neurology.org. *
A sleep medicine medical school curriculumTime for us to wake up
Topics Discussed
All Sleep Disorders
All Clinical Neurology


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India Others
NPCIL says Chutka n-power plant safe
Nuclear Power Corporation of India Limited (NPCIL) has declared Chutka Madhya Pradesh Atomic Power Project (CMPAPP) safe
Mumbai | Updated: April 9, 2014 2:36:39 pm
Nuclear Power Corporation of India Limited (NPCIL) has declared Chutka Madhya Pradesh Atomic Power Project (CMPAPP) safe.
An environmental impact assessment report filed by the corporation says the project in the low seismic activity zone- II is environmentally benign,techno-economically viable and sustainable.
The base cost of the two 700-megawatt pressurised heavy water reactors at Chutka village was Rs 11,250 crore on June 2011. The estimated cost to complete both units is Rs 16,550 crore.
Construction of unit I has been planned to begin in June 2015 and that of unit II in December 2015. The units will possibly be ready by December 2020 and June 2021.
The NPCIL report says in-built safety measures in the project design will minimise hazards,if any.
"The design will restrict the radiation dose to members of the public to 0.11 milli-Sieverts (mSv)/year,much lower than the Atomic Energy Regulatory Board permitted dose of 1.0 mSv/year. The reactor selected for the project has inherent safety features. It includes two independent shutdown systems,a double containment system,primary containment controlled discharge system,fire protection system,emergency core cooling system and passive decay heat removal system," it says.
The study was conducted by National Environmental Engineering Research Institute,Nagpur. It says in the construction phase,there may be a few conventional pollutants but these will not cross the specified limit because of low background levels.
The environmental management plan includes regular monitoring of conventional pollutants,maintenance of vehicles and equipment,protection of reserve forest and development of a green belt.
"With the implementation of a management plan,the project will have no adverse impact on environment. It will provide direct and indirect employment to people in the area," the report says.
"Most villagers are aware of the project. They are apprehensive they will not get proper compensation. They also want better health services and transportation facilities. They said project authorities should regulate drinking water supply,which is a primary need of the villagers. Around 195 huts will be relocated to establish CMPAPP."
Nuclear Power Corporation of India Limited
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text:
Em enzimologia, uma succinildiaminopimelato transaminase () é uma enzima que catalisa a reação química

N-succinil-L-2,6-diaminoeptanodioato + 2-oxoglutarato  N-succinil-L-2-amino-6-oxoeptanedioato + L-glutamato

Assim, os dois substratos desta enzima são N-succinil-L-2,6-diaminoeptanodioato e 2-oxoglutarato, enquanto seu dois produtos são N-succinil-L-2-amino-6-oxoeptanodioato e L-glutamato.

Esta enzima pertence à família das transferases, especificamente as transaminases, as quais transferem grupos nitrogenados.  O nome sistemático desta classe de enzima é N-succinil-L-2,6-diaminoeptanodioato:2-oxoglutarato aminotransferase.  Outros nomes de uso comum incluem succinildiaminopimelato aminotransferase e N-succinil-L-diaminopimélico glutâmico transaminase.  Esta enzima participa na biossíntese da lisina.  Ela emprega um cofator, piridoxal fosfato.

 Succinyldiaminopimelate transaminase, DapC, beta/gammaproteobacteria - www.ebi.ac.uk

Enzimas
Transferases

redpajama_set_name: RedPajamaWikipedia