He has received a number of awards and is a fellow of the Royal College of Physicians and Surgeons of Canada allergy shots uptodate quality loratadine 10 mg. He currently also serves as an associate professor of medicine and Director for Research at Harvard Medical School and its Division on Aging allergy treatment portland maine generic 10mg loratadine mastercard. Morris has published numerous scientific articles related to allergy forecast indianapolis cheap loratadine 10 mg on line electrolytes allergy shots list order 10 mg loratadine free shipping, renal function, and hypertension and has testified on the role of dietary electrolytes in health before the U. He is also a member of several professional organizations, including the American Society of Hypertension and the American Society of Nephrology. He has published over 250 scientific papers and a graduate textbook on environmental physiology. Sawka is a member of several editorial boards, including those of the American Journal of Physiology, Journal of Applied Physiology, Medicine and Science in Sports and Exercise, and the International Journal of Sports Medicine. He serves on many scientific panels and professional committees and is an adjunct associate professor, Sargent College of Health and Rehabilitation Sciences, Boston University. Prior to her appointment at the University of Pennsylvania, she was an associate professor in the Department of Nutrition and director of the Center for Nutrition in Sport and Human Performance at the University of Massachusetts, Amherst. Volpe has published a number of research articles, reviews, and book chapters in her research areas of sports nutrition, mineral metabolism and exercise, weight loss, and body composition and has been invited to speak internationally and nationally on her research areas. Volpe is a fellow of the American College of Sports Medicine and a member of the American Society for Nutritional Sciences, the American Society of Clinical Nutrition, and the American Dietetic Association. Volpe was president of the New England American College of Sports Medicine from 2002 to 2003. Weinberger is a member of several editorial boards, including those of Hypertension and Journal of the American College of Nutrition. He has published over 200 scientific articles on hypertension, many of which relate to the roles of sodium and/or potassium. Weinberger received the Robert Tigerstedt Award from the American Society of Hypertension and the Page-Bradley Lifetime Achievement Award from the Council for High Blood Pressure Research of the American Heart Association for his research in hypertension. He was previously dean of the School of Public Health and Tropical Medicine and of the School of Medicine, both at Tulane University. He is an internationally recognized expert in the epidemiology, prevention, and treatment of cardiovascular and renal diseases. He has conducted a series of major research studies on hypertension prevention and management. Whelton has served as a consultant to many national and international health agencies and governments. See also Human milk; Lactation recommendations, 29-30, 43, 384 and water intakes from weaning foods, 526 Bronchitis, 372 C Caffeine, 7, 133-134, 226, 458 Calcium, 33 and blood pressure, 388, 389, 390 and bone mineral density, 190, 372, 374-375, 377 dietary intakes, 309 in drinking water, 127 epidemiological studies, 374-377 gender differences, 369 high-protein diet and, 369 intervention studies, 370-371 and kidney stones, 122, 123, 223, 372, 374-377 potassium and, 189, 190, 194, 218, 219, 221, 222, 224, 228, 229, 230, 240 sodium chloride and, 222, 299, 369372, 374-375, 377, 388, 389 supplements, 299, 389 urinary excretion, 240, 377 urolithiasis, 221-222 Calcium for Prevention of Preeclampsia trial, 245, 322-323 Canada dietary intake data, 48, 187, 245, 320, 394-395, 527-533 flavor preference in beverages, 103104 hypertension prevalence, 351 potassium intakes, 187, 245 reference nutrient values, 1, 449, 478 sulfate standard for drinking water, 442 water intakes, 6, 74, 160, 528-529 weights and heights, reference, 482483 Canadian National Institute of Nutrition, 478 Canadian Paediatric Society, 29-30, 43, 44 Carbamazepine, 299 Carbohydrate, 135, 309. See also Insulin and blood pressure, 16, 271, 272, 391-392 and cardiovascular disease, 300, 380 and dehydration, 136-137, 139 and hyperkalemia, 241, 242, 243, 252-253 and hyporeninemic hypoaldosteronism, 301 sodium and chloride and, 16, 300301, 380, 391-392 urine osmolality and, 100, 136 Diarrhea, 78, 94, 303, 424, 427, 433438, 440, 441 Dietary Approaches to Stop Hypertension. See also Formula, infant Framingham Heart Study, 365-566 Furosemide, 241, 299, 311 G Gallstones, 124 Gastric cancer, 372-373, 377, 395 Gastric emptying rate, 131-132 Gastrointestinal potassium-related discomfort, 247249, 252 water losses, 81-83 Gender differences. See also Blood pressure; Cardiovascular disease caffeine and, 134 children, 386 defined, 473 and diuretics, 227, 241 drug therapy thresholds, 325 guidelines for prevention and management, 378 interactions of electrolytes and, 229 intervention studies, 284-287 plasma renin activity, 284-287 prevalence, 354 prevention of, 197, 201, 203, 208211, 351-357, 378 and renal disease, 325-326, 392 sodium chloride and, 136, 195, 197, 201, 203, 208-211, 271, 282, 283, 301, 351-357, 380, 382, 391, 455 Hypertension Prevention Trial, 336337, 355, 356-357 Hyperthermia, 111 Hyperthyroidism, 442 Hypoaldosteronism, 243, 301 Hypocalciuria, 222, 229, 230 Hypochloremia, 280, 299 Hypocitraturia, 224-225 Hypohydration, 79, 473 Hypoinsulinemia, 243 Hypokalemia, 8, 38, 186, 192, 194-195, 227, 228, 238, 239, 241, 249, 280, 473 Hyponatremia, 74, 161-164, 281, 299, 300, 301, 315, 473 Hyporeninemia, 243 Hypotension, 136, 300 Hypovolemia, 98, 105, 115, 119 Hypoxia, 80, 83, 132 I Indicators of nutrient adequacy. See also specific indicators, nutrients, and life stages methodological considerations, 31, 42 risk reduction-based, 28-29 Infants, ages 0-12 months. See also Interactions of dietary factors adverse, 51 Nutrition Canada Survey, 482, 483 P Phosphate balance, 188, 219, 221 3-Phosphoadenosine-5phosphosulfate, 13, 424, 426, 428, 429, 430, 431 Phosphorus, 122 Physical exercise and activity aerobic exercise, 108-110 anaerobic exercise, 110, 114 and body weight, 102, 110 cardiovascular responses to , 119120, 323 children, 45, 110 and core body temperature, 110, 111, 114, 115, 132 cystic fibrosis patients, 300 endurance exercise, 110, 112-113, 115, 118, 162, 163 gastric emptying rate and, 131-132 and heat strain, 6-7, 84, 102, 104, 106, 110, 111, 114-117, 127-132, 163, 164, 293, 296-298 hydration status and, 97, 108-110, 112-113, 114, 116-117, 163 hyperhydration and, 117-118 hypothermia of, 111 leisure time, 154, 155, 537-545 and plasma volume, 97 and potassium, 225-227 and pulmonary function, 372 recommended, 145 and salivary osmolality, 101 and sodium, 115, 277 and sodium chloride, 11, 14, 115, 270, 277, 293, 296-298, 300, 308, 317, 372, 485-493 and sweating rates, 6-7, 154-156 and thirst, 104 and urine output, 83, 163 and water losses and requirements, 4, 6-7, 14, 74, 78, 80, 83, 84, 8586, 88-89, 127-132, 144, 154-157, 160, 162, 163, 164, 537-545 Physical fitness, 92, 98, 109, 114, 127, 129 O Obesity and overweight, 40, 240, 364, 365, 366, 390, 391-392, 450, 482 Observational studies. See also Bladder cancer Urine/urinary calcium excretion, 223, 224, 240 citrate excretion, 8, 186, 188, 224225, 228, 240 color, 99 deoxypyridinoline, 219, 221 and hydration status, 82-83, 92, 99101, 105, 148 hydroxyproline, 221 n-teleopeptide, 221 net acid excretion, 240 osmolality, 99-100, 121, 136, 139, 147, 149 potassium excretion, 189, 191, 192, 197, 202-203, 205, 206, 207, 209, 211, 212, 225, 227, 230, 238-239, 241, 247, 248, 249, 250-251, 331, 333, 335, 337, 339, 341, 343, 345, 347 pyridinoline, 219, 221 sodium excretion, 197, 203, 205, 206, 207, 209, 211, 212, 276, 277, 282, 285, 287, 295, 298-299, 302, 310, 314, 320, 322, 326, 328, 331, 333, 335, 337, 339, 341, 343, 345, 347, 349, 351, 358-359, 366, 368, 372 specific gravity, 99-100, 101, 133 sulfate, 427 volume, 82, 83, 99, 122, 136, 139 water losses, 81-83, 102, 105, 134, 140 Urolithiasis, 221-222 U. Department of Health and Human Services, 47 Office of Disease Prevention and Health Promotion, 1 U. The plus (+) symbol indicates a change from the prepublication copy due to a calculation error. Films are a powerful medium for teaching students of psychology, social work, medicine, nursing, counseling, and even literature or media studies about mental illness and psychopathology. Movies and Mental Illness, now available in an updated edition, has established a great reputation as an enjoyable and highly memorable supplementary teaching tool for abnormal psychology classes. Written by experienced clinicians and teachers, who are themselves movie aficionados, this book is superb not just for psychology or media studies classes, but also for anyone interested in the portrayal of mental health issues in movies. The core clinical chapters each use a fabricated case history and Mini-Mental State Examination along with synopses and scenes from one or two specific, often well-known films to explain, teach, and encourage discussion about the most important disorders encountered in clinical practice. Like the very movies it recommends, [this book] is a powerful medium for teaching students, engaging patients, and educating the public. Adaptation (2002) Comedy/Action Multi-layered Spike Jonze film in which Nicholas Cage plays twin brothers, one of whom is a neurotic screenwriter struggling to write a story based on a book about orchids. Analyze That (2002) Comedy/Action the follow-up film to Analyze This, in which a panic-disordered mob boss (De Niro) malingers to get released from prison, tries to maintain an ordinary job, and is convinced to return while stringing along his psychiatrist (Crystal). Analyze this (1999) Comedy/Action the original Billy Crystal/Robert De Niro comedy where Deniro plays the lead thug in a New York mafia group who develops panic attacks. Arachnophobia (1990) Comedy/Horror A story about a doctor with a paralyzing fear of spiders. Aviator, the (2004) Drama/Biography Directed by Martin Scorsese, this film depicts Howard Hughes Jr. Big Parade, the (1925) Romance/War Epic film about World War I gives the viewer a sense of the stress of combat and the trauma of returning to civilian life minus a leg or an arm. Big White, the (2005) Drama/Crime Black comedy starring Robin Williams, Holly Hunter, Giovanni Ribisi, and Woody Harrelson. Black Rain (1989) Drama Black-and-white film by Japanese filmmaker Shohei Imamura about the aftermath of the bomb- 228 Movies and Mental Illness ing of Hiroshima and its long-term psychological effects. Interesting analysis of the different ways different people respond to the stress of war. Copycat (1995) Suspense/Thriller Sigourney Weaver plays a criminal psychologist who struggles with agoraphobia symptoms as she helps police track down a serial killer (Harry Connick, Jr. Coyote Ugly (2000) Comedy/Drama A young woman moves to New York City to try to make it as a songwriter. She takes a job as a "coyote" bartender at a wild, interactive bar and the experience helps her overcome her social anxiety. Creepshow (1982) Horror A man with an insect phobia winds up being eaten alive by cockroaches. Directed by George Romero, who also directed the classic film Night of the Living Dead. Stephen King wrote the screenplay, and the film is actually better than one might initially expect. Da Vinci Code, the (2006) Drama/Mystery this is a Ron Howard film about a murder inside the Louvre. Deer Hunter, the (1978) War Robert De Niro in an unforgettable film about how Vietnam affects the lives of three high school buddies. The Russian roulette sequences are among the most powerful scenes in film history. The movie won five Academy Awards, including one for best picture, and De Niro has described it as his finest film. Departed, the (2006) Crime/Drama/Mystery Engaging Martin Scorsese film starring Leonardo DiCaprio, Matt Damon, Jack Nicholson, and Martin Sheen portraying Irish mafia, undercover detectives, and corrupt federal agents. Born on the Fourth of July (1989) Drama/War/Biography Oliver Stone film about the anger, frustration, rage, and coping of paralyzed Vietnam veteran Ron Kovic (Tom Cruise). Kovic was thrown out of the 1972 Republican convention, but went on to address the Democratic convention in 1976. Brave One, the (2007) Crime/Thriller Jodie Foster plays a radio talk show host and newlywed. Broken English (2007) Comedy/Drama/Romance Parker Posey portrays an organizer/secretary/event planner who is bored and passes each day searching for a lover on the Internet. Bubble (2005) Crime/Drama Minimalist Steven Soderbergh project about three characters in a poor town, working at a factory.
But if good faith discussions take an extended period of time allergy shots diarrhea discount loratadine 10 mg otc, the custodian should clarify when the 30-day period has begun allergy symptoms mucus in throat buy 10mg loratadine otc. Under no circumstances should the custodian wait the full 30 days and deny the initial request on the grounds that it is unclear or unreasonably broad allergy medicine safe for high blood pressure discount 10mg loratadine overnight delivery. Those same time periods are extended by operation of law if the applicant turns to allergy forecast mobile al cheap loratadine 10mg line the Public Access Ombudsman for resolution of a dispute. For example, a custodian may have trouble retrieving old records and then, after retrieval, may find that portions of the records must be redacted to protect confidential material from disclosure. The custodian may also bring the matter before the Public Access Ombudsman, who is authorized to make reasonable attempts to resolve disputes involving, among other things, "the amount of time a custodian needs, given available staff and resources, to produce public records. However, if an agency can show that it is exercising due diligence in responding to a request, courts have allowed the agency additional time. Inspection A custodian is to permit a requester to inspect records "at any reasonable time. If records are held by various custodians in different locations, an agency is not necessarily obligated to transport them to a centralized location for inspection. However, with the advent of digital technology and electronic communications, it may be more convenient-and potentially less expensive-for both requesters and agencies if copies of the requested records are provided electronically. The applicant may choose to alter the part of the request that is giving the agency difficulty and thus avoid the need for a formal denial. Judicial Records Note that, for judicial records, the Court of Appeals had adopted its own rules that govern request and response procedures. It authorizes a suit in the circuit court to "enjoin" an entity, official, or employee from withholding records and order the production of records improperly withheld. Venue is proper where the complainant resides or has a principal place of business or where the records are located. The defendant must answer or otherwise plead within 30 days after service, unless the time period is expanded for good cause shown. The agency and counsel should cooperate if the plaintiff seeks a quick judicial determination. In some cases, it may be appropriate for a third party to intervene in an action for disclosure. For example, if the issue is the release of investigatory, financial, or similar records, the person who is the subject of the records may wish to intervene under Maryland Rule 2214. In an appropriate case, particularly one involving confidential commercial or financial records, the agency should consider inviting affected persons to intervene. The burden is on the entity or official withholding a record to sustain its action. The level of detail necessary to support a denial of access is discussed in Cranford v. To satisfy the statutory burden, an entity or official withholding a record must put forth evidence sufficient to justify the decision. The Court of Appeals has explained that a custodian may satisfy this burden in at least one of three ways. First, the court may examine the questioned records in camera to determine whether the claimed exemption applies. A court need not conduct an in camera review, however; the decision is a discretionary one that ultimately depends on whether the trial judge believes that it is needed to resolve the claims of exemption at issue. Second, as an alternative to in camera review, especially where the documents at issue are voluminous, a court may require the agency to file a so-called Vaughn index (named after Vaughn v. In deciding which method to apply, a trial court considers several factors, including "the conclusory nature of the agency affidavits, bad faith on the part of the agency, disputes concerning the contents of the document, whether the agency has proposed in camera inspection, and the strength of the public interest in disclosure. Because a generic determination of interference with a pending investigation can be made, a "Vaughn index" listing each document, its author, date, and general subject matter, and the basis for withholding the document, is not required. The Ombudsman is appointed by the Attorney General and receives support from that Office, but operates autonomously and independently. The Ombudsman does not have the power to compel the custodian to disclose records or information or even to provide materials for in camera review. Nor does the Ombudsman have the power to conclusively resolve a dispute for purposes of judicial review. Instead, the Ombudsman is charged with trying to resolve disputes in a manner that is acceptable to both the custodian and the applicant. Although Ombudsman review is voluntary and non-binding, the burden is on the custodian to demonstrate that a denial is "clearly applicable to the requested public record. State Public Information Act Compliance Board the State Public Information Act Compliance Board is charged with resolving complaints that a custodian has charged an unreasonable fee of more than $350. For the Board to have jurisdiction, the fee charged must exceed $350 and the complainant must allege that the fee is unreasonable; a smaller fee cannot form the basis of a complaint before the Board. Within that more limited jurisdiction, however, the Board has greater powers than the Ombudsman. Whereas the Ombudsman plays the role of informal mediator, the Board is authorized to issue written decisions with binding effect. Specifically, the Board, if it determines that the custodian has charged an unreasonable fee of more than $350, has the power to order the custodian to reduce the fee to a reasonable amount determined by the Board and refund the difference. Because custodians often ask requesters to pay all or part of a fee estimate before undertaking all of the work to provide a final response, the Board has considered whether it has jurisdiction to review the reasonableness of a fee estimate greater than $350, as opposed to a final fee. Generally, when the fee estimate represented a precise figure or range based upon a sufficiently detailed breakdown of anticipated costs, the Board has reviewed the estimate for reasonableness. The complaint, among other things, must identify the custodian and describe the fee that the custodian charged, the date it was charged, and the circumstances surrounding the imposition of the fee. The complaint must be filed within 90 days after the date of the challenged action. After a complaint is filed, the Board must refer it to the custodian identified in the complaint. The custodian then has 15 days from receipt of the complaint in which Maryland Public Information Act Manual (15th ed. If requested by the Board, the custodian must include in the response the basis for the fee that was charged. If the Board is not able to resolve the complaint on the basis of the complaint and response, it may hold an informal conference to "hear from the complainant, the custodian, or any other person with relevant information about the subject of the complaint. The Board may allow the parties to present testimony in person, via teleconference, or in writing. If the parties elect to participate in person, the Board must hold the conference at a location "as convenient as practicable" to the parties. If the Board is unable to render a decision within that time period, it must state the reasons for its inability and issue an opinion as soon as possible thereafter, but not later than 90 days after the filing of the complaint. The applicant need not pursue a complaint before the Board, but may instead elect to proceed straight to judicial review without having to exhaust the administrative remedy. Nonetheless, any custodian who charges a fee greater than $350 should consider informing the applicant of all available remedies should the applicant disagree with the fee, including the Public Access Ombudsman and the Board. Dispute Resolution for Judicial Records As mentioned briefly in Chapter 1, the Court of Appeals has adopted separate rules governing administrative review and dispute resolution for judicial records. If the custodian does not have the facilities to reproduce a record, the applicant should be granted access to make a copy. One exception, however, pertains to written promotional examinations: while certain individuals may review the examination and results after the examination has been graded, they are not entitled to a copy. See 56 Opinions of the Attorney General 461 (1971); Letter from Assistant Attorney General Emory A. For example, an agency typically should allow a requester to make copies with a hand-held scanner unless the mechanism by which the scanner operates could harm the document. Format of Copies of Electronic Records Under the Electronic Freedom of Information Act Amendments of 1996, a federal agency must provide a record in the format requested if the record is readily reproducible in that format. The law sets forth certain key conditions: (1) the public record must exist in a "searchable and analyzable" format; (2) the requester must explicitly request the copy in a searchable and analyzable format; and (3) the custodian must be able to produce the copy without compromising material that is exempt from disclosure. When the Legislature created this presumptive right to an electronic copy of an electronic record, it also authorized custodians to remove certain information, known as "metadata," from the copies that are provided, regardless of whether the metadata is otherwise exempt from disclosure.
These practices are not recommended to allergy forecast germany order loratadine 10 mg with amex be included in instruction or in the resources selected or created in order to allergy shots vs. sinus surgery buy discount loratadine 10 mg personalize instruction allergy throat treatment order 10mg loratadine amex. Student-Directed Learning Student-directed learning is the practice of giving students choice in or control over their learning activities or learning materials allergy shots over the counter buy generic loratadine 10mg on line. Student-directed learning is often touted as allowing students to take responsibility for their learning (Checkley, 1995). Proponents of student-directed learning believe that this practice increases student motivation and engagement. Student-directed learning is perhaps one of the best known, most popular methods of personalizing instruction. If teachers opt to implement student-directed learning practices in their classrooms, they should consider combining them with one or more of the proven methods of 122 Personalizing Curriculum personalization described earlier. The best practices of personalizing instruction can be implemented in a student-directed learning environment because they can be applied to any subject or topic that a student may select; they are subject agnostic. Matching Student Learning Styles Matching learning styles is a controversial method of personalizing instruction. The philosophy behind learning styles is that different students have preferences for different ways of learning (including auditory, visual, tactile, and kinesthetic styles) and that academic achievement is improved when teaching takes these style preferences into account by matching resources to the preferred learning style. The Research Base of Proven Best Practices of Personalization Some methods of personalizing curriculum have been demonstrated to be far more effective than others in the empirical educational research. The following overview discusses the research undergirding the recommended best practices discussed earlier. Goal Setting In goal setting, achievement is enhanced to the degree that students have challenging rather than "do your best" goals relative to their present competencies (Locke & Latham, 1990). Student commitment to the goals does not appear to be necessary for goal attainment except in the case of special education students; with these students, explicit commitment to the goals makes a large difference (see Donovan & Radosevich, 1998; Klein, Wesson, Hollenbeck, & Ange, 1999). Martin (2006) found that one effective method in achieving goals was to set "personal best" targets. Personal bests "primarily reflect a mastery orientation because it is selfreferenced and self-improvement based and yet holds a slice of performance orientation because the student competes with his or her own previous performance" (p. Feedback Feedback has consistently been shown to be "among the most powerful influences on achievement" (Hattie, 2009, p. The most effective feedback is immediate, providing information about the response that the learner has just made, thus allowing that student to act on the feedback (see Malott & Trojan-Suarez, 2004; Miltenberger, 2008). Feedback for correct answers is known to be even more important than feedback for mistakes (see Kluger & DeNisi, 1996). The effectiveness of feedback has been so compelling for such a long time that its use is now part of common practice in education. The research basis for using feedback goes back more than 45 years and has been demonstrated across a wide variety of settings and performances, from student academic achievement. Periodic Formative Assessment In formative assessment, the feedback to the teacher accounts for its larger effect sizes than other typical teacher effects (Hattie, 2009). According to Beatty and Gerace (2008), the efficacy of formative assessment is strongly supported by empirical results (for which they cite Bell & Cowie, 2001; Black & Wiliam, 1998b, 2005; Sadler, 1989). Black and Wiliam (1998a), in particular, point out that "innovations which include strengthening the practice of formative assessment produce significant, and often substantial, learning gains" (p. Black (1998) and Stiggins (2002) suggest that formative assessment may help narrow the achievement gap between those learners who are low achieving from low-income areas and their counterparts in more affluent socioeconomic groups. Mazur (1997) implemented technology-enhanced formative assessment with periodic questioning during his university lectures. Multiple-choice items were presented, the students selected the correct answers via student response devices, and Mazur conducted follow-up discussions to clarify misunderstandings. The proportion of students answering questions correctly always increased after the follow-up discussion. Furthermore, Mazur (2009) elaborated: "Data obtained in my class and in classes of colleagues worldwide, in a wide range of academic settings and a wide range of disciplines, show that learning gains nearly triple with an approach that focuses on the student and on interactive learning" (p. When formative assessment data are evaluated according to evidence-based models, effect sizes are higher than when the data are evaluated just by teacher judgment. Furthermore, when these data are graphed so that patterns of progress can be observed visually, the effectiveness of formative assessment is even greater (see Fuchs & Fuchs, 1986). Deliberate Practice Walker, Greenwood, Hart, and Carta (1994) point out that increasing the rate of correct academic responses until a mastery-based success criterion is met is critical for teachers to implement. The increasing of rates of deliberate practice is what Hattie (2009) refers to as the "common denominator" to many effective instructional methods, such as direct instruction, peer tutoring, mastery learning, and even feedback. High rates of deliberate practice provide the opportunity to improve accuracy in responding to mastery levels, but they also improve fluency, or accuracy plus speed, as in the case of precision teaching. In addition, deliberate practice is likely to lead to long-term retention of learning (see Peladeau, Forget, & Gagne, 2003). Classrooms that emphasize active responding during more than 50% of the allocated instruction time will produce higher academic gains (Greenwood et al. A number of strategies that increase the frequency of active student responding have demonstrated improvement in academic achievement (Narayan, Heward, Gardner, Courson, & Omness, 1990). Peer Tutoring the use of peers as co-teachers has been found to be quite powerful. The data supporting the effectiveness of peer tutoring are strong, dating back nearly 40 years. Peer tutoring was most effective when used as a supplement to teacher instruction, and cross-age tutors were more effective than same-age or adult tutors. Phillips (1983) found that peer tutoring was more effective for students in the acquisition phase, rather than the maintenance phase, of learning and with clear success criteria as targets. Rohrbeck, Ginsburg-Block, Fantuzzo, and Miller (2003) found that peer tutoring that was more "student controlled," including student involvement in goal setting and monitoring performance, was more effective than when those aspects were controlled only by the teacher. Discouraged Methods of Personalization Just as some methods of personalizing curriculum have been demonstrated effective in the empirical educational research, others have been shown to be less so. The following overview discusses the research undergirding the personalization strategies discussed earlier that are not recommended. Student Choice or Control Over Learning Available data do not support an effect on increased student learning outcomes of student-directed learning. In a meta-analysis from Niemiec, Sikorski, and Walberg (1996), a review of 24 studies examining learner control yielded an average effect size that was small and negative, suggesting that the average student is not helped academically by student choice and might even be better off without it. A second 125 Handbook on Personalized Learning meta-analysis of 41 studies, conducted by Patall, Cooper, and Robinson in 2008, showed that instructionally relevant student choice had no meaningful impact on task performance, intrinsic motivation, effort, or perceived self-competence. Matching Student Learning Styles Pashler, McDaniel, Rohrer, and Bjork (2008) report that, when asked, people will report preferences for how information is presented to them but that there is "virtually no evidence" supporting the notion that teaching according to those preferences impacts achievement. Some have proposed that matching learning styles may not help typically developing children but may be appropriate for children with learning disabilities, a hypothesis that was popular in the 1970s. Here too, however, the data do not support this notion (see Arter & Jenkins, 1979). Action Principles for States, Districts, and Schools the action items below recommend the building of a statewide, shared digital product repository and library and the creation of an online educator community. Create an online repository in which statewide educators can list and link to the digital products they use. Resources should be tagged according to which personalization methods they include and can be categorized according to the methods used, subject, alignment to Common Core State Standards, and so on. Create an online repository in which statewide educators can store and share their self-created content resources; resources should be tagged according to which personalization methods they include and can be categorized according to the methods they use; they can also be organized by district or school. Create an online portal that allows teachers to communicate with each other and provide peer reviews of teacher-created content (Wiggins, 1996, 1997). Establishing this portal at the state level increases the probability of teachers finding peers who are tackling similar student personalization challenges, particularly in less commonly offered courses. Provide training to member schools on how to evaluate digital products for personalization methods, and processes for tagging and categorizing those products according to the categories in the statewide digital repository. Provide training to member schools on how to create curriculum resources that include effective personalization methods. Train member schools in how to conduct consistent, criterion-based peer reviews, thus saving individual schools from having to reinvent the wheel by conducting these trainings themselves. Technology-enhanced formative assessment: A researchbased pedagogy for teaching science with classroom response technology. Effects of public posting, goal setting, and oral feedback on the skills of female soccer players. Learning styles and pedagogy in post-16 learning: A systematic and critical review.
Syndromes
The person may need to stay in the hospital for chemotherapy. Or it can be given at a clinic and the patient goes home afterward.
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Store cans of powdered formula in a cool, dry place with a plastic lid on top. Always wash your hands and the top of the container before handling.
A glue-like substance is injected into the abnormal vessels to stop blood flow in the AVM and reduce the risk of bleeding. This may be the first choice for some kinds of AVMs, or if surgery cannot be done.
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The essays in Part One attempt to allergy testing dogs blood trusted loratadine 10mg define the total stuttering system allergy shots yeast infections purchase 10 mg loratadine overnight delivery, as well as answer some of the elementary questions on how and why chronic stuttering functions the way it does allergy forecast olympia wa buy generic loratadine 10 mg on-line. They were on the cutting edge of every innovation from self-winding watches to allergy pills 10mg loratadine sale waterproof time pieces. By 1968 more than 65 percent of all the watches sold in the world were Swiss made. Yet, by 1980 only 10 percent of all watches sold were Swiss-made, and the Swiss accounted for only 20 percent of the profits. The Japanese watchmaker recognized what an extraordinary gift had been dropped in their lap. Swiss watchmakers were blinded by their rigid concept of what comprised a wristwatch. In short, the Swiss watch industry was suffering this is the text of a presentation made by John C. The Congress was sponsored by the International Fluency Association and was held in Munich, Germany on August 1-5, 1994. Paradigm comes from the Greek word paradeigma which means "model, pattern, example. Take the example of political paradigms: a democracy, a socialistic state, a monarchy, a dictatorship, or a totalitarian state. Paradigms cause us to notice some things and ignore others and to anticipate what is likely to occur based on a particular set of assumptions. For example, until the 1980s peptic ulcers were believed to be caused by stress and dietary factors, and treatment focused on hospitalization, bed rest, and prescription of special bland foods. In 1982 Australian physicians Robin Warren and Barry Marshall identified the link between Helicobacter pylori (H. When the paradigm in force prevents us from formulating an accurate picture of circumstances (such as what happened with peptic ulcers and with the Swiss watchmakers), we are said to be suffering from paradigm paralysis. George Belfast was a very speedy individual who kept himself in superb physical condition. He boasted truthfully, "In my bedroom the nearest lamp is 12 feet away from my bed. Yet, alone in the room, without using any wires, strings or any other aids or contraptions, I can turn out the light on that lamp and get into bed before the room is dark. Unfortunately, none of these paradigms by itself is broad enough to contain all the answers. We just need to draw everything together into a paradigm that integrates all these different approaches. The paradigm shifter is someone who has learned to think outside the box (ie: outside the prevailing paradigm) because he or she is not part of the established order. Because we did not train as speech-language pathologists, we were not formally indoctrinated in the classic ideas about stuttering. Many of us, of course, did acquire the traditional points of view through involvement in speech therapy. But there are others who have made meaningful discoveries through independent study and observation. I used to buy my gasoline at a service station near my home (this was before the introduction of self-serve), and every time I drove in, it was my intention to say, "fill it up" to the attendant without either blocking or resorting to tricks or techniques to avoid blocking. What I discovered was that on days when I was getting along well with my wife, I would have little or no difficulty saying "Fill it up. I now had someone standing over me, and being lower down created a sense of being "less than" him. This in turn triggered my fear of authority and of expressing myself openly and assertively. Gradually, I began to see the subtler ways in which emotions and other factors played into the stuttering system. Had I been locked into the traditional beliefs of speech therapy and focused on stuttering exclusively, I would never have "connected the dots. As a result, clients are not encouraged to look beyond their fear of stuttering, and thus remain oblivious to other potential contributing factors. One fellow I met in the early 80s took the thinking and philosophy learned in the martial arts and applied it successfully to his speech. For myself, because I came to California during the 1960s and 70s, I had the opportunity to participate in many of the intense experiential workshops and personal growth programs that developed over that time. These programs provided opportunities for self-observation that never existed before. They provided me a unique platform from which to address the complex forces that fueled my speech blocks. People who have made significant progress on their speech, and especially those who have recovered, represent an enormous resource for the professional community. This system can be visualized as a six-sided figure in which each point affects and is affected by all the other points. I find this a useful concept because it resolves the question of whether a speech block is either emotional, perceptual, physical, genetic or environmental. The blocking behavior is not an either/ or issue, but a system that involves the constant interaction of all factors. Thus, in a system where most of the points are negatively biased, there is little likelihood that gains in fluency or ease of self-expression can be maintained. While if the person has made gains at all points of the system, it will be supportive of freer self-expression and greater fluency. But today, fueled by new concepts in cognitive psychology and the growth of self-help organizations-and with the advent of the Internet which allows anyone with a computer and a broadband connection to easily share ideas with others around the world-we are ready to add those missing pieces. Using only four straight lines, and without taking your pen from the paper, you are challenged to pass your pen through all nine dots. I remember trying to solve this puzzle and my frustration at not finding the solution. After struggling for a while, it seemed there was no way it could be done, so I threw in the towel. Like most people, I had assumed that my lines had to stay within the boundaries of the 9-dot square. The lessons of this story have applied directly to my own recovery from stuttering. As someone who stuttered for 30 years and who has been fully recovered1 for the last 40, I am also convinced that the paradigms traditionally used to characterize the chronic blocks of adult stuttering are not inclusive enough to fully describe the dynamics that drive the problem. In the following pages I would like to suggest a different paradigm, one that resonates with my evolution into a non-stutterer as well as with my more than 30 years experience in the National Stuttering Association. I mean that not only has my stuttering disppeared, I no longer have the emotional responses of someone who stutters. Fear of speaking is not a consideration in my life; in fact, I enjoy virtually any opportunity to speak, such as talking on the telephone and addressing audiences. T 12 Developing A New Paradigm for Stuttering underwent the painful and embarrassing experiences associated with chronic stuttering. I generally had little trouble speaking to my schoolmates, but if I had to recite in class, stop a stranger on the street or speak to an authority figure I would lock up. Aside from the two brief episodes at the National Hospital, however, I had no formal speech therapy. I also moved to San Francisco and immersed myself in a plethora of personal growth programs that were just then being introduced in California. Through the hundreds of hours that I participated in therapeutic and other group activities, I discovered that my "speech problem" was actually a constellation of problems. The deeper I delved into myself during these years of exploration, the more I was struck by how my various problems were not only interrelated, but dynamically present in my speech each time I blocked. It was as if each speech block, like a corner of a hologram, contained a complete view of my total self. It was during this period of self-discovery that my stuttering "disappeared," not the behaviors, of course, which took longer to tail off, but my perception of what was really going on.
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