Is bitemporal ECT more effective than bifrontal ECT in reducingthe symptoms of depression in adults?

OBJECTIVE: The objective of this selective EBM review is to determine whether or not bitemporal ECT is more effective than bifrontal ECT in the treatment of adults with major depressive disorder. STUDY DESIGN: Review of three published randomized controlled trials, all English language. All RCTs were published after 1999 and studied patients older than 17 years old. DATA SOURCES: Three randomized control trials were found using PubMED, OVID, and Medline. Articles were selected based on relevance and that the outcomes of the studies mattered to patients. OUTCOME(S) MEASURED: Hamilton Rating Scale for Depression- 24 item completed by practitioner. RESULTS: The results of the Kellner6 study was that bitemporal ECT placement had an average change in HRSD-24 score of 22.4 points, from 33.7 to 11.3 (P\u3c0.0001), and a remission rate of 64% (95% CI 53-75%). Bitemporal ECT was 3% more effective than bifrontal ECT for treating depression. 6 The Bailine2 study concluded that bitemporal ECT placement had an average change in HRSD-24 score of 22.7 points, from 27.7 to 5.0 and a remission rate of 95.8%. Bifrontal ECT was 4.2% more effective than bitemporal ECT for treating depression. 2 The Ranjkesh8 study reported that bitemporal ECT placement had an average change in HRSD-24 score of 24.3 points, from 32.1 to 7.8, and a remission rate of 100%. There was no difference in effectiveness when comparing bitemporal ECT to bifrontal ECT.8 CONCLUSIONS: The results of the three randomized controlled trials found that bitemporal ECT and bifrontal ECT are effective in the treatment of adults with major depressive disorder. The analysis of the three randomized controlled trials is inconclusive to whether bitemporal is more effective than bifrontal ECT in treating adults with major depressive disorder

Altitude variation of ion composition in the midlatitude trough region - Evidence for upward plasma flow

Altitude effect on ion concentration in midlatitude trough and plasmaspher

Comparing perceptions about collaborative culture from certified and non-certified staff members through the adaptation of the School Culture Survey - Teacher Form

The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.Title from title screen of research.pdf file (viewed on January 30, 2007)Vita.Thesis (Ed. D.) University of Missouri-Columbia 2007.The purpose of this quantitative case study was twofold. The first purpose of this study was to create a parallel instrument to the School Culture Survey-Teacher Form in order to gauge the cultural perceptions of non-certified staff. The second purpose of this study was to respond to a lack of information concerning the perspectives of school culture among all building-level staff members within High School A. One survey was used in this study, in two forms. The two forms were the School Culture Survey-Teacher Form (SCS-TF) and the School Culture Survey-Staff Member Form (SCS-SMF). Data was collected by surveying 120 staff members at the selected site, High School A. Data were analyzed to determine the reliability and validity of the SCS-TF and the SCS-SMF. Data were also analyzed to determine the presence of differences and interactions among different subgroups within the population, more specifically, among subgroups which related to the job status and the tenure of the staff members within the selected site. The SCS-TF and the SCS-SMF were proven to be highly reliable instruments with this population. Both instruments, however, lacked construct validity with the original School Culture Survey (Gruenert, 1998). Conclusions suggest that there is a lack of a cohesive shared culture among the staff members of High School A. There were only two themes which emerged in the course of this case study (importance of a common mission and importance of praise.Includes bibliographical reference

Mayan young women and photovoice: Exposing state violence(s) and gendered migration in rural Guatemala

This research reports on a collaborative photovoice project developed to document and respond to some of the effects of the complex interface of state violence and gendered migration in the Southern Quiché region of Guatemala. The participating women were students in a local high school who had at least one parent living in the United States, and had themselves expressed some interest in migrating North at some point in their lives. Findings from the photovoice process revealed how these young women’s transnational understandings of family and home shaped their hopes, resistance, and complex views of migration. The youth’s visual representations facilitated community dialogues regarding the urgency to challenge gendered forms of discrimination at the intersection of state violence and migration. The article also discusses ethical implications for co-researchers and Mayan communities seeking to engage feminist-infused photovoice processes that best support Mayan young women’s resistance to some of the structural violence(s) that push them North

Can educational policy redress historical discrimination? Exploring a University Community’s experiences with India’s caste-based affirmative action policy

This research engaged a grounded theory process to explore whether or not and, if so, in what ways, an affirmative action quota policy disrupted historical power structures towards generating change in one university community in rural India. This rural university community has implemented an affirmative action quota system for three decades. Participants’ embrace of and resistance to diversity and caste-based social transformations were identified through an analysis of in-depth interviews with 6 Upper caste faculty and staff, 3 Dalit students, and 7 and Upper caste students. Strategies of embracing and resisting diversity and broader pushes for social transformation to create a more inclusive community included participants positioning themselves in favor of or opposed to the affirmative action quota policy. Implications for change at individual, community, institutional, and national levels are discussed

An illustrated key to the Malacostraca (Crustacea) of the northern Arabian Sea. Part 3: Euphausiacea

The key includes twenty-one species of euphausiids belonging to two families and six genera. The key was prepared following Brinton (1975). Since several authors attributed a fundamental importance to thelycum in systematics of euphausiids therefore the available figures of thelycum are also included

Situating and contesting structural violence in community-based research and action

Structural violence refers to social systems as well as the mechanisms through which they produce and normalize marginalization, exclusion, and exploitation. It is intricately tied to cultural violence, that is, systematic assaults on the human dignity and self-worth of individuals and communities. This latter violence operates through culture, language, ideology, and knowledge production in academic disciplines and in scientific canons. Cultural violence serves to justify, legitimize, mask, and naturalize both direct assaults on human beings and systems of oppression and inequality. This special issue highlights new approaches to interrogate the processes and mechanisms between individual and collective suffering and the macrosocial matrices in which the experiences are configured. In this introduction, we argue that an understanding of structural and cultural violence has significant potential for reinvigorating some of the longstanding but often under-engaged goals of community psychology. We explore the challenges facing community psychologists committed to social and transformative change towards wellbeing for all in a global context characterized by gross inequities, thereby establishing the context for this special issue on situating and contesting structural violence in community psychology

Letter From Gail B. Allebach to Eleanor Snell, May 9, 1970

This letter from Gail Brinton, Ursinus College Class of 1964, congratulates Eleanor Snell on the occasion of her retirement from Ursinus College and remarks on Eleanor\u27s sportsmanship and traditions.https://digitalcommons.ursinus.edu/snell_docs/1072/thumbnail.jp