Category deficits and paradoxical dissociations in Alzheimer's disease and Herpes Simplex Hencephalitis

Most studies examining category specificity are single-case studies of patients with living or non living deficits. Nevertheless, no explicit or agreed criteria exist for establishing category-specific deficits in single-cases regarding the type of analyses, whether to compare with healthy controls, the number of tasks, or the type of tasks. We examined to groups of patients with neurological pathology frequently accompained with impaired semantic memory (19 patients with Alzheimer disease and 15 with Herpes Simplex Encephalitis). Category knowledge was examined using three tasks (picture naming, naming-to-description and features verification). Both patients groups were compared with aged- and education- matched healthy controls. The profile of each patients was examined for consistency across tasks and across different analyses; however both prove to be inconsistent. One striking findings was the presence of a paradoxical dissociation ( i.e., patients who were impaired on living things on one task and non living things on another task). The findings have significant implication for how we determine category effects and, more generall for the methods use to document double dissociation across individual cases in this literature

Principal Desirability for Professional Development (AELJ)

Principals are often required to operate educational programs under a growing number of federal and state mandates for which they have limited knowledge and available recourses. This paper presents the results of a survey of 102 principals from 52 elementary schools, 25 middle schools, and 25 high schools within the state of Virginia. The survey instrument was administered during the 2008 school year and contained 25 professional development statements that previous research indicated were necessary for practicing principals. The primary purpose of this study was to investigate the perceptions of Virginia public school principals concerning their desirability for professional development training in order to meet current accountability measures. The results were analyzed by the following demographic characteristics: principal experience level, level of school (elementary, middle, or high school), the percentage of minority children, children with IEPs, children with limited English proficiency, and children in poverty; Title 1 status; and AYP accreditation. These results have implications for public school systems to determine principal needs and provide the necessary training to meet current mandates. Additionally, this information would allow advocacy and outreach professional organizations for school principals to design workshops that focus their efforts on the most needed professional development areas

NONRESIDENT TRAVEL PATTERNS BETWEEN GLACIER AND YELLOWSTONE NATIONAL PARKS

The purpose of this study was to analyze travel routes taken by nonresident visitors to Montana who visited both Glacier and Yellowstone National Parks in one trip and to compare those patterns to multidestination travel patterns suggested by previous research. Additionally, the concept of distance decay was analyzed for these travelers. Results confirm previous research on travel patterns with an additional undiscovered pattern. Results did not confirm a distance decay finding but rather suggest that attractions at the sight such as national parks overcome the barrier of distance

CIAS-DM: A Model-Based, Human-Centered Architectural Modeling Method + Tool

A recent trend in architecture is for the built environment pro-actively contributes to enhancing human health, well-being, performance, and social interactions in measurable, predictable, and adaptable ways. Buildings are becoming interfaces and digital machines and their roles and capabilities are expanding. Accommodating this trend will require architectural design methods and tools to evolve. Sensing, monitoring, actuation, intelligence, and communication subsystems are now integral components of environmental designers’ vocabularies and considerations when designing space and form. At present, the theories, methods, and tools for representing and incorporating these elements during design do not exist. Developing these artifacts is an active area of research. This dissertation focuses on representing the affordances of complex, interactive, architectural systems (CIAS) and proposes, evaluates, and refines the Complex, Interactive, Architectural Systems Design Methodology (CIAS-DM). The purpose of CIAS-DM is to aid designers in making sure they understand the design challenge well at the start of the project. The Validation Square Research Design is used to evaluate CIAS-DM. Results are preliminary, but indicate that using a method similar to CIAS-DM may be useful for helping designers manage the scope of complex,interactive design challenges

Applying Maslow\u27s Hierarchy to the Parent/Teacher Relationship

We examine the parent/teacher relationship through Maslow’s (1943) Hierarchy of Needs, which theorizes that physiological and safety needs must be met before someone feels a sense of belonging, and that sense of belonging and esteem are needed for self-actualization (reaching one’s full potential). We discuss ways to meet the basic needs of parents with the purpose of fostering positive collaborative partnerships between parents and special education teachers

T-Lymphocyte Activation is Not Affected by the Mobilization of Senescent T-Cells into the Peripheral Blood Following an Acute Bout of Exercise

It is well recognized that individuals are at an increased risk of illness following an arduous exercise regime. Exercise may affect activation status of cells and play a pivotal role in defense against pathogenic invasion. CD69 is the earliest known expressed cell surface antigen of T-cell activation and is a reliable marker of cell activation status (Green et al. Med. Sci. Sports Exerc. 35, 582-588: 2003). Exercise is known to alter the frequency of senescent cells in the blood expressing the cell surface glycoprotein killer cell lectin-like receptor G1 (KLRG1), and are antigen-experienced and unable to clonally expand upon further antigenic stimulation (Simpson et al. J. Appl. Phys. 103, 396-401:2007), PURPOSE: To examine the contribution of senescent T-cells mobilized by exercise on the overall activation status of the peripheral blood T-cell pool following an acute bout of exercise. METHODS: Ten moderately trained males (age: 24.6 ± 4.8; height: 183.1 ± 6.7cm; mass: 72.8 ± 7.9kg; ; 61.3 ± 5.9 ml.kg-1.min-1) ran at speeds corresponding to 80% until volitional exhaustion (time: 36.1 ± 5.8 minutes). Blood lymphocytes isolated before (PRE), immediately after (POST) and 1 hour after (1HrPOST) exercise were stimulated for 4 hours in culture with and without the mitogen PMA and assessed for KLRG1 and CD69 expression and co-expression on CD3+, CD3+/CD4+ (CD4+) and CD3+/CD8+ (CD8+) lymphocyte subsets using 4-colour flow cytometry. RESULTS: No changes in CD69 GMFI were observed on total CD3+, CD4+ and CD8+ T-cells POST or 1HrPOST exercise. The proportions of KLRG1+ cells among the total CD3+, CD4+ and CD8+ T-cell populations increased by 172%, 107% and 169% respectively POST exercise and fell below baseline values 1h later (p\u3c0.05). At all sample time points, CD69 GMFI was greater on stimulated KLRG1+ T-cells compared to KLRG1- cells (p\u3c0.05). CONCLUSION: We conclude that exercise does not affect the activation status of the total T-cell pool. Instead, the number of senescent cells expressing CD69 is greater than those that are not senescent at all times. This suggests that upon pathogenic invasion post-exercise

Getting In: Safe Water Entry Competencies

In high income countries, jumping and diving into water are a small but persistent cause of death and serious injury especially among male youth and young adults. Although water entries maintain a high media profile, little is known about what entry competencies and underlying water safety knowledge youth bring to this practice. Undergraduates enrolled in aquatics (N= 76) completed a survey before attempting 7 entry jumping and diving tasks. While safety attitudes and self-reported behaviours were generally good, considerable variation in practical entry competence was evident. Most completed a deep-water compact jump (87%) and PFD jump (88%) with ease. Many completed a crouch dive (57%) and standing dive (53%) into deep water with ease, but only 33% completed a standing dive from a block/bulkhead (height) with ease. Ways of addressing weaknesses in knowledge, attitudes, and behaviours are discussed and recommendations made to enhance the teaching of safe water entry