Film Industry Channel Innovations Or With Digital Movie Transmission: Will Popcorn Prices Drop At Movie Theaters?

Changes in the film industry are occurring and are expected to continue to change due to the internet and other new technology.  This manuscript investigates the distribution system of the film industry and how it is being impacted by these changes.  Will the stadium seating movie theater go by the wayside as the old drive-in theaters? Will distribution of movies be downloaded as common as music is now?  These and more questions are addressed in this research effort

Effect of Ring Size and Migratory Groups on [1,n] Suprafacial Shift Reactions. Confirmation of Aromatic and Antiaromatic Transition-State Character by Ring-Current Analysis

Suprafacial sigmatropic shift reactions of 5-substituted cyclopentadienes, 3-substituted cyclopropenes, and 7-substituted cycloheptatrienes have been studied computationally at the MP2/6-31+G* level for structures and energetics, and using the ipsocentric method at the CHF/6-31G** level to calculate current-density maps. The hydrogen shifts in cyclopentadienes have a diatropic ring currents indicating aromatic, cyclopentadienide anion character. This result stands in contrast to the fluorine shift in 5- fluorocyclopentadiene which requires much more energy, and has a paratropic ring current in the TS pointing to antiaromatic, cyclopentadienyl cation character. [1,3] hydrogen shifts in cyclopropenes are very difficult, passing through transition states that have an extended C-C bond. For 3-fluorocyclopropene the [1,3] fluorine shift is much easier than the hydrogen shift. For 7-fluorocycloheptatriene the [1,7] hydrogen shift is predicted, but requires very high energy and has a paratropic ring current and antiaromatic character. The [1,7] suprafacial fluorine shift is relatively easy, having a TS with cycloheptatrienyl cation character. Patterns of currents, and the reversal for H and F migration, are rationalized by orbital analysis based on the ipsocentric method. Calculated charges and structural features for reactants and transition states support these conclusions

Avaliação do preparo intestinal para videocolonoscopia em crianças Evaluation of bowel preparation in children for videocolonoscopy

Para a realização adequada da colonoscopia, é necessária uma limpeza colônica satisfatória. Existem vários métodos de preparo intestinal, mas para crianças ainda não existe um ideal. Portanto, buscamos, com este trabalho, um preparo intestinal padrão para esta faixa etária, que proporcione uma limpeza colônica excelente, tenha menos efeitos colaterais, grande aceitabilidade e custo reduzido, garantindo o apoio e a segurança dos familiares sobre o método. Foram avaliadas 46 crianças que se submeteram a videocolonoscopia, no período de 2002 a 2006, no serviço de videocolonoscopia do Hospital Universitário de Sergipe e na UPEP. As crianças foram divididas nos seguintes grupos etários: até um ano (grupo A), crianças de 1 a 5 anos(grupo B) e crianças maiores que 5 anos (grupo C). Nos lactentes e menores que 5 anos, foi usado fosfato de sódio via retal e as crianças maiores que 5 anos receberam solução de manitol via oral. Das 25 crianças que usaram o fosfato de sódio por via retal, o preparo foi excelente em 21 (88%) pacientes e bom em 1 (4%) paciente, embora todas as mães tenham relatado uma aplicação difícil. As outras 21 crianças usaram manitol, com resultado excelente em 17 (80,9%) pacientes e bom em um (4,8%) paciente; entretanto, todas as crianças apresentaram náuseas e vômitos após sua ingestão, com recusa pelas crianças devido ao grande volume. Alcançou-se o ceco em 41 (89%) casos, dos quais, o íleo terminal foi alcançado em 19 (41,3%) casos. Um preparo intestinal individualizado permitiu alto índice de bom preparo e baixa morbidade.<br>To an accurate colonoscopy procedure it is necessary a satisfactory colonic cleansing. There are many bowel preparation methods for adults, but there is not any ideal method for children. Therefore, this study tried to find a standard method for this age that can associate excellent colonic cleansing, less side effects, higher acceptability and affordability, relatives' support. Forty-six children were evaluated after they had undergone a video colonoscopy, between 2002 and 2006, at the department of video colonoscopy of Hospital Universitário de Sergipe and at UPEP. They were placed in the following groups: children until 1 year old (group A), children from the age of 1 to 5(group B), and children over 5 (group C). In the first and second groups, sodium phosphate was administered via rectum, and in the third group the children received oral manitol solution. From the 25 children that used the rectal sodium phosphate, the preparation was excellent in 22 (88%) and good in 1 (4%), although all the parents emphasized a difficult application. From the other 21 children, that used manitol, 17 (80,9%) had an excellent preparation, 1 (4,8%) had good preparation, 2 (9,5%) had a regular preparation and 1 (4,8%) had a very bad preparation, although all the children had vomited and had felt sick after its ingestion, with low acceptation by the children due to the big volume. The cecum was reached in 41 (89%) cases, from which 19 (41,3%) had been examined until the terminal ileum. An indivualized prepare allowed great level of good prepare and low morbidity

Assessment, disability, student engagement and responses to intervention

Assessment is central to the provision of meaningful and productive learning experiences for all students. The majority of students in today’s classroom benefit from core instruction; however, for a small percentage of students with a disability, learning requires more intensive instruction. It is this cohort of learners that we consider in this chapter. While the needs of these learners are diverse, they have in common some teaching and learning challenges that have direct implications for assessment practices. We consider three major challenges: (1) the various learning priorities for students in need of intensive instruction, and how to maximise the connection between current and targeted skills and knowledge; (2) how to measure change through skill or knowledge acquisition when the rate and magnitude of change may be achieved in small increments; and (3) how to determine whether change that does occur is attributable to our teaching, and what to do when teaching is not effective in achieving change. In the absence of this information, there is a serious risk that instruction will be less than effective, will lack social validity and that learners will fail to make progress and achieve positive learning outcomes. Within the context of a cycle typical of intensive instruction, we examine how assessment can play a key role in enhancing and facilitating teaching and learning in the classroom by addressing these three major challenges. We also review the practical challenges that teachers in regular classrooms face in utilising systematic assessment and programming strategies to meet the needs of all the students in their classrooms