Tourette syndrome research highlights from 2016 [version 1; referees: 3 approved, 1 approved with reservations]

This article presents highlights chosen from research that appeared during 2016 on Tourette syndrome and other tic disorders. Selected articles felt to represent meaningful advances in the field are briefly summarized

Software for web-based tic suppression training [version 2; referees: 3 approved]

Exposure and response prevention (ERP) is a first-line behavior therapy for obsessive-compulsive disorder and Tourette syndrome (TS). However, ERP for tic disorders requires intentional tic suppression, which for some patients is difficult even for brief periods. Additionally, practical access to behavior therapy is difficult for many patients, especially those in rural areas. The authors present a simple, working web platform (TicTrainer) that implements a strategy called reward-enhanced exposure and response prevention (RE–ERP). This strategy sacrifices most expert therapist components of ERP, focusing only on increasing the duration of time for which the user can suppress tics through automated differential reinforcement of tic-free periods (DRO). RE–ERP requires an external tic monitor, such as a parent, during training sessions. The user sees increasing digital rewards for longer and longer periods of successful tic suppression, similar to a video game score. TicTrainer is designed with security in mind, storing no personally identifiable health information, and has features to facilitate research, including optional masked comparison of tics during DRO vs. noncontingent reward conditions. A working instance of TicTrainer is available from https://tictrainer.com

Tourette syndrome research highlights 2015 [version 1; referees: 3 approved]

We present selected highlights from research that appeared during 2015 on Tourette syndrome and other tic disorders. Topics include phenomenology, comorbidities, developmental course, genetics, animal models, neuroimaging, electrophysiology, pharmacology, and treatment. We briefly summarize articles whose results we believe may lead to new treatments, additional research or modifications in current models of TS

Tourette Syndrome Research Highlights from 2017 [version 1; referees: 3 approved]

This is the fourth yearly article in the Tourette Syndrome Research Highlights series, summarizing research from 2017 relevant to Tourette syndrome and other tic disorders. The authors briefly summarize reports they consider most important or interesting. The highlights from 2018 article is being drafted on the Authorea online authoring platform, and readers are encouraged to add references or give feedback on our selections using the comments feature on that page. After the calendar year ends, the article is submitted as the annual update for the Tics collection on F1000Research

Search for Technicolor in the Trilepton Final State

We perform an ATLFAST study of techni-rho and techni-a production with a WZ -> lnu ll decay signature. These exotic signatures are found in a model of low scale walking Technicolor. This is the first time that the techni-a signature has been considered. As a result we present the discovery potential as a function of the Technicolor resonant masses and discuss the characteristic angular distribution of the final state at the LHC which could be established for some Technicolor models

Understanding equity and oppression from a different perspective: Students evaluate their education

In 1993, the Ontario Ministry of Education and Training (MET) created a draft document on the topic of antiracism and ethnocultural equity in school boards. This document contained guidelines for anti-oppression policy and practice within schools. Many stakeholders within the education system and society debate whether or not an education for equity is being provided in schools. I chose to respond to this debate by listening to the voices of an unheard stakeholder group: students. Two methods of data collection, questionnaires and focus groups, were utilized in my study. Seventy-one students participated in the questionnaire section, and six students further participated in a focus group. I assessed the depth and breadth of students’ definitions of equity, racism, and sexism. I also asked students to evaluate the quality of their entire education based on visionary anti-oppression guidelines collaboratively created by the MET. Results from the questionnaire indicated that most students were unaware of the social justice aspect of equity and still many more were unable to provide a definition of equity. Student definitions of racism and sexism did not include any recognition of systemic oppression, and only two students acknowledged the Western historical patterns of these social problems. Only three of the ten equity guidelines had more than 50% of students agreeing that they occurred more often than “sometimes.” Students gave the schools a C- (61%) grade for overall anti-racist/anti-sexist education and the focus groups corroborated these results. Overall, the student participants stated that: 1) they and their student peers did not consider themselves as active participants in the curriculum; 2) community members were rarely participants in the classroom curriculum; 3) women and mulit-ethnocultural role models were rarely seen in their studies; and, 4) accurate information on the diversity of ethnocultural values and traditions within Canada was not presented in schools. Altogether these findings reveal a need for critical pedagogy in schools and an increase in the amount of equity content within the curriculum. An education for equity report card for the MET and recommendations for action are included within. The statistical analysis of my use of the MET equity guidelines indicated good reliability and validity, thus providing evidence to support the utility of introducing this questionnaire into schools to annually evaluate the quality of students’ education for equity

Understanding My Work : Reflections on Implementing a Season of SEPEP

Implementing new curriculum models for the first time can be difficult for teachers, especially those recently graduated. This study captured some of these challenges and difficulties, and the substantial rewards, through recording the teacher\u27s reactions and reflections as he implemented his first season of SEPEP. The perceptions of the students involved in the season were recorded as a way of validating the teacher\u27s reflections. SEPEP is a student centered physical education program which seeks to capture the positive aspects of community sport, and allows students the opportunity to be involved as players, in team roles such as captain, coach and sports board member, and also in duty roles such as umpire and scorekeeper. As a student centered model it required the students to become more involved in the operation of the competition and requires the teacher to become less directive, allowing the students to assume more responsibility. As a teacher recently graduated from university, I became an action researcher and used a Teacher Journal to record my reflections and reactions as I implemented my first SEPEP season. The students involved in the season were my Year 8 Physical Education class, and they were interviewed to gain an understanding of their perceptions and attitudes toward their .first SEPEP experience. These findings can be used by other teachers intending to implement their first SEPEP season. The study found that SEPEP has the potential to help students achieve Health and Physical Education outcomes as described by the Curriculum Council (1999). The specific focus for the season was the development of the students\u27 interpersonal skills. This resulted from playing in small teams which remained the same throughout the season, being allocated roles on the team and having the opportunity to umpire other teams. It was also recognised that SEPEP can be implemented in stages whereby several characteristics of the model are initially incorporated, and as the season progresses new characteristics are introduced as students and the teacher arc ready Another major finding was that I had to change my teaching role when implementing SEPEP. I had to become less directive and allow the students to assume the responsibilities for the operation of the competition This presented a major challenge as I was used to being in charge and maintaining total control of the class activities. However, this change was necessary for the model to work to its potential. As a result of these changes, the students reported enjoying the new model, especially the responsibilities which they were now required to undertake. The study provided an opportunity for reflection and growth in both the professional and personal domains. It has revitalised my enthusiasm for teaching and the obvious enjoyment from the students indicated their endorsement of the model

Sensitivity to the Single Production of Vector-Like Quarks at an Upgraded Large Hadron Collider

In this note we consider the sensitivity of the Large Hadron Collider (LHC) to the single production of new heavy vector-like quarks. We consider a model with large mixing with the standard model top quark with electroweak production of single heavy top quarks. We consider center of mass energies of 14, 33, and 100 TeV with various pileup scenarios and present the expected sensitivity and exclusion limits