Less is more : completing narratives in miniature fiction

This essay examines how readers interpret and interact with miniature fiction by completing the narratives in these extremely short stories. This is not to suggest that more traditional short stories have always provided complete narratives, but what we have found with miniature fiction is that the reader is more often required to complete the narrative in order for the story to make sense. At the same time, this inferencing process makes readers respond to these stories as they would to texts belonging to other genres. Specifically, we will consider the following pieces of writing: an untitled 6-word story by Graham Swift, ‘The Kids Are Alright’ (148 words) by David Gaffney, ‘Water’ (186 words) by Fred Leebron, and ‘Sparkles’ (175 words) by Louise Yeiser. We have chosen these texts because in our opinion each provides a striking illustration of what ‘short shorts’ require of the reader in order for them to make sense. It could be argued that each text demands more of its readers than the previous; hence the order of our discussion is incremental in terms of the complexity of the texts in question. Common to all four texts are the following: • Inferences made to comprehend the narrative • Inferences employed from known social narratives • Inferences of the types used in reading texts from other genres. Within this general examination of inferences, factors specific to each text will also be analysed

Insufficient control of blood pressure and incident diabetes

OBJECTIVE: Incidence of type 2 diabetes might be associated with preexisting hypertension. There is no information on whether incident diabetes is predicted by blood pressure control. We evaluated the hazard of diabetes in relation to blood pressure control in treated hypertensive patients. RESEARCH DESIGN AND METHODS: Nondiabetic, otherwise healthy, hypertensive patients (N = 1,754, mean +/- SD age 52 +/- 11 years, 43% women) participated in a network over 3.4 +/- 1 years of follow-up. Blood pressure was considered uncontrolled if systolic was >or=140 mmHg and/or diastolic was >or=90 mmHg at the last outpatient visit. Diabetes was defined according to American Diabetes Association guidelines. RESULTS: Uncontrolled blood pressure despite antihypertensive treatment was found in 712 patients (41%). At baseline, patients with uncontrolledblood pressure were slightly younger than patients with controlled blood pressure (51 +/- 11 vs. 53 +/- 12 years, P < 0.001), with no differences in sex distribution, BMI, duration of hypertension, baseline blood pressure, fasting glucose, serum creatinine and potassium, lipid profile, or prevalence of metabolic syndrome. During follow-up, 109 subjects developed diabetes. Incidence of diabetes was significantly higher in patients with uncontrolled (8%) than in those with controlled blood pressure (4%, odds ratio 2.08, P < 0.0001). In Cox regression analysis controlling for baseline systolic blood pressure and BMI, family history of diabetes, and physical activity, uncontrolled blood pressure doubled the risk of incident diabetes (hazard ratio [HR] 2.10, P < 0.001), independently of significant effects of age (HR 1.02 per year, P = 0.03) and baseline fasting glucose (HR 1.10 per mg/dl, P < 0.001). CONCLUSIONS: In a large sample of treated nondiabetic hypertensive subjects, uncontrolled blood pressure is associated with twofold increased risk of incident diabetes independently of age, BMI, baseline blood pressure, or fasting glucose

Insufficient control of blood pressure and incident diabetes

OBJECTIVE: Incidence of type 2 diabetes might be associated with preexisting hypertension. There is no information on whether incident diabetes is predicted by blood pressure control. We evaluated the hazard of diabetes in relation to blood pressure control in treated hypertensive patients. RESEARCH DESIGN AND METHODS: Nondiabetic, otherwise healthy, hypertensive patients (N = 1,754, mean +/- SD age 52 +/- 11 years, 43% women) participated in a network over 3.4 +/- 1 years of follow-up. Blood pressure was considered uncontrolled if systolic was >or=140 mmHg and/or diastolic was >or=90 mmHg at the last outpatient visit. Diabetes was defined according to American Diabetes Association guidelines. RESULTS: Uncontrolled blood pressure despite antihypertensive treatment was found in 712 patients (41%). At baseline, patients with uncontrolledblood pressure were slightly younger than patients with controlled blood pressure (51 +/- 11 vs. 53 +/- 12 years, P < 0.001), with no differences in sex distribution, BMI, duration of hypertension, baseline blood pressure, fasting glucose, serum creatinine and potassium, lipid profile, or prevalence of metabolic syndrome. During follow-up, 109 subjects developed diabetes. Incidence of diabetes was significantly higher in patients with uncontrolled (8%) than in those with controlled blood pressure (4%, odds ratio 2.08, P < 0.0001). In Cox regression analysis controlling for baseline systolic blood pressure and BMI, family history of diabetes, and physical activity, uncontrolled blood pressure doubled the risk of incident diabetes (hazard ratio [HR] 2.10, P < 0.001), independently of significant effects of age (HR 1.02 per year, P = 0.03) and baseline fasting glucose (HR 1.10 per mg/dl, P < 0.001). CONCLUSIONS: In a large sample of treated nondiabetic hypertensive subjects, uncontrolled blood pressure is associated with twofold increased risk of incident diabetes independently of age, BMI, baseline blood pressure, or fasting glucose

Sensitizing a Gifted Child with Autism Spectrum Disorder towards Social Cognition: From Assessment to Treatment

Social cognition difficulties are well documented in children with Autism Spectrum Disorder (ASD). This clinical case study reports on social cognition assessment and treatment of a gifted child, SC (9 years), with ASD and an extraordinarily high verbal IQ (146). The assessment of theory of mind, emotion recognition and pragmatic abilities showed some weaknesses in these areas. The 4- month treatment was divided into 14 sessions and was aimed at helping SC to improve his abilities to recognize emotions and comprehend mental states. The main technique used in the intervention was “social reading” with video clips. The initial assessment was repeated after the treatment and in a follow up session. The results of this case study suggest that “social reading” can be considered as a beneficial technique for children with high-functioning ASD, and especially in giftedness conditions

Individual planning starts at school. Tools and practices promoting autonomy and supporting transition to work for adolescents with autism spectrum disorder

There is an increasing need for effective services and strategies to favor the transition from school to post-school/working experience for individuals with disabilities and specifically with autism spectrum disorder (ASD). Post-school options are still limited, and most adults with ASD struggle in finding adequate and stable job opportunities. This work analyzes the increasing number of laws issued in Italy in the last decades in order to improve social and working inclusion. The central role of the individual educational planning (IEP) as part of the broader individual project is discussed. Also the potential of pathways for transversal skills and orientation for future employment outcomes is taken into consideration. Good practices promoting autonomy and supporting transition to work starting from school years are reviewed. The international literature shows different models and tools, which could be applied to the Italian school. The COMPASS consultancy model could favor the achievement of individualized transition IEP goals. Peer mediated intervention could improve social skills, a core weakness in ASD, though a central element for success in the workplace. Another key element is the parental involvement in the construction of the future of their children with ASD

Individual planning starts at school. Tools and practices promoting autonomy and supporting transition to work for adolescents with autism spectrum disorder

AbstractThere is an increasing need for effective services and strategies to favor the transitionfrom school to post-school/working experience for individuals with disabilities and specificallywith autism spectrum disorder (ASD). Post-school options are still limited, andmost adults with ASD struggle in finding adequate and stable job opportunities. Thiswork analyzes the increasing number of laws issued in Italy in the last decades in orderto improve social and working inclusion. The central role of the individual educationalplanning (IEP) as part of the broader individual project is discussed. Also the potentialof pathways for transversal skills and orientation for future employment outcomes istaken into consideration. Good practices promoting autonomy and supporting transitionto work starting from school years are reviewed. The international literature showsdifferent models and tools, which could be applied to the Italian school. The COMPASSconsultancy model could favor the achievement of individualized transition IEP goals.Peer mediated intervention could improve social skills, a core weakness in ASD, thougha central element for success in the workplace. Another key element is the parental involvementin the construction of the future of their children with ASD