Information - Migraine Action Migraine is the most common neurological condition; it affects people of all ages, social classes, races and cultures. Two thirds of sufferers are women, and all migraineurs are more likely to experience migraine between the ages of 20 - 50 years. A migraine attack can last from 4 to 72 hours, with most migraineurs keeping well between attacks. Migraine is more than just a headache. Other symptoms can include: visual disturbances (flashing lights, blind spots in the vision, zig zag patterns etc.), nausea and vomiting, sensitivity to light (photophobia), sensitivity to noise (phonophobia), sensitivity to smells (osmophobia) and tingling/ pins and needles/ weakness/ numbness in the limbs. Around 60% of sufferers never consult their GP because they mistakenly think that nothing can be done to help them. Migraine is triggered by a huge variety of factors not just cheese, chocolate and red wine!
AccessApps « AccessApps | TeachApps | LearnApps AccessApps is the original (and still most popular) software collection within EduApps. It consists of over 60 open source and freeware Windows applications which run from a USB stick. AccessApps AccessApps provides a range of solutions to support writing, reading and planning as well as sensory, cognitive and physical difficulties. There are apps to help you change the background colour of your computer screen to make things easier to read, or you can listen to words and sentences read back as you type. To find out more about AccessApps, TeachApps and LearnApps watch the award winning video. AccessApps is also supported with step-by-step guides and video screencast tutorials. Visit the Help page to find out about the AccessApps tutorials. TeachApps Designed for teachers or lecturers, TeachApps offers a host of valuable resources to support you in your everyday learning and teaching. LearnApps Download
NRDC - National Research and Development Centre for Adult Literacy and Numeracy A randomized controlled trial investigation of a non-stimulant in attention deficit hyperactivity disorder (ACTION): Rationale and design 1. Study regimens Eligible and consenting participants will complete rating scales and a computer-based test battery to assess cognitive performance. Figure 1 shows the schema for the ACTION study, which is a randomized double-blind cross-over study. Figure 1. Figure 2. Randomization will be performed by a hospital biostatistician using a centralized, pre-determined pair-wise randomization technique, ensuring an even allocation of participants to receiving ATMX or placebo first; while also taking into account the expected ratios across the five weight groups (Figure 2). 1.1. The dose schedule for ATMX will be based on recommendations from clinical practice and previous literature (Figure 2) [18,33]. 1.2. Figure 3 lists the inclusion and exclusion criteria for the ACTION study. Figure 3. 2. 2.1. Potentially eligible patients will undergo a clinical examination by a participating clinician. 2.2. 2.3. The assessments undertaken at Baseline (Session 1) will be repeated at Session 2. 2.4.
Patoss British Sign Language Dictionary | British Sign Language Dictionary - Free BSL Resource 1 to 20 of 322 Signs ~ more added each day Aeroplane Afternoon Again Age Ages Agree America American Apple Arch Art Asleep Autumn Baby Banana Barbecue Bath Bioacoustics Research Program McIver, E., M. A. Marchaterre, A. N. Rice, and A. McIver, Eileen L., Marchaterre, Margaret A., Rice, Aaron N., Bass, Andrew H. Murray, A., A. Rice, A. Rice, A. Soldevilla, M. Charif, R. DeRuiter, S. Hawthorne, D. Hernandez, K. Risch, D., Clark, C., Dugan, P., Popescu, M., Siebert, U., & Van Parijs, S. 2013. Ross, J. Staaterman, E., A. Urazghildiiev, I. Williams, R., Clark, C. Castellote, M., C. Castellote, M., C. Ellison, W. MacCurdy, R. Marchetto, P., A. Morano, J. Morano, J. Parks, S. Sakata, J. Shen, S. Vu, E. Berg, K. Cramer, E. Dugan, P. Rice, A. Shen, S. Staaterman E. Bradbury, J.W. and S. Clark, C. DiLorio, L., and C. Dugan, P. Dugan, P. Lobel, P. Rice, A. Shen, S. Valsecchi, E., P. Wrege, P.H., E.D. Botero, C.A., Boogert, N.J., Vehrencamp, S.L. and Lovette, I.J. 2009. Botero, C.A., Rossman, R.J., de Kort, S.R. & Vehrencamp, S.L. 2009. Bradbury, J.W. and S.L. de Kort, S.R., Bohman, E.R., Cramer, E.R.A. & Vehrencamp, S.L. 2009. C. C.
ADSHE Research at DWP - Department for Work and Pensions We collect and interpret information on the knowledge, behaviour, views and perceptions of partner organisations and service users. We use in-house expertise and commissioned research to meet the needs of the department. Research publications All our research and analysis publications from 2010 are in Publications: Research and analysis. Our research publications are also listed in these series: We also publish communications and customer insight research. Older research publications You can find older research publications on The National Archives Forthcoming research On the day of publication, go to the DWP research and analysis publications results page for links to these documents. Email the social research team at email@example.com DWP research reports style guide Authors producing research reports for the department should read our DWP research reports style guide. Research contracts You can find a list of any current research contracts on Contracts finder. Policy development
Dyslexia's Brain Changes May Occur Before Kids Learn to Read MONDAY, Jan. 23, 2012 (HealthDay News) -- New imaging research shows that the reduced brain activity associated with the onset of dyslexia appears to develop before, not after, a child starts to read. Key parts of the brain's rear left hemisphere critical to language processing do not undergo activity changes as a consequence of dyslexia, the study suggests, but may instead be part of the cause. The finding could ultimately help clinicians screen for at-risk children at an early pre-reading age, when interventions to reduce the severity of the condition might be most effective. "We already knew that children and adults with a diagnosis of dyslexia show brain alterations within the left posterior -- back -- part of the brain," said study co-author Nadine Gaab, an assistant professor of pediatrics in the neuroscience program at Harvard Medical School and Children's Hospital Boston. "[Here] we could show that they predate reading onset," Gaab said. More information Visit the U.S.
Hints and Tips: FE & HE | British Dyslexia Association University Disability Officers offer specialist advice about all aspects of support. Dyslexic students should contact their Disability / Student Support Office as soon as they accept a place. 1. Disabled Students Allowances. 2. 1. In order to access support at Higher Education, a student will need to show an assessment report post 16 years from either a Psychologist registered with the Health Care Practitioner Council HCPC, or a specialist dyslexia teacher with an SpLD Diploma in Further/Higher Education and an assessment Practising Certificate. Dyslexic students in Higher Education, who have been assessed as dyslexic, can apply to their funder (e.g. The DSA is available for courses lasting at least 1 year at Higher Education registered with Student Finance England where the student is eligible for Student Finance. HNC (1 year courses). It takes, on average, over 10 weeks from applying for DSAs to receiving support. (Return to top) 2. Disabled Student Services. 3. 4. Tel: 020 7254 6251.