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!
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.
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.
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.
Apprenticeships can change lives of over 50s, minister says - Telegraph He said said: “Demand from employers for adult Apprenticeships is growing, because they help people of all ages – including the over 50s – to get and hold down skilled jobs. “As we recover from the great recession we need to build a recovery for all. Apprenticeships increasingly help people of all ages get the skills they need to get the new jobs becoming available. "Our priority is to build on the best of the Apprenticeships programme expanding Apprenticeships where they deliver the greatest benefits for employers, apprentices and the wider economy." New figures released by the government show that in the past year alone more than 34,000 people aged over 50 have started an apprenticeships, with more than a third of them finding jobs in business, administration and law. A total of 11,790 people aged over 50 have found jobs in the health, care and public services, while 5,690 people have found jobs in retail and commercial enterprise.
DfES, Research Website Overview Our social research aims to provide high-quality evidence to inform policy development and delivery. Building evidence into our services is crucial to improving the education and children’s services we provide. We have published a collection of papers that set out research priorities and questions across education and children’s services for the research community, sector and department. We hope these papers will encourage researchers, sector organisations and practitioners to discuss research needs and contribute to the development of our policy and practice. More information on how we are building evidence into education and children’s services is available from our ‘research priorities for education and children’s services’ collection. Publications You can find our published research reports from the last 5 years in GOV.UK’s publications section. Archived publications Our archived research is available from the National Archives. Current research Calls for expressions of interest
DfES, Research Website Overview Our social research aims to provide high-quality evidence to inform policy development and delivery. Building evidence into our services is crucial to improving the education and children’s services we provide. More information on how we are building evidence into education and children’s services is available from our ‘research priorities for education and children’s services’ collection. Publications You can find our published research reports from the last 5 years in GOV.UK’s publications section. Archived publications Our archived research is available from the National Archives. Current research You can find a list of our current research contracts on Contracts Finder. Invitations to tender for new projects You must submit an expression of interest (EOI) for us to consider you for an invitation to tender. To express an interest you must first register with us and will need your ID number. To register, please complete the supplier registration form. Calls for expressions of interest
Living With Dyslexia This book reinforces the need for understanding and support for children with dyslexia from parents and teachers, but also the importance of the children's own understanding of their strengths and weaknesses in order to fulfil their potential. It should be recommended reading for all those involved in dyslexia. - Professor Angela Fawcett, Director of the Centre for Child Research, Swansea University What is it like living with dyslexia on a day-to-day basis? Based on interviews with dyslexic children and their families, this insightful book presents first-hand accounts of how dyslexia affects the children themselves and the people around them. Living with Dyslexia, Second Edition places the original fascinating findings within the context of current research and practice in the UK, Europe, Australia and the USA.
Brain sensitivity to print emerges when children learn letter-speech sound correspondences Author Affiliations Edited by Michael Posner, University of Oregon, Eugene, OR, and approved March 5, 2010 (received for review April 21, 2009) A correction has been published Abstract The acquisition of reading skills is a major landmark process in a human's cognitive development. Footnotes Author contributions: S.
PLOS ONE: Molecular Mapping of Movement-Associated Areas in the Avian Brain: A Motor Theory for Vocal Learning Origin Results In experiments that identified night vision brain areas in migratory songbirds , , we performed a series of control experiments that led to the identification of brain areas associated with movement behavior that we report here. Unexpectedly, the areas of robust movement-associated activation were closest to the vocal nuclei, and thus we investigated this activation further in a non-migratory songbird, the zebra finch (Taeniopygia guttata), for which the vocal system has been studied in detail. Once we established these areas as movement-associated and adjacent to vocal nuclei in songbirds (Part I of this report), we next tested whether other vocal learning birds (Part II) and vocal non-learning birds (Part III) had similar properties to address implications on the evolution of vocal learning. Figure 2. A. doi:10.1371/journal.pone.0001768.g002 Part I. Migratory restlessness: wing whirring and flights. Figure 3. A. doi:10.1371/journal.pone.0001768.g003 Figure 4. Figure 5.
Auditory Processing Disorder And Brain Pathology In A Preterm Child With Learning Disabilities Abstract: Background: Auditory processing disorders involve deficits in the processing of information in the auditory domain that are not due to higher order language, cognitive or other related factors. Purpose: To evaluate the possibility of structural brain abnormalities in preterm children manifesting as auditory processing disorders. Research Design : A case report of a young girl, preterm at birth, with language difficulties, learning problems at school, and additional listening problems. Results: A diagnosis of a central auditory processing disorder was made on the basis of severe deficits in three nonspeech temporal tests (the frequency and duration pattern and the random gap detection tests). Conclusions: The observed auditory deficits would be compatible with a pressure effect of the cysts at a brainstem or higher level for the random gap detection test, and with the thinning of the corpus callosum for the pattern tests, the latter requiring interhemispheric transfer of information.