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Akinetopsia reflects a lesion selective to area V5 of the visual cortex order dulcolax 5 mg free shipping 7 medications emts can give. Brain 1991; 114: 811-824 Cross References Acalculia; Aphasia; Riddoch’s phenomenon Alexia Alexia is an acquired disorder of reading generic dulcolax 5 mg otc keratin intensive treatment. The word dyslexia, though in some ways equivalent, is often used to denote a range of disorders in people who fail to develop normal reading skills in childhood. Alexia may be categorized as: ● Peripheral: A defect of perception or decoding the visual stimulus (writ- ten script); other language functions are often intact. Peripheral alexias include: ● Alexia without agraphia: Also known as pure alexia or pure word blindness. Patients lose the ability to recog- nize written words quickly and easily; they seem unable to process all the elements of a written word in parallel. They can still access meaning but adopt a laborious letter-by-letter strat- egy for reading, with a marked word-length effect (i. Patients with pure alexia may be able to identify and name individual letters, but some can- not manage even this (“global alexia”). Alexia without agraphia often coexists with a right homonymous hemianopia, and color anomia or impaired color perception (achromatopsia); this latter may be restricted to one hemifield, classically right- sided (hemiachromatopsia). Pure alexia has been character- ized by some authors as a limited form of associative visual agnosia or ventral simultanagnosia. Patients tend to be slower with text than single words as they cannot plan rightward reading saccades. The various forms of peripheral alexia may coexist; following a stroke, patients may present with global alexia which evolves to a pure alexia over the following weeks. Pure alexia is caused by damage to the left occipito-temporal junction, its afferents from early mesial visual areas, or its efferents to the medial temporal lobe. Global alexia usually occurs when there is additional damage to the splenium or white matter above the occipital horn of the lateral ventricle. Hemianopic alexia is usually associated with infarction in the territory of the posterior cerebral artery damaging geniculostriate fibers or area V1 itself, but can be caused by any lesion outside the occipital lobe that causes a macular splitting homonymous field defect. Neglect alexia is usually caused by occipito-parietal lesions, right-sided lesions causing left neglect alexia. Central (linguistic) alexias include: ● Alexia with aphasia: Patients with aphasia often have coexistent difficulties with reading (reading aloud and/or comprehending written text) and writing (alexia with agraphia, such patients may have a complete or partial Gerstmann syndrome, the so-called “third alexia” of Benson). The reading problem parallels the language problem; thus in Broca’s aphasia reading is labored with particular problems reading function words (of, at) and verb inflections (-ing, -ed); in Wernicke’s aphasia numerous paraphasic errors are made. From the linguistic viewpoint, different types of paralexia (substi- tution in reading) may be distinguished: ● Surface dyslexia: Reading by sound: there are regularization errors with excep- tion words (e. Deep dyslexia is seen with extensive left hemisphere temporo-parietal damage. The term transcortical alexia has been used to describe patients with Alzheimer’s disease with severe comprehension deficits who nonetheless - 15 - A Alexithymia are able to read aloud virtually without error all regular and exception words. Visual agnosia: disorders of object recognition and what they tell us about normal vision. Advances in Clinical Neuroscience & Rehabilitation 2004; 4(3): 18,20,22 Cross References Acalculia; Achromatopsia; Agnosia; Agraphia; Aphasia; Broca’s aphasia; Gerstmann syndrome; Hemianopia; Macula sparing, Macula splitting; Neglect; Prosopagnosia; Saccades; Simultanagnosia; Visual agnosia; Visual field defects; Wernicke’s aphasia Alexithymia Alexithymia is a reduced ability to identify and express ones feelings. There is evi- dence from functional imaging studies that alexithymics process facial expressions differently from normals, leading to the suggestion that this contributes to disordered affect regulation. Specific brain processing of facial expressions in people with alexithymia: an H 15O-PET study. Brain 2 2003; 126: 1474-1484 “Alice in Wonderland” Syndrome The name “Alice in Wonderland” syndrome was coined by Todd in 1955 to describe the phenomena of micro- or macrosomatognosia, altered perceptions of body image, although these had first been described by Lippman in the context of migraine some years earlier. It has subsequently been suggested that Charles Lutwidge Dodgson’s own experience of migraine, recorded in his diaries, may have given rise to Lewis Carroll’s descriptions of Alice’s changes in body form, graphi- cally illustrated in Alice’s Adventures in Wonderland (1865) by Sir John Tenniel. Some authors have subsequently interpreted these as somes- thetic migrainous auras, whereas others challenge this on chronological grounds, finding no evidence in Dodgson’s diaries for the onset of migraine until after he had written the Alice books. Moreover, migraine with somatosensory features is rare, and Dodgson’s diaries have no report of migraine-associated body image hallucinations. Other conditions may also give rise to the phenomena of micro- or macrosomatognosia, including epilepsy, encephalitis, cerebral mass lesions, schizophrenia, and drug intoxication. Canadian Medical Association Journal 1955; 73: 701-704 Cross References Aura; Metamorphopsia Alien Grasp Reflex The term alien grasp reflex has been used to describe a grasp reflex occurring in full consciousness, which the patient could anticipate but perceived as alien (i. These phenomena were associated with an intrinsic tumor of the right (nondominant) frontal lobe.

It is also important Lecture with student activity when planning a lecture to think about activities and exercises that will break up the presentation order 5 mg dulcolax overnight delivery treatment urinary retention. Ask questions It is useful to ask questions of the group at various stages in the lecture buy 5 mg dulcolax with amex moroccanoil oil treatment, to check comprehension and promote discussion. Many lecturers are intimidated by the silence following a question and fall into the trap of answering it themselves. It takes time for students to move from Start of lecture End of lecture listening to thinking mode. A simple tip is to count slowly to 10 Student activity Time in your head—a question is almost certain to arrive. Graph showing effect of students’ interaction on their ability to recall what Get students to ask you questions they have heard in a lecture. Adapted from Bligh, 2000 (see “Recommended An alternative to getting students to answer questions is to ask reading” box) them to direct questions at you. A good way of overcoming students’ normal fear of embarrassment is to ask them to prepare questions in groups of two or three. When asked a question, you Involve me, and I understand” should repeat it out loud to ensure that the whole group is Chinese proverb aware of what was asked. Seeking answers to the question from other students, before adding your own views, can increase the level of interaction further. The lecturer invites answers to a question or problem from the audience and writes them, without comment, on a board or overhead. After a short period, usually about two or three minutes, the lecturer reviews the list of “answers” with the class. The answers can be used to provide material for the next part of the lecture or to give students an idea of where they are before they move on. By writing answers in a way that can be seen by everyone in the audience, you allow the students to learn from each other. They consist of groups of two to five students working for a few minutes on a question, problem, or exercise set by the lecturer. Buzz group activity is a useful means of getting students to process and use new information to solve problems. At the end of the buzz group session, the teacher can either continue with the lecture or check the results of the exercise by asking one or two groups to present their views. Remember that in an amphitheatre lecture hall, students can sit on their own desks to interact with the students behind them. Brief assessments can also Lecture title: allow the lecturer to measure how well the messages are being Directions: Take a moment to think about the lecture you have just attended, understood. Students could be asked, for example, to complete and then answer the following questions. An assessment of prior learning would be best at the start of a lecture, whereas an estimate of learning from the current session might be best carried out towards the end of the 2. At the end of a lecture it is important to summarise the key points and direct students toward further learning. Students are Example of a one-minute paper encouraged to learn more about a subject if they are set tasks or exercises that will require them to look further than the lecture notes for answers and ideas. Students may find the use of a one-minute paper a useful tool to help them to identify concepts and impressions that need clarification. Please rate the lecture on the following items Strongly Slightly Slightly Strongly Evaluating your lecture agree agree disagree disagree Clear Practice does make perfect, but the process of developing as a lecturer is greatly helped if some effort is made to evaluate Interesting performance. If the students Well organised are to be used as a source of feedback, the following methods are useful: Relevant to x Ask a sample of the students if you can read their lecture the course notes—this exercise gives some insight into what students have learned and understood x Ask for verbal feedback from individual students Example of an evaluation form focusing on the lecture. Adapted from x Ask the students to complete a one-minute paper Brown et al, 2001 (see “Recommended reading” box) 17 x Ask the students to complete an evaluation questionnaire. If you want to evaluate your teaching style and delivery, Please rate the lecturer on the following items peers can be a useful source of feedback: x Ask a colleague to observe part or all of a lecture and provide Strongly Slightly Slightly Strongly feedback afterwards.

Methodologyand Methods In this section is set out a description of purchase 5mg dulcolax free shipping medications 3 times a day, and justification for purchase 5 mg dulcolax otc keratin intensive treatment, the chosen methodology and research methods. The length and depth of this section will depend upon whether you are a student or employee. If you are an undergrad- uate student you will need to raise some of the methodo- logical and theoretical issues pertinent to your work, but if you are a postgraduate student you will need also to be aware of the epistemological and ontological issues in- volved. If you are an employee you may only need to pro- vide a description of the methods you used for your research, in which case this section can be titled ‘Research 136 / PRACTICAL RESEARCH METHODS Methods’. Remember to include all the practical informa- tion people will need to evaluate your work, for example, how many people took part, how they were chosen, your time scale and data recording and analysis methods. The con- tent of this section will depend on your chosen methodol- ogy and methods. If you have conducted a large quantitative survey, this section may contain tables, graphs, pie charts and associated statistics. If you have conducted a qualitative piece of research this section may be descriptive prose containing lengthy quotations. Conclusion In this section you sum up your findings and draw conclu- sions from them, perhaps in relation to other research or literature. How- ever, if you are an employee who has conducted a piece of research for your company, this section could be the most important part of the report. It is for this reason that some written reports contain the recommendation section at the beginning of the report. In this section is set out a list of clear recommendations which have been developed from your research. Further Research It is useful in both academic reports and work-related re- ports to include a section which shows how the research can be continued. Perhaps some results are inconclusive, HOW TO REPORT YOUR FINDINGS/ 137 or perhaps the research has thrown up many more research questions which need to be addressed. It is useful to include this section because it shows that you are aware of the wider picture and that you are not trying to cover up something which you feel may be lacking from your own work. This includes all the literature to which you have referred in your report. A popular method is the Har- vard system which lists the authors’ surnames alphabeti- cally, followed by their initials, date of publication, title of book in italics, place of publication and publisher. If the reference is a journal article, the title of the article appears in inverted commas and the name of the journal appears in italics, followed by the volume number and pages of the article. Figure 5 pro- vides a section of a bibliography from a PhD thesis to il- lustrate this method. Bibliography Larger dissertations or theses will require both a reference section and a bibliography. As discussed above, the refer- ence section will include all those publications to which you have referred to in your report. If, however, you have read other work in relation to your research but not actu- ally referred to them when writing up your report, you might wish to include them in a bibliography. However, make sure they are still relevant to your work – including books to make your bibliography look longer and more impressive is a tactic which won’t impress examiners. Example list of references Appendices If you have constructed a questionnaire for your research, or produced an interview schedule or a code of ethics, it may be useful to include them in your report as an appen- HOW TO REPORT YOUR FINDINGS/ 139 dix. In general, appendices do not count towards your to- tal amount of words so it is a useful way of including ma- terial without taking up space that can be used for other information. However, do not try filling up your report with irrelevant appendices as this will not impress exam- iners. When including material you must make sure that it is relevant – ask yourself whether the examiner will gain a deeper understanding of your work by reading the appen- dix. Other information which could be included as an appendix are recruitment leaflets or letters; practical details about each research participant; sample transcripts (if permission has been sought); list of inter- view dates; relevant tables and graphs or charts which are too bulky for the main report. X It is obvious that ideas and sentences have been ta- ken from other sources. Most academic journals do not pay for ar- ticles they publish, but many professional or trade publi- cations do pay for your contribution, if published.

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