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The IELTS Test is internationally recognized. Educational institutions and government agencies from over 120 countries trust the IELTS test as a valid indicator of ability to communicate in English. In Canada and Australia, IELTS is the one test used for immigration purposes and is required for overseas professionals to practice. The IELTS course will prepare you for the IELTS (International English Language Testing System) exam. It covers all four test modules: Listening, Reading, Writing, and Speaking. This course specifically targets each macro-skill, as well as, grammar, academic vocabulary and writing skills. The course offers English skills development, IELTS test familiarization and practice, plus in-depth focus on the specific strategies required for individual sections of the IELTS test.
Improve your TOEIC Score! You will study different sections of the TOEIC and do practice tests. Practice and develop the grammar, vocabulary, reading and listening skills and test-taking strategies required for you to do well on the TOEIC test.
IELTS Speaking and Listening will provide you with focused practice on the IELTS listening and speaking modules. The course will guide you through the speaking and listening test modules and focuses on the skills and test-taking strategies for each question type. The IELTS Listening and Speaking course covers:
IELTS Reading will provide you with focused practice on the IELTS Reading module. You will work through reading question types with detailed analysis of test strategies and reading skills for this section of the exam. The IELTS Reading course covers:
Improve your TOEIC® score! By focusing on the skills required to do well on the TOEIC, you will improve your listening and reading skills, grammar and vocabulary. In class, you will study every section of the TOEIC test, do practice tests and learn test-taking tips and strategies.
Although attention problems have often been described in children with childhood absence epilepsy (CAE), the use of different methodological approaches, neuropsychological tests, and heterogeneous experimental groups has prevented identification of the selective areas of attention deficit in this population. In this study, we investigated several components of attention in children with CAE using a unique computerized test battery for attention performance. Participants included 24 patients with CAE and 24 controls matched for age and sex. They were tested with a computerized test battery, which included the following tasks: selective attention, impulsivity, focused attention, divided attention, alertness, and vigilance. Compared with healthy controls, patients with CAE made more commission errors in the Go/No-Go task and more omission errors in the divided attention task. Childhood absence epilepsy patients also showed decreased reaction times in measures of selective attention and a great variability of reaction times in alertness and Go/No-Go tasks. Our findings suggest that patients with CAE were impaired in tonic and phasic alertness, divided attention, selective attention, and impulsivity. Copyright © 2013 Elsevier Inc. All rights reserved.
Our prospective study aimed at the validation of EpiTrack Junior, a neuropsychological screening tool for attention and executive functions in children with epilepsy. Twenty-two children with absence epilepsy aged 8-17 years underwent comprehensive neuropsychological evaluation including EpiTrack Junior and measures of intelligence, verbal and nonverbal memory, word fluency and visuoconstructive organization. Concurrent and discriminant validity of EpiTrack Junior subtests and total score as well as sensitivity and specificity of the total score were analyzed. EpiTrack Junior total score was impaired in 59% of participants. Concurrent validity was demonstrated in 4/6 subtests and for the total score. Discriminant validity was shown with respect to verbal and nonverbal long-term memory. Sensitivity was higher than specificity and highest for the "working memory index". EpiTrack Junior is recommended as a sensitive and time-efficient screening tool for attention and executive functions in children with epilepsy. Impaired results should be followed up with detailed evaluation including information from the parents and school as well as counseling where indicated. © 2013.
The many types of childhood epilepsies make the diagnosis and treatment difficult and the outcomes frequently poor. Furthermore, there are few clinical trials in pediatric epilepsy that provide useful results to guide daily practice. Therefore for pediatric neurologists expert opinion may be useful. To provide an overview of current practice in Poland and compare results with European and US clinical guidelines. Polish specialists in pediatric neurology were asked to participate in a survey about pediatric epilepsy. The focus of the questions was on the overall strategy and treatment options for different syndromic diagnoses. The survey was developed and performed according to a previous European survey (Wheless et al., 2007). Fifty-one Polish specialists, working in academic or clinical settings, completed the questionnaire. They limited combination therapy to two or three antiepileptic drugs. Valproate was the treatment of choice for myoclonic, generalized tonic-clonic seizures and Lennox-Gastaut syndrome. For infantile spasms caused by tuberous sclerosis and of symptomatic etiology, vigabatrin was treatment of choice; valproate and ACTH were other first line options. Valproate and ethosuximide were chosen for childhood absence epilepsy and valproate for juvenile absence epilepsy. Carbamazepine was the first-line treatment option for benign partial epilepsy of childhood with centrotemporal spikes and complex partial seizures. In the treatment of juvenile myoclonic epilepsy for males valproate, for females lamotrigine were chosen. Polish pediatric neurologists agreed on the majority of questions. Their views reflect the clinical utility and availability of treatment options in Poland. Results may provide direction for clinicians. Copyright © 2015. Published by Elsevier Ltd.
Compressed air energy storage (CAES) plants are designed to store compressed air into a vessel or in an underground cavern and to expand it in an expansion turbine when energy demand is high. An innovative CAES configuration recently proposed is the isothermal process. Several methods to implement isothermal CAES configuration are under investigation. In this framework, the present paper deals with the experimental testing of phase change materials (PCM) during compressed air expansion phase. The experimental investigation was carried out by means of an apparatus constituted by a compression section, a steel pressure vessel, to which an expansion valve is connected. The initial internal absolute pressure was equal to 5 bar to avoid moisture condensation and the experimental tests were carried out with two paraffin-based PCM amounts (0.05 kg and 0.1 kg). Results show that the temperature change during air expansion decreases with increasing the PCM amount inside the vessel. With the use of PCM during expansions an increase of the expansion work occurs. The increase is included in the range from 9.3% to 18.2%. In every test there is an approach to the isothermal values, which represent the maximum theoretical value of the obtainable expansion work.
Increasingly, there has been an interest in the association between epilepsy and autism. The high frequency of autism in some of the early-onset developmental encephalopathic epilepsies is frequently cited as evidence of the relationship between autism and epilepsy. While these specific forms of epilepsy carry a higher than expected risk of autism, most if not all of the association may be due to intellectual disability (ID). The high prevalence of interictal EEG discharges in children with autism is also cited as further evidence although errors in the diagnosis of epilepsy seem to account for at least part of those findings. The prevalence of ID is substantially elevated in children with either epilepsy or autism. In the absence of ID, there is little evidence of a substantial, if any, increased risk of autism in children with epilepsy. Further, although the reported prevalence of autism has increased over the last several years, much of this increase may be attributable to changes in diagnostic practices, conceptualization of autism in the presence of ID, and laws requiring provision of services for children with autism. In the context of these temporal trends, any further efforts to tease apart the relationships between epilepsy, ID, and autism will have to address head-on the accuracy of diagnosis of all three conditions before we can determine whether there is indeed a special relationship between autism and epilepsy. PMID:22381386
The Managing Epilepsy Well (MEW) Network was established in 2007 by the Centers for Disease Control and Prevention Epilepsy Program to expand epilepsy self-management research. The network has employed collaborative research strategies to develop, test, and disseminate evidence-based, community-based, and e-Health interventions (e-Tools) for epilepsy self-management for people with epilepsy, caregivers, and health-care providers. Since its inception, MEW Network collaborators have conducted formative studies (n=7) investigating the potential of e-Health to support epilepsy self-management and intervention studies evaluating e-Tools (n=5). The MEW e-Tools (the MEW website, WebEase, UPLIFT, MINDSET, and PEARLS online training) and affiliated e-Tools (Texting 4 Control) are designed to complement self-management practices in each phase of the epilepsy care continuum. These tools exemplify a concerted research agenda, shared methodological principles and models for epilepsy self-management, and a communal knowledge base for implementing e-Health to improve quality of life for people with epilepsy. © 2013. 781b155fdc