LEADER 02585nam 22005894a 450 001 9910450398303321 005 20200520144314.0 010 $a1-281-97457-9 010 $a9786611974572 010 $a1-4175-5409-6 010 $a1-934559-25-3 035 $a(CKB)1000000000242732 035 $a(EBL)289769 035 $a(OCoLC)228129177 035 $a(SSID)ssj0000206746 035 $a(PQKBManifestationID)11189076 035 $a(PQKBTitleCode)TC0000206746 035 $a(PQKBWorkID)10237238 035 $a(PQKB)10666402 035 $a(MiAaPQ)EBC289769 035 $a(Au-PeEL)EBL289769 035 $a(CaPaEBR)ebr10118504 035 $a(CaONFJC)MIL197457 035 $a(EXLCZ)991000000000242732 100 $a20020725d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMultiple sclerosis$b[electronic resource] $epsychosocial and vocational interventions /$fRobert T. Fraser, David C. Clemmons, Francie Bennett 210 $aNew York $cDemos Medical Pub.$dc2002 215 $a1 online resource (191 p.) 300 $aDescription based upon print version of record. 311 $a1-888799-59-5 320 $aIncludes bibliographical references and index. 327 $t1. Multiple sclerosis /$rClemmons --$t2. Neuropsychological concerns /$rClemmons --$t3. Vocational rehabiliation interventions /$rFraser -- $t4. Psychosocial issues and interventions /$rBennett. 330 $aThis book provides a practical perspective on cognitive concerns and their relationship to vocational and psychosocial adjustment issues for people with multiple sclerosis (MS). It also provides practical approaches to rehabilitation, vocational, and psychosocial interventions, with illustrative case studies. Of particular note is that all tables, figures, and case study material complement the text and can be used for PowerPoint slides or overheads in training programs for allied health personnel. Of particular interest are discussions of the cognitive issues in MS, which have not previously 606 $aMultiple sclerosis$xPatients$xRehabilitation 608 $aElectronic books. 615 0$aMultiple sclerosis$xPatients$xRehabilitation. 676 $a616.8/34 700 $aFraser$b Robert T$01051362 701 $aClemmons$b David Charles$01051363 701 $aBennett$b Francie$01051364 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450398303321 996 $aMultiple sclerosis$92481834 997 $aUNINA LEADER 03963nam 2200709Ia 450 001 9910972731903321 005 20251006140348.0 010 $a9786612412561 010 $a9781282412569 010 $a1282412566 010 $a9780309136914 010 $a0309136911 035 $a(CKB)2420000000001441 035 $a(EBL)3378544 035 $a(SSID)ssj0000439079 035 $a(PQKBManifestationID)11311299 035 $a(PQKBTitleCode)TC0000439079 035 $a(PQKBWorkID)10460128 035 $a(PQKB)11441070 035 $a(MiAaPQ)EBC3378544 035 $a(Au-PeEL)EBL3378544 035 $a(CaPaEBR)ebr10347048 035 $a(CaONFJC)MIL241256 035 $a(OCoLC)923280232 035 $a(Perlego)4736026 035 $a(BIP)27376687 035 $a(EXLCZ)992420000000001441 100 $a20090818d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLive variola virus $econsiderations for continuing research /$fCommittee on the Assessment of Future Scientific Needs for Live Variola Virus; Board on Global Health ; Ann M. Arvin and Deepali M. Patel, editors ; Institute of Medicine of the National Academies 205 $a1st ed. 210 $aWashington, D.C. $cNational Academies Press$d2009 215 $a1 online resource (170 p.) 300 $aDescription based upon print version of record. 311 08$a9780309136907 311 08$a0309136903 320 $aIncludes bibliographical references. 327 $a""Reviewers""; ""Preface""; ""Acknowledgments""; ""Contents""; ""Summary""; ""1 Introduction""; ""2 Overview of Smallpox and Its Surveillance and Control""; ""3 Comparative Poxvirology""; ""4 Animal Models Using Variola and Other Orthopoxviruses""; ""5 Genomic Analysis""; ""6 Development of Therapeutics""; ""7 Development of Vaccines""; ""8 Methods for Detection and Diagnosis""; ""9 Discovery Research""; ""10 Conclusions and Recommendations""; ""Appendix: Variola Strains Used to Validate Diagnostic and Detection Assays"" 330 $aSmallpox was a devastating disease that decimated human populations for centuries, and its eradication in 1980 was a monumental achievement for the global health community. Since then the remaining known strains of its causative agent, variola virus, have been contained in two World Health Organization (WHO)-approved repositories. In 1999, the World Health Assembly (WHA) debated the issue of destroying these remaining strains. Arguments were presented on the need to retain the live virus for use in additional important research, and the decision to destroy the virus was deferred until this research could be completed. In that same year, the Institute of Medicine (IOM) convened a consensus committee to explore scientific needs for the live virus. In the ten years since the first IOM report, the scientific, political, and regulatory environments have changed. In this new climate, the IOM was once again tasked to consider scientific needs for live variola virus. 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Creating Accessible Environments -- Chapter 1. Turning Up: The Effect of Mandatory and Assessed Attendance on Educational Experiences and Student Wellbeing -- Chapter 2. Building Belonging in Biological Sciences -- Chapter 3. Unlocking Undergraduate Students? Potential: Developing Play-Based Learning Strategies for Lifelong Learning in STEMM Disciplines -- Chapter 4. Making Psychology Accessible to Students in Medical Education -- Part II. Inclusive Practice -- Chapter 5. The Evolution, Implementation and Impact of Representative Research Practices in Anatomy -- Chapter 6. Incorporating Inclusivity and Accessibility in Anatomy Education: A Toolkit for Early Career Anatomy and Medical Educators -- Chapter 7. Beyond the Answer: Exploring Question-Asking and Promoting Inclusivity -- Part III. Improving Diversity in Education and Beyond -- Chapter 8. Human Remains as Pedagogic Aids: In a World of Alternatives, Is the Use of Real Human Remains Still a Viable Option? -- Chapter 9. ?You Want Us to Consent to This? I Don?t Even Know What You?re Talking About!? ? Exploring Science Communication Using Cinemeducation and House M.D. 330 $aThis book provides a unique opportunity to explore the current and future state of accessibility, inclusivity, and diversity across higher education and beyond. Although these chapters primarily focus on the issues and resulting adaptations seen in biomedicine, the results and observations are applicable throughout education and the workplace. Section 1 focuses on what it means to create accessible environments for both education and employment. Here the pitfalls of mandatory attendance across education will be addressed and ideas for building belonging amongst students shared. In addition, ways to use play-based learning to support student revision and to make psychology accessible to medical students will be discussed. Section 2 explores inclusive practices in anatomy education and research, with a toolkit for both early-career and established academics. The pedagogy, psychology, and culture of asking and answering questions in education will also be explored to support educators aiming to create inclusive learning environments. Section 3 focuses on ways in which diversity can be embraced in the educational, medical, and public sectors. Chapters include the use of human remains as teaching aids to promote the concept of the body as a spectrum, and the use of television media to create immersive learning environments. 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