The Unified Huntington's Disease Rating Scale (UHDRS) was developed as a clinical rating scale to assess four domains of clinical performance and capacity in HD: motor function, cognitive function, behavioral abnormalities, and functional capacity. We assessed the internal consistency and the intercorrelations for the four domains and examined changes in ratings over time. We also performed an interrater reliability study of the motor assessment. We found there was a high degree of internal consistency within each of the domains of the UHDRS and that there were significant intercorrelations between the domains of the UHDRS, with the exception of the total behavioral score. There was an excellent degree of interrater reliability for the motor scores. Our limited longitudinal database indicates that the UHDRS may be useful for tracking changes in the clinical features of HD over time. The UHDRS assesses relevant clinical features of HD and appears to be appropriate for repeated administration during clinical studies.

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In this paper we examine the possibilities of applying predictive analysis to users ' written communication via comments in an open-ended online social networking forum: Scratch.mit.edu. Scratch is primarily used by youth ages 8-16 years to program software like games, animations, and stories; their social interactions take place around commenting, remixing, and sharing computer programs (called projects). This exploratory work contributes to work in educational data mining by broadly describing and comparing comments about projects versus other topics in Scratch. Referencing communication accommodation theory, we found that user comments about projects exhibited different linguistic cues than other comments, and these cues were successfully used to classify comment topic. Further, results also suggest that project comments embody richer language than other comments. This suggests several future avenues for research on youth's online comments about programming and other technical projects that may reveal educational opportunities in creating and sharing projects.[16]. These websites include places where kids can share written stories or fanfiction (e.g., Fanfiction.net, Storybird.com), mods or adaptations of popular games (e.g., Little Big Planet, The Sims), and, as we focus on in this paper, computer programs that can take the form of video games, animations, stories, or art (e.g., Scratch, Kodu). Since the potential for learning when children design or make projects has been well documented for many years [7; 21], it is understandable why there is such excitement over this new phenomenon. Furthermore, sites such as Scratch are unstructured environments where engaged and authentic learning can occur, in contrast to constrained and structured learning environments such as cognitive tutors [4; 22].Yet while websites where people post usergenerated content (UGC) are increasing in number, we know relatively little about the quality of communication on these sites, especially on a large scale that can reveal trends across thousands of users. Further, we know even less about the quality of communication of young people on such websites. Given that children and youth are at different stages of development and that their language tends to differ from adults' language, it is important to study communication on websites dominated by them. Most importantly, communication itself is learning. Developing a better understanding of what children and youth are doing on these emerging types of websites will help us better grasp the opportunities in participating in such sites as well as the challenges to designing for richer communication on websites for children.In addition, there may be value to understanding communication specifically about projects that children create. Although the benefits to learning by making projects are widely discussed [7], sharing and discussing creations may contain particular educational value. Heath [18] argued that sharing

The purpose of this paper is to examine the role end-user training has on performance expectancy and effort expectancy, two variables associated with technology acceptance. The technology-based elements of the HIPAA security rules among oral surgeons were used for the study. The method of the investigation was a cross-sectional correlational study using a self-reported mailed questionnaire. The survey was created using preexisting scales from the Unified Theory of Acceptance and Use of Technology. Results suggest end-user training is positively correlated with both performance expectancy and effort expectancy.

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