FIG. 3. LPDs: Sharply contoured lateralized periodic discharges. In this case, PDs are bilateral asymmetric. Although some discharges are on the border of sharp, most are sharply contoured. FIG. 4. LPDs: 0.5 per second spiky lateralized periodic discharges.FIG. 5. LPDs: 0.5-1 per second spiky lateralized periodic discharges. Despite their spike-and-wave morphology, the discharges are periodic (as there is a quantifiable inter-discharge interval between consecutive waveforms and recurrence of the waveform at nearly regular intervals). FIG. 6. LPDs1F: 0.5 to 1 per second spiky LPDs with superimposed burst of low amplitude fast activity (highlighted in boxes). Hirsch LJ et al FIG. 7. LPDs1R: Irregular (in morphology and repetition rate) 0.5-1 per second quasi-periodic discharges with superimposed quasi-rhythmic delta activity in the right hemisphere with occasional spread to the left. Less "stable" pattern and more ictalappearing than LPDs alone; compare with Figure 1. FIG. 8. Fluctuating LPDs: Lateralized periodic discharges that fluctuate in frequency between 0.5 and 1 per second.

Most undergraduates give high ratings to research experiences. Studies report that these experiences improve participation and persistence, often by strengthening students' views of themselves as scientists. Yet, the evidence for these claims is weak. More than half the 60 studies reviewed rely on self-report surveys or interviews. Rather than introducing new images of science, research experiences may reinforce flawed images especially of research practices and conceptual understanding. The most convincing studies show benefits for mentoring and for communicating the nature of science, but the ideas that students learn are often isolated or fragmented rather than integrated and coherent. Rigorous research is needed to identify ways to design research experiences so that they promote integrated understanding. These studies need powerful and generalizable assessments that can document student progress, help distinguish effective and ineffective aspects of the experiences, and illustrate how students interpret the research experiences they encounter. To create research experiences that meet the needs of interested students and make effective use of scarce resources, we encourage systematic, iterative studies with multiple indicators of success.

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Autoimmune encephalitis is the most commonly identified cause of new-onset refractory status epilepticus, but half remain cryptogenic. Outcome at discharge is poor but improves during follow-up. Epilepsy develops in most cases. The role of anesthetics and immune therapies warrants further investigation.