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We report the radiological appearances of 5 children with hemimegalencephaly. There are few reports of this rare condition in the radiological literature. Two of the children have hemimegalencephaly as an isolated finding while the other three have Proteus syndrome. Four children have seizures which commenced within the first 6 months of life and two of these subsequently required hemispherectomy. In addition to the typical radiological features of hemimegalencephaly there was a high incidence of other brain anomalies. These include hypoplasia of the corpus callosum and crus cerebri, grey and white matter calcification and cortical migration/organisational disorders.

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The orally disintegrating risperidone tablets were well tolerated and rated as very acceptable by all patients.

then wonder why those same students react negatively to ques tioning. Questioning: Bring Your Students Along on a vehicle to build positive rapport between the teacher and stu Effective questioning turns a passive classroom into an active learning environment in which the professor controls the course of events, but everyone is participating in the learning process. Effective questioning engages students in the subject matter, stimulates critical thinking, and adds variety to the student's classroom experience. Done well, questioning can also be used as In this article, we suggest that questioning is one of the most valuable tools in the teacher's toolbox. But, like any tool, it needs to be used for an appropriate purpose, and like any tool, it must be learned before it can be used effectively.

The abbreviated summer class schedule, which results in longer class times, can present several barriers to learning. One significant factor is the lack of time needed for knowledge construction. As students stretch and reform their schemas to synthesize new material, they often generate inappropriate perceptions of critical class material. An effective strategy for addressing this is to provide a variety of active learning techniques that engage students and focus on their different learning styles.In this paper, data from two class sections of engineering economy taught in a compressed summer term were examined to see how well the student's self-assessment of the course objectives compared to direct assessment measures. Teaching techniques used in these classes include incorporating learning objectives directly into the teaching of course material, both student and instructor-generated crossword puzzles, student-generated Pictionary, clickers, starting each class with a song about money, using real money and magnets to illustrate applications of different interest factors, Muddiest Point paper, think-pair-share, individual and group problem solving, brainstorming, case studies, debates, and a number of other useful techniques. The student's self-assessment of learning objectives was measured through a survey and the direct assessment was done through the use of mid-term and final exam questions. To assess the correlation between self-assessment and direct assessment, one-tailed tests at a level of significance of 0.05 with 50 degrees of freedom were performed. A correlation was found to be significant at the 0.01 level and so overall, it appears that the students had an accurate perception of their own course performance. The paper will discuss the student self-assessment of the course objectives, the direct assessment of course objectives, and some of the teaching and learning techniques used to enhance the course.