Migraine is a common condition thought to result from vasomotor changes usually in the distribution of the carotid and vertebro-basilar arteries. According to Kunkle and Wolff (1951)
The use of a process framework for teaching functional apparel design is discussed as it relates to developing students' creative problem-solving abilities. A typical design process framework is presented, and practical approaches to implementing the various stages of the design process in the functional apparel design classroom are discussed. References from works on creative thinking are used to support the author's premise that the development of the "process" orientation is, over the long run, more important to design education than a "product" orientation.
Coronavirus disease 2019 (COVID-19) has drastically changed health-care delivery models within primary-care settings. Primary-care providers are limiting routine care face-to-face office visits while triaging COVID-19 symptomatic patients to hospital emergency rooms. Primary-care providers are rapidly adopting telehealth modalities for care provisions during this unprecedented pandemic to allow practices to continue delivering primary care while preventing community spread of COVID-19. Federal legislation has responded to emergent public-health needs by removing barriers that have impeded widespread adoption of telehealth modalities. This legislation has omitted professional registered nurses (RNs) from delivering reimbursable telehealth services, which is problematic for primary-care practice. RNs historically have led telehealth service delivery and should therefore be included in new legislation as eligible health professionals permitted to provide reimbursable telehealth services. RNs improve quality outcomes in primary care within innovative team-based care models and are essential clinicians capable of providing ongoing care coordination and disease management for patients needing to stay on track with their usual care needs.
The Deaf Mentor Experimental Project investigated the efficacy of deaf mentor services to young deaf children and their families. These services focused on deaf adults (mentors), who made regular home visits to the children and their families; shared their language (American Sign Language), culture, and personal knowledge of deafness with the families; and served as role models for the children. The children also received regular home visits from a hearing parent adviser who helped the family promote the child's early listening, English, and literacy skills. The result was a bilingual-bicultural home environment for these children. The children who received deaf mentor services were compared to matched children who did not receive these services but who received parent adviser services. Children receiving this early bilingual-bicultural programming made greater language gains during treatment time, had considerably larger vocabularies, and scored higher on measures of communication, language, and English syntax than the matched children.
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