scholarly journals Long-Term Social Outcomes in Childhood Epilepsy

2007 ◽  
Vol 21 (12) ◽  
pp. 93
Author(s):  
J Gordon Millichap
Seizure ◽  
2010 ◽  
Vol 19 (8) ◽  
pp. 501-506 ◽  
Author(s):  
Petra M.C. Callenbach ◽  
Paul A.D. Bouma ◽  
Ada T. Geerts ◽  
Willem Frans M. Arts ◽  
Hans Stroink ◽  
...  

2021 ◽  
pp. 106813
Author(s):  
Ali A. Asadi-Pooya ◽  
Mehdi Bazrafshan ◽  
Mohsen Farazdaghi
Keyword(s):  

Pain ◽  
2019 ◽  
pp. 1 ◽  
Author(s):  
Caitlin B. Murray ◽  
Cornelius B. Groenewald ◽  
Rocio de la Vega ◽  
Tonya M. Palermo

2016 ◽  
Vol 35 (3) ◽  
pp. 334-348 ◽  
Author(s):  
Kimberly L. Day ◽  
Ryan J. Van Lieshout ◽  
Tracy Vaillancourt ◽  
Saroj Saigal ◽  
Michael H. Boyle ◽  
...  

Author(s):  
Doris Buss ◽  
Jerusa Ali

Since the end of the genocide and civil war in Rwanda, various measures have been implemented to facilitate women’s political participation. This chapter looks to post-conflict Rwanda as a case study in the successes and limitations in efforts to increase women’s participation in public life. The chapter details the desired outcomes of increased political participation by women before turning to the Rwandan example. It argues that while the increased presence of women in public life has resulted in some positive economic, political, and social outcomes, the power of female politicians is largely limited and has not resulted in sustainable or equitable long-term policies. The chapter concludes that while Rwanda has formally adopted many of the international best practices of transitional justice, its overall gains in women’s participation are more uneven, contradictory, and nonlinear than is often recognized.


BMC Neurology ◽  
2013 ◽  
Vol 13 (1) ◽  
Author(s):  
Pinelopi Dragoumi ◽  
Olga Tzetzi ◽  
Efthimia Vargiami ◽  
Evangelos Pavlou ◽  
Konstantinos Krikonis ◽  
...  

2008 ◽  
Vol 82 (2-3) ◽  
pp. 133-138 ◽  
Author(s):  
Mony Benifla ◽  
James T. Rutka ◽  
Hiroshi Otsubo ◽  
Maria Lamberti-Pasculli ◽  
Irene Elliott ◽  
...  

2006 ◽  
Vol 28 (2) ◽  
pp. 153-179 ◽  
Author(s):  
Jane Arnold Lincove ◽  
Gary Painter

The appropriate age for students to begin school is an issue of debate for educators, administrators, and parents. Parents worry that young children may not be able to compete with older classmates; schools worry that young students will not be able to meet rigorous academic standards associated with school accountability. Past literature is inconclusive as to the overall effect of age at school entry. Some research suggests that younger students have lower average achievement in early elementary school, while others find that students with summer birthdates, who are assumed to be younger at school entry, gain more education on average. At present, little is known about the impact of age at school entry on education attainment as students transition from high school into college and the labor market. This study uses data from the National Education Longitudinal Survey to examine long-term effects of age at school entry on both educational and social outcomes, with special attention to those students who enter kindergarten a year later than their peers. The results of this study suggest that delaying kindergarten does not create any long-term advantages for students.


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