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msmarco_v2.1_doc_00_116164#6_158764 | http://004f876.netsolhost.com/html/faqs.html | LA's Totally Awesome Products - FAQs | Let surface dry and then set it back up for the pet. Return the pet to the room. Are LA’s Totally Awesome All Purpose Cleaner ® containers recyclable? Please refer to the logo on the container. With a little bit of care much plastic can be recycled, and collection of plastics for recycling is increasing rapidly. The pl... | 3,021 | 3,837 | |
msmarco_v2.1_doc_00_116164#7_159814 | http://004f876.netsolhost.com/html/faqs.html | LA's Totally Awesome Products - FAQs | The plastic industry has responded to this problem by developing a series of cryptic markers, commonly seen on the bottom of plastic containers. These markers do not mean the plastic can be recycled, these makers do not mean the container uses recycled plastic. You should place in your bin only those types of plastic l... | 3,335 | 4,374 | |
msmarco_v2.1_doc_00_116164#8_161107 | http://004f876.netsolhost.com/html/faqs.html | LA's Totally Awesome Products - FAQs | However, we do recommend using the product within one year of opening it to guarantee freshness and efficacy. What is LA’s Totally Awesome All Purpose Cleaner ® made from? LA’s Totally Awesome All Purpose Cleaner ® is a blend of water, surfactant (surface-active) agents, color and scent. Surfactant agents lift grease a... | 3,838 | 4,697 | |
msmarco_v2.1_doc_00_116164#9_162240 | http://004f876.netsolhost.com/html/faqs.html | LA's Totally Awesome Products - FAQs | And it leaves your home smelling fresh and clean. LA’s Totally Awesome All Purpose Cleaner ® contains no harsh detergents, ammonia, or bleach. Why aren't the ingredients listed on the label? LA’s Totally Awesome All Purpose Cleaner ® is non-toxic. Therefore, the listing of ingredients on the label is not required by la... | 4,375 | 5,363 | |
msmarco_v2.1_doc_00_116164#10_163512 | http://004f876.netsolhost.com/html/faqs.html | LA's Totally Awesome Products - FAQs | LA’s Totally Awesome All Purpose Cleaner ® unique formula is protected under the US Trade Secrecy Act and has been extensively tested to verify the product's credentials. LA’s Totally Awesome All Purpose Cleaner ® complies with all current labeling requirements for ingredient disclosure on cleaning products. If you hav... | 4,698 | 5,778 | |
msmarco_v2.1_doc_00_116164#11_164877 | http://004f876.netsolhost.com/html/faqs.html | LA's Totally Awesome Products - FAQs | Product may settle during shipment and develop an air pocket so it may take multiple clicks to get the product started. My home is on a septic system. Is it safe to use LA’s Totally Awesome All Purpose Cleaner ® for cleaning tubs and showers? Yes. Under normal household use, LA’s Totally Awesome All Purpose Cleaner ® w... | 5,363 | 6,141 | |
msmarco_v2.1_doc_00_116164#12_165929 | http://004f876.netsolhost.com/html/faqs.html | LA's Totally Awesome Products - FAQs | Is LA’s Totally Awesome All Purpose Cleaner ® a disinfectant? No LA’s Totally Awesome All Purpose Cleaner ® is not a disinfectant. How do I avoid the LA’s Totally Awesome All Purpose Cleaner ® container leaking? We use the best possible plastic for our products, so leaking is very unusual. The container may have been d... | 5,778 | 6,434 | |
msmarco_v2.1_doc_00_123145#0_166859 | http://005.clayton.k12.ga.us/ | Home - Riverdale High School | Riverdale High
Riverdale High
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COVID 19 Vaccination Flyers
Please be sure to check out the information that CCPS is making available to students, families, and the community.
Flyers are ava... | Home - Riverdale High School
Riverdale High
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Report to your teacher’s Google Classroom ready and on time to be amazing. # GoRaiders #DaleBuilt
Get Your Driver's License/Learner's Permit
To Obtain your PERMIT you will need to go to this link: https://dds.georgia.gov/how- do-i-learners... | 0 | 1,054 |
msmarco_v2.1_doc_00_123145#1_172390 | http://005.clayton.k12.ga.us/ | Home - Riverdale High School | Riverdale High
Riverdale High
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Report to your teacher’s Google Classroom ready and on time to be amazing. #GoRaiders #DaleBuilt
COVID 19 Vaccination Flyers
Please be sure to check out the information that CCPS is making available to students, families, and the community.
Flyers are ava... | To Obtain your LICENSE you will need to go to this link: https://dds.georgia.gov/ georgia-licenseid/new- licenseid/how-do-i-class-c- license - guidelines are changing daily so make sure you read thoroughly, schedule an appointment and bring all necessary documentation. Then email lakesha.walton@clayton.k12.ga. us and a... | 548 | 1,642 |
msmarco_v2.1_doc_00_123145#2_177955 | http://005.clayton.k12.ga.us/ | Home - Riverdale High School | Riverdale High
Riverdale High
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Report to your teacher’s Google Classroom ready and on time to be amazing. #GoRaiders #DaleBuilt
COVID 19 Vaccination Flyers
Please be sure to check out the information that CCPS is making available to students, families, and the community.
Flyers are ava... | COVID 19 Vaccination Flyers
Please be sure to check out the information that CCPS is making available to students, families, and the community. Flyers are available in English | Spanish | Vietnamese
Seniors >>> Class of 2021
HERFF JONES WILL BE HERE!!! Cap and Gown Delivery
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msmarco_v2.1_doc_00_123145#3_183643 | http://005.clayton.k12.ga.us/ | Home - Riverdale High School | Riverdale High
Riverdale High
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Report to your teacher’s Google Classroom ready and on time to be amazing. #GoRaiders #DaleBuilt
COVID 19 Vaccination Flyers
Please be sure to check out the information that CCPS is making available to students, families, and the community.
Flyers are ava... | Herff Jones
4634 Lawrenceville Hwy Suite B
Lilburn, GA 30047
Your Input Matters
Click to download the pdf that has two survey links. Please complete both surveys. Any questions, please contact our Title I Liason
Christie George
christie.george@clayton.k12.ga.us
DOWNLOAD
Monthly and Weekly Calendar of Activities and E... | 1,642 | 2,749 |
msmarco_v2.1_doc_00_123145#4_189246 | http://005.clayton.k12.ga.us/ | Home - Riverdale High School | Riverdale High
Riverdale High
Times for the High School Schedule
Report to your teacher’s Google Classroom ready and on time to be amazing. #GoRaiders #DaleBuilt
COVID 19 Vaccination Flyers
Please be sure to check out the information that CCPS is making available to students, families, and the community.
Flyers are ava... | Additionally, please complete the form that serves acknowledgement of your receipt and review of the student handbook. English | Spanish | Vietnamese
Acknowledgment Form
Meal Services Announcement
Breakfast and Lunch is Served! All CCPS students may receivemeals at the school bus stop closest to their home (see CCPS Tr... | 2,250 | 3,193 |
msmarco_v2.1_doc_00_123145#5_194675 | http://005.clayton.k12.ga.us/ | Home - Riverdale High School | Riverdale High
Riverdale High
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Report to your teacher’s Google Classroom ready and on time to be amazing. #GoRaiders #DaleBuilt
COVID 19 Vaccination Flyers
Please be sure to check out the information that CCPS is making available to students, families, and the community.
Flyers are ava... | StudentID numbers may be required to identify students. Parents/guardians may pick up meals for students. Attendance Matters
Please make sure that documentation related to student absences needs to be emailed or faxed to our attendance clerk – Connie Young. Connie Young, Attendance Clerk
connie.young@clayton.k12.ga.us
... | 2,750 | 3,961 |
msmarco_v2.1_doc_00_123145#6_200370 | http://005.clayton.k12.ga.us/ | Home - Riverdale High School | Riverdale High
Riverdale High
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Report to your teacher’s Google Classroom ready and on time to be amazing. #GoRaiders #DaleBuilt
COVID 19 Vaccination Flyers
Please be sure to check out the information that CCPS is making available to students, families, and the community.
Flyers are ava... | Cameras are required to be on during SEL (social-emotional learning) and Live instruction (20-25 mins). If a teacher is unable to see or no responses are given when called, that will lead to the student being marked absent. Parents and families, please remember to check your parent portal to view your child’s attendanc... | 3,193 | 4,504 |
msmarco_v2.1_doc_00_123145#7_206158 | http://005.clayton.k12.ga.us/ | Home - Riverdale High School | Riverdale High
Riverdale High
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Report to your teacher’s Google Classroom ready and on time to be amazing. #GoRaiders #DaleBuilt
COVID 19 Vaccination Flyers
Please be sure to check out the information that CCPS is making available to students, families, and the community.
Flyers are ava... | Registration Central Page
https://www.clayton.k12.ga.us/cms/One.aspx?portalId=54515&pageId=237811
CCPS Withdrawal Request Google Form
For more information about counseling related topics, please visit the counseling page. Online Textbooks and Digital Resources
We are working to make sure that all students and parents h... | 3,961 | 4,768 |
msmarco_v2.1_doc_00_123145#8_211440 | http://005.clayton.k12.ga.us/ | Home - Riverdale High School | Riverdale High
Riverdale High
Times for the High School Schedule
Report to your teacher’s Google Classroom ready and on time to be amazing. #GoRaiders #DaleBuilt
COVID 19 Vaccination Flyers
Please be sure to check out the information that CCPS is making available to students, families, and the community.
Flyers are ava... | CCPS Flyer
Reminders for Students and Parents
Please join the Remind classes below to get updates: Class of 2021: https://www.remind.com/join/ad2a6c
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msmarco_v2.1_doc_00_133351#0_217096 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| Landmark Cases in Special Education
Landmark Cases in Special Education
Details
Created on Wednesday, 30 August 2006 07:24
The first federal laws designed to assist individuals with disabilities date back to the early days of the nation. In 1798, the Fifth Congress passed the first federal law concerned with the care o... | 0 | 1,180 |
msmarco_v2.1_doc_00_133351#1_218736 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| However, prior to World War II, there were relatively few federal laws authorizing special benefits for persons with disabilities. Those that existed were intended to address the needs of war veterans with service-connected disabilities. This meant that, for most of our nation's history, schools were allowed to exclude... | 554 | 1,860 |
msmarco_v2.1_doc_00_133351#2_220500 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| For example, students in special classes were considered unable to perform academic tasks. Consequently, they went to special schools or classes that focused on learning manual skills such as weaving and bead stringing. Although programs existed, it was clear that discrimination was still as strong as ever for those wi... | 1,181 | 2,414 |
msmarco_v2.1_doc_00_133351#3_222192 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| The Court then applied this principle to the schooling of children, holding that a separate education for African American students is not an equal education. In its famous ruling, separate but equal would no longer be accepted ( 347 U.S. 483 ). Brown set the precedent for future discrimination cases in education. Peop... | 1,861 | 3,247 |
msmarco_v2.1_doc_00_133351#4_224037 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| Using Brown as their legal precedent, students with disabilities claimed that their segregation and exclusion from school violated their opportunity for an equal education under the Fourteenth Amendment of the U.S. Constitution -the Equal Protection Clause. If Brown could not segregate by race, then schools should not ... | 2,415 | 3,697 |
msmarco_v2.1_doc_00_133351#5_225778 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| This section presents an overview of some of the most historical court cases in special education in their order of occurrence. Hobson v. Hansen (1967). In Hobson v. Hansen, a U.S. district court declared that the District of Columbia school tracking system was invalid. However, special classes were allowed, provided t... | 3,248 | 4,096 |
msmarco_v2.1_doc_00_133351#6_227085 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| In this case, California was mandated by the Court to correct bias in assessment procedures used with Chinese American and Mexican American students. Diana had three very important holdings that would later influence the enactment of federal special education laws: 1. If a student's primary language was not English, th... | 3,698 | 4,386 |
msmarco_v2.1_doc_00_133351#7_228232 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| Culturally unfair items had to be eliminated from all tests used in the assessment process. 3. If intelligence tests were to be used in the assessment process, they had to be developed to reflect Mexican American culture ( Diana v. State Board of Education, C-70: 37RFT (N.D. Cal., 1970 ). PARC v. Commonwealth of Pennsy... | 4,097 | 4,886 |
msmarco_v2.1_doc_00_133351#8_229480 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| PARC v. Commonwealth of Pennsylvania (1972). In this case, a U.S. federal court in Pennsylvania ratified a consent agreement assuring that schools may not exclude students who have been classified with mental retardation. Also, the Court mandated that all students must be provided with a free public education. Testimon... | 4,386 | 5,400 |
msmarco_v2.1_doc_00_133351#9_230953 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| It also shows that the earlier the program is started, the more the person will learn. The Commonwealth of Pennsylvania had taken it upon themselves to provide a free public education to all of its children between the ages of six and twenty-one, including exceptional children. This caused the
Commonwealth not to be ab... | 4,887 | 5,835 |
msmarco_v2.1_doc_00_133351#10_232363 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| In Alabama, a federal court ruled that mentally retarded children in state institutions had a constitutional right to treatment (Wyatt v. Stickney, 344 F. Supp. 387, M.D. Ala 1972). Larry P. V Riles (1972) : Larry P. Was a black student in California, and his complaint led to an
expansion of the ruling in the Diana cas... | 5,401 | 6,638 |
msmarco_v2.1_doc_00_133351#11_234067 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| In the class-action case of PASE v. Hannon (1980),
however, the fudge stated he could find little evidence of bias in the test items. The Larry P. Case also
set a precedent for the use of data indicating disproportionate placement of minority groups as prima
facie (sufficient to establish a fact or case unless disprove... | 5,836 | 7,311 |
msmarco_v2.1_doc_00_133351#12_236007 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| Guadalupe v. Tempe Elementary School also stipulated that other assessment procedures must be used in addition to intelligence tests, and that parental permission must be obtained for such placements ( Sattler, 1992, p. 779 ). Mills v. Board of Education of District of Columbia (1972). This case set forth future guidel... | 6,639 | 8,129 |
msmarco_v2.1_doc_00_133351#13_237963 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| contempt proceedings, EHLR 551:643 CD. DC 1980 ). Lau v. Nichols 1974
This civil rights case was brought by limited-English proficient Chinese students living in San Francisco. The students claimed that they were not receiving special help in school due to their inability to speak
English, help which they argued they w... | 7,312 | 9,016 |
msmarco_v2.1_doc_00_133351#14_240133 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| Among other things, Lau reflects the now-widely accepted view that one's language is so closely intertwined with one's national origin (the country someone or her ancestors came from) that language-based discrimination is effectively a proxy for national origin discrimination. Lau remains an important decision in the a... | 8,130 | 9,547 |
msmarco_v2.1_doc_00_133351#15_242013 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| Consequently, IQ tests were found not to be discriminatory. Furthermore, Judge Grady indicated that clinical judgment also plays a large role in interpreting IQ test results. He stated: " There is no evidence in this record that such misassessments as do occur are the result of racial bias in test items or in any aspec... | 9,017 | 9,906 |
msmarco_v2.1_doc_00_133351#16_243366 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education | Landmark Cases in Special Education | Landmark Cases in Special Education
Landmark Cases in Special Education
Lau v. Nichols 1974
Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988
| As a result, the use of intelligence tests was acceptable in psychoeducational assessment as long as they followed all other procedural safeguards under federal law ( PASE v. Joseph P. Hannon, No. 74 C 3586 N.D. Ill. 1980 ). Luke S. and Hans S. v. Nix et al. ( 1982). In the state of Louisiana, all evaluations had to be... | 9,548 | 10,000 |
msmarco_v2.1_doc_00_155044#0_244280 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples
Details
Created on Tuesday, 14 October 2008 15:17
What are Examples and Non-Examples? Examples and Non-Examples is a tactic that can be used to teach defined concepts: Comprehend level. The tactic involves providing learners with instances that include both Examples a... | 0 | 1,007 |
msmarco_v2.1_doc_00_155044#1_245604 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Comprehend level: You are teaching students about various Chemical Warfare Agents. The related defined concepts in your lesson are Sarin, VX, Mustard, and Hydrogen Cyanide. You have already used a Concept Frame or Concept Map to teach students the defining characteristics of each concept. You then provide them with a s... | 537 | 1,595 |
msmarco_v2.1_doc_00_155044#2_246977 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | You do not name the chemical agents in your examples, but instead require students to classify each instance according to the appropriate warfare agent. Why should I use Examples and Non-Examples in my teaching? A defined concept is a concept that is known primarily by its definition rather than by physical characteris... | 1,008 | 2,214 |
msmarco_v2.1_doc_00_155044#3_248499 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Also, having learners classify specific items as Examples or Non-Examples tests learners' ability to classify instances of the defined concepts. Examples and Non-Examples may be used with other tactics such as Venn Diagrams, Concept Maps, Concept Frames, and Mental Images. It is important to note that the instances you... | 1,596 | 2,473 |
msmarco_v2.1_doc_00_155044#4_249692 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | When using Non-Examples make sure to point out what characteristics of the Non-Example keep it from being an Example. What are the steps for using Examples and Non-Examples? Steps for using Examples and Non-Examples for defined concepts: Comprehend level: 1. Identify the defined concept for which you want to create Exa... | 2,215 | 2,756 |
msmarco_v2.1_doc_00_155044#5_250549 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Identify the defined concept for which you want to create Examples and Non-Examples. 2. List out all of the defining characteristics each defined concept must contain. 3. Identify several specific Examples of the concept that contain all of the appropriate defining characteristics. These will be your Examples. 4. Ident... | 2,474 | 2,995 |
msmarco_v2.1_doc_00_155044#6_251386 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | These will be your Examples. 4. Identify a few specific Non-Examples of the concept that contain some of the defining characteristics, but do not contain all of the appropriate defining characteristics. These will be your Non-Examples. 5. Be able to explain to learners why the Examples and Non-Examples either illustrat... | 2,757 | 3,427 |
msmarco_v2.1_doc_00_155044#7_252372 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Be able to explain to learners why the Examples and Non-Examples either illustrate or do not illustrate the defined concept. 6. Have learners classify the Examples and Non-Examples you created according to the appropriate concept name. What are some class activities that involve Examples and Non-Examples? The following... | 2,996 | 3,756 |
msmarco_v2.1_doc_00_155044#8_253449 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Comprehend level. Click on the activity hyperlink for a list of procedures to follow for using the activity. Activity Example or Non-Example? Purpose and Description
The purpose of this activity is to allow students to practice classifying defined concepts. Students are given instances that represent Examples and Non-E... | 3,428 | 5,094 |
msmarco_v2.1_doc_00_155044#9_255455 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | They must correctly name the defined concept described. Format
Class
Preparation and Materials Required
__________________________________________________________________________________________________________
List of Examples and Non-Examples for the defined concepts
Instructor presentation materials
Example and Non-... | 3,757 | 5,546 |
msmarco_v2.1_doc_00_155044#10_257583 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Explain that the purpose of this activity is to practice comprehending the characteristics of the defined concepts presented by classifying Examples and Non-Examples of the defined concepts. 2. Present a new Example or Non-Example (that has not been previously presented to students) of the defined concept from the list... | 5,095 | 5,687 |
msmarco_v2.1_doc_00_155044#11_258492 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | 4. Provide feedback for the answer. 5. Repeat steps 2-4 until the students have correctly identified every defined concept from the list. 6. Summarize the results of the activity. Procedures for Example and Non-Example Creation
1. Explain that the purpose of this activity is to practice comprehending the characteristic... | 5,546 | 6,023 |
msmarco_v2.1_doc_00_155044#12_259286 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Summarize the results of the activity. Procedures for Example and Non-Example Creation
1. Explain that the purpose of this activity is to practice comprehending the characteristics of the defined concepts presented by creating Examples and Non-Examples of the defined concepts. 2. Divide students into pairs or small gro... | 5,688 | 6,288 |
msmarco_v2.1_doc_00_155044#13_260204 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | 3. Hand out the list of defined concepts to students. If handouts are unavailable, you can write the information on the board and have students copy it. 4. Have students create several new Examples and a few new Non-Examples for each defined concept on the list. ( Students should not create Examples or Non-Examples tha... | 6,023 | 6,539 |
msmarco_v2.1_doc_00_155044#14_261037 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Students should not create Examples or Non-Examples that have been previously presented in class.) 5. Have a few students present their Examples and Non-Examples. Other students should classify the Examples according to the correct defined concept. 6. Provide feedback. 7. Summarize the results of the activity. 8. ( Not... | 6,288 | 6,609 |
msmarco_v2.1_doc_00_155044#15_261676 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Provide feedback. 7. Summarize the results of the activity. 8. ( Note: Collect the Examples and Non-Examples that students create. You may want to use them in review activities in the current offering of the course, or in the future should you teach the class again.) Procedures for Narrative Generation from Examples an... | 6,540 | 7,102 |
msmarco_v2.1_doc_00_155044#16_262557 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Collect the Examples and Non-Examples that students create. You may want to use them in review activities in the current offering of the course, or in the future should you teach the class again.) Procedures for Narrative Generation from Examples and Non-Examples
1. Explain that the purpose of the activity is to practi... | 6,610 | 7,356 |
msmarco_v2.1_doc_00_155044#17_263621 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Divide students into pairs or small groups if desired. 3. Provide students with handouts of the Examples and Non-Examples. 4. Have students write a narrative discussing the defined concepts and characteristics presented in the Examples and Non-Examples. 5. Have students exchange their narratives with their peers for ev... | 7,103 | 7,577 |
msmarco_v2.1_doc_00_155044#18_264412 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | 5. Have students exchange their narratives with their peers for evaluation. This step can be repeated if desired. 6. After peer review, have students return the narratives to the original student who wrote the narrative. 7. Encourage class discussion and provide feedback. Ask students to state the common errors they no... | 7,356 | 7,725 |
msmarco_v2.1_doc_00_155044#19_265097 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | 7. Encourage class discussion and provide feedback. Ask students to state the common errors they noticed. 8. Summarize the results of the activity. What kind of media and student materials should I use for Examples and Non-Examples? There are several media and student materials that can be useful when using Examples an... | 7,577 | 8,186 |
msmarco_v2.1_doc_00_155044#20_266022 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | What kind of media and student materials should I use for Examples and Non-Examples? There are several media and student materials that can be useful when using Examples and Non-Examples for defined concepts at the K3: Comprehend level. The following table contains suggestions for how you can integrate media and studen... | 7,725 | 8,642 |
msmarco_v2.1_doc_00_155044#21_267258 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Suggested IMM
PowerPoint or Overheads
Description and Example (s)
PowerPoint or overheads can be used to present Examples and Non-Examples. Examples: Present a PowerPoint slide that displays a two-column table that lists Examples and Non-Examples of Chemical Warfare Agents. Present a series of PowerPoint slides that de... | 8,186 | 9,138 |
msmarco_v2.1_doc_00_155044#22_268532 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Suggested Student Materials
Description and Example (s)
Handouts of Descriptive Text
Handouts of descriptive text can be used by students for review or to create Examples and Non-Examples from as an in-class or homework assignment. Example: Provide students with handouts that highlight key characteristics of Chemical W... | 8,642 | 9,428 |
msmarco_v2.1_doc_00_155044#23_269639 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Learning by example. Retrieved February 19, 2002, from http://www.weac.org/News/NOV96/readroom.htm
Byrd, P. (1999). Types of examples: Positive, negative, non-, and best. Retrieved February 19, 2002, from http://www.gsu.edu/~wwwesl/issue1/extypes.htm
Fox, S. Comprehending words and ideas: Definitions, examples and non-... | 9,139 | 9,711 |
msmarco_v2.1_doc_00_155044#24_270531 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Definitions, examples and non-examples. Retrieved February 19, 2002, from http://www.resourceroom.net/Comprehension/literature/nonexample.htm
Gagne, R., Briggs, L., & Wager, W. (1992). The principles of instructional design. Fort Worth: Harcourt Brace Jovanovich College Publishers. Gagne, R., & Medsker, K. (1996). The ... | 9,429 | 9,842 |
msmarco_v2.1_doc_00_155044#25_271262 | http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples | Examples and Non-Examples | Examples and Non-Examples
Examples and Non-Examples | Gagne, R., & Medsker, K. (1996). The conditions of learning: Training applications. Fort Worth: Harcourt Brace College Publishers. Hayduk, P. (2001). The five axes of the DSM-IV: A self-instructional exercise. Retrieved February 19, 2002, from http://psych.athabascau.ca/html/Psych435/Tut | 9,711 | 10,000 |
msmarco_v2.1_doc_00_184219#0_271868 | http://006fd3a.netsolhost.com/snowboard_stance.html | Snowboard Stance
Snowboard Stance
The binding setup, or stance, of a snowboard offers an endless variation
in binding angles and positions. Most snowboarders have tried a lot of setups
before choosing a particular one. I have written this article with the
intention of giving solid advice and explainin... | 0 | 1,124 | ||
msmarco_v2.1_doc_00_184219#1_273255 | http://006fd3a.netsolhost.com/snowboard_stance.html | In the end, there is no
"best" setup and it still comes down to personal preference. Hopefully, this
article will at least help you to find a setup that fits you well! Have fun,
Daan Leijen. [ mail, www]
Disclaimer: Although I have been very careful
with all the provided information, I don't make any claim... | 731 | 1,570 | ||
msmarco_v2.1_doc_00_184219#2_274330 | http://006fd3a.netsolhost.com/snowboard_stance.html | Any item that may appear to
be offering either medical or legal advice is doing neither. Stance angles
The stance anglesare the angles of the bindings with the width of the
board. Normally, you can find these angles on the binding plates. You can
change the angles by unscrewing the binding, turning it and ... | 1,125 | 2,283 | ||
msmarco_v2.1_doc_00_184219#3_275752 | http://006fd3a.netsolhost.com/snowboard_stance.html | The angles are normally written like "+21°/+6°",
which means 21 degrees for the front angle and 6 degrees for the back angle. There is no official way of classifying stance angles, but I think that all
sensible setups can basically be categorized into alpine-, forward-, and duckstance. The snowboard styles ... | 1,571 | 2,754 | ||
msmarco_v2.1_doc_00_184219#4_277221 | http://006fd3a.netsolhost.com/snowboard_stance.html | For example, the rear angle should never be larger than the front
angle. Needless to say that your knees will have a bad time otherwise. ( This
may seem obvious to you but I have seen people off piste with a setup of
+30°/+40° :-)
Alpine stance
This setup is used for alpine(or race, or carve) boards. ... | 2,284 | 3,319 | ||
msmarco_v2.1_doc_00_184219#5_278546 | http://006fd3a.netsolhost.com/snowboard_stance.html | the front and rear angles are anywhere between
+70° and +35° degrees. This style allows for aggressive carving and is thus
well suited for racing contests. The stance on an alpine board is nowadays more
or less determined by the width of the board with respect to your feet (instead
of some fixe... | 2,755 | 3,899 | ||
msmarco_v2.1_doc_00_184219#6_280012 | http://006fd3a.netsolhost.com/snowboard_stance.html | The front angle can be between
+40° and +15° degrees and the rear angle anywhere between +30° and 0° degrees. With the resulting snowboard style, both knees point forward and the shoulders
are aligned with the feet. Anatomically, it is a good idea to make the
difference between the front- and rear ang... | 3,320 | 4,498 | ||
msmarco_v2.1_doc_00_184219#7_281538 | http://006fd3a.netsolhost.com/snowboard_stance.html | Duck stance
This setup is not so common nowadays
but it is seen frequently in the half-pipe. With duck stance, the front angle
is anywhere between 30° and 0° degrees while the rear angle is negative,
between -1° and -20°. With this snowboard style, the front knee points forward
while the rear kn... | 3,899 | 4,817 | ||
msmarco_v2.1_doc_00_184219#8_282771 | http://006fd3a.netsolhost.com/snowboard_stance.html | Common setups are "laid
back" +18°/-6° and "mirror" +15°/-15°. What angles are right for me? Alpine boards (with plate bindings)
It is easy if you own an alpine board with hard-boots: use an alpine stance. The
angles on an alpine board are nowadays more or less determined by the width of
your board. A... | 4,499 | 5,401 | ||
msmarco_v2.1_doc_00_184219#9_283952 | http://006fd3a.netsolhost.com/snowboard_stance.html | A good start setup is to mount the rear binding in such a way that
the toe-side stands slightly out of the board while the heel-side is just on
the edge. This maximizes the pressure that you can exert on the edges of the
board. The front binding is installed with 8° degrees added to the angle of the
... | 4,818 | 5,832 | ||
msmarco_v2.1_doc_00_184219#10_285241 | http://006fd3a.netsolhost.com/snowboard_stance.html | Drawing 2 shows a setup with too much angle. This makes it harder to do fast
transitions in short and medium sized turns. (drawings by: hot
snowboards)
Regular boards (with soft-boots)
The other 95% of the snowboarders (with soft-boots) should try forward stance or
duck stance. Start with one of th... | 5,401 | 6,543 | ||
msmarco_v2.1_doc_00_184219#11_286670 | http://006fd3a.netsolhost.com/snowboard_stance.html | Once you have found a
stance that feels good, you can vary the angles a little bit (±3°) to fine tune
the setup, although it is hard to feel any difference with these small
angles. The most difficult choice is whether to use forward stance or
duck stance since the resulting snowboard style is fu... | 5,833 | 7,232 | ||
msmarco_v2.1_doc_00_184219#12_288392 | http://006fd3a.netsolhost.com/snowboard_stance.html | A
nice advantage of the forward stance is that you see where you are going
without having to turn your head. With forward stance, you are backed by the
famous Terje Haakonsen (+21°/+9°), who said that this stance is essential to
have stable edge control, and by the 2002 olympic champion Ross Pow... | 6,544 | 8,040 | ||
msmarco_v2.1_doc_00_184219#13_290217 | http://006fd3a.netsolhost.com/snowboard_stance.html | I also heard that a Swiss medical article (which I couldn't
locate) reported that there were more rear knee injuries with
snowboarders that used a 0° angle or duck stance -- off course, it might also
be that duck stanced people do more dangerous tricks (or over-estimate their
skills :-). Howev... | 7,233 | 8,726 | ||
msmarco_v2.1_doc_00_184219#14_292007 | http://006fd3a.netsolhost.com/snowboard_stance.html | I have had
off-piste lessons from three different snowboard guides in France, each of them
having taught snowboarding for more than 7 seasons and all of them used duck
stance. At least one of them used duck since he was getting knee problems with
a forward stance -- as I said, the opinions on du... | 8,041 | 9,457 | ||
msmarco_v2.1_doc_00_184219#15_293710 | http://006fd3a.netsolhost.com/snowboard_stance.html | Duck stance isbad for the rear knee when
your technique is wrong. Off course, this is true in general for any stance but
it happens often that people try to point their rear knee forward when standing
in duck stance for the first time. You can easily spot this by looking at your
knees when makin... | 8,727 | 10,000 | ||
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msmarco_v2.1_doc_00_212631#0_301304 | http://019221f.netsolhost.com/carrierstats.shtml | The Cure Tay-Sachs Foundation - Carrier Statistics | The Cure Tay-Sachs Foundation - Carrier Statistics
Our Site...
Carrier Statistics
A person can only be affected by Tay-Sachs Disease when two carrier parents pass a Hex-A gene mutation to their child. When two-carrier parents have children, three outcomes are possible. Both parents do not pass the gene mutation t... | 0 | 920 | |
msmarco_v2.1_doc_00_212631#1_302516 | http://019221f.netsolhost.com/carrierstats.shtml | The Cure Tay-Sachs Foundation - Carrier Statistics | Child will suffer from TSD and depending upon the mutations passed will likely die at a very young age. As we look at these four possible outcome ï¿¿ there is a 25% chance both parents do not pass the gene mutation to the child; a 50% chance one of the parents passes the gene mutations; and a 25% chance both parents pa... | 558 | 1,502 | |
msmarco_v2.1_doc_00_212631#2_303718 | http://019221f.netsolhost.com/carrierstats.shtml | The Cure Tay-Sachs Foundation - Carrier Statistics | If only one of the parents is a carrier of the Tay-Sachs gene mutation then only two outcomes are possible: That one parent passes the gene mutation to the child and the child is a carrier of the Tay-Sachs gene
The parent does not pass the gene mutation and the child is normal and not a carrier
A one-carrier family has... | 920 | 2,039 | |
msmarco_v2.1_doc_00_212631#3_305079 | http://019221f.netsolhost.com/carrierstats.shtml | The Cure Tay-Sachs Foundation - Carrier Statistics | The groups most at risk are eastern Europeans of (Ashkenazi) Jewish decent, French Canadian living near the St. Lawrence River and Louisiana Cajuns. In these populations statistics show that one in every 27 people carried a Tay-Sachs gene mutation. The next highest at risk population is people of Irish-American decent.... | 1,502 | 2,601 | |
msmarco_v2.1_doc_00_212631#4_306419 | http://019221f.netsolhost.com/carrierstats.shtml | The Cure Tay-Sachs Foundation - Carrier Statistics | In the US alone there are over 1.2 million Tay-Sachs carriers and the vast majority of those people have never heard of the disease. One of the most insidious features of Tay-Sachs disease is it often strikes families with no prior history of the disease. Large and diverse family trees allow the carriers of the Tay-Sac... | 2,040 | 3,169 | |
msmarco_v2.1_doc_00_212631#5_307790 | http://019221f.netsolhost.com/carrierstats.shtml | The Cure Tay-Sachs Foundation - Carrier Statistics | Blood samples can be analyzed by either enzyme assay or DNA studies. The enzyme assay is a biochemical test that measures the level of Hex-A in a person's blood. Carriers have less Hex-A in their body fluid and cells than non-carriers. The NTSAD (referenced below) maintains a listing of certified carrier screening loca... | 2,602 | 3,536 | |
msmarco_v2.1_doc_00_212631#6_308971 | http://019221f.netsolhost.com/carrierstats.shtml | The Cure Tay-Sachs Foundation - Carrier Statistics | There are pre-natal tests that can be preformed to see if a fetus is affected by the Tay-Sachs disease, but there is no treatment for affected fetuses. For more information about Tay-Sachs disease and carrier testing: National Tay-Sachs & Allied Diseases Association
2001 Beacon Street, Suite 204
Boston, MA 02135
Toll F... | 3,169 | 3,564 | |
msmarco_v2.1_doc_00_216464#0_309613 | http://019221f.netsolhost.com/gt.shtml | The Cure Tay-Sachs Foundation - Research Initiatives - Gene Therapy |
Click play to start video | The Cure Tay-Sachs Foundation - Research Initiatives - Gene Therapy
Our Site...
HOME MAKE A DONATION Tay-Sachs Disease
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Tay-Sachs Research for DUMMIES Current Research Update Gene Therapy Inhibitors Cord ... | 0 | 2,092 |
msmarco_v2.1_doc_00_216464#1_311993 | http://019221f.netsolhost.com/gt.shtml | The Cure Tay-Sachs Foundation - Research Initiatives - Gene Therapy |
Click play to start video | Tay-Sachs is caused by mutations in a single gene (the Hex A gene). Therefore we only need to restore the activity of one enzyme, which can be accomplished by introducting one gene (hexA) or two genes (hexA and hexB simultaneously) since higher levels of HexA can be reached if both hex genes are introduced simultaneous... | 1,257 | 2,780 |
msmarco_v2.1_doc_00_216464#2_313789 | http://019221f.netsolhost.com/gt.shtml | The Cure Tay-Sachs Foundation - Research Initiatives - Gene Therapy |
Click play to start video | Their work as individual scientists has focused on lysosomal storage diseases (LSDs) affecting the brain. These researchers have combined their expertise with the goal of initiating a gene therapy clinical trial for Tay-Sachs disease (and Sandhoff disease) in early 2017. The Consortium's first year of reasearch was fun... | 2,093 | 3,392 |
msmarco_v2.1_doc_00_216464#3_315362 | http://019221f.netsolhost.com/gt.shtml | The Cure Tay-Sachs Foundation - Research Initiatives - Gene Therapy |
Click play to start video | This first year of research produced unbelievable success in small animal models and vector distribution throughout the brain. The second year of research focus on large animal models - and again the results where spectacular. However, as the team prepared to submit clinical trial request to the FDA in late 2012 - a pr... | 2,781 | 3,926 |
msmarco_v2.1_doc_00_216464#4_316781 | http://019221f.netsolhost.com/gt.shtml | The Cure Tay-Sachs Foundation - Research Initiatives - Gene Therapy |
Click play to start video | The finding where a complete suprise and the team determined it could not move forward safely without fully understand why the primate brain reacted differently that the mice, cats and sheep. And most importantly - how would the human brain react! 2013, 2014 and 2015 where dedicated to finding those answers. In late 20... | 3,393 | 4,552 |
msmarco_v2.1_doc_00_216464#5_318216 | http://019221f.netsolhost.com/gt.shtml | The Cure Tay-Sachs Foundation - Research Initiatives - Gene Therapy |
Click play to start video | The new plan includes expanded testing, vector manufacturing and another Toxicity study all in hopes of gaining FDA approval for clinical trial. The team has gotten guidance from the FDA and believes it is following the "road map" set forth to be approved. Here is how it might work. All the genes of a virus (adeno-asso... | 3,927 | 5,283 |
msmarco_v2.1_doc_00_216464#6_319848 | http://019221f.netsolhost.com/gt.shtml | The Cure Tay-Sachs Foundation - Research Initiatives - Gene Therapy |
Click play to start video | The virus vectors carrying a normal HexA gene are then injected into the brain, and infected cells will start make large amounts of active HexA enzyme which is released into the brain. In essence the viral vectors turn brain cells into microfactories of normal enzyme in the brain. Diseased cells throughout the brain pi... | 4,553 | 5,768 |
msmarco_v2.1_doc_00_216464#7_321338 | http://019221f.netsolhost.com/gt.shtml | The Cure Tay-Sachs Foundation - Research Initiatives - Gene Therapy |
Click play to start video | Members of the Consortium have shown that animals treated by the approach described above survive up to 2 years. Although treated animals still present movement abnormalities their lifespan has been increased by 8-fold! Click play to start video
Translation of this approach into an effective treatment in humans has con... | 5,284 | 6,347 |
msmarco_v2.1_doc_00_216464#8_322676 | http://019221f.netsolhost.com/gt.shtml | The Cure Tay-Sachs Foundation - Research Initiatives - Gene Therapy |
Click play to start video | Delivery modality Although it has been relatively easy to treat mice, the targets in the human brain will have to be carefully chosen to minimize risk and at the same time achieve global distribution of enzyme throughout the brain. Timing of treatment Can severely affected patients resume normal development after treat... | 5,768 | 6,890 |
msmarco_v2.1_doc_00_216464#9_324071 | http://019221f.netsolhost.com/gt.shtml | The Cure Tay-Sachs Foundation - Research Initiatives - Gene Therapy |
Click play to start video | After the primate issues we need to safely upscale to larger animal models and ultimately human trials. The Tay-Sachs Gene Therapy Consortium has a fourteen month plan to prove the theory and develop a clinical trial protocol. Our is the research will meet FDA guidelines for clinical trial. The new plan cost $1,045,000... | 6,348 | 7,545 |
msmarco_v2.1_doc_00_216464#10_325572 | http://019221f.netsolhost.com/gt.shtml | The Cure Tay-Sachs Foundation - Research Initiatives - Gene Therapy |
Click play to start video | One of the real benefits of gene therapy is that if we can prove that this therapeutic approach works in Tay-Sachs, the vectors can be packed with genes that would help other LSD diseases. From what will be learned during this pre-clinical and clinical studies we may be able develop treatments for many other neurologic... | 6,890 | 7,723 |
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1. Reduce Groundwater Contamination
2. Conserve Water With Recycling Of Treated Water
3. Simple To Maintain And Access Your System For Mainte... | 4 Things To Know About Self-Contained Septic Systems As Waste Treatment Alternatives - Everything You Need To Know About Construction
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4 Things To Know About Self-Contained Septic Systems As Waste Treatment Alternatives
For many homes, having a conventional s... | 0 | 1,133 |
msmarco_v2.1_doc_00_224481#1_328648 | http://01construction.com/2015/04/21/4-things-to-know-about-self-contained-septic-systems-as-waste-treatment-alternatives/ | 4 Things To Know About Self-Contained Septic Systems As Waste Treatment Alternatives - Everything You Need To Know About Construction | Everything You Need To Know About Construction
Everything You Need To Know About Construction
4 Things To Know About Self-Contained Septic Systems As Waste Treatment Alternatives
1. Reduce Groundwater Contamination
2. Conserve Water With Recycling Of Treated Water
3. Simple To Maintain And Access Your System For Mainte... | These systems have improved over the years, and today, there are even self-contained systems. Here are some of the things that you may want to know before having a self-contained system installed in your home: 1. Reduce Groundwater Contamination
Self-contained septic systems are a type of aerobic septic system that can... | 680 | 1,624 |
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