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An Apprentice Blatherer's Handbook This episode of an anatomy of minimal brain dysfunction segues from Qubes OS to the DSM V via bitcoin and Bohumil Hrabal. tldr; the world is fucked - we may need to learn to appreciate the greatest hits of human history, unplugged

A FEATURE ARTICLE REPRODUCED FROM THE CHICAGO TRIBUNE DELINEATES THE MAJOR FEATURES OF MINIMAL BRAIN DYSFUNCTION. AFTER TERMINOLOGY AND ETIOLOGY ARE DISCUSSED, 10 POSSIBLE SYMPTOMS AND THE SEVEN ASPECTS OF A COMPLETE DIAGNOSIS ARE LISTED. ADVICE IS GIVEN PARENTS AND OTHERS ON HOW TO HELP AND GET HELP FOR BRAIN INJURED CHILDREN. (DF)

A FEATURE ARTICLE REPRODUCED FROM THE CHICAGO TRIBUNE DELINEATES THE MAJOR FEATURES OF MINIMAL BRAIN DYSFUNCTION. AFTER TERMINOLOGY AND ETIOLOGY ARE DISCUSSED, 10 POSSIBLE SYMPTOMS AND THE SEVEN ASPECTS OF A COMPLETE DIAGNOSIS ARE LISTED. ADVICE IS GIVEN PARENTS AND OTHERS ON HOW TO HELP AND GET HELP FOR BRAIN INJURED CHILDREN. (DF)

A FEATURE ARTICLE REPRODUCED FROM THE CHICAGO TRIBUNE DELINEATES THE MAJOR FEATURES OF MINIMAL BRAIN DYSFUNCTION. AFTER TERMINOLOGY AND ETIOLOGY ARE DISCUSSED, 10 POSSIBLE SYMPTOMS AND THE SEVEN ASPECTS OF A COMPLETE DIAGNOSIS ARE LISTED. ADVICE IS GIVEN PARENTS AND OTHERS ON HOW TO HELP AND GET HELP FOR BRAIN INJURED CHILDREN. (DF)

Four papers present major dimensions of minimal brain dysfunction. S.D. Clements lists medical and behavioral guidelines for the diagnostic evaluation of children with this condition, and discusses symptoms and their general course. In considering the impact of neurological disease on families, J.W. Conwell discusses the potentially devastating effect on the person and his family, the emotional impact of an invisible disability, the fear of epilepsy, appearance of normality and increasing difficulty of accepting the condition, the possible disruptions in behavior, and the difficulties in obtaining clear cut diagnoses. D.L. McCarthy describes parent programs in a center where parental involvement is encouraged and parent counseling is provided, and also describes the role of the counselor. J.D. Johnson delineates some educational principles for these children under the topics of diagnosis and evaluation, task analysis, relationship of learning functions, planning, and educational programs and goals. (DF)

Four papers present major dimensions of minimal brain dysfunction. S.D. Clements lists medical and behavioral guidelines for the diagnostic evaluation of children with this condition, and discusses symptoms and their general course. In considering the impact of neurological disease on families, J.W. Conwell discusses the potentially devastating effect on the person and his family, the emotional impact of an invisible disability, the fear of epilepsy, appearance of normality and increasing difficulty of accepting the condition, the possible disruptions in behavior, and the difficulties in obtaining clear cut diagnoses. D.L. McCarthy describes parent programs in a center where parental involvement is encouraged and parent counseling is provided, and also describes the role of the counselor. J.D. Johnson delineates some educational principles for these children under the topics of diagnosis and evaluation, task analysis, relationship of learning functions, planning, and educational programs and goals. (DF)

Four papers present major dimensions of minimal brain dysfunction. S.D. Clements lists medical and behavioral guidelines for the diagnostic evaluation of children with this condition, and discusses symptoms and their general course. In considering the impact of neurological disease on families, J.W. Conwell discusses the potentially devastating effect on the person and his family, the emotional impact of an invisible disability, the fear of epilepsy, appearance of normality and increasing difficulty of accepting the condition, the possible disruptions in behavior, and the difficulties in obtaining clear cut diagnoses. D.L. McCarthy describes parent programs in a center where parental involvement is encouraged and parent counseling is provided, and also describes the role of the counselor. J.D. Johnson delineates some educational principles for these children under the topics of diagnosis and evaluation, task analysis, relationship of learning functions, planning, and educational programs and goals. (DF)

Presented in this paper are findings from research and clinical work conducted over the past seven years that support the following conclusions: "Labels are Useless," which discusses the research in relation to using labels to identify children and concludes that the issue is not the accuracy of the labels--a label is as accurate as its definition makes it--but the issue is implication; "Behaviors, Not Constructs Are Real," which contends that what teachers really see are behaviors, and what really matters to the teacher are these observed behaviors; "EBD (Etiology Be Damned)," which is based on the idea that the etiology of a child's learning problem is usually irrelevant to teaching him to read; "Laws of Learning Are More Effective Than Theories of Development," which is based on the premise that all people, learning disabled or not, are subject to certain universal laws of learning that deal with stimulus control, schedules of reinforcement, latency of response times, and so forth; and "Theories Are Not Designed for Clinicians," which contends that one of the most destructive practices in remedial education is the application of basic developmental theory to techniques of teaching. (WR)

Presented in this paper are findings from research and clinical work conducted over the past seven years that support the following conclusions: "Labels are Useless," which discusses the research in relation to using labels to identify children and concludes that the issue is not the accuracy of the labels--a label is as accurate as its definition makes it--but the issue is implication; "Behaviors, Not Constructs Are Real," which contends that what teachers really see are behaviors, and what really matters to the teacher are these observed behaviors; "EBD (Etiology Be Damned)," which is based on the idea that the etiology of a child's learning problem is usually irrelevant to teaching him to read; "Laws of Learning Are More Effective Than Theories of Development," which is based on the premise that all people, learning disabled or not, are subject to certain universal laws of learning that deal with stimulus control, schedules of reinforcement, latency of response times, and so forth; and "Theories Are Not Designed for Clinicians," which contends that one of the most destructive practices in remedial education is the application of basic developmental theory to techniques of teaching. (WR)

Describes relationship between food allergies and learning and behavioural disabilities in some children.

Initially hosted at the test website: https://morbid-interregnum.cz . I talk about an exhibition relating to the 100th anniversary of the establishment of Czechoslovakia on Letná and an essay I am writing loosely based upon my experiences of the exhibition and thoughts relating to it. I discuss the philosophy of Marginálie , the Creative Commons zine I am putting together. I attack what I take to be the default mode of citizen "slacktivism ". Tony Judt's analysis of Czech passivity in the face of totalitarianism in his Postwar comes up. Briefly, I allude to imposter syndrome and talk about the difficulty, for those of us who have not fallen into a career, of knowing what is work, whether learning Python, or CSS, or Linux administration, say, is "work". Related to this is the problem of the free software-style philanthropy and being taken for a mug - free and open source software projects rely upon free labour and we have not yet figured out a way to make it resilient. I unpack the extemporised Marginálie slogan "Forking the '70s and the '90s from both sides of their iron curtain", talking about what it is I am trying to take from punk zines, samizdat and the early internet. I fail to remember the phrase " Ponzi scheme " in trying to discuss the dangerous warped monolithic communicative monoculture that is social media and talk about one of a number of tentative alternatives. Opt out. Resist!

A reading and discussion of a work-in-progress.

A 1-hour audio podcast, the first of a projected series, from Christopher Rozruch, editor-in-chief of the Marginálie zine . Here he discusses autistic experience, mainly focusing on self-monitoring and the involved theorising about social communication that he experiences as intrusive daydreams, narrative, and dialogue which often pushes out other experience including his present environment. He talk about James Joyce and his stream of consciousness and what it might represent. More about the series An Anatomy of Minimal Brain Dysfunction may be found in this page on the Marginálie wiki. Krozruch also discusses A Portrait of the Artist as a Young Man[ic Depressive] .

A 1-hour audio podcast, the first of a projected series, from Christopher Rozruch, editor-in-chief of the Marginálie zine . Here he discusses autistic experience, mainly focusing on self-monitoring and the involved theorising about social communication that he experiences as intrusive daydreams, narrative, and dialogue which often pushes out other experience including his present environment. He talk about James Joyce and his stream of consciousness and what it might represent. More about the series An Anatomy of Minimal Brain Dysfunction may be found in this page on the Marginálie wiki. Krozruch also discusses A Portrait of the Artist as a Young Man[ic Depressive] .

Students in 24 perceptual development classes for the minimally brain injured were studied to determine the effect of structured physical activity on motor skill development, to compare this effect with the effect of unstructured activity, and to determine the effect of an increased amount of time of physical activity. The Johnson Test of Motor Skill Development was administered before and after an 8-week program. The experimental group of classes was given structured physical activities; the control group had regular play periods. Results indicated a statistically significant difference between the experimental and control group (p

Students in 24 perceptual development classes for the minimally brain injured were studied to determine the effect of structured physical activity on motor skill development, to compare this effect with the effect of unstructured activity, and to determine the effect of an increased amount of time of physical activity. The Johnson Test of Motor Skill Development was administered before and after an 8-week program. The experimental group of classes was given structured physical activities; the control group had regular play periods. Results indicated a statistically significant difference between the experimental and control group (p

Students in 24 perceptual development classes for the minimally brain injured were studied to determine the effect of structured physical activity on motor skill development, to compare this effect with the effect of unstructured activity, and to determine the effect of an increased amount of time of physical activity. The Johnson Test of Motor Skill Development was administered before and after an 8-week program. The experimental group of classes was given structured physical activities; the control group had regular play periods. Results indicated a statistically significant difference between the experimental and control group (p

Students in 24 perceptual development classes for the minimally brain injured were studied to determine the effect of structured physical activity on motor skill development, to compare this effect with the effect of unstructured activity, and to determine the effect of an increased amount of time of physical activity. The Johnson Test of Motor Skill Development was administered before and after an 8-week program. The experimental group of classes was given structured physical activities; the control group had regular play periods. Results indicated a statistically significant difference between the experimental and control group (p

The terminology and identification phase of a project on minimal brain dysfunction in children is described. Two subsequent phases are to deal with services and research. Included in the first phase are the following: an introduction to the problem, history and blueprint of the project, a brief history of the concept of minimal brain dysfunction, clarification of central issues, nomenclature, symptomatology, identification of the child, diagnostic evaluation and criteria, and 124 references. Specific listings and outlines are provided for several areas. (AP)

Examined with 23 children (7-10 years old) with minimal brain dysfunction was the relation of handedness functions to early and diffuse brain damage. Ss and a group of 25 controls were given the Harris Tests for Lateral Dominance and the Halstead Finger Oscillation test. Results indicated a lowered performance level for both right and left hands and a significant reduction in the occurrence of right handedness coupled with a comparable increase in mixed dominance for the Ss. (Author/IM)

give me a watered lively garden , remote from blatherers The second in a series examining the tangents and cul-de-sacs explored, willingly and unwillingly, by Christopher Rozruch who observes the collapsing cyperpunk world around him in the only (neurally-distinctive) way he knows: with disengaged consternation. Here, he takes regrets the direction of his life and that he cannot retire to a shack in a small village somewhere and live as a blacksmith. Prompting this was reflections on recent copyright legislation passed in the European Union, which he learned about through Mastodon, which, though more tolerable than Twitter, also seems to him to only add to the number of inputs in his life, but also the necessity of reinstalling his computer and trying to do something with the Bitcoin he had been sitting on.

The use of Ritalin in public schools as a means of treating hyperactive children is a much debated issue. Research done on the drug is spotty, and conclusions about the effects of its use are few. A review of current research, however, indicates no consistent beneficial results when Ritalin is used to treat hyperactive children. This may not be due to the ineffectiveness of the drug but rather to improper experimental control of factors such as age, I.Q., sex, differences of diagnosis, and the severity of illness. Another important issue in the use of Ritalin is the frequency and severity of its side effects which include loss of appetite, headaches, abdominal pain, weight loss, nail biting, irritability, twitching, and insomnia. Implications for the use of Ritalin are weighty and require further detailed studies by physicians. (JB)

Task Force 2, created by concerned voluntary and government agencies, outlines a program and resources to be developed to provide for the needs of children with minimal brain dysfunction (MBD), or learning disabilities. Task Force 1 reported on terminology and identification and Task Force 3 will deal with research in MBD, in other phases of the project. Included are the reports of the two subcommittees of the task force, one dealing with educational and the other with medical aspects of the problem. The report of the Educational Services Committee describes the present status of educational programs and legislation by surveying and evaluating the four following areas: educational assessment and evaluation procedures, classroom management methods, professional programs in teacher preparation, and educational legislation. The report of the Committee on Medical and Health-Related Services identifies the essential features of health services required by children with MBD. Evaluative procedures so identified include medical, neurological, electroencephic, psychologic, communicative, and psychiatric evaluation. Health-related and other services needed for comprehensive management of the child following evaluation are specified. Appended information focuses upon the neurological evaluation and psychodiagnostics in patients with suspected MBD. (KW)