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Treat > Getting a Sleep Apnea Diagnosis

If you suspect that you have sleep apnea, the usual first step is to discuss your suspicions with your primary care physician. If you don’t have a primary care physician, you can go directly to a clinician who is a sleep specialist. But check your health care insurance coverage first. Some policies require you to see a primary care physician first, and some policies limit the sleep centers and testing facilities whose services they will pay for. Unfortunately, you may discover that your policy offers limited or no coverage for the diagnosis and treatment of sleep apnea, in which case you may wish to switch insurers if and when you can.

Whichever kind of physician you consult initially, it can be helpful for you to prepare in advance a detailed account of your medical history as it may be relevant to sleep apnea.

Sleep specialists come from a variety of medical backgrounds. They may be pulmonologists (lung specialists), otolaryngologists (ears, nose, and throat), neurologists (brain and nerves), psychiatrists (mental health), or primary care physicians–internists and family practitioners. Some dentists also have special training in the treatment of sleep disordered breathing, which includes sleep apnea. You can check the credentials of specialists at the web sites of the Sonnena Sandals For Women Ladies Summer Beach Floral Platform Slippers Casual Wedge Sandals Women Shoes Beige bktCnG
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. You should feel free to ask any doctor you see about his or her credentials and the diagnostic procedures to be followed.

A definitive diagnosis of sleep apnea can be made only with a sleep study conducted during a visit to a sleep lab, usually overnight, or a home study performed with special equipment. Some sleep centers are accredited by the American Academy of Sleep Medicine and you can find them listed here . Others that are just as qualified, however, may choose not to pay the cost of accreditation or may be in the process of obtaining it.

A sleep study generates several records of activity during several hours of sleep, usually about six. Generally, these records include an electroencephalogram, or EEG, measuring brain waves; an electroculogram, or EOG, measuring eye and chin movements that signal the different stages of sleep; an electrocardiogram, EKG, measuring heart rate and rhythm; chest bands that measure respiration; and additional monitors that sense oxygen and carbon dioxide levels in the blood and record leg movement. None of the devices is painful and there are no needles involved. The testing procedure as a whole is known formally as “polysomnography,” and the technician who supervises it is usually a “registered polysomnographic technologist,” or RPT. Usually the bedroom where the test is conducted is more like a comfortable hotel room than a hospital room.

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» Co – authorship

Academic authorship is used as a basis for reputation, employment, and even income. Authors are writers, but where collaboration is the norm, writing is not always seen as the only criterion for being included as an author. Collecting or analyzing data, contributing to design, or simply being part of a project, can also count as authorship. Who should be included on the by-line can be controversial. For this reason, most journals and scientific communities have established ethical guidelines that regulate co-authorship.

“Authors are writers, but not all writers are authors”. Foucault (1969)

If you are a co-author you should be aware of:

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Ethical guidelines

Most journals and scientific communities have ethical guidelines that regulate authorship. Because of different types of ethical misconduct, these have been more clearly defined in recent decades.

Humanities, law and theology

Within humanities, law and theology it is still most common to publish as a single author. Usually the same person has formulated the problem, collected and edited data, and written the text. Authorship relates to the concept of author rights within copyright law.

Only the persons that have contributed to documentation, analysis and writing can be included as authors of a work. It is the act of writing that forms the basis for authorship. Therefore, a person that gives some kind of contribution to documentation, formulation of ideas to the analysis, comments on the writing, or gives technical help, will not be qualified as an author, unless they have also contributed substantially to the writing of the work.

The criteria for authorship within humanities, law and theology are absolute when it comes to the demand of writing. There exist large collaboration projects within these disciplines as well, but unlike those in the medical and science subjects, it is not necessary to include all contributors on the by-line. Other contributors than the writer are usually mentioned in the acknowledgements. Co-authors are usually listed alphabetically.

Medicine: The Vancouver rules

A scientific publication in medicine will usually have multiple authors. What counts towards authorship is most often regulated by the Vancouver rules.

As an attempt to solve the problems with misuse of authorship, the International Committee of Medical Journal Editors ( The Vancouver Group , 1985) worked out a standardized set of criteria for authorship, the Vancouver rules. Most medical journals, faculties and research institutions support the authorship criteria of the Vancouver Group. These rules have become an international standard for authorship within medical disciplines.

Authorship should be based on the following:

a) substantial contribution to conception and design, or acquisition of data, or analysis and interpretation of data;

b) drafting the article or revising it critically for important intellectual content; and

c) final approval of the version to be published: and

d) agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

All criteria (a, b, c and d) must be fulfilled.

While in humanities and social sciences authorship is based on writing a text, the Vancouver rules also include collaborative efforts as central to the notion of authorship.

Social sciences and psychology

Whithin social sciences authorship is most commonly based on writing, as in the humanities. However, there may occur examples where authors can be included on the author list without writing. In such instances the area of research relate more to the medical and science concepts of co-authorship. For example, the American Psychology Association (APA) has guidelines similar to those in medicine for co-authorship. Authorship is not only attributed to persons writing a manuscript, but should include others who have made a substantial contribution to a study.

Science, mathematics and technology

Natural sciences, mathematical and technological subjects do not have a universal standard for authorship, but guidelines and accepted practices are still available. There are researchers who research and publish by themselves, and there are projects that consist of several thousand members, such as those at CERN, where the list of authors can consist of a great number of people.

Although standards vary, they all demand some degree of contribution and responsibility for the work. As an example, the editorial policy of the journal PNAS states that “Authorship should be limited to those who have contributed substantially to the work.”

Some examples of guidelines in science, mathematical and technological disciplines:

Physics is one of the areas where the Vancouver protocol does not have a very strong foothold, simply because the line of work is so different from many other research fields. There can be years of work behind the final results and conclusions which led to a written article. Håvard Helstrup – Professor, Relativistic Heavy Ion Physics (ALICE/CERN), explains:

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At this event, we will take a comprehensive view of the drivers behind challenging behaviour as well as the role and responsibility of schools in minimising exclusions. Further sessions will look at when exclusion is appropriate as a last resort and what more we can all do to get the best result for the child.

Inclusion as a priority

Exclusion has been linked to enduring mental health problems in young people and so it is important that we share good practice in preventing the need for exclusion, avoiding its inappropriate use, and providing alternative education for excluded pupils through multi-agency working. In June 2017, the Scottish Government issued updated guidance; to better reflect the emphasis on inclusion at the heart of Getting it Right for Every Child (GIRFEC).

Key issues we’ll examine with you

Who will benefit from attending?

This event will be of value to anyone working within front-line education delivery to ensure positive outcomes for all pupils through intervention, multi-agency provision, and focused support.

Agenda *

09:15 Registration andRefreshments

09:55 Welcome and Introduction by the Chair

Brian Donnelly , Director, Orbis Training and Consultancy

10:00 Session 1: Policy and Context

10:00 Exclusion from School: Pupils’ Rights

Iain Nisbet , Education Law Consultant

10:20 School Exclusion and Adolescent Mental Health

In this presentation we will:

Dr Gillean McCluskey , Deputy Director, CREID and Senior Lecturer, University of Edinburgh Dr Tracey Stewart , Teaching Fellow in Developmental Psychology, University of Edinburgh

10:40 Questions and Discussion

11:00 Refreshments and Networking

11:30 Session 2: Priorities for Prevention

11:30 Karen Pryde , Schools Development Manager, Apex Scotland

11:50 The effectiveness of nurturing approaches in supporting children and young people's social and emotional wellbeing

Elisa Mascellani , Senior Policy officer, The Nurture Group Network

12:10 Rethinking the “Challenge” in Challenging Behaviour

Charlene Tait , Director of Autism Practice Research, Scottish Autism

12:30 Questions and Discussion

13:00 Lunch and Networking

13:30 Session 3: Balancing Inclusion and Exclusion

13:30Graham Goulden , Director, Cultivating Minds

13:50 Interventions that work for challenging behaviour in schools

Lynn Bell , Director, Love Learning Scotland and Member, The Scottish Children’s Services Coalition

14:10 Beyond the school gates – considering the whole child in reducing exclusion

Michael Shanks, Policy Manager,Includem

14:30 Questions and Discussion

14:50 Chair’s Closing Remarks

15:00 Close of Event

*Agenda subject to change without notice

Venue

Scottish Arbitration Centre, 125 Princes Street, Edinburgh EH2 4AD |

Costs

Delegate rates (excluding VAT):

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or phone 0131 285 1635

Dates
22 May 2018
Location
United Kingdom
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Reduced Rate: 1 place £145 +VAT​ (Voluntary/charitable organisations with an annual income of less than£1m)

Standard Rate: 1 place£245| 2+ Places:£195+VAT (Public sector organisations and voluntary/charitable organisations with an annual income over£1m​)

Private Sector Rate: 1 Place: £295 | 2+ Places: £245+VAT (Commercial organisations e.g.plc, Ltd,LLP)

22 May 2018
21 August 2018

In Scotland, two people die by suicide every day.

22 August 2018

This event will examine how your organisation can place reducing inequalities at the heart of strategic decision-making to comply with the new duty

23 August 2018

With digital increasingly becoming the default channel for communication, engagement and activity, it is crucial that it is accessible for all.

23 August 2018

Evidence shows that risky play improves child wellbeing and development; so when planning and providing play opportunities, the goal is not to eliminate risk, but to weigh up the risks and benefits

23 August 2018

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