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Position of probe: Place the probe in short axis orientation on the dorsal aspect of the proximal wrist. The ulnar side of the probe should lay on the dorsal ulnar head. The radial side of the probe should lay on the distal dorsal radius. The probe should span the radioulnar joint. The convex surface of the ulnar dome should be visible on the left side of the screen. Lister’s tubercle may be visible on the right side of the screen. The radioulnar articulation should be visible near the center of the screen, slightly to the left side. Ideally, a thin layer of gel should be seen between the probe and skin surface (to confirm that no pressure is being applied to the joint).

Position of probe: Place the probe in longitudinal orientation on the dorsal aspect of the wrist. The distal radius should be seen on the left side of the screen and the distal capitate on the right side. The lunate should be clearly visible, in line with the radius and capitate. Longitudinal view of common extensor tendon compartment IV should be seen extending across the length of the screen, superficial to the bony landmarks. Ideally, a thin layer of gel should be seen between the probe and skin surface (to confirm that no pressure is being applied to the joint).

The purpose of the present study was to assess the effect of metacognitive and metalinguistic instructional practices on the spelling acquisition of Hebrew speaking children with specific language impairment (SLI). Sixty-seven kindergarteners with SLI in a supported learning context participated in the study. Children were classified into three groups: metalinguistic with metacognitive strategies (MLMC); metalinguistic (ML); and control. Letter naming, sounding letters, word spelling, and word recognition were assessed both on the pretest and posttests. Findings indicate that both the MLMC and the ML group made statistically significant gains in all measures. However, the metacognitive instructional practice had a stronger effect on the spelling and reading skills of children with SLI compared to the ML group and the controls. This study provides evidence that children with SLI benefit from the combination of metacognitive and metalinguistic instructional practices when acquiring early spelling skills.

Computing the epipolar geometry between cameras with very different viewpoints is often very difficult. The appearance of objects can vary greatly, and it is difficult to find corresponding feature points. Prior methods searched for corresponding epipolar lines using points on the convex hull of the silhouette of a single moving object. These methods fail when the scene includes multiple moving objects. This paper extends previous work to scenes having multiple moving objects by using the “Motion Barcodes”, a temporal signature of lines. Corresponding epipolar lines have similar motion barcodes, and candidate pairs of corresponding epipoar lines are found by the similarity of their motion barcodes. As in previous methods we assume that cameras are relatively stationary and that moving objects have already been extracted using background subtraction.