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As an owner of a small architecture rm, my duties are somewhat different from an architect who works for someone else s rm A small rm changes what is required of the architect Everything that goes on in our rm must be done by one of the three of us, so we each have to wear several hats The only exception to this statement is accounting, which is done by our bookkeeper I work on all the projects that come into the of ce Because we tend to specialize in acoustic design or accessibility, my work is usually involved in residential or commercial recording studios, home theaters, lm rooms, audio or video facilities, accessibility renovations, or new universal design (architectural design for people with differing physical needs).

planning and evaluating IEPs The special education teacher has the tasks of instructing and supporting the student, documenting his or her progress, and preparing the administrative paperwork required by federal legislation In a professional assignment that already is intense and pressure laden, many special education teachers nd the paperwork and the time that it takes stressful At the same time, they nd it rewarding to teach students with disabilities and report on their achievements In addition to students with physical and intellectual impairments, the special education teacher works with students who behave inappropriately, who are hyperactive or unable to attend to instruction, who have healthrelated disabilities that require medical support, or who have autism or other disabilities that make social relationships and communication dif cult The use of technology in special education deserves some discussion.

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We work on projects that are altered or built new for wheelchair users (and other mobility devices), sight- or hearing-impaired users, and for people who are not able to use stairs or other physical barriers When we design, one of the three of us usually assumes more of a lead role depending on the project If the project is acoustical, I usually make rst contact with the client and begin the information-gathering process The client often comes to our of ce for the rst meeting and discusses all of his or her project wants and needs.

Following injury to the femoral nerve, there is weakness of extension of the lower leg, wasting of the quadriceps muscle, and failure of xation of the knee The knee jerk is abolished If the nerve is injured proximal to the origin of the branches to the iliacus and psoas muscles, there is weakness of hip exion The adductor of the thigh (innervated by the obturator nerve) is spared, distinguishing femoral neuropathy from an L3 radiculopathy The most common cause of femoral neuropathy is diabetes The nerve may also be involved by pelvic tumors Not uncommon is injury of the nerve during pelvic operations Usually this is the result of improper placement of retractors, which may compress the nerve directly or indirectly by undue pressure on the psoas muscle.

If the project is a new recording studio, we discuss how many rooms the client wants, the equipment the client uses, the acoustical parameters he or she wants us to follow, the look and feel of the building, the number and types of people that will use the building, and all of the other issues that will affect the design The next step usually involves a design session with just the three of us We sit down and begin to sketch the building s layout We think about sight lines (seeing from room to room), ergonomics, movement of people through the spaces, sizes for equipment, light, and the feel and sound of the rooms When we have one or more oor plan ideas for how the building might work, we meet again with the client We think about how the building works in three dimensions.

Teachers use computers extensively as tools for learning and as a means of providing individualized instruction They also use computers as aids in information management, record keeping, and other administrative tasks Special education for gifted and talented students involves service to a very different type of underserved learner Gifted students may appear to be regular students who are different only because they have signi cantly above-average intelligence, greater creative abilities, or both Gifted students may, however, be withdrawn, precocious, self-impressed, or hyperactive As a consequence, the task becomes not just one of teaching students who are different but also one of accommodating students whose behavior may be as confounding as that of students with disabilities There also is the dif culty of determining what is meant by gifted and talented or underserved.

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