The review of literature focuses upon a disorder that affects between 2 and 25% of school-age children. Commonly referred to as hyperkinesis, the disorder lacks definitive consensus on nomenclature, etiology, treatment, and symptomatology. The divergence in identifying hyperkinesis as a homogeneous disorder has prevented the development of data based educational strategies. The disorder is often associated with learning disabilities, and research in hyperkinesis or attentional deficit disorder relative to psychomotor skills and learning has been limited. Subsequently, motor activity programs have not had the resources to address the motor needs of these children. This paper reviews the divergency in the literature on hyperkinesis and offers research considerations in the area of motor learning and development for these children.

This article comprehensively reviews national legislation that affects the delivery of adapted physical education services. Legislation includes the Education of the Handicapped Act as amended by PL 99-457, the Rehabilitation Act as amended by PL 99-507, and the Developmental Disabilities Assistance and Bill of Rights Act as amended by PL 100-146. Direct and indirect references to physical education are presented for each act. An overview as to the legislative process is also described. Advocacy is discussed pertinent to the profession’s and the professionals’ responsibilities for ensuring that statutory language is implemented.

Hyperkinesis, educational placement, drug utilization, socioeconomic status and age were used to predict performance on The Purdue Perceptual-motor Survey subtests that measured balance, spatial organization, neurological organization, and visual motor accuracy. The variables were poor to moderate predictors of perceptual-motor performance of 9 hyperkinetic children.

In the 10 years since the enactment of the Education of the Handicapped Act (EHA) (1975), special education has grown substantially. Physical education, although cited within the definition of special education, has not grown to the same degree relative to number of teachers trained and children served. Financial assistance from the federal government helped develop adapted physical education programs but it has not been adequate to meet the needs. Several areas of concern are identified and recommendations are made for possible implementation of the physical education mandate of the EHA.

The costs for providing medical school education and services in Vietnam's universities continue to increase. Through a collaborative project between the Government of the Netherlands and Vietnam's Ministry of Health, a five year experimental program to develop in-country capacity and reduce the dependence upon a foreign medical service delivery model was initiated in 2007. A consortium of eight Vietnamese medical universities is participating in the project. The primary purpose is to design and strengthen the capacity of Vietnamese medical programs, personnel, and students in developing technical and pragmatic knowledge in several key medical and scientific categories that are currently directed by international consultants. The project intends to empower Vietnam's medical community to be selfreliant in the delivery of medical training and services to address the significant health needs of the country. To assist in the management and capacity building of the project across the eight medical universities, centres of excellence (COEs) have been proposed, encompassing five core constructs including health management, medical education, economic evaluation, medical research, and e-learning. This paper will address the design and development of two centres of excellence in e-learning.