Intensive care unit (ICU)-acquired weakness is a common neuromuscular complication of critical illness that is considered to be associated with prolonged duration on mechanical ventilation and systemic inflammatory response syndrome. In addition, nutrition and metabolic alternations, which are commonly seen in patients in the ICU, may further accelerate muscle wasting and increase the incidence of ICU-acquired weakness. The clinical features of ICU-acquired weakness include acute generalized muscle weakness that develops after the onset of critical illness. Diaphragmatic dysfunction, post-extubation dysphagia, and functional decline also are common in patients with ICU-acquired weakness. As the recovery of these physical functions is lengthy and difficult, a multidisciplinary team management is recommended. This mini-review was conducted to provide a scientific overview for ICU-acquired weakness, including its definition, etiology, diagnosis/screening, impacts, and potential intervention strategies. We hope that increasing the understanding of frontline staff will promote the timely planning and implementation of related screenings and interventions to enhance the functional recovery of patients receiving care in the ICU.The global spread of coronavirus disease 2019 (COVID-19) is rapidly increasing the number of patients who are critically ill with this disease, with the related rate of mortality expected to peak in 2020 (Alhazzani et al., 2020). As severe acute respiratory syndrome is the major cause of mortality after COVID-19 infection, patients with COVID-19 who are prone to severe acute respiratory problems may require mechanical ventilation or extracorporeal membrane oxygenation (ECMO; Alhazzani et al., 2020). Ongoing advances in intensive care medicine are continuing to improve survival in critically ill patients (Kaukonen, Bailey, Suzuki, Pilcher, & Bellomo, 2014). However, intensive care unit (ICU) survivors may experience complications and problems related to their disease and treatment such as critical illness polyneuropathy, critical illness myopathy, and post intensive care syndrome (PICS; Alhazzani et al., 2020). Harvey (2012) reported that 85%-95% of ICU patients have ICU-acquired weakness after ICU discharge an, require specialized care to minimize PICS. Nurses are responsible not only for treating patients with the disease but also for preventing the further spread of disease.  https://www.selleckchem.com/products/mln2480.html  Therefore, providing continued care to patients discharged from the ICU is essential. Specifically, interventions to avoid PICS must be implemented rapidly by multidisciplinary medical teams during and immediately after ICU discharge.Smith-Magenis syndrome is a genetic disorder caused by a microdeletion involving the retinoic acid-induced 1 (RAI1) gene that maps on the short arm of chromosome 17p11.2 or a pathogenic mutation of RAI1. Smith-Magenis syndrome affects patients through numerous congenital anomalies, intellectual disabilities, behavioral challenges, and sleep disturbances. The sleep abnormalities associated with Smith-Magenis syndrome can include frequent nocturnal arousals, early morning awakenings, and sleep attacks during the day. The sleep problems associated with Smith-Magenis syndrome are attributed to haploinsufficiency of the RAI1 gene. One consequence of reduced function of RAI1, and characteristic of Smith-Magenis syndrome, is an inversion of melatonin secretion resulting in a diurnal rather than nocturnal pattern. Treatment of sleep problems in people with Smith-Magenis syndrome generally involves a combination of sleep hygiene techniques, supplemental melatonin, and/or other medications, such as melatonin receptor agonists, β1-adrenergic antagonists, and stimulant medications, to improve sleep outcomes. Improvement in sleep has been shown to improve behavioral outcomes, which in turn improves the quality of life for both patients and their caregivers.High-complexity stimuli are thought to place extra demands on working memory when processing and manipulating such stimuli; however, operational definitions of complexity are not well established, nor are the measures that would demonstrate such effects. Here, we argue that complexity is a relative quantity that is affected by preexisting experience. Experiment 1 compared cued-recall performance for Chinese and English speakers when the stimuli involved Chinese features that varied in the number of strokes or involved Ethiopic features unfamiliar to both groups. Chinese pseudocharacters (two radicals) had half the strokes of Chinese pseudowords (two characters). The response terms were English words familiar to both groups. English speakers performed equivalently with the Ethiopic and pseudocharacters, but much worse on the pseudowords. In contrast, Chinese speakers performed equivalently with pseudowords or pseudocharacters, but worse with Ethiopic cues. Experiment 2 showed that the lack of a complexity effect for Chinese speakers was not due to greater ease of rehearsal of pseudowords compared with pseudocharacters. Experiment 3 ruled out that Chinese speakers are just better at learning paired associates involving Mandarin by demonstrating that while complexity did not affect them, other features of the stimuli did. Taken together, it appears that complexity is not an absolute property based on the number of visual elements, but rather a relative property affected by one's prior knowledge.In four experiments, we explored conditions under which learning due to retrieval practice (i.e., testing) transfers to the case in which the cue and response words are rearranged (e.g., a training test on gift, rose, ?, wherein the target is wine, and a final test on gift, ?, wine, wherein the answer is rose). In both Experiment 1 and a supplementary experiment, we observed divergent results for pairs and triplets Relative to a restudy control condition, strong transfer was observed for pairs, but none for triplets. In Experiments 2 and 3, the theoretical basis of the specificity of learning for triplets was explored. The results rule out the possibilities that transfer is wholly absent for triplets and that transfer occurs only for the case of exact cue-response reversal on the final test. Rather, it appears that, for both pairs and triplets, transfer will occur unless both of the following conditions hold (1) two or more independent cues are presented on the training test, and (2) the correct responses on the training and final tests are different.