Quick Reference: Chapter 3: The Peripheral Nervous System

1999 ◽  
Vol 4 (5) ◽  
pp. 5-6

Abstract Most impairment ratings for conditions affecting the cervical spine are relatively straightforward and can be addressed using the first three categories of the Injury Model in the AMA Guides to the Evaluation of Permanent Impairment (AMA Guides). This real-life case study illustrates how higher impairment categories are applied, including combining categories; the importance of rating the patient's condition based on the injury (as opposed to treatment outcome); and how apportionment is handled in different jurisdictions. Mr Smith, a 64-year-old high school principal, presented with numbness and burning pain from the chest to the feet, unsteadiness of gait, and difficulty maintaining an erection. Symptoms reportedly began two years earlier when he tripped and fell down a flight of stairs at work, striking his face. An MRI scan revealed marked spinal stenosis and cervical cord compression at C3 due to a combination of posterior C3-4 disc protrusion and osteophyte formation. Via an anterior approach, the orthopedic surgeon performed a C4 corpectomy, C3-4 and C4-5 discectomies, and then inserted a tricortical iliac bone graft between C3 and C5. Mr Smith improved postoperatively but still complained of numbness from upper chest to feet, mild unsteadiness of gait, and difficulty maintaining an erection. Evaluators can use the Injury Model, recalling that surgery to treat an impairment does not modify the original impairment, and in the jurisdiction in which Mr Smith was rated, if a claimant was asymptomatic before a work injury, the entire impairment is attributed thereto.

2017 ◽  
Vol 21 (2) ◽  
pp. 77-88
Author(s):  
Ashley Hayden Williams ◽  
Stella Egbert ◽  
Richard Coronado

This case study is a combination of real-life events that describe the complexity of dual roles within a small school. The administrators in this case have to determine the consequences in response to a student’s misbehavior, who happens to be the godchild of the superintendent and the daughter of a middle school principal. The child’s high school principal has to choose between following policy guidelines and winning a basketball championship.


2021 ◽  
Vol 1 (2) ◽  
pp. 1-5
Author(s):  
Patitapaban Mohanty ◽  

Cervical compressive myelopathy commonly occurs due to degeneration or disc herniation. The persons with cervical meylopathy are usually advised for surgical decompression. Person with signs of cervical cord compression was treated with myofacial release and found to be improved in signs as well as the symptoms. Total 34 numbers of similar cases (31 males and 3 females) age ranging from 25 to 61 years were treated by myofascial release of periscapular soft tissue structures over last 2 & ½ years (2017 to 2020) and found to return back to their activities after 6 months of follow up.


2017 ◽  
Vol 27 (2) ◽  
pp. 214-241 ◽  
Author(s):  
Christopher M. Jones ◽  
Rebecca A. Thessin

This study sought to discover how one high school principal sustains a context for continued improvement through PLCs using case study methodology. Schools comprised of PLCs allow educators to grapple with the unique needs of their students in their specific contexts. The problem is that there is limited literature and research to indicate how leaders sustain PLCs over time. Therefore, the overarching research question of this study was: How do the principal, PLC leaders, and teachers in a school that has developed and implemented PLCs describe their experience of the change process to sustain the work of continuous improvement?


2012 ◽  
Vol 15 (1) ◽  
pp. 7-24 ◽  
Author(s):  
Maria Teresa Cortez ◽  
Richard D. Sorenson ◽  
Dino Coronado

2021 ◽  
Author(s):  
◽  
Patrick Daudau

<p>The purpose of this study is to contribute to the debate about the appropriateness of an outcomes - based education (OBE) model for curriculum reform in Solomon Islands. A shift from a curriculum defined by subject content to a curriculum defined by what learners are expected to know, understand, be able to do and appreciate has been promoted. This belief has been highlighted in the Solomon Islands National Education Strategic Plans (2004 -2006 & 2007 -2009), Education Strategic Framework (2007 - 2015) and the approved National Curriculum Statement. Taking an interpretive-constructivist approach, the study employed a qualitative case study research methodology. The study used a purposeful sample of key curriculum stakeholders, including science teachers, science lecturers, school principal, education officials and public servants who were participating in the reform. Focus group conversation and one-on-one interviews were conducted using semi-structured questions. Interviews were conducted in Solomon Islands Pijin, recorded and transcribed for analysis. Data was collected in Honiara, Solomon Islands, from June to July 2009. This study explores the conceptualisation of outcomes-based education in a Solomon Islands context and its implication in the development of outcomes-based science curriculum. It examines the relevance and appropriateness of outcomes-based science curriculum to post-school real life situations. The research also explores the extent to which Outcomes-Based Science Curriculum could be effectively taught, learnt and assessed, and how students' performance, progress and achievements could be efficiently monitored, recorded and reported. The study also discusses potential problems, issues and challenges that might impede the implementation process and concludes with how these obstacles could be solved or mitigated.</p>


2012 ◽  
Vol 105 (2) ◽  
pp. S36-S37
Author(s):  
Lisa Hostetler ◽  
Igor Nestrasil ◽  
Elsa Shapiro ◽  
Chester Whitley

2021 ◽  
Author(s):  
◽  
Patrick Daudau

<p>The purpose of this study is to contribute to the debate about the appropriateness of an outcomes - based education (OBE) model for curriculum reform in Solomon Islands. A shift from a curriculum defined by subject content to a curriculum defined by what learners are expected to know, understand, be able to do and appreciate has been promoted. This belief has been highlighted in the Solomon Islands National Education Strategic Plans (2004 -2006 & 2007 -2009), Education Strategic Framework (2007 - 2015) and the approved National Curriculum Statement. Taking an interpretive-constructivist approach, the study employed a qualitative case study research methodology. The study used a purposeful sample of key curriculum stakeholders, including science teachers, science lecturers, school principal, education officials and public servants who were participating in the reform. Focus group conversation and one-on-one interviews were conducted using semi-structured questions. Interviews were conducted in Solomon Islands Pijin, recorded and transcribed for analysis. Data was collected in Honiara, Solomon Islands, from June to July 2009. This study explores the conceptualisation of outcomes-based education in a Solomon Islands context and its implication in the development of outcomes-based science curriculum. It examines the relevance and appropriateness of outcomes-based science curriculum to post-school real life situations. The research also explores the extent to which Outcomes-Based Science Curriculum could be effectively taught, learnt and assessed, and how students' performance, progress and achievements could be efficiently monitored, recorded and reported. The study also discusses potential problems, issues and challenges that might impede the implementation process and concludes with how these obstacles could be solved or mitigated.</p>


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