Y. Ines. Malone College.

Remember that you can produce handouts with the presentation software to support a formal lecture and that you can distribute them via the Internet generic 50mg solian with mastercard. Supplementary information purchase 50 mg solian with mastercard, or perhaps a copy of a paper you think is important quality 100 mg solian, can also be given in a handout solian 50 mg on-line. How you use the handout in your teaching is a crucial matter buy 100mg solian free shipping, We suggest that your students’ attention be directed to the handout by discussing a particular 180 definition, reading through a brief list of points with students, or asking them to fill in some part of it with additional information. If your students have to use the handout in the teaching session, it is likely that they will remember it and not simply file it away to be forgotten. Prescribed reading Prescribed reading of textbooks and journals is another matter that warrants your careful attention. Some teachers swamp their students with lists of books and articles to be read and give little thought to how students might manage the task. If you want the students to undertake some reading, then consider the following points: What are students expected to achieve by undertaking the reading? Will the recommended reading be readily available in libraries, through bookshops, or on the Web? PUBLISHING MATERIAL ON THE WORLD WIDE WEB Preparing and publishing your own material on the Web should not be too difficult a task, particularly if you can enlist the assistance of locally available expertise to get you through the main technical issues. If you cannot locate such direct assistance then we suggest you either visit your local bookshop or computer retailer for the most recent books and software on the topic or seek advice on a current Web site for on-line help, As the ‘Internet revolution’ matures the tools you need are becoming simpler. All you will need is a computer with a connection to the Internet and a ‘web browser’, which is the software that allows you to navigate through the different sites on the Web. The drawbacks are that some formatting may be lost and some punctuation marks altered. You also miss out on using more versatile Web building tools that can offer greater options (images, page colour, links to other sites etc) and thereby influence the way you may wish to present your material. Another option for preparing your work for the Web is to access free on-line Web page builders available from sites such as Geocities (www. Or you can purchase one of several entry-level web page design software packages such as Adobe Pagemill or Netscape Composer. These packages come with helpful paper- based guides and they will enable you to save your work in a format that is ready for publication on the Web. Once your material is ready for the Web you need to place it on a ‘server’, that is a computer that is dedicated to the task of allowing viewers to access your page from anywhere, at anytime. For teaching uses, server space will usually be available from your institution. Alternatively, you may wish to take advantage of free server space offered through many sites on the Web. You will pay a price, though, usually in the form of a banner advertisement that displays when someone views your page! If you are using or plan to use Netscape Composer, Netscape provides an excellent step-by-step guide (< http://home. As with all teaching preparation, you need a clear idea of what you are trying to achieve and for whom you are preparing the material. Assuming the material is for your students you could provide them with a diversity of resources to assist them with their learning, such as links 182 to helpful learning resources, assignments and general feedback, reading material, examples of exemplary student work, and so on. Alternatively, you may be planning to teach interactively via the World Wide Web. In both of these cases, we urge you to review the currently available literature on the topic, some of which is identified in the Guided Reading section. USING TECHNOLOGY IN LEARNING AND TEACHING New technologies are having a significant impact on learning and teaching in higher education and will continue to do so. As we have already seen in this chapter and elsewhere in the book, computer and communication technologies can enhance a wide range of traditional teaching activities from the production and distribution of materials to the ways in which learners and teachers interact with each other. But these are examples of the ways in which technology replicates traditional teaching. It is now clear that the forces of change are combining to move us to different ways of learning and teaching where we will see more of the following developments: students becoming more active and independent in their learning students working collaboratively with each other rather than competitively teachers becoming more designers and managers of learning resources, and guides for their students rather than dispensers and controllers of information rapidly changing curriculum content reflecting free- dom to access a diverse range of ever-expanding resources for learning more effective assessment with a growing emphasis on assessment for learning. How can you respond to these new and challenging demands and where can you learn more? Of course we hope that the material in this book will assist you with the basics of learning, teaching and assessment issues. But how can you learn more about the technologies (if these are new to you) or how can you keep abreast of developments? These matters are well beyond the scope of this book and so we hope the following Guided Reading will be helpful.

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Finally purchase 50 mg solian free shipping, in contrast solian 100 mg visa, and in addition to health benefits discount 100 mg solian with amex, espousing such an alternative model of health can have positive consequences for the individual’s subjective perceptions of self purchase solian 100 mg otc. For instance generic solian 50 mg otc, self and identity may be positively affected through adoption of this alternative model of health when the ideology contained within it is used as a mechanism for constructing a healthy sense of self. See Crawford (1984) for the wider cultural implications of the belief that health is achieved through self-control. CHAPTER SIX Alternative Healing and the Self In participation in alternative health care, as well as through interaction with alternative practitioners and other lay users of these therapies, the people who took part in this research began to adopt alternative ideologies of health and healing—ideologies that can have, at times, profound implications for individuals’ subjective perceptions of self. For instance, Schneirov and Geczik (1996:638) write that the networks of alternative therapy use that these people develop are a “significant source of new meanings and identities. Participation in therapies that emphasized holistic health often served as a catalyst for broader personal transformation: changes in identity... Similarly, the ideologies contained within the models of health and healing espoused by the people who spoke with me impacted on them in two particular ways. Some became so enamoured of alternative approaches to health care that they sought training in these therapies, beginning the process of taking on the identity of alternative practitioners or healers. Others experienced changes in perceptions of self as a result of their participation in alternative therapies. For many of these informants, the ideology contained within their alternative models of health and healing became a mechanism through which they were able to construct a healthy sense of self. Becoming a healer has implications for identity as, in Becker’s (1970a:293) words, changing one’s profession entails that the individual undergo adult socialization, which in turn “can be... This process can be conceptualized as a continuum of identity change that spans taking courses in order to self-treat through to formal training to become a certified practitioner (see Figure 6. Image not available The arrow that connects the end of the continuum to its beginning in Figure 6. The downward arrows denote that beginning the process of becoming an alternative practitioner does not mean that one will necessarily follow it through to the end. Rather, people may pause or stop at any point along this continuum of identity change. For example, some of the informants sought out alternative healing courses for therapeutic purposes only and had no plans to engage in formal, certified training. In Jane’s words, “I’ve taken reiki courses and things like that so [my husband has] seen me laying on the living room carpet with my crystals and my healing stones out and doing my own thing. Take the case of Lorraine: Alternative Healing and the Self | 83 I have taken the reiki and now I have my first and second levels.... I’m going there in August and they offer all kinds of self-awareness courses. If the individual continues along this continuum, the next stage he or she reaches is formal training in one or other alternative therapies. For example, Lucy was in training to become a reflexologist and told me she hoped to practice this therapy professionally: I’m now taking my courses for reflexology. I would like to practice the reflexology definitely and maybe shiatsu massage. I’ve never tried that but I’ve heard so many people comment on how well it made them feel. But with reflexology, if I could help somebody feel as good as it made me feel. I think what it does is it helps the individual to become in touch with themselves and allows the body to repair itself. While training in a therapy can lead to certification, not all informants who complete training in a particular therapy intend to practice it. For instance, Jenny underwent training to become a certified hypnotherapist but had no intention of practising professionally. The important point however, is that it was her belief in these therapies that brought her this far along the continuum. According to Jenny, Someone recommended hypnotherapy for something that was on my mind. I was complaining and this person started talking about it and so I decided to go and see about it and I was so completely taken with the process that I eventually ended up taking a course in certified clinical hypnotherapy and in neurolinguistics programming. Some practised therapies that were certified or regulated to some degree.

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Girdlestone discount solian 100mg visa, Honorary Canon of establishment of regional orthopedic services buy solian 50mg without a prescription, and Christ Church purchase 100mg solian free shipping, Oxford generic 100 mg solian overnight delivery. He was born in 1881 and in 1920 they organized the Central Council for the was educated at Charterhouse order solian 100 mg on-line, at New College, Care of Cripples, of which Girdlestone was for Oxford, and at St. Thomas’ he settled in own experience in the three counties of Oxford- Shropshire at Oswestry and there came under the shire, Berkshire and Buckinghamshire was such influence of Sir Robert Jones, an influence that that he was able to write with authority on how a was destined to shape the whole of his career. The orthopedic hospital was to be not found it expedient to lay hands on the few remain- merely a place to which patients came to seek ing copies of Girlestone’s monograph and send relief, but rather a center from which workers them overseas with the advice that no better went out into neighboring towns, villages and guidance was obtainable anywhere. Girdlestone’s hamlets to discover those who were too far away, appointment to the staff of most of the general poor, ignorant or apathetic, to seak treatment for hospitals in the region—the Radcliffe Infirmary themselves or for their afflicted children. Diag- being the most important—and his establishment nosis and treatment of established complaints was of clinics in smaller centers, enabled him to build the first objective, but the ultimate aim was the up so complete a service that the benefits of ortho- detection and arrest of crippling conditions before pedic surgery were available to almost every- deformity or other serious disability had had time body in the region. It was some years before Girdlestone Wingfield staff, and permanent copies of all case was able to apply what he had learned from these notes were filed at the hospital. It was the two great pioneers; but he had a profound con- Oswestry scheme all over again but with every- viction of his mission, and when the time came one concerned working full time and under one he rose rapidly to a unique position in British head. Scott and a number 116 Who’s Who in Orthopedics of other able men who worked with him for the new National Health Service; and in 1949 he longer or shorter periods. In addition to this strong achieved the integration of all the activities central administration, there was also a very clear coming under the heading of orthopedics in the direction of therapeutic policy, and the team Oxford region in what was called the Nuffield worked on well-defined lines, which became Orthopedic Centre, which was endowed by Lord more widely known as a result of the many papers Nuffield with a sum of £50,000. This was the cor- that Girdlestone contributed to the literature of nerstone of the edifice to which he had dedicated orthopedics. He was not only an outstanding organizer, but A catalogue of his achievements, even a com- a surgeon of great dexterity. His operations for plete one, would, however, be an imperfect Pott’s paraplegia, hallux valgus, osteoarthritis of tribute; the character of the man himself was no the hip and claw toes were particularly valuable less remarkable. Girdlestone was always interested the piety and some of the haughty individualism in operative technique and every detail was of an Elizabethan. He was a devout Christian and worked out with extraordinary thoroughness. It his patients knew it; when professional skill had was a healthy discipline and, after a time, a pleas- reached its limits, his sympathy and concern for ure to work in his well-run theaters. In his end- their future gave fresh confidence and hope to eavors to eliminate infection at operation, no those who were permanently disabled. Yet his possible factor escaped examination; he enlisted belief in his mission was so intense that he some- the aid of R. Bourdillon in determining the part times alienated those whose ideas did not cor- played by aerial contamination and the results of respond precisely with his own. In pursuing that work will undoubtedly have a profound influ- any scheme on which he had set his heart, he ence on the question of the ventilation of operat- was indefatigable and quite fearless; he was no ing theaters. But for his insistence there would have In 1930, Lord Nuffield (Sir William Morris, as been no chair of orthopedic surgery at Oxford; yet he then was) became attracted by Girdlestone’s he sought it not for himself but only for the work and, through the generous aid of that great advancement of orthopedics. Oxford owes the benefactor, the old huts were replaced by modern Churchill Hospital to Girdlestone’s efforts; buildings, which incorporated features over the obstacles to this achievement would have which Girdlestone had pondered so carefully and broken the spirit of many men. It was Girdlestone who encouraged chiefly responsible for installing that gallant little Lord Nuffield to interest himself still further in company of American surgeons who formed what British medicine, with results that are now well was called the American Hospital in Britain in known. The Oxford Medical School benefited to this new hospital, with buildings and facilities the extent of two million pounds. Nuffield’s request, Girdlestone visited South There were occasions in the affairs of the Africa to prepare a scheme for the development Wingfield when his committee, devoted to him as of orthopedic surgery in that vast dominion; and they were, had to tell him that there was no money the national Council for the Care of Cripples in for some addition that he wanted; on more than South Africa was the result of this visit. In the one occasion his answer was that he would pay same year, Girdlestone was appointed Nuffield for it himself—and he did. Professor of Orthopedic Surgery, this being the The hospital was an extension of his home life, first chair in the subject in the British Empire. At a few minutes before nine (half-past more urgent work; he was a regional orthopedic eight for operations), Girdlestone’s handsome consultant in the Emergency Medical Service and upright figure appeared on the path between his honorary consultant to the army and to the Min- house and the hospital, and the place sprang to its istry of Pensions. In 1942 he was elected Presi- ordered life like an orchestra under the baton of a dent of the British Orthopedic Association; in conductor. He knew all the older members of the 1948 he applied his unparalleled experience to the staff by name, he had a friendly word for every- formulation of a plan for regional orthopedic one (sometimes one of fatherly reproof) and there and accident services within the framework of were many who at one time or another had been 117 Who’s Who in Orthopedics helped by him in some serious personal difficulty.

The full exposition of his ideas can be found in his book generic solian 50 mg mastercard,1 which set Walter Putnam BLOUNT the standard for the treatment of children’s frac- 1900–1992 tures for an entire generation of orthopedic surgeons cheap solian 50 mg with mastercard. It is not surprising that Blount studied medicine generic solian 50 mg with mastercard, Reference because his grandfather was a surgeon during the Civil War and his mother was a practicing physi- 1 solian 50mg sale. These data furnished the material on which he based his major books on the treatment of fractures buy discount solian 50 mg on line, which were translated into all the major foreign languages. As a result, Böhler became the greatest authority on the treatment of fractures in the first half of the twentieth century. He was open to new ideas and innovations, but tested them carefully before he adopted them. The greatest value of his work today lies in the well-documented long-term results of treatment in hundreds of cases and many varieties of fractures. Lorenz BÖHLER 1885–1973 Lorenz Böhler was born and raised in the Vorarl- berg region of Austria, travelling to Vienna in 1905 to begin studying medicine. He was granted his medical degree from the University of Vienna in 1911. In 1914 he came to the United States, where he spent several months visiting the Mayo Clinic. Böhler was very much impressed by the organizational structure of the clinic. There is no question that he later incorporated into his own hospital organization, concepts that he had seen in action in Rochester. During World War I, he served in several army hospitals and organized and directed a hospital that specialized in the treatment of fractures and joint injuries. He received many awards for his work as a military Harold Ray BOHLMAN surgeon. After the war, he held several positions as the chief of surgery in provincial hospitals. He was one of the pioneer investi- lkrankenhaus (Accident Hospital) in Vienna in gators of the use of metal implants and antibiotic 1925. Böhler served as director of this hospital therapy for the treatment of bone infections. He ment for the femoral head and inserted it in the kept meticulous and detailed records of every hip joint of seven patients with nonhealing case and performed thorough follow-up examina- femoral neck fractures. It was experiments with Vitallium had been performed 30 Who’s Who in Orthopedics in dogs in a shed on a ranch near San Antonio, University of Vermont (BA) cum laude in 1918. Bohlman’s preliminary experiments were He was active on the swimming team and played performed on a farm in Maryland; he buried the the saxophone in a dance band during college. He prostheses in soil with control metal alloys to was a Hospital Apprentice First Class in 1918 and verify the claims of the noncorrosive properties later joined the army reserve, from which he of Vitallium. He continued at Bohlman was also one of the early military and the University of Vermont, graduating cum laude civilian pilots in the United States. He was elected 28, 1940 he flew to South Carolina and, with to Phi Beta Kappa. Bosworth interned at Mary Fletcher Hospi- ment of the proximal 12 inches of the upper end tal in Burlington, Vermont, and returned to New of the femur of a 53-year-old man that had been York City in 1921 and 1922 for a residency at the destroyed by a recurrent giant cell tumor. After this he returned to years later, when the patient died of a heart attack, Vermont, where for 3 years he was instructor of the implant, including the entire proximal femur anatomy at the medical school. While there he and hemipelvis, was examined in detail at autopsy met Dr. Mather Cleveland, who had been instruc- and microscopically to determine why the patient tor of anatomy at Columbia. This meeting led to had walked so well without a support, using only a firm, lasting association between the two men a cane for long distances. Bosworth’s later move of recurrence of the giant cell tumor, and the back to New York City and orthopedic surgery. He became energy was inexhaustible, and his collaboration a lecturer in anatomy at Columbia University in with Moore is an important landmark in the 1925 and finally discovered his calling in 1926, history of American orthopedic surgery. Bosworth made the New York area his home and orthope- dics his life’s work, to the benefit of both. Bosworth joined the American Medical Association in 1921 and was chairman of its orthopedic section in 1949. A Fellow of the New York Academy of Medicine, he served as chair- man of the orthopedic section in 1938. He was elected to head the orthopedic section of the Medical Society of the State of New York in 1943, and was a life member of the American College of Surgeons.

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