[T523.Ebook] Download Ebook Atlas of Ultrasound-Guided Musculoskeletal Injections (Atlas Series), by Gerard Malanga, Kenneth Mautner

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Atlas of Ultrasound-Guided Musculoskeletal Injections (Atlas Series), by Gerard Malanga, Kenneth Mautner

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Clear, concise description of more than 100 US-guided injections in musculoskeletal medicine.

A Doody's Core Title for 2015!

Atlas of Ultrasound-Guided Musculoskeletal Injections includes numerous tips and tricks from the field's most experienced and respected practitioners. This unique and state-of–the-art text is ideal for physiatrists, rheumatologists, sports medicine physicians, radiologists, pain medicine specialists, and orthopedic surgeons. With a focus on safety and efficacy, this atlas is a worthwhile investment for any practitioner looking to add ultrasound-guided procedures to their practice or is looking to sharpen their skills. The book opens with informative coverage of the fundamentals of MSK US, including ultrasound physics, preparation and set-up for MSK US procedures, and the rationale and evidence for performing these procedures. The main body of the book dedicates one chapter to a specific US-guided injection or procedure. Each chapter design includes sections on key points, pertinent anatomy, common pathology, US imaging, indications, and technique. The book is divided into 8 sections:

• Shoulder
• Elbow
• Hand and wrist
• Pelvis
• Knee
• Foot and ankle
• Special procedures (rotator cuff, Percutaneous Trigger finger release, Ultrasound-guided Carpal Tunnel release, and Tenex)
• Introduction

Atlas of Ultrasound-Guided Musculoskeletal Injections includes coverage of the full spectrum of procedures, ranging from basic US guided joint injections to perinerual injections, tenotomies, and surgical procedures such as percutaneous A1 pulley release, making the book the field's first true cornerstone text and the "go to" resource for any clinician interested in the subject.

• Sales Rank: #111792 in Books
• Published on: 2014-03-18
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x 1.00" w x 8.70" l, .92 pounds
• Binding: Hardcover
• 480 pages

About the Author

Gerard Malanga, MD (Newark, NJ) Professor, Department of Physical Medicine and Rehabilitation, University of Medicine and Dentistry New Jersey.

Kenneth Mautner, MD (Atlanta, GA) Assistant Professor, Department of Physical Medicine and Rehabilitation, Emory University.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Wonderful educational textbook
By SportsMD
Wonderful educational textbook. Gets to the "meat". Short easy to understand site specific references that are good for the beginner or the pro.

0 of 0 people found the following review helpful.
Five Stars
By Joann Michalewicz
as advertised

8 of 10 people found the following review helpful.
Comprehensive if somewhat simplistic.
By Bradlee Sako
Very simple and comprehensive guide to the most common (and slightly less common) ultrasound guided MSK injections. Would have been a five star review if they could have online streaming content or associated DVD with step-by-step instructions for some of the more common injections, such hip, knee, shoulder, ankle and CMCP.

See all 9 customer reviews...

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[Y130.Ebook] PDF Ebook Martial Arts Teaching Tales of Power and Paradox: Freeing the Mind, Focusing Chi, and Mastering the Self, by Pascal Fauliot

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A collection of parables and teaching stories from the martial arts traditions of Japan and China that emphasizes their spiritual foundation.

• The teaching stories in this book are based on the lives of martial arts masters and are meant to inspire questions and insights for the student.

• Written for martial artists and anyone interested in Eastern religions such as Buddhism, Zen, and Taoism.

True martial arts should never be confused with simple combat techniques. Rather, martial arts are a way that an individual, after a long and difficult apprenticeship, can gain a profound understanding of the true nature of reality and one's place in it. Over time the apprentice discovers the laws governing the subtle forces of life and realizes that their mastery is only possible after one has mastered oneself. "He who has mastered the Art doesn't use his sword: he compels his adversary to kill himself." This quote from renowned sword master Tajima no Kami perfectly expresses the paradoxical nature of martial arts teachings in China and Japan. These teaching stories are not moral fables; in fact they have nothing to prove. Their purpose is actually to inspire questions and insights that will aid the student to achieve self-realization.

Most of the stories in this book are based on actual events in the lives of martial arts teachers who have achieved legendary status. The almost superhuman abilities of some of the masters described here are evidence of the secret powers that can be wielded by those whose martial arts training is not simply the learning of physical techniques but involves the mastering of the subtle energies of the mind and body. Master of the Art of Archery Kenzo Awa could hit the center of a target even when shooting in total darkness. Assailants of Tai Chi master Yang Lu Chan found their blows did more damage to themselves than to their would-be victim. By reading--and comprehending--the tales in this book, we can acquire the same essential knowledge that these masters had--that extraordinary forces are within the grasp of those who have achieved inner peace and self-mastery.

• Sales Rank: #872157 in Books
• Brand: Pascal Fauliot
• Published on: 2000-04-01
• Released on: 2000-04-01
• Original language: English
• Number of items: 1
• Dimensions: 8.25" h x .50" w x 5.38" l, .37 pounds
• Binding: Paperback
• 128 pages

Amazon.com Review
Even though it is now a cliché to say that learning a martial art is as much about learning to conquer oneself as it is about learning to conquer the enemy, most martial-arts books are still about the latter. Pascal Fauliot lends a refreshing voice to the field by excavating some of the great educative tales from the martial arts traditions of China and Japan. Not exactly moral tales, these stories exemplify the ideals of excellence in the martial arts, and are as entertaining as a feature film. Some of the scenarios you might expect: the master who is bushwhacked but comes out unscathed, or the master who sets his student to mundane tasks rather than fighting techniques. Others will surprise: the master who shatters an enormous piece of bamboo without touching it, or the bully who thrashes a little old man only to find himself bedridden the next day. Purportedly all true, these are inspirational stories about learning persistence, self-mastery, flexibility, concentration, and harnessing the invisible power of chi. They are also lighthearted, and retold with an expert touch that the master of any art would appreciate. --Brian Bruya

Review
"Even though it is now a cliche to say that learning a martial art is as much about learning to conquer oneself as it is about learning to conquer the enemy, most martial-arts books are still about the latter. Pascal Fauliot lends a refreshing voice to the field by excavating some of the great educative tales from the martial arts traditions of China and Japan. Not exactly moral tales, these stories exemplify the ideals of excellence in the martial arts, and are as entertaining as a feature film. Some of the scenarios you might expect: the master who is bushwhacked but comes out unscathed, or the master who sets his student to mundane tasks rather than fighting techniques. Others will surprise: the master who shatters an enormous piece of bamboo without touching it, or the bully who thrashes a little old man only to find himself bedridden the next day. Purportedly all true, these are inspirational stories about learning persistence, self-mastery, flexibility, concentration, and harnessing the invisible power of chi. They are also lighthearted, and retold with an expert touch that the master of any art would appreciate." (Brian Bruya, Eastern Religion Editor, Amazon.com)

"All readers should find the stories and simple commentary in this little book entertaining, instructive, or inspiring." (Robert Ellwood , the quest, September - October 2001)

Language Notes
Text: English (translation)
Introduction: French

Most helpful customer reviews

19 of 20 people found the following review helpful.
Taste of the inner meaning of martial arts
By I. Dunn
This small book leaves me begging for more. It relates tales teaching the inner meaning of the martial arts. It is divided into the following sections. 1. The message of the stories. 2. On the threshold of the mystery. 3. Confronting the mountain. 4. The snare of appearences. 5. The great test. 6. Lessons of the Zen masters. 7. Winning without fighting. 8. The ultimate secret. For those who are interested in the martial arts as a path for self development and realisation rather than just as a 'grab em and bash em' exercise in futility, this book will be a treasure for you. The martial arts have traditionally passed on its ethos and morality through tales such as these.
Many of these tales were already familiar to me as our Sensei recounts some at each training session, more or less. The book only has one major drawback, there isnt enough of it. It left me wanting more.

3 of 3 people found the following review helpful.
The Inward Journey
By Mantis
Sometimes a book shows up at a crucial moment, the missing piece of the puzzle. This is that book. For those of you that were attracted to the martial arts because of the spiritual and philosophical underpinnings behind them, this book is for you. This is Taoism and Zen through the lens of martial arts.

This is not a collection of morality tales. This is a deep plunge into sobering reality based on real events. The short stories take place in China and Japan. Reminiscent of the book, Zen Flesh, Zen Bones Classic Edition: A Collection of Zen and Pre-Zen Writings, it can serve as a guidebook on the inward journey. Some of the stories are humorous, others are quite sobering. Many are tales about Samurai. Three stories use an animal as a substitute for the actual student, such as a very talented ape, a fighting rooster and a cat.

It is amazing how the writer, Pascal Fauliot, can take so complex a subject and make it easy to understand. He can write of great mysteries, exposing the bare elements. The narrative is simple and straight forward. In "Confronting the Mountain", the opening pages of this chapter speak eloquently of the human condition. This book is a gem, translated from the French by Jon Graham.

4 of 5 people found the following review helpful.
Neat book, compelling and thoughtful
By L. A. Kane
This set of vignettes is not only fun to read but it really does make you think. Fast paced, clear writing in a style that is reminiscent of Dave Lowry. You don't have to be a martial artist to enjoy it though you will probably get more out of it if you are.

Lawrence Kane
Author of Surviving Armed Assaults, The Way of Kata, and Martial Arts Instruction

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[G784.Ebook] Get Free Ebook Uncovering Student Thinking in Mathematics: 25 Formative Assessment ProbesFrom Corwin

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Appropriate for all grade levels, these 25 field-tested, easy-to-use mathematics assessment probes help teachers modify instruction by determining students' understanding of core mathematical concepts.

• Sales Rank: #9893713 in Books
• Brand: Corwin
• Published on: 2006-12-29
• Original language: English
• Number of items: 1
• Dimensions: 11.30" h x 8.70" w x .55" l, 1.71 pounds
• Binding: Hardcover
• 200 pages

Features

• 25 ready-to-use mathematical probes
• Teacher guides for implementing each probe at any grade level
• Examples of typical obstacles and faulty thinking demonstrated by studentsThis rich resource combines
• Title - Uncovering Student Thinking in Mathematics
• Sub Title - 25 Formative Assessment Probes

Review
"A fresh and unique resource for mathematics teachers who recognize the importance of carefully establishing the starting points of instruction in terms of what students already know.  The collection of assessment probes is inventive, engaging for students, and invaluable for teachers." (Richard H. Audet, Associate Professor 2006-05-23)

"Shows us ways to listen and observe children and their mathematical understandings so we can find better ways to help them take their next learning steps. This book is a gift to educators who 'seek to understand before being understood.'" (From the Foreword by Anne Davies 2006-08-03)

“This resource for K–12 mathematics educators is exactly what the title suggests: It contains 25 formative assessment probes that can be used to drive instruction. This book is easy to read and implement.” (Mathematics Teaching in the Middle School, February 2008, Vol. 13(6) 2008-03-06)

“The probes in this book give teachers a basis for beginning assessments as well as a guide for assessing manipulatives and activities, not just paper-and-pencil tasks. The guide helps teachers understand student thinking and welcomes deeper understanding and mastery of topics. It is also easy to use with parents to show students’ thinking and to justify grades.” (Teaching Children Mathematics, February 2008, Vol. 14(6) 2008-05-28)

About the Author

Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development.

Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co–principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co–principal investigator and project director for MMSA’s NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children.

Leslie Minton is currently a mathematics consultant for Math Matters 2, Portland, Maine. She is currently providing individualized mathematics professional development to area schools and districts PK-8, as well as, teaching Math Methods courses at the University of Southern Maine. Previously, Leslie was a Project Director for the Maine Mathematics and Science Alliance, Augusta, Maine. She provided technical assistance to schools as well as designed a professional development course and diagnostic materials designed to support numeracy understanding. She is a fellow of the second cohort group of Governor’s Academy for Science and Mathematics Educators. She has taught regular and special education for grades 4-12. Leslie receive her B.S. in elementary and special education from the University of Maine at Farmington and her M.Ed in curriculum, instruction and assessment from Walden University. Currently she is completing a M.Ed program, Educational Design and Media Technology, Full Sail University.

Carolyn B. Arline is a secondary mathematics educator, currently teaching high school students in Maine. Carolyn also works as a teacher leader in the areas of mathematics professional development, learning communities, assessment, systematic school reform, standards-based teaching, learning and grading, student-centered classrooms, and technology.  She has previously worked as a mathematics specialist at the Maine Mathematics and Science Alliance (MMSA) and continues her work with them as a consultant. Carolyn is a fellow of the second cohort group of the Governor’s Academy for Science and Mathematics Educators and serves as a mentor teacher with the current cohort. She participated as a mathematics mentor in the NSF-funded Northern New England Co-Mentoring Network (NNECN) and continues her role as a mentor teacher. She serves as a board member of the Association of Teachers of Mathematics in Maine (ATOMIM) and on local curriculum committees.  Carolyn received her B.S. in secondary mathematics education from the University of Maine.

Most helpful customer reviews

8 of 8 people found the following review helpful.
Excellent Assessment for Student Learning in Mathematics
By Math E. Matters
Uncovering Student Thinking in Mathematics: 25 Formative Assessment Probes is one of the best mathematics assessment books I have read! In addition to well-crafted assessments and alternative versions, the authors provide detailed information as to what conceptual or procedural gaps students may have based on distractor choices. The assessments can be used with all levels of students from kindergarten through high school. Gradeband scales associated with each assessment make it easy to determine when students would probably be introduced to skills covered by an assessment, and in what grade levels students usually still struggle with those skills. I found this an easy book to read, and I would recommend this book to any teacher who wishes to increase usage of assessment for learning to determine next instructional steps for students.

10 of 12 people found the following review helpful.
Activities designed to identify and correct such discrepancies.
By Midwest Book Review
Cheryl M. Rose, Leslie Minton and Carolyn Arline's UNCOVERING STUDENT THINKING IN MATHEMATICS offers teaches over twenty assessment strategies for identifying fallacies in students' preconceived ideas. These are mathematical probes which help teachers at all levels probe for conceptual understanding and common problems: chapters offer activities designed to identify and correct such discrepancies.

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[R418.Ebook] Free PDF Claiming Power in Doctor-Patient Talk (Oxford Studies in Sociolinguistics), by Nancy Ainsworth-Vaughn

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Nancy Ainsworth-Vaughn studied stories, topic control, "true" questions, and rhetorical questions in 101 medical encounters in US private-practice settings. In exceptionally lucid and accessible style, Ainsworth-Vaughn explains how power was claimed by and co-constructed for both patients and doctors (previous studies have focused upon doctors' power). The discourse varied along a continuum from interview-like talk to conversational talk. Six chapters are organized around data and include extended examples of actual talk in detailed transcription; four of these data-oriented chapters focus upon dynamic, moment-to-moment use of speech activities in emerging discourse, such as doctors' and patients' stories that co-constructed selves, and a patient's sexual rhetorical questions. Two more chapters offer non-statistical quantitative data on the frequency of questioning and sudden topic changes in relation to gender, diagnosis, and other factors. Contributing to discourse theory, Ainsworth-Vaughn significantly modifies previous definitions for topic transitions and rhetorical questions and discovers the role of storytelling in diagnosis. The final chapter provides implications for physicians and medical educators.

• Sales Rank: #2618148 in Books
• Color: Other
• Published on: 1998-06-25
• Original language: English
• Number of items: 1
• Dimensions: 9.10" h x .60" w x 6.00" l, .80 pounds
• Binding: Paperback
• 224 pages

Review

"This book is an important landmark in doctor-patient literature. In a unique way, the book combines empathy with the patients with an understanding of the doctors."-- Britt-Louise Gunnarsson, Uppsala University Convener, Scientific Commission on Communications and the Professions, AILA

"Ainsworth-Vaughn has developed a data collection technique which gives her a reliable basis for extracting generalizable patterns while keeping sight of individual variation. It should serve as model for any conversation-based investigation that aims at being socially relevant."-- Madeleine Mathiot, State University of New York at Buffalo

"More than any other work in the last two decades, Ainsworth-Vaughn's examination of the medical encounter brings clarity and insight into this fundamental speech event in western society. . . . Her critical and constructive conclusions will have a profound impact on any reader who has an interest in how power is negotiated when health and lives are at stake."-- Kathleen Ferrara, Texas A&M University

"With unprecedented access to private clinical discourse, Ainsworth-Vaughn offers a rare confluence of quantitative and qualitative analysis. This book immeasurably enriches our view of doctor-patient communication."--Deborah Tannen, Georgetown University

"Claiming Power in Doctor-Patient Talk is one of the most original, elegant, and penetrating texts in the literature of health-care communication. It is, in my opinion, a seminal work that will have far-reaching impact in the future education and practice of medicine."--The Lancet

About the Author

Nancy Ainsworth-Vaughn is Associate Professor in the Department of English at Michigan State University. She is also the author of Current Topics in Language (1976).

Most helpful customer reviews

4 of 4 people found the following review helpful.
for linguists
By Onanseed
For the person who wrote the negative review, please note that even the most cursory glance at this book's cover would tell you that it was never intended to be something you would find in the self-help section at your local bookstore. For one thing, it's in the Oxford Studies in Sociolinguistics series. That suggests, at a minimum, that it is an academic text, not a consumer's how-to guide for talking to your doctor. The back of the cover states that the book would be a "powerful pedagogical tool...for language classes...and...clarification of clinical issues." It states further that its topics include discourse theory, topic transitions, and co-construction. A consumer's guide on patient-doctor talk would probably have less academic terminology and subject matter and, more importantly, like this text has clearly done, state its subject matter and target audience.

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