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Palpating muscle bulk (supine).
No full textPalpating muscle bulk in leg e.g. gastroc nemius and soleus, as well as anterior muscles of the lower leg (supine).https://ir.lib.uwo.ca/clinicalskills_neuroexam/1457/thumbnail.jp
National Institute of Health Stroke Scale (NIHSS) item 7: limb ataxia (leg)
No full textNational Institute of Health Stroke Scale (NIHSS) item 7: limb ataxia (leg)https://ir.lib.uwo.ca/clinicalskills_neuroexam/1595/thumbnail.jp
Testing upillary light reflex
No full textPupillary light reflex (CN II in and CN III out), looking at direct and consensual pupillary response to lighthttps://ir.lib.uwo.ca/clinicalskills_neuroexam/1541/thumbnail.jp
National institute of health stroke scale (NIHSS) item 5: arm motor (arm at 45 degrees and held for 10 seconds)
No full textNational institute of health stroke scale (NIHSS) item 5: arm motor (arm at 45 degrees and held for 10 seconds)https://ir.lib.uwo.ca/clinicalskills_neuroexam/1600/thumbnail.jp
Neurology: Deep Tendon Reflexes Supine (Jill)
No full textA female neurologist tests the deep tendon reflexes in the arms and legs including biceps, triceps, brachioradialis, knees and ankles of a large-bodied female patient laying supine on a bed. There is a medical student trainee present.
Clinician: Anita Florendo-Cumbermack MBBS, MHPE, FRCPC, CSCN (EMG)https://ir.lib.uwo.ca/neuro_reflexes/1002/thumbnail.jp
Neurology: Tricep Reflex Sitting (Jill)
No full textA female neurologist tests the triceps (C6, C7 radial nerve) of a large-bodied female patient sitting on the edge of a bed. There is no sound in this clip.
Clinician: Anita Florendo-Cumbermack MBBS, MHPE, FRCPC, CSCN (EMG)https://ir.lib.uwo.ca/neuro_reflexes/1004/thumbnail.jp
Testing Strength in Arms (2)
No full textTesting strength in the upper extremities (including shoulder abduction, elbow extension, elbow flexion, wrist extension, wrist flexion, finger extension, finger abduction) with neurologist and medical student trainee present (2)
Clinician: Anita Florendo-Cumbermack MBBS, MHPE, FRCPC, CSCN (EMG)https://ir.lib.uwo.ca/neuro_motor/1009/thumbnail.jp
Neurology Exam: Pronator Drift (Jill)
No full textA neurologist is checking for subtle pyramidal weakness with pronator drift on a large-bodied female patient. There is a medical student trainee present.
Clinician: Anita Florendo-Cumbermack MBBS, MHPE, FRCPC, CSCN (EMG)https://ir.lib.uwo.ca/neuro_motor/1007/thumbnail.jp
Neurology: Testing Tone in Arms (Jill)
No full textA neurologist tests tone in the arms of a large-bodied female patient. Tests include rigidity (non-velocity dependent) and spasticity (velocity dependent). There is a medical student trainee present.
Clinician: Anita Florendo-Cumbermack MBBS, MHPE, FRCPC, CSCN (EMG)https://ir.lib.uwo.ca/neuro_motor/1004/thumbnail.jp
Privilege, Power, and Marginalization: Creating Teacher Alliances for an Inclusive International School Community
Get PDFNXS began as an experimental bilingual school in a major urban city in Taiwan. Over its twenty-year history, the school transitioned from offering English language instruction for local students to a fully WASC accredited and IB authorized World School. The foreign staff grew from a few staff to comprising two-thirds of the 150-teaching faculty. Despite the size and potential impact of foreign teachers, they have no voice in the school, are excluded from setting the direction of the school, and are largely absent from the life of the school community. Limited opportunities for advancement and intense competition result from few opportunities and dysfunctional relationships between the foreigner teachers, administration, and local Taiwanese teachers. This Organizational Improvement Plan (OIP) proposes that understanding the culture of the organization and its unique context, can allow change leaders to emerge within the faculty and begin the change process. Using Gentile’s Giving Voice to Values Model (Gentile, 2010), and the Cawsey-Deszca-Ingols’ (2016) Change Path Model to guide the change process can address the need for change in the school. The Problem of Practice (POP) identified in this OIP is how the dominant paradigm of teacher as temporary foreign worker in Taiwan undermines individual and collective efficacy which in turn can inhibit the growth of academic excellence. Questions of whiteness, white privilege, and the other are processes that create marginalization and exclusion. Culture is difficult to change, and cultural change efforts have met with limited success. However, as a component of culture, school climate has a significant body of empirical research to support it as a change mechanism. This OIP proposes enabling teachers themselves to monitor and evaluate school climate using teacher initiated participatory processes. Teacher leaders using transformational leadership, grounded in authentic leadership, can begin to assert autonomy within the organization and work towards creating an inclusive cross cultural school community