(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

A 46-year-old man presented with a 2 week history of bilateral lower extremity numbness and tingling. The patient had a past medical history significant for a right posterior fossa medulloblastoma diagnosed at the age of 24, treated with total resection and craniospinal radiation (5040 cGy to the posterior fossa, 3960 cGy to the whole brain, and 3420 cGy to the spine). Twenty-one years later, at the age of 45, the patient experienced progressive right lower extremity weakness and subsequent MRI showed an expansile intradural extramedullary enhancing 1.3 cm T5 level spinal cord lesion. This lesion was presumed to be recurrent medulloblastoma in the form of drop metastasis, and the patient underwent additional radiation to the tumor and a small surrounding margin (3750 cGy). Several months after treatment, at the age of 46, the patient experienced recurrent symptoms of lower leg weakness. A follow-up MRI revealed a 1.4 cm intradural extramedullary lesion at T7 with associated cord edema. Sagittal sequences performed after the administration of intravenous gadolinium chelate demonstrated subtle enhancement (Figure 1). In an effort to confirm the diagnosis of recurrent meduloblastoma and rule out radiation necrosis or a second malignancy as well as to help determine future treatment it was determined that histological confirmation was necessary. The patient underwent an uneventful thoracic laminectomy at T6-T7 with subtotal resection of the intradural lesion.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

The patient is a 56 year old G5P1223 female who presented to the hospital 10 years post menopause, complaining of recent nausea, vomiting, lower abdominal pain, and vaginal spotting. Five days prior to presentation (PTP), the patient developed nausea accompanied by occasional episodes of non-bloody, non-bilious vomiting. Three days PTP, she developed midline lower abdominal pain and remarked that she "felt pregnant." The pain was sharp, diffuse, and radiated to her lower back. Two days PTP, she began experiencing scant vaginal blood spotting. The patient reported engaging in unprotected sexual intercourse four months PTP, but no additional sexual encounters since that time.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

The patient was a 58-year-old African American woman with severe static encephalopathy and cerebral palsy both presumptively related to prenatal/perinatal brain injury. Additional neurological diagnoses included an ill-defined seizure history, bipolar affective disorder, and medication-related tardive dyskinesia. The patient's other co-morbidities were non-contributory. She was a permanent resident of a long-term care facility, where she expired unexpectedly. An autopsy was requested.

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

A 68-year-old diabetic male patient was initially admitted due to left-sided hearing loss, balance impairments and left-sided facial palsy in 2001. At that time he had been complaining of left-sided tinnitus for years. An MRI showed a mass in the cerebellopontine angle on the left side, causing mild compression of the brainstem. He underwent neurosurgery in 2002. The operation revealed that the 7th and 8th cranial nerves were profusely infiltrated by the tumor. The mass was excised by retrosigmoidal craniotomy and both nerves were preserved. Postoperatively, facial nerve palsy was still apparent. Gait and eyelid closure improved thereafter, whereas anacusis showed no improvement. He then underwent annual follow-up examinations. In 2006 T1-weighted horizontal MRI with gadolinium contrast enhancement demonstrated tumor recurrence (Fig. 1). Moderate increase in growth was seen in 2007 (Fig. 2), but surgical intervention was not indicated at that time. In 2010 the patient suffered from increasing dizziness and balance impairment. MRI examination revealed tumor growth with medial expansion and brainstem compression (Fig. 3) and second operation was performed. The tumor was again localized within the caudal cerebellopontine angle compressing the caudal brainstem and cranial nerves as well as the left crus cerebelli. On craniotomy the tumor was almost completely extirpated with a small residue remaining attached to the caudal cranial nerves. After operation, slight paresis of the 6th cranial nerve and hoarseness occurred.

In this course, students identify issues in educational or other professional settings on which to focus their critical and creative thinking skills. Each student works through the different stages of research and action - from defining a manageable project to communicating findings and plans for further work. Supervision is provided when the student's research centers on new teaching practices, workshops in the community, or volunteer. The classes run as workshops in which students are introduced to and then practice using tools for research, writing, communicating, and supporting the work of others.

smARThistory.org is a free multi-media web-book designed as a dynamic enhancement (or even substitute) for the traditional and static art history textbook.

This course examines the nature of attitudes, beliefs, and values, and the influences which indiviudals' attitudes have upon their behavior. Various theories of attitude organization and attitude change are discussed, and the development of social attitudes is explored by examining the differential impact of the family, the educational system, the mass media, and the general social environment. The changing content of public opinion over time and its relationship to the political system are also discussed.

Stories and poems that have a familiar structure can create a supportive context for learning about the writing process, building students' background knowledge, and scaffolding their creation of original stories. In this lesson for students in second or late first grade, teachers help students explore the concepts of beginning, middle, and ending by reading a variety of stories and charting the events on storyboards. As they retell the stories, students are encouraged to make use of sequencing words (first, so, then, next, after that, finally). A read-aloud of Once Upon a Golden Apple by Jean Little and Maggie De Vries introduces a discussion of the choices made by an author in constructing a plot. Starting with prewriting questions and a storyboard, students construct original stories, progressing from shared writing to guided writing; independent writing is also encouraged.

Resource used and updated by the Utah Board of Education for 3rd grade integrated science.

All of these children are part of U.S. child labor history, where many children were exploited by companies, working long 10-12, sometimes 16 hours shifts for as little as pennies a day. These kids were exploited until unions and federal and state labor laws protected kids. From 1870 – 1890, child labor increased three fold. 1870 was the 1st U.S. census that reported child labor statistics, and 750,000 children worked. Child labor peaked in 1900 when 18.2% of all U.S. kids under the age of 16 WORKED, often at very dangerous jobs.

Understanding Biodiversity presents an overview of biodiversity, its importance and relevance to humans, all living things, and the Earth. It includes species pages and a template to engage and involve students in real-life data collection.

Twenty-one Anishinabe (Woodland Native American) high school students spent one week studying how young children learn mathematics. The students were selected to participate in this program because of their high academic aptitude and interest in teaching.

The goal of this unique mathematics experience was to prepare the students to tutor in elementary classrooms at their home reservations. Besides learning how to teach mathematics, the students also learned how to write a variety of word problems. They based their problems on Native American legends. The students also made linoleum prints to illustrate their legends. The students' legends, word problems, and illustrations comprise this volume.

The mathematics content to which the students were introduced during this weeklong program is based on principles of Cognitively Guided Instruction (Carpenter, ET al., 1999). Cognitively Guided Instruction is described in the Teacher's Guide section of this volume.

For an illustrated copy of this document with sections that include Ojibwe, Oneida, and Menominee number words, contact Judith Hankes at hankes@uwosh.edu or Gerald Fast at fast@uwosh.edu.

This is the story of the Virgen de Guadalupe ……… the Queen of the Americas… one of the most important parts of Mexican history in the last 500 years and one of the most important historical events in all of the Americas….
whether you believe or not…. or whether it’s true or not…..
Her importance is undeniable and indisputable…
Her image can be found nearly everywhere… she is essentially a national symbol for Mexico….. Why?
Why is she so important? Who is the Virgin Guadalupe?

Here is her story…

In this lesson, designed for a heterogeneous group of students that includes English-language learners, students work together to plan a website based on their home knowledge. An introductory lesson outlines the structure and components of simple websites (home page, titles, headings, links). Students take home and complete a bilingual student and family interest survey, then work in groups of four or five to identify common themes among the responses. Each group makes a flow chart to think graphically about the contents of their planned website. Each student keeps a project notebook to record new ideas, summarize group work, and share the project with family members. The teacher can make the planned websites a reality using one of the online website-building platforms in the Resources list.

This brief lecture uses Ruben Salazar's 1970 L.A. Times column as a springboard for defining what is a Chicano. That answer, is complicated and nuanced, but we discuss multiple platforms to understand what it means to be a Chicana or Chicano in the Civil Rights Movement.