Guest guest Posted August 13, 2003 Report Share Posted August 13, 2003 The continued movement of the cranial sutures, and that they donot ossify shortly after birth, is antecdotally discussed in "Your innerPhysician and you >>>>When you feel a dead skull with dry bean and then hydrate them the skull comes apart at the sutures. So they are not ossified. Anybody interested in osteopathy should get the text foundations for osteopathic medicine it is 120$ that covers all the principles including cranial. Make sure you buy the new edition (2ed edition) the first edition is not very good Alon Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 13, 2003 Report Share Posted August 13, 2003 Dear Are, Unfortunately, I do not have a specific title to Sperino's anatomy and Physiology text. Two ways to get it would be to go to www.upledger.com , check out the educational materials section to see if they have it for sale, or e-mail them a request for the the name and isbn# of his book as mentioned in " Your Inner Physician and You " . The articles referring to the research done demonstrating the mobility of the cranial bones along the sutures are: Retzlaff, E.W. et al " Age related changes in Human Cranial Sutures " JAOA 79::115-116 Retzlaff, E.W. et al " Cranial Bone Mobility " 1975 JAOA 74:866-9 Retzlaff, E.W., Upledger, J.E. Sutural collagenous bundles and their innervation in Saimur Sciureus " 1977 Anatomy Records 187:692 Upledger J.E., Karni,Z, " Mechano-electric pattens furing craniosacral osteopathic diagnosis and treatment " 1979 JAOA 78:782-91 These first four are either from the bibliography or actually reprinted articles in " Craniosacral Therapy " . Really, Are, you would do much better, and access the information much easier by purchasing it. ISBN 0-939616-01-7. Best Wishes, Yehuda ______________ The best thing to hit the internet in years - Juno SpeedBand! Surf the web up to FIVE TIMES FASTER! Only $14.95/ month - visit www.juno.com to sign up today! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 13, 2003 Report Share Posted August 13, 2003 Beautifully put, Z'ev. How can one effect another's qi, without first regulating their own. " Physician heal thyself " . Otherwise, what happens is the patient if we are lucky, will have an enjoyable treatment experience, but the likelihood of change will probably not occur. I can think of one of our clinical supervisors, from China, whose specialty is tuina, and has published books and articles on it there. He's really good, but often when he treats, he's talking to interns and though mechanically he's doing everything right, I feel as if there would be little difference if he was treating a carcass. Please don't take what I'm saying wrong, but I feel that the physician's intention and awareness of one's qi is essential for maximum clinical success. Yehuda ______________ The best thing to hit the internet in years - Juno SpeedBand! Surf the web up to FIVE TIMES FASTER! Only $14.95/ month - visit www.juno.com to sign up today! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 13, 2003 Report Share Posted August 13, 2003 Yehuda, Since you are such a seeker of truth and good, I am quite sure you are aware that the original root of 'holism' implies within it the meaning you wish to derive from 'wholistic'. I just do not quite get the point of trying to deprive from 'holism' its original meaning. I understand that you are trying to undercut the seeming watering down of the word 'holism' to mean some general and vague idea of health -- after all, the coining of the word 'wholism' was an attempt to reclaim this idea of wholeness for the generally illiterate populace that uses words in their popular sense without knowledge of their roots(let alone their full and subtle meaning). So like WRITING IN ALL CAPS, using 'wholism' seems to scream " It's the whole enchilada, you donut! " So not wanting to be holier(q.v.) than thou, I will simply remind that 'health' itself carries within it the idea in question. I enter below some pasties from some online dictionaries: Health: [Old English hÇ£lþ . Ultimately from a prehistoric Germanic base that is also the ancestor of English heal and whole, the underlying idea being of “wholeness.â€] Health\, n. [OE. helthe, AS. h?lp, fr. h[=a]l hale, sound, whole. See Whole.] 1. The state of being hale, sound, or whole, in body, mind, or soul; especially, the state of being free from physical disease or pain. There is no health in us. --Book of Common Prayer. Though health may be enjoyed without gratitude, it can not be sported with without loss, or regained by courage. --Buckminster. And while we're at it, for the concept of 'holy', we find: \Ho " ly\, a. [Compar. Holier; superl. Holiest.] [OE. holi, hali, AS. h[=a]lig, fr. h[ae]l health, salvation, happiness, fr. h[=a]l whole, well; akin to OS. h?lag, D. & G. heilig, OHG. heilac, Dan. hellig, Sw. helig, Icel. heilagr. See Whole, and cf. Halibut, Halidom, Hallow, Hollyhock etc. So is it true -- mind and body are truly one? Gesundheit, from nitpickers anonymous p.s. Halibut? Who knew? And round we go. > Dear Chris, > > Let me clarify my opinion. I specifically emphasize the term wholistic > (whole) as opposed to holistic (health) for a reason. G-d willing, as > our world becomes more and more enlightened, we will see more brain > surgeons who operate from the perspective of removing that which causes > harm and promoting health as well. The truth is that today, it is more > and more commonplace for an allopathic physician to use naturopathic > healing modalities in their reportoir. But I am saying something > additional: that a real wholistic physician must be concerned with > 1)Identifying and determining the root of the pathogenic influence > locally and globally, 2)choosing a therapy to eliminate the pathogen > while considering how the therapy will affect the soma, again locally and > globally, 3) determining how to rebuilt the patient as a whole, meaning > directly where the pathogen attacked, and indirectly, how the pathogen > manifested itself on other systems within the body. This is an > integrative wholistic strategy which I believe is quite different from > natural or holistic medicine (ie. " take this herb, it will help such and > such a problem " ). I really haven't seen satisfactory evidence that any > system other than Oriental medicine does all of the above: pattern > differentiation, treat the acute disorder first, address the root, > constantly modify the therapy as the body's signs change. > > Please forgive my passion, but I really feel that we ARE different. > > Sincerely, > > Yehuda > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 15, 2003 Report Share Posted August 15, 2003 Hi Julie, As a recent graduate and tutor of fellow students, I must disagree with you. Reading a syllabus does not give one an experiential understanding of the education curriculum. Most students, at least at PCOM, do not know how the varying components of their education interrelate until well into their second year, and it is not until they are interns in the clinic that it all comes together. As a tutor, I always encouraged students to find a clinic to assist in as early as possible, because this accelerates that integration. Unfortunately, most students I've met expect to be spoon-fed, and do not act as the discriminating consumers you describe. --- Julie Chambers <info wrote: > Hi Andrea, > > Welcome to the group. > > > > Students don't complain because they don't know > what > > they need to know, and what its superfluous to the > > practice of . They depend upon > the > > school - teachers, administrators, and deans - to > > decide what is important and give them an > opportunity > > to learn it. It is ironic to expect someone who > is > > just learning something to know what is essential > and > > what is not. > > I must disagree with you. As a former dean and a > current teacher (and > obviously I was a student), I expect that students > can look at the course > syllabus, which should have been previously approved > by the school's dean, > and they can see that in week such-and-such, the > lung channel will be > covered, and instead, the teacher spent three hours > teaching muscle testing. > Students certainly should have that much experience > and curiosity! > Especially since they are the consumers. But of > course I expect the Dean to > keep an eye on such things, by discussing curriculum > in faculty meetings and > by visiting classrooms. These are the kinds of > things that accreditation > site visitors look for as well: is the syllabus > detailed enough so that > weekly topics are clearly stated? Does the > instructor adhere to the > syllabus? Are the objectives of the class being met? > If " muscle testing " is > not stated on the syllabus as part of the > information to be taught in a > points class, then the teacher has no business > teaching it. > > > Julie > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 16, 2003 Report Share Posted August 16, 2003 Dear Andrea, You stated: Unfortunately, most students I've met expect to be spoon-fed, and do not act as the discriminating consumers you describe. I reply: Let's go back to the original complaint. Students were being taught three hours of muscle testing instead of three hours of point location. Don't you think they can tell the difference? Can't they say, Hey, how does this relate to Chinese medicine? Can't they consult their senior fellows and ask if this is relevant? Again, I suggested that the students' evaluations of the instructor should report on whether or not the course is being taught according to the syllabus. Only by these sensible, step-by-step measures can quality control be achieved. I agree with you that early integration is desirable. But my point is that all parties: students, instructors, deans, must be part of the quality control process. Julie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 16, 2003 Report Share Posted August 16, 2003 In a message dated 8/16/2003 12:16:54 PM Eastern Daylight Time, info writes: Let's go back to the original complaint. Students were being taught three hours of muscle testing instead of three hours of point location. Don't you think they can tell the difference? Can't they say, Hey, how does this relate to Chinese medicine? Can't they consult their senior fellows and ask if this is relevant? Again, I suggested that the students' evaluations of the instructor should report on whether or not the course is being taught according to the syllabus. Only by these sensible, step-by-step measures can quality control be achieved. I agree with you that early integration is desirable. But my point is that all parties: students, instructors, deans, must be part of the quality control process. Julie This was the case in my school. The Atlantic Institute of Oriental Medicine was the first to be accredited in FL. However, the program was continually being upgraded. Many of the students were very vocal about which direction our education should go. We learned from the experience of the upper classmates. Because the school listens to the desires and the abilities of the students, it is a much better place of learning than it was just a few short years ago. Chris Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 18, 2003 Report Share Posted August 18, 2003 Hi Julie, I agree that all parties, ideally, should be responsible to ensure that what is taught matches what is stated in the curriculum. My point is not about what is ideal, but about what really happens. Until we accept what is real and true, we cannot possibly hope to change it. Students, at least initially, are open books, and open and interested in anything and everything that anyone knows and is willing to teach them. Lower-level students rarely have opportunities to interact with senior students for the kind of dialog you describe. Evaluation forms rarely reflect the kind of curriculum focus you mention. Students are often either afraid to make waves, or anticipate lack of response on the part of administration and faculty, and are therefore not inclined to share whatever discrepancies they might happen to notice. In my experience as a student, I was one of a handful who made waves and got involved. What I saw is that change and improvement occur slowly, and carefully, which is a good thing. However, by the time changes are implemented, the students who raise the issue are often already graduated. The end result is a perception among students that their input and feedback do not make a difference; the truth is that it takes a long time for a pebble dropped into a lake to stop making ripples, and change does, indeed, occur slowly. - --- Julie Chambers <info wrote: > Dear Andrea, > > You stated: > Unfortunately, most students I've met > expect to be spoon-fed, and do not act as the > discriminating consumers you describe. > > I reply: > > Let's go back to the original complaint. Students > were being taught three > hours of muscle testing instead of three hours of > point location. Don't you > think they can tell the difference? Can't they say, > Hey, how does this > relate to Chinese medicine? Can't they consult their > senior fellows and ask > if this is relevant? Again, I suggested that the > students' evaluations of > the instructor should report on whether or not the > course is being taught > according to the syllabus. Only by these sensible, > step-by-step measures can > quality control be achieved. I agree with you that > early integration is > desirable. But my point is that all parties: > students, instructors, deans, > must be part of the quality control process. > > Julie > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 18, 2003 Report Share Posted August 18, 2003 In a message dated 8/18/2003 11:58:34 PM Eastern Daylight Time, writes: What I saw is that change and improvement occur slowly, and carefully, which is a good thing. However, by the time changes are implemented, the students who raise the issue are often already graduated. The end result is a perception among students that their input and feedback do not make a difference; the truth is that it takes a long time for a pebble dropped into a lake to stop making ripples, and change does, indeed, occur slowly. - It really depends on the school. In our school, suggestions made one semester were often implemented the next. The end result in our school was we could make a difference. Not all the time, but a lot of the time. All the best, Chris Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 19, 2003 Report Share Posted August 19, 2003 Andrea said: Until > we accept what is real and true, we cannot possibly > hope to change it. Julie says: OK, I accept what is real and true; now let's change it. > Lower-level > students rarely have opportunities to interact with > senior students for the kind of dialog you describe. At our school they do; we have a mentoring program, we have town hall meetings, we encourage first year students to get treatments from senior students. > Evaluation forms rarely reflect the kind of curriculum > focus you mention. Again, at our school they do. I have read with my own eyes hundreds of evaluations, and students are very sophisticated about what the curriculum should entail, and vocal when it doesn't measure up. Evaluations are anonymous and there is no fear of repercussions for making waves. I don't mean to imply things are perfect at my school, but I stand by my statement that a blatant misuse of classroom time to teach muscle testing is easy enough to discover and to fix. Julie Quote Link to comment Share on other sites More sharing options...
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