3,848 research outputs found

    Soft Tissue Edema Around Musculoskeletal Sarcomas at Magnetic Resonance Imaging

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    The presence of soft tissue edema around a malignant musculoskeletal neoplasm can interfere with accurate local tumor staging at magnetic resonance imaging. This article discusses and illustrates such edema, emphasizing means for avoiding misinterpretation of edema and subsequent overstaging

    MR Imaging of Bone Marrow in Patients with Musculoskeletal Tumors

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    Knowledge of the appearances of normal bone marrow, metastases involving marrow, and therapy-related marrow changes shown by MR imaging is necessary in order to avoid misdiagnosis. This article reviews MR imaging techniques and the findings that allow distinction of normal yellow (fatty) marrow and red marrow from tumor in marrow, as well as the identification of marrow changes resulting from radiation therapy or treatment with marrow-stimulating drugs in patients with musculoskeletal tumors

    Assessment of Neurovascular Involvement by Malignant Musculoskeletal Tumors

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    Determining the presence or absence of neurovascular involvement by a malignant musculoskeletal neoplasm is an important aspect of local tumor staging. This article discusses issues concerning such assessments made by diagnostic imaging techniques, including factors inherent to the patient and those related to imaging technology. The distinction between tumor contact and tumor encasement is emphasized and illustrated

    Professional Development for Educational Leaders in the Era of Performance Evaluation Reform

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    The word “accountability” has become a mantra in public education. Arguably, this one word, and the movement it has produced, has shaped the direction of our field in the past decade more than any other (Harris, 2011). This movement has led to many positive changes including an examination of gaps in student achievement, the types of assessments used in schools, and the strength of the performance evaluation systems for principals and teachers. Many large urban school districts, as well as entire states, have revamped the way public school principals and teachers are evaluated. In fact many, including the State of Tennessee, Dallas Independent School District, Milwaukee Public Schools, Houston Independent School District, and the State of Illinois, have started or will start using some sort of student achievement metric as part of teacher and/or principal performance evaluations. The ideas surrounding using student growth seem simple enough: If student test scores improve, it means the teacher or principal is doing his or her job well and therefore should be rewarded. This seemingly simple idea is in fact quite complex. Many school administrators may not have the background or training to implement growth models as part of performance evaluations (Mitgang, 2012), which could lead to potentially unethical and incorrect implementation of newer forms of accountability such as growth modeling. Such problems have already arisen in a number of districts across the nation (Harris, 2011)
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