• Define abuse and neglect
• Differentiate the various forms of abuse
• Recognize who are mandatory reporters of abuse
• Identify the reporting requirements for mandatory reporters
• Cite resources for obtaining specific state laws and statutes pertaining to child abuse and neglect
• List signs of abuse and neglect
• Explain the appropriate history and examination components in cases of suspected abuse and neglect
• Cite resources for patient education
• Define Mandatory Reporter and Permissive Reporter
• Explain the term perpetrator as it pertains to child abuse
• Explain the reporting requirements of mandatory reporters
• Differentiate Child Protective Services from General Protective Services
• List the penalties for failure to report suspected child abuse by mandatory reporters

• Summarize the types of interviews: Forensic, Diagnostic, Therapeutic
• Describe who is involved in the interview process
• Explain the importance of the medical history
• Identify reasons for non-disclosure of information by the victim
• Recognize how family dynamics effect disclosure
• Indicate how the age and developmental status of the child affects the interview process
• Describe the proper use of open and closed ended questions
• List components of the medical history
• Summarize the responsibilities for disclosure of information
• Identify safety issues related to the disclosure of confidential information

• Define abuse and neglect
• Differentiate the various forms of abuse and neglect
• Identify the reporting requirements for mandatory reporters
• Cite resources for obtaining specific state laws and statutes pertaining to elder abuse and neglect
• Describe the concept of immunity and confidentiality as it relates to elder abuse and neglect
• List signs of abuse and neglect
• Explain the appropriate history and examination components in cases of suspected elder abuse and neglect
• Cite resources for physician, caregiver and patient education

Hour 1:

• Identify the requirements to become a National Registry Certified Medical Examiner
• Report Completed CDL Exams to the National Registry
• Obtain a CLIA Certificate of Waiver
• Specify Commercial Driving Licenses, vehicles, commerce, standards and medical guidance requirements and definitions

Hour 2:

• Summarize the Medical Examiner Role and Responsibilities
• Assist Drivers in filling out the driver portions of the Medical Exam Report Form
• Complete and review the Medical Exam Report Form
• Issue a Medical Examiner’s Certificate

Hour 3:

• Review medication use by drivers
• Assess driver general health and wellness factors and medical condition health risk
• Perform the physical examination of a driver of commercial vehicles
• Evaluate Vision disorders related to driving a commercial vehicle

Hour 1:

• Identify the requirements to become a National Registry Certified Medical Examiner
• Report Completed CDL Exams to the National Registry
• Obtain a CLIA Certificate of Waiver
• Specify Commercial Driving Licenses, vehicles, commerce, standards and medical guidance requirements and definitions

Hour 2:

• Summarize the Medical Examiner Role and Responsibilities
• Assist Drivers in filling out the driver portions of the Medical Exam Report Form
• Complete and review the Medical Exam Report Form
• Issue a Medical Examiner’s Certificate

Hour 3:

• Review medication use by drivers
• Assess driver general health and wellness factors and medical condition health risk
• Perform the physical examination of a driver of commercial vehicles
• Evaluate Vision disorders related to driving a commercial vehicle

Hour 4:

• Calculate ANSI, ISO, and Whisper hearing testing values
• Perform external and otoscopic evaluation related to driving requirements
• Appraise driver ear disorders that affect safe driving
• Evaluate drivers with hypertension for driving a commercial vehicle

Hour 5

• Perform the cardiovascular examination for drivers
• Assess cardiovascular disease in drivers of commercial vehicles
• Determine acceptable cardiovascular safe driving risk for drivers
• Assign medical certificate duration for drivers with cardiovascular disease

Hour 6:

• Evaluate drivers with Cardiac Arrhythmias, pacemakers, implanted defibrillators
• Recall driving requirements for arrhythmias, syncope, transplants
• Distinguish cardiovascular medication effects that are a risk to safe driving
• Determine driving status and duration for safe driving

Hour 7:

• Apply Respiratory guidance for drivers with respiratory disease
• Conduct the respiratory and sleep apnea exam and evaluation
• Determine which drives must be tested and treated for OSA
• Assess Obstructive Sleep Apnea safety risk in drivers

Hour 8:

• Assess the drivers neurological history
• Determine neurological driving safety risk according to FMCSA guidance
• Explain severity’s affect on driving status from cerebrovascular, head trauma and spinal cord injuries on driving status
• Assess driver eligibility for a Federal Seizure disorder exemption.

Hour 9:

• Appraise diabetes in drivers of commercial vehicles
• Determine driving status and duration according to FMCSA guidance for drivers with diabetes
• Evaluate risk to safe driving for drivers with other endocrine disorders and other diseases without specific FMCSA guidelines in drivers
• Recall classifications of hypoglycemic medications and their impact on safe driving

Hour 10:

• Differentiate between psychological disorders affecting drivers
• Identify medical treatment and therapy for psychological disorders
• Recall disqualifying psychological disorders for drivers of commercial vehicles
• Appraise medications for psychological disorders for safe driving risk

Hour 11:

• Discuss the FMCSA musculoskeletal standard and guidelines
• Determine those drivers eligible for a Special Performance Examination
• Apply the FMCSA Drug and Alcohol testing to drivers and motor carriers
• Asses drivers to refer for substance abuse professional evaluation

Hour 12:

• Review FMCSA provided practice scenarios
• Derive FMCSA evaluation procedure as provided in practice scenarios
• Apply FMCSA evaluation concepts to drivers as contained in FMCSA practice scenarios
• Prepare for the FMCSA Certification Test

• Identify the requirements to become a National Registry Certified Medical Examiner
• Report Completed CDL Exams to the National Registry
• Obtain a CLIA Certificate of Waiver
• Specify Commercial Driving Licenses, vehicles, commerce, standards and medical guidance requirements and definitions

• Summarize the Medical Examiner Role and Responsibilities
• Assist Drivers in filling out the driver portions of the Medical Exam Report Form
• Complete and review the Medical Exam Report Form
• Issue a Medical Examiner’s Certificate

• Review medication use by drivers
• Assess driver general health and wellness factors and medical condition health risk
• Perform the physical examination of a driver of commercial vehicles
• Evaluate Vision disorders related to driving a commercial vehicle

Hour 1:

• Calculate ANSI, ISO, and Whisper hearing testing values
• Perform external and otoscopic evaluation related to driving requirements
• Appraise driver ear disorders that affect safe driving
• Evaluate drivers with hypertension for driving a commercial vehicle

Hour 2:

• Perform the cardiovascular examination for drivers
• Assess cardiovascular disease in drivers of commercial vehicles
• Determine acceptable cardiovascular safe driving risk for drivers
• Assign medical certificate duration for drivers with cardiovascular disease

Hour 3:

• Evaluate drivers with Cardiac Arrhythmias, pacemakers, implanted defibrillators
• Recall driving requirements for arrhythmias, syncope, transplants
• Distinguish cardiovascular medication effects that are a risk to safe driving
• Determine driving status and duration for safe driving

• Calculate ANSI, ISO, and Whisper hearing testing values
• Perform external and otoscopic evaluation related to driving requirements
• Appraise driver ear disorders that affect safe driving
• Evaluate drivers with hypertension for driving a commercial vehicle

• Perform the cardiovascular examination for drivers
• Assess cardiovascular disease in drivers of commercial vehicles
• Determine acceptable cardiovascular safe driving risk for drivers
• Assign medical certificate duration for drivers with cardiovascular disease

• Evaluate drivers with Cardiac Arrhythmias, pacemakers, implanted defibrillators
• Recall driving requirements for arrhythmias, syncope, transplants
• Distinguish cardiovascular medication effects that are a risk to safe driving
• Determine driving status and duration for safe driving

Hour 1:

• Apply Respiratory guidance for drivers with respiratory disease
• Conduct the respiratory and sleep apnea exam and evaluation
• Determine which drives must be tested and treated for OSA
• Assess Obstructive Sleep Apnea safety risk in drivers

Hour 2:

• Assess the drivers neurological history
• Determine neurological driving safety risk according to FMCSA guidance
• Explain severity’s affect on driving status from cerebrovascular, head trauma and spinal cord injuries on driving status
• Assess driver eligibility for a Federal Seizure disorder exemption.

Hour 3:

• Appraise diabetes in drivers of commercial vehicles
• Determine driving status and duration according to FMCSA guidance for drivers with diabetes
• Evaluate risk to safe driving for drivers with other endocrine disorders and other diseases without specific FMCSA guidelines in drivers
• Recall classifications of hypoglycemic medications and their impact on safe driving

• Apply Respiratory guidance for drivers with respiratory disease
• Conduct the respiratory and sleep apnea exam and evaluation
• Determine which drives must be tested and treated for OSA
• Assess Obstructive Sleep Apnea safety risk in drivers

• Assess the drivers neurological history
• Determine neurological driving safety risk according to FMCSA guidance
• Explain severity’s affect on driving status from cerebrovascular, head trauma and spinal cord injuries on driving status
• Assess driver eligibility for a Federal Seizure disorder exemption.

• Appraise diabetes in drivers of commercial vehicles
• Determine driving status and duration according to FMCSA guidance for drivers with diabetes
• Evaluate risk to safe driving for drivers with other endocrine disorders and other diseases without specific FMCSA guidelines in drivers
• Recall classifications of hypoglycemic medications and their impact on safe driving

Hour 1:

• Differentiate between psychological disorders affecting drivers
• Identify medical treatment and therapy for psychological disorders
• Recall disqualifying psychological disorders for drivers of commercial vehicles
• Appraise medications for psychological disorders for safe driving risk

Hour 2:

• Discuss the FMCSA musculoskeletal standard and guidelines
• Determine those drivers eligible for a Special Performance Examination
• Apply the FMCSA Drug and Alcohol testing to drivers and motor carriers
• Asses drivers to refer for substance abuse professional evaluation

Hour 3:

• Review FMCSA provided practice scenarios
• Derive FMCSA evaluation procedure as provided in practice scenarios
• Apply FMCSA evaluation concepts to drivers as contained in FMCSA practice scenarios
• Prepare for the FMCSA Certification Test

• Differentiate between psychological disorders affecting drivers
• Identify medical treatment and therapy for psychological disorders
• Recall disqualifying psychological disorders for drivers of commercial vehicles
• Appraise medications for psychological disorders for safe driving risk

• Discuss the FMCSA musculoskeletal standard and guidelines
• Determine those drivers eligible for a Special Performance Examination
• Apply the FMCSA Drug and Alcohol testing to drivers and motor carriers
• Asses drivers to refer for substance abuse professional evaluation

• Review FMCSA provided practice scenarios
• Derive FMCSA evaluation procedure as provided in practice scenarios
• Apply FMCSA evaluation concepts to drivers as contained in FMCSA practice scenarios
• Prepare for the FMCSA Certification Test

• Discuss the history and philosophy of acupuncture
• Identify and differentiate the three founders of Chinese Medicine
• Differentiate the three pillars (three central influences of Chinese thought)
• Identify the first material used to make acupuncture needles
• Identify acupunctures struggle to survive and become recognized and accepted
• Recognize the most influential scripts and texts used in early acupuncture history
• Discuss the most significant events in acupuncture history from the early 20th century to the present time

• Discuss acupuncture theory (Yin/Yang, Qi and Five Elements)
• Differentiate Yin/Zang organs and Yang/Fu organs
• Differentiate the different types of Qi
• Identify the Five Elements/Phases
• Differentiate the four interactions of the Five Elements/Phases
• Identify the Five Shu (Transporting) Points

• Discuss Vital Substances, Mind (Shen) and the Function of Yin and Yang Organs
• Differentiate Qi, Blood, Body Fluids and Essence (Jing)
• Identify and interpret the Mind (Shen)
• Identify and differentiate the function between the twelve internal organs Yin/Zang and Yang/Fu organs
• Identify and differentiate the six Extraordinary Yang organs

• Summarize the usage of points related to the conditions presented.
• Utilize point prescriptions for 5 common conditions seen in a chiropractic office (Low Back Pain, Neck Pain, Skin Conditions, Difficulty Sleeping, Knee Pain).
• Reproduce results using the basics of Acupuncture.
• Modify beginner’s protocols and further develop for more specific use in your office.
• Integrate new point selections into your existing practice and begin treating additional conditions.

• Explain how needle manipulation works on a physiological basis and extrapolate as to when to apply these techniques
• Summarize some of the more relevant literature surrounding the use of one of the most commonly used acupuncture points: Stomach 36
• Describe the physiology of tongue color, shape, coating and spirit (movement)
• Compare clinical examples of tongue appearance and identify key components of the tongue exam
• Interpret the meaning of clinical findings during the tongue exam and correlate them to physiology

• This contains all courses with the educational objectives listed from Acupuncture 205 through Acupuncture 211

• Identify the 3 types of acupuncture points and identify what a homeostatic point is
• Describe the phases (latent, passive and active) of acupuncture points
• Illustrate the anatomical characteristics that make up all acupuncture points
• Outline the location of 25 commonly used homeostatic acupuncture points
• Differentiate discrete anatomical characteristics that make up homeostatic acupuncture points
• Explain the common indications and cautions for use of the homeostatic acupuncture points
• Review the neuroanatomy of spinal nerves and explain how it relates to paravertebral (Bladder Shu) points
• Discuss and demonstrate needling technique for the homeostatic acupuncture points
• Demonstrate point location on live models

• Describe and summarize the mechanisms by which acupuncture exerts effect on pain modulation and musculoskeletal function
• Describe joint and muscle mechanoreceptor anatomy and physiology and how they relate to acupuncture
• Define and discuss the ascending and descending neurological pathways affected by acupuncture
• Outline the importance of cortical representation and the sensory/motor homunculus and relate them to acupuncture points with examples
• Demonstrate the importance of the cerebellum and its role in acupuncture treatment of musculoskeletal disorders

• Identify the layers of integument that you are piercing while doing acupuncture
• Compare and contrast the physiological consequences of superficial, medium and deep needling
• Differentiate which depth of needling is appropriate for the desired effect
• Describe the neurological pathways involved with acupuncture needling
• Explain the significance of needle retention time

• Identify common acupuncture point classification groups
• Compare the use of different point categories in clinical practice
• Describe the point location for points within commonly used groups
• Explain the local anatomy and neurology involved with key points
• Outline indications for use of some points and point categories

• Describe the history of the San Jiao
• Associate the San Jiao to Vagal Nerve function
• Breakdown each of the 3 “burners” into their component parts
• Review the salient points on the San Jiao Meridian
• Summarize the function and indications of the Shu Points and apply that to the San Jiao channel

• Examine the origin of the Qi symbol
• Define Qi Identify and describe the types of Qi
• Explain Qi as it relates to triple warmer metabolism
• Describe and compare the types of Qi pathology
• Review the pertinent points on the Pericardium channel
• Explain how the neurological development of the brachial plexus relates to the pericardium meridian function
• Demonstrate the local anatomy of the pericardium channel in the upper extremity

• Describe the origins of the 8 extra vessels and review Chinese embryology
• Review the locations and functions associated with each of the 8 extra vessels and extraordinary meridians
• Discuss the meaning of moving Qi between the kidneys, Ming Men, Dan Tien, Ching Mai, Ren Mai, Du Mai, Dai Mai, Yin Qiao Mai, Yin Wei Mai, Yang Qiao Mai and Yan Wei Mai

• Describe the functions of the 3 warmers/burners
• Apply the influential points for each burner/warmer
• Discuss the different types of Qi
• Summarize the formation of Qi, Jing, Shen, blood and pure fluids, according to Chinese medicine

• Discuss the Ren Mai’s overall function
• Introduce a selection of clinically useful points on the Ren Mai (Conception Vessel) meridian
• Discuss the Du Mai’s overall function
• Introduce a selection of clinically useful points on the Du Mai (Governing Vessel) meridian
• Explore the anatomy and indications surrounding LV14

Hour 1:

• Review and expand on, from a Western perspective, the neurophysiological basis of acupuncture
• Outline the pain pathway from the periphery to the central nervous system
• Review excitation/contraction coupling and muscle contraction theory
• Discuss the functions and distribution of alpha and gamma motor neurons

Hour 2:

• Explain and emphasize the functions of interneurons in the spinal cord
• Discuss muscle spindles and golgi tendon organs anatomy
• Explain the role of muscle spindles and golgi tendon organs in acupuncture
• Contrast slow versus fast stretch
• Introduce the concept of the “central integrated state” as it relates to acupuncture and acupuncture therapy
• Emphasize the relevance of cerebellar function to acupuncture as it relates to cerebellar output and modulation

• Acquaint the clinician with the physiological effects of acupuncture and needling
• Provide supportive literature for the physiological effects of acupuncture and needling
• Present the concept of central desensitization as it relates to acupuncture and needling
• Discuss how needling affects pain modulation, range of motion, muscle activation and the chemical environment surrounding trigger points

• Review the 2 major afferent pain pathways
• Discuss the local, segmental and cortical responses to pain and a painful stimulus
• Describe the major, descending inhibitory pathways for pain including the enkephalinergic, serotonergic and noradrenergic pathways
• Describe the cholinergic inhibitory pathway for pain
• Explain how acupuncture affect these pain pathways

• Discuss the layers of the skin as related to a practitioner’s perception during acupuncture
• Review the neurological pathways involved with acupuncture
• Summarize the local, segmental and cortical effects of acupuncture
• Contrast the physiological effects of depth of insertion and retention time of acupuncture

• Outline the basics of clean needle technique, including defining “clean field” and offering recommendations as it related to acupuncture
• Discuss the most common methods of sterilization
• Contrast sterilization vs disposable needles
• Present the most common complications of acupuncture
• Discuss contraindications to acupuncture
• Present the most common infectious agents as risk factors for acupuncture

• Outline current concepts in trigger point theory
• Discuss the neurophysiology of current concepts in trigger point theory
• Distinguish between sclerotomes, dermatomes, myotomes and discuss their importance and trigger point diagnosis
• Discuss objective findings present in trigger point diagnosis
• Explain the importance of segmental relationships and acupuncture

• Describe the history of alcohol and drug abuse
• Define the reasons for the impact of alcohol and drug abuse
• Indicate the types of drug and alcohol abuses
• Recognize substance abuse in one's practice
• Develop strategies for dealing with our patient's and our own drug/alcohol addictions

• Apply manual therapy interventions for people living with HIV disease
• List the applicability of soft tissue mobilization, muscle energy technique, and myofacial release in the treatment of patients with HIV disease
• Describe craniosacral therapy and lymphatic drainage techniques in the treatment of patients with HIV disease

• Identify aspects of macronutrient deficiency and progression to AIDS
• Describe pathophysiological malnutrition in HIV Disease
• Discuss micronutrient deficiency and progression to AIDS
• Identify nutritional therapies in the treatment of AIDS patients

• Discuss Neuromuscular Manifestations of HIV and Electroacupuncture
• Review the use of Acupuncture and Microcurrents in AIDS patients
• Discuss Effects of Massage Therapy on the HIV-Exposed Newborn and Adult
• Describe how Massage Therapy enhances immune function in adults

• Define HIV
• Outline HIV epidemiology and symptoms
• Discuss the effects of HIV on health and wellness
• Review current facts about the HIV and AIDS epidemic both in the U.S. and worldwide

• Define HIV
• Outline HIV epidemiology and symptoms
• Discuss the effects of HIV on health and wellness
• Review current facts about the HIV and AIDS epidemic both in the U.S. and worldwide
• Discuss strategies for preventing HIV in the health care workplace
• Outline universal precautions and additional precautions to prevent transmission of HIV by blood
• Apply what to do when there has been a possible exposure to HIV infection
• Define and discuss confidentiality laws covering the medical records of HIV/AIDS patients
• Define and discuss behavioral interventions for HIV/AIDS patients
• Outline the screening of HIV-infected persons for HIV transmission risk

• Discuss strategies for preventing HIV in the health care workplace
• Outline universal precautions and additional precautions to prevent transmission of HIV by blood
• Apply what to do when there has been a possible exposure to HIV infection

• Define and discuss confidentiality laws covering the medical records of HIV/AIDS patients
• Define and discuss behavioral interventions for HIV/AIDS patients
• Outline the screening of HIV-infected persons for HIV transmission risk

• Assess the historical characteristics and epidemiology of HIV/AIDS
• Describe how HIV is spread and how it may be prevented
• Summarize the pathophysiology of HIV infection and AIDS
• Outline the natural history, diagnosis, and stages of HIV infection
• Illustrate the current treatment strategies for HIV infection and discuss common opportunistic infections associated with HIV

• Explain the difference between HIV infection and AIDS
• Outline the methods of transmission of HIV
• Explain why early treatment of HIV infection is advantageous
• Discuss the basic factors in treatment
• Assess the individual HIV-AIDS patient for nutritional needs
• Explain the basic nutritional guidelines for the HIV infected patient.
• Discuss the classification of nutrients and their sources
• List some tools that may be used to do a nutritional analysis.
• Recognize AIDS nutritional deficient syndromes and other co morbidities
• Suggest some food plans/food treatments for nutritional deficiencies caused by the HIV infection or other opportunistic infections.
• Discuss  the steps to good nutritional counseling
• Discuss some nutritional problems that may face the HIV patient and list some remedies for these issues.

• Identify the classification methods for the diagnosis of HIV infection
• Describe the methods of transmission of HIV
• Explain the global epidemiology of HIV
• Summarize the origin and evolution of SIV and HIV
• Outline the crossover of HIV to the human population

• Describe the principal HIV-associated neurological complications
• List the clinical features of HIV-associated dementia
• Summarize the diagnosis and treatment of HIV neuropathy
• Identify common cardiovascular complications in HIV patients
• Explain the etiology of HIV-associated cardiomyopathy and congestive heart failure

• Outline the general concepts of the immune response to viral infection
• Compare and contrast innate immunity versus acquired immunity
• Describe the role of the CD4 T lymphocyte response in HIV infection
• Explain why the immune response fails in HIV infection
• Discuss the potential for vaccines to HIV

• Describe the interactions between the emotional state, nervous system function, and the immune system
• Explain the role of life style in proper immune function
• Summarize how vitamins and nutrients influence disease susceptibility
• Recognize the antibacterial, antiviral, and immunostimulatory effects of certain botanicals

• Summarize the biology and transmission of HIV/AIDS
• Describe the clinical and serological progression of HIV/AIDS
• Outline the diagnosis and follow up monitoring for HIV/AIDS
• Produce a synopsis of the medical management of HIV/AIDS
• Identify the 5 classes of HAART medications and their mechanism of action
• Recognize the interactions of vitamins and nutrients with the various classes of HIV medications
• Identify therapies to address constitutional symptoms, medication side effects, and symptoms of immunosuppression
• List homeopathic and botanicals that have demonstrated effectiveness in treating HIV

Hour 1

• Indicate the immune system’s complexity as it fits into the body’s function
• Give examples of various Interleukins involved in the immunity
• List neurotransmitters, and vasoactive dilators
• Contrast TH1 and TH2 immune cells and apply a working knowledge of their clinical phenotype.

Hour 2

• Discuss signs and symptoms of anaphylaxis and current therapy.
• List the major immune cells responsible for allergic reactions
• Name the major receptor responsible for IgE sensitization, and what cells it is primarily found on.
• Summarize the meaning of WAO.
• List signs and symptoms of a typical allergic response after re-exposure to a sensitized allergen
• List different methods of allergy testing and critique their strengths and weaknesses.
• Give an example of a complicating factor that might skew an IgE(total) test result
• Apply the terms sensitivity and specificity in lab tests
• Categorize who is at risk of allergic sensitization.

Hour 3

• List 1-2 examples of research supporting IgE sensitization prevention.
• List 1-2 examples of factors which may increase risk of IgE sensitization.
• Explain the effect of smoking on IgE
• Have working knowledge of the effect of SO2 on health, and its primary source.
• Describe how and why it Ragweed is fast becoming worse of a problem throughout the US and worldwide.
• Indicate a potential sequela of Rhinoconjunctivitis and why it is meaningful to treat
• Identify and name a treatment backed by clinical evidence for Ragweed allergy and its meaning for natural therapy to be used by non-prescribing practitioners
• Describe a potential problem with medical Sublingual allergy therapy, and then defend it.
• Outline the major allergens in Ragweed.
• Give an example of co-sensitivity
• Define Pan allergen and give an example

Hour 1

• List the cells where histamine is predominantly found.
• Describe the role of the Mast Cell.
• Explain histamine’s function and recall what causes its release.
• List the Histamine receptor types and where each are each found.
• Summarize or give examples of symptoms in over activation of histamine receptors.
• Many of our patients are on OTC Antihistamine medications.  List their effects, positive and negative.

Hour 2

• Quote what OAS stands for.
• Define OAS and describe what happens to those with this problem.
• Recognize at what age(s) OAS occurs.
• Memorize, recognize and describe 1-5 OAS examples.
• Educate your patient on how to deal with OAS.
• Describe NFkB as a system
• Describe NFkB’s role in canonical and non-canonical pathways
• Explain what IκBα is and its potential role in downregulating inflammation

Hour 3

• Discuss how specific herbs, nutrients, and Vitamin E work to manage histamine at both a macro and microscopic level.
• Be able to describe allergic inflammation
• Discover how NSAIDs are being noted to reduce CNS diseases with inflammation and may help manage allergic disorder(s). 
• Identify what particular NSAID is naturally occurring and available to us and your patients to help them manage their allergic inflammation.  Calculate its clinical dose and avoid its lethal dose.
• List various SPMs (Specialized Proresolving Mediators)
• Describe how SPMs can control IgE production and play a potential role in the treatment of Alzheimer’s Disease.
• Relate histamine’s role in IBS (Irritable Bowel), name and synthesize the type of 2 known GI receptors involved.

• Dissect and identify musculature of the anterior cervical spine.
• Identify and learn the origin and insertion of specific musculature of the anterior cervical spine.
• Describe the innervation of specific anterior cervical musculature.
• Learn the anatomic relationship of anterior cervical spine musculature to other structures.

• This contains all courses with the educational objectives listed from Anatomy 101 to Anatomy 112

• To dissect and identify musculature of the shoulder
• Identify and learn the origin and insertion of specific musculature of the shoulder
• Construct a list of differential diagnoses for Clinical Shoulder Pathologies
• Learn the anatomic relationship of shoulder to other structures and correlate them to an MRI

• Locate and identify the various bones that make up the hand
• Identify bony landmarks and the parts of the bones that make up the hand
• Identify various joint structures within the hand
• View the anatomic relationship of the bones of the hand to other bony and soft tissue structures

• Dissect and identify musculature, nerve and vascular aspects of the hip
• Identify and learn the origin and insertion of specific musculature of the hip
• Describe the innervation of specific hip musculature.
• Learn the anatomic relationship of hip musculature to other structures and their relationships on the MRI

• Locate skeletal structures and landmarks of the elbow joint.
• Identify ligamentous and neurovascular anatomy of the elbow complex.
• Name the origin, insertion and innervation of musculature around the elbow.
• Assess the relationship of bony and soft tissue structures around the elbow.

• Identify anatomical landmarks pertaining to osteology of the humerus
• Locate attachments of prime movers of the shoulder joint
• Identify ligaments of the shoulder joint
• Identify bursae of the shoulder joint
• Recognize pathologies associated with shoulder joint anatomy

• Locate and identify major nerve structures of the shoulder area
• Locate and identify arteries of the shoulder area
• Locate and identify veins of the shoulder area
• Locate and identify lymphatics of the shoulder area

• Identify anatomical landmarks pertaining to osteology of the tibia
• Identify anatomical landmarks pertaining to osteology of the patella
• Identify anatomical landmarks pertaining to osteology of the fibula
• Correlate bony landmarks of the knee with clinical conditions that affect them

• Identify attachment sites of muscles around the knee joint
• Identify attachment sites of ligaments of the knee joint
• Identify attachment sites of cartilage of the knee joint
• Correlate the clinical aspects of the structures identified in this course

• Identify the ligaments that support the knee joint
• Identify the cartilaginous structures of the knee
• Correlate clinical conditions of identified knee structures with the anatomy studied
• Compare and contrast MRI images with the dissection images of the knee

• Locate and identify arteries which supply the area around the knee
• Locate and identify nerves which supply the area around the knee
• Locate and identify veins which drain the area around the knee
• Outline the anatomical course followed by the neurovascular structures as they pass through the area of the knee

• Locate and identify the muscles act on the knee joint
• Identify origins and insertions of muscles that act on the knee joint
• Recognize the peripheral nerves which supply the muscles that act on the knee joint
• Correlate clinical conditions of the muscles that act on the knee joint with their anatomy

• Identify anatomical landmarks pertaining to osteology of the tibia
• Identify anatomical landmarks pertaining to osteology of the fibula
• Identify anatomical landmarks pertaining to osteology of the tarsals
• Identify anatomical landmarks pertaining to osteology of the metatarsals and phalanges

• This contains all courses with the educational objectives listed from Anatomy 113 to Anatomy 124 

• Identify the ligaments of the ankle and foot
• Identify the attachment sites of the ligaments of the ankle and foot
• Describe the structures supported by the ligaments of the ankle and foot
• Correlate the anatomy with clinical conditions of the ligaments of the ankle and foot

• Identify muscles of the foot and ankle
• Locate origin and insertions of the muscles of the foot and ankle
• Identify the nerve supply of the muscles of the foot and ankle
• Correlate clinical conditions with the anatomy of the muscles of the foot and ankle

• Locate and identify arteries which supply the ankle and foot
• Locate and identify nerves which supply the ankle and foot
• Locate and identify veins which drain the ankle and foot
• Outline the anatomical course followed by the neurovascular structures as they pass through the area of the ankle and foot
• Correlate clinical conditions of neurovascular structures of the ankle and foot with the anatomy

• Identify anatomical landmarks pertaining to osteology of the sacrum and coccyx
• Identify anatomical landmarks pertaining to osteology of the ischium
• Identify anatomical landmarks pertaining to osteology of the ilium
• Identify anatomical landmarks pertaining to osteology of the pubis
• Correlate bony landmarks of the pelvis with clinical conditions that affect them

• Identify ligaments of the pelvis
• Correlate anatomical relationships of the ligaments of the pelvis
• Identify deep muscles of the pelvis
• Locate origin and insertions of the deep muscles of the pelvis
• Identify the nerve supply and actions of the deep muscles of the pelvis

• Identify nerve structures of the pelvis
• Locate the anatomical course of the nerves of the pelvis
• Identify structures supplied by nerves of the pelvis
• Identify nerve root levels that supply the peripheral nerves of the pelvis

• Identify the arteries and veins of the pelvis
• Locate the anatomical course of arteries and veins of the pelvis
• Describe the anatomical areas supplied by the arteries of the pelvis
• Describe the anatomical areas drained by the veins of the pelvis

• Identify anatomical landmarks pertaining to osteology of a typical lumbar vertebra
• Identify anatomical landmarks pertaining to osteology of an atypical lumbar vertebra
• Identify anatomical landmarks pertaining to osteology of the sacrum
• Identify bony attachment sites of selected muscles and ligaments of the lumbar spine

• Identify ligaments of the lumbar spine
• Correlate anatomical relationships of the ligaments of the lumbar spine
• Identify deep muscles of the lumbar spine
• Locate origin and insertions of the deep muscles of the lumbar spine
• Identify the nerve supply and actions of the deep muscles of the lumbar spine

• Identify the muscles of the posterior vertebral column
• Locate the attachments of the muscles of the posterior vertebral column
• Describe the actions of the muscles of the posterior vertebral column
• Identify the nerve supply of the muscles of the posterior vertebral column.

• Identify neural structures of the brain stem and spinal cord
• Identify structures of the meninges
• Describe the function of the structures of the brain stem and spinal cord
• Describe anatomical relationships between structures of the brain stem, spinal cord and meninges

• Locate and identify anatomical structures of the spinal cord
• Locate and identify the columns and tracts of the spinal cord
• Describe the functions of the columns and tracts of the spinal cord
• Locate and identify the vascular structures that supply the spinal cord

• This contains all courses with the educational objectives listed from Anatomy 125 to Anatomy 136 

• Locate and identify the rami, anterior and posterior divisions of the lumbar plexus
• Locate and identify the peripheral nerves that arise from the lumbar plexus
• Recognize anatomical landmarks that surround the lumbar plexus
• Identify the structures supplied by the nerves of the lumbar plexus

• Locate and identify the bones of the cranium
• Identify anatomical landmarks on the bones of the cranium
• Identify the sutures of the cranium
• Describe the structures passing through the foramina of the cranium

• Locate and identify the extraoccular muscles
• Locate and identify deep muscles of the face and pharynx
• Describe nerve the supply of muscles identified
• Describe the actions of the muscles identified

• Locate and identify intermediate muscles of the face and pharynx
• Describe nerve the supply of muscles identified
• Describe the actions of the muscles identified
• Locate origins and insertions of the muscles identified

• Locate and identify superficial muscles of the face and pharynx
• Describe nerve the supply of muscles identified
• Describe the actions of the muscles identified
• Locate origins and insertions of the muscles identified

• Identify the arteries that supply the face and head
• Identify the nerves that supply the face and head
• Describe the structures innervated by the nerves of face and head
• Identify the veins that drain the face and head

• Locate identify muscles of the eye and orbit
• Locate and identify blood vessels of the eye and orbit
• Locate and identify connective tissue structures of the orbit
• Describe location and innervation of the lacrimal glands

• Locate the major anatomical landmarks of the orbit
• Describe anatomical relationships between structures of the orbit
• Correlate functions of the structures of the orbit with the anatomy
• Identify the nerves, muscles and blood vessels of the orbit

• Identify the structures of the interior structures of the eyeball
• Explain the function of the interior structures of the eyeball
• Correlate anatomical relationships between interior structures of the eyeball
• Explain the actions of the extraoccular muscles

• Identify anatomical landmarks of the ossicles of the ear
• Locate and identify the organs of hearing in the ear
• Explain the transmission of sound in the ear
• Locate and identify the organs of balance in the ear

• Identify anatomical landmarks pertaining to osteology of the temporomandibular joints
• Locate and identify the soft tissue structures of the temporomandibular joint
• Correlate specific muscles with the possible movements of the temporomandibular joint
• Locate attachment sites of the structures of the temporomandibular joint

• Identify the trigger points for the selected muscles of the neck
• Label the primary and secondary referral patterns for the trigger points of the neck
• Summarize the differential diagnoses associated with each trigger point of the neck
• Indicate the proximal and distal attachments of the selected muscles of the neck
• Describe the action of the selected muscles of the neck

• This contains all courses with the educational objectives listed from Anatomy 225 through Anatomy 230

• Identify the trigger points for the selected muscles of mastication
• Label the primary and secondary referral patterns for the trigger points of the muscles of mastication
• Summarize the differential diagnoses associated with each trigger point of the muscles of mastication
• Indicate the proximal and distal attachments of the selected muscles of mastication
• Describe the action of the selected muscles of mastication

• Identify the trigger points for the selected muscles connecting the shoulder to the torso
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point
• Indicate the proximal and distal attachments of the selected muscles connecting the shoulder to the torso
• Describe the action of the selected muscles connecting the shoulder to the torso
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for the selected muscles of the shoulder and arm
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the shoulder and arm
• Indicate the proximal and distal attachments of the selected muscles of the shoulder and arm
• Describe the action of the selected muscles of the shoulder and arm
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for the selected muscles of the Forearm and hand
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the forearm and hand
• Indicate the proximal and distal attachments of the selected muscles of the forearm and hand
• Describe the action of the selected muscles of the forearm and hand
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for the selected muscles of the abdominal wall and back
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the trunk
• Indicate the proximal and distal attachments of the selected muscles of the abdominal wall and back
• Describe the action of the selected muscles of the trunk
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for selected muscles in the posterior and medial compartment of the hip and thigh
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the hip and thigh
• Indicate the proximal and distal attachments of the selected muscles in the posterior and medial compartment of the hip and thigh
• Describe the action of the selected muscles in the posterior and medial compartment of the hip and thigh
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for selected muscles in the gluteal region and the anterior and lateral compartment of the hip and thigh
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the hip and thigh
• Indicate the proximal and distal attachments of the selected muscles in the gluteal region and the anterior and lateral compartment of the hip and thigh
• Describe the action of the selected muscles in the gluteal region and the anterior and lateral compartment of the hip and thigh
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for the selected muscles of the leg
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the leg
• Indicate the proximal and distal attachments of the selected muscles of the leg
• Describe the action of the selected muscles of the leg
• Recognize when muscles are acting agonistically and antagonistically

• Identify the trigger points for the selected muscles of the foot
• Label the primary and secondary referral patterns for the identified trigger points
• Summarize the differential diagnoses associated with each trigger point in the foot
• Indicate the proximal and distal attachments of the selected muscles of the foot
• Describe the action of the selected muscles of the foot
• Recognize when muscles are acting agonistically and antagonistically

• Explain basic concepts of health
• Identify the health spectrum
• Recognize the various facts associated with aging
• Determine the difference between sickly aging and normal aging
• Recognize the various theories of aging
• Recognize the most common theory of aging
• Determine the risks associated with being sedentary
• Identify the effect of exercise on the cardiovascular system
• Describe how exercise affects cholesterol and cancer
• Examine the various components of an exercise program
• Identify which exercises are best for health and longevity
• Recognize the relationship between exercise and antioxidants
• Recognize basic concepts of stress
• Establish how stress and other emotions can cause disease and ill health
• Determine the relationship between nutrition and stress
• Differentiate the relationship between various stress reducing techniques
• Identify how social relationships, religion and prayer can affect health and aging
• Recognize the negative and positive factors from consuming alcohol
• Recognize how alcohol affects nutrition
• Identify how smoking affects health
• Identify the relationship between nutrition and smoking
• Recognize the relationship between second hand smoke and nutrition
• Identify various smoking cessation techniques
• Identify the role of antioxidants and free radicals
• Examine the relationship between antioxidants and heart disease
• Determine the relationship between diet, cancer, and the environment
• Identify various antioxidants that can affect cancer
• Describe how caloric restriction affects longevity
• Explore basic concepts of weight control and obesity
• Recognize how obesity affects overall health and promotes disease
• Identify various dietary patterns and habits
• Determine how diet patterns affect health and promote disease
• Explore the typical American diet pattern
• Review the vegetarian diet pattern
• Analyze the Mediterranean diet pattern and its components
• Identify why fruits and vegetables are anti-aging foods
• Determine how fruits and vegetables offer health benefits
• Select what components of fish have positive effects on health
• Recognize how fish affects cardiovascular disease and cancer
• Identify how garlic affects health and inhibits disease
• Demonstrate the role grains have in health and longevity
• Explain the basics of fiber and how it can affect health and disease
• Identify how nuts can positively affect health and decrease disease
• Recognize how legumes and soy can affect heart disease
• Relate how legumes and soy can affect cancer
• Recognize the beneficial components of yogurt
• Identify how yogurt can affect the immune system
• Define what prebiotics are and how they affect health
• Describe how chocolate can promote health and longevity
• Explore how tea can positively affect health and decrease disease risk
• Identify what the beneficial components of wine are
• Determine the how and when of wine consumption
• Explain basic concepts of water and signs of dehydration
• List how water affects disease and promotes health
• Identify who is susceptible to nutrient deficiencies
• Determine the relationship between a daily multiple vitamin and health
• Analyze how growth hormone can promote health and possibly slow aging
• Explain the risk versus benefit of using testosterone and melatonin
• Recognize the role of DHEA and DHEA-S on health and longevity
• Identify the main concepts of an anti-aging strategy

Musculoskeletal

• Explain the causes behind Musculoskeletal Injuries
• Compare the minimum/maximum times during the Acute, Repair, and Remodeling Phase of Recovery
• Summarize protocols for acute inflammation
• Demonstrate a Kinetic Chain Assessment
• Explain why indirect cause of injury can be as disabling due to tissue overuse and overload
• Contrast and compare male vs female most common extremity injuries
• Contrast the differences between high school, collegiate, and professional athletic injuries
• Summarize how gold-standard management drives lower injury rates and duration
  

Nutrition

• Develop components of a typical healthy meal plan for athletes
• Differentiate between healthy and unhealthy food choices in each category of FAT, CHO, PRO
• Identify problem foods specific to the individual athlete
• Explain CHO loading and examples of high glycemic index foods
• Describe meal plan for post-exercise "window of recovery"
• Describe benefits and sources of branched chain amino acids for athletic recovery
• Explain purpose of omega 3 fatty acids during recovery phase of athletic activity
• Define components of female athlete triad
• List vitamins and minerals required to rebuild bone health in female athlete triad
• Name ergogenic nutrients acceptable to the World Anti-Doping Agency

Dehydration

• Explain difference between dehydration and hyponatremia
• Recognize early or acute signs and symptoms of dehydration and hyponatremia
• Discuss benefits of each method of determining hydration status
• Demonstrate treatment intervention for heat cramps
• Compare energy drink to sports drink

Concussion

• Define and recognize brain concussion, second impact syndrome, and chronic traumatic encephalopathy.
• Describe frequency of sports concussion and common duration of signs and symptoms.
• Describe all possible results of head trauma, including second impact syndrome, intracranial hematoma, skull fracture, brain contusion, cervical injury (both mild and dangerous)
• Differentiate and rule out dangerous results from head trauma.
• Demonstrate proper exam procedures following head trauma on field.
• Demonstrate proper exam procedures to clear the cervical spine on field.
• Perform the SCAT 3 exam and describe how it is to be used both on field and in the office.
• Describe how and why one performs serial exams after head trauma on field.
• Describe return to play protocols for concussed athletes.
• Describe prevention procedures for sports concussion.

• Explain the phases of human walking gait
• Discuss the biomechanical events associated with stance phase of gait
• Discuss the biomechanical events associated with swing phase of gait
• Explain biomechanically what is happening during each phase of gait in the foot, ankle, knee and hip
• Discuss the 3 rockers of the foot and how they apply to the gait cycle
• Understand the calcaneocuboid locking mechanism and defend it's importance in the stance phase of gait
• Summarize the ranges of motion of the foot, ankle, knee and hip and their importance in normal gait
• Explain how stance phase abnormalities would impact the gait cycle
• Demonstrate competency in obtaining a reproducible Pedograph print
• Interpret rearfoot, midfoot and forefoot mechanics as seen on a pedograph print
• Identify and interpret problem areas in a pedograph print
• Identify stance phase abnormalities on a Pedograph print
• Extrapolate pathomechanics which would occur rostrally in the kinetic chain during pathomechanics occurring in the gait cycle
• Evaluate the impact of gait abnormalities on human locomotion

• This contains all courses with the educational objectives listed from Biomechanics 201 through Biomechanics 216

• Describe how the motor and sensory homunculus relate to the foot and are integral to training and rehabilitation
• Discuss the 3 rockers of the foot
• Give examples of problems that result from a loss of the 3 rockers of the foot
• Explain the concept of pelvis neutrality and its effect on training
• Describe and examine the tripod of the foot
• Breakdown most movement into 2 basic rules or tenets
• Give examples of the problems which can arise if the 2 basic rules or tenets of movement are not followed
• Discuss the clinical consequences of loss of the medial and lateral tripods of the foot

• Discuss the normal walking gait cycle
• Apply the biomechanics of the pelvis and lower kinetic chain during walking to clinical practice
• Predict and discuss problems and clinical strategies that can arise from altered lower extremity biomechanics
• Apply visual analysis skills
• Evaluate case studies in gait analysis
• Clinically apply solutions for gait abnormalities

• Describe and identify how the parts of a running shoe affect running biomechanics
• Compare and contrast different shoe constructions to the biomechanical needs of an individual
• Determine the appropriate last shape for different foot types
• Discuss the biomechanical consequences of improper vs. proper selection of last types
• Predict which features in a shoe are necessary to correct faulty gait patterns

• Explore barefoot running from a position of biomechanical efficiency
• Contrast the differences in shod vs unshod running
• Predict problems that can arise from shod and barefoot running
• Apply visual analysis skills to barefoot running technique
• Describe how to introduce barefoot running to your patient population

• Discuss the salient points of conducting a visual gait analysis
• Review the gait cycle and associated kinetics and kinematics
• Discuss step length, stride length and how they are affected in a case of a person with posterior compartment weakness
• Review the biomechanics associated with heel rise
• Propose rehabilitation strategies for specific cases that were reviewed

• Discuss the pitfall of video assessment of gait cases
• Review the gait cycle with respect to stance phase abnormalities in a gait case
• Differentiate between step length and stride length
• Review heel rise and the windlass mechanism
• Discuss the function of the long flexors of the toes in gait
• Evaluate pelvic posturing as it relate to a gait case
• Discuss the gait pathomechanics that result from a herniated disc

• Review the pertinent anatomy of the knee
• Review the kinematics and kinetics of knee function during the gait cycle
• View and discuss case studies involving knee function
• Predict pathomechanics that will arise from the gait abnormalities presented
• Propose remedies for the gait abnormalities seen

• Review the pertinent anatomy of the hip
• Review the kinematics and kinetics of hip function during the gait cycle
• View and discuss case studies involving hip function and common clinical scenarios
• Predict pathomechanics that will arise from the gait abnormalities presented
• Propose remedies for the gait abnormalities seen

• Review the walking gait cycle
• Review the running gait cycle
• Identify the key differences between walking and running gait
• Review the kinematics and kinetic differences between walking and running gait
• View case studies involving different walking and running gait styles
• Predict pathomechanics that may arise from gait abnormalities presented

• Review anatomical vs functional short leg
• Review the kinematics and kinetics of the short leg during the gait cycle
• View and discuss case studies looking at functional and anatomical short legs
• Predict pathomechanics that will arise from a short leg
• Propose remedies for the gait abnormalities seen

• This contains all courses with the educational objectives listed from Biomechanics 211 through Biomechanics 222

• Review fore foot to rearfoot relationships
• Review the different rear foot types
• Review the kinematics and kinetics of rear foot function during the gait cycle
• View and discuss case studies involving different rear foot types
• Predict pathomechanics that will arise from gait abnormalities presented
• Propose remedies for the gait abnormalities seen

• Breakdown the gait cycle into its component parts
• Recognize some less common gait abnormalities seen in gait analysis
• Assess actions of the lower kinetic chain during gait
• Predict pathomechanics that will arise from gait abnormalities presented

• Review how to determine foot type
• Describe and identify the five common foot types
• Explain how foot type effects gait biomechanics
• Compare and contrast different clinical examples of each foot type
• Discuss some treatments that can be utilized when a client presents with a particular foot type

• Briefly describe the history of the pedograph
• Compare pedographs with other technologies available for foot imprinting
• Explain how to obtain a reproducible pedograph
• Discuss pedograph interpretation and what it means clinically

• Review the pertinent anatomy of the foot
• Review the kinematics and kinetics of foot function during the gait cycle
• View and discuss case studies involving foot function and common pathomechanics
• Predict pathomechanics that will arise from the gait abnormalities presented
• Propose remedies for the gait abnormalities seen

• Define the crossover gait
• Visually identify the crossover gait
• Explain the biomechanical elements of the crossover gait
• Analyze the cross over gait
• Give examples of the cross over gait
• Integrate your knowledge of the cross over gait to formulate an appropriate treatment plan
• Outline some common exercises for cross over gait remediation

• Examine how arm swing correlates and integrates with the gait cycle
• Visually identify arm swing
• Explain the biomechanical elements of arm swing
• Analyze arm swing
• Give examples of normal and abnormal arm swing
• Integrate your knowledge of arm swing to formulate an appropriate treatment plan

• Define minimal vs. neutral vs. guidance vs. motion control shoes
• Contrast minimal vs. neutral vs. guidance vs. motion control shoes
• Discuss current shoe trends
• Discuss ramp delta and its implications in shoes and shoe fit

• Review the injuries associated with an improperly fitting bike frame and how to properly size a frame to a person
• Discuss how cleat position can lead to biomechanical problems and injuries related to power loss.
• Demonstrate how to properly place cleats on shoes to avoid injury and increase power transfer
• Discuss injuries that stem from inappropriate seat height, saddle for and aft position and handlebar reach and explain how to determine appropriate seat height, fore and aft saddle position and handlebar reach.

• Review static postural foot assessment as it relates to a case study
• Describe muscular compensations that may occur as the result leg length differences
• Compare muscular action vectors and their changes with aberrant foot mechanics
• Discuss the concept of flexor dominance and how it relates to the long flexors of the toes

• Discuss the gait cycle and gait cycle biomechanics
• Discuss Tetrasomy 18 and Chronic Inflammatory Demyelinating Polyneuropathy etiologies
• Discuss Tetrasomy 18 and Chronic Inflammatory Demyelinating Polyneuropathy gait abnormalities
• Propose rehabilitation strategies for abnormalities commonly seen in many neurological disorders

• Review the anatomical and functional causes of  leg length discrepancies
• Review the kinematics and kinetics of leg length discrepancies during the gait cycle.
• View and discuss several new case studies looking at anatomical leg length discrepancies and the impact of compensations to accommodate the fixed changes. 
• Discuss examination procedures to facilitate understanding of the pathomechanics resulting from a leg length discrepancy. 
• Propose intrinsic and extrinsic remedies for the gait abnormalities seen.

• Provide an overview of orthotic therapy
• Review orthotic casting processes and contrast differences and potential pitfalls in them
• Discuss common problems arising from orthotic prescription (blisters, pain during use, pressure spots, etc)
• Propose mechanisms for why problems occur biomechanically
• Present remedies for common problems that arise

• Discuss retraining CNS sensory and motor patterns
• Present several key concepts in visual gait analysis
• Introduce lesser known anatomical points of interest in the sacroiliac joint
• Discuss some rehabilitation strategies for the sacroiliac joint

• Discuss the ideal kinetics and kinematics of the walking gait cycle
• Present the normal lower extremity parameters/ontogeny surrounding the requisites for gait
• Explore the impact of lower extremity torsions on foot progression angle
• Highlight the differences between tibial and femoral leg length discrepancies
• View video examples of different aspects of gait

• Review the mechanics of the bridge exercise
• Discuss the current indexed literature surrounding the bridge exercise
• Describe potential pitfalls in performing and prescribing the bridge exercise
• Point out the differences of maintaining a "neutral spine" versus an increased or decreased lumbar lordosis
• Identify potential ways to correct faulty mechanics and optimize performance of the bridge exercise

The bridge exercise has been a staple amongst conditions seeking to rehabilitate everything from lower back pain to gait abnormalities. Traditionally, this is predominantly a gluteus maximus exercise however we often find that it is dominated by the hamstrings. This presentation goes through the recent research surrounding this exercise as well as ways to optimize its efficacy and clinical utility.

• describe a new, novel test to diagnose gluteus medius tears
• explain the various functions of the gluteus maximus and medius
• explore the effects of a resistance band around the knees on the gluteus maximus, quadricep and valgus angles on the knees during a back barbell squat
• contrast gluteus medius resistance and rehabilitation exercises with respect to maximal recruitment
• discuss electromyographic activity in the gluteus medius, gluteus maximus, biceps femoris, vastus lateralis, vastus medialis and rectus femoris during the Monopodal Squat, Forward Lunge and Lateral Step-Up exercises.

• Review ideal walking gait biomechanics
• Discuss the current indexed literature surrounding sandals and open back footwear relative to musculoskeletal symptoms
• Describe pathomechanics associated with wearing flip flops and open back footwear
• Contrast the ideal gait cycle with the gait cycle while wearing flip flops, sandals and open back footwear
• Identify potential ways to correct faulty mechanics associated with wearing open back footwear

Ever wonder if “flip flops” are bad for you? How about open back shoes? With the prevalence of sandal and open back footwear use, we thought it appropriate to talk about the biomechanics and potential pitfalls of this type of footwear. In this preservation we examine the biomechanics, pathomechanics literature and potential sequelae of sandals and open back shoes.

• Identify ideal walking gait biomechanics
• Discuss the indexed literature surrounding movement patterns, gait impairments and compensations.
• Analyze arm swing, leg swing, and interlimb timing and coordination.
• Interpret local foot biomechanics and compensations.

• Discuss the concept of Gender as it relates to society, language and culture
• Identify Gender roles in Western Society
• Recognize innate gender traits in males and females
• Summarize socially imposed gender traits

• This includes all courses with the educational objectives listed from Boundary Training 101 through Boundary Training 112

• Identify aspects of male and female psychological development
• Relate basic concepts of Gender and Power
• List female and male leadership factors
• Discuss gender and the Doctor/Patient relationship
• Identify the ways which gender affects the Doctor/Patient relationship

• Describe what accounts for the differences, in practice style and patient care, between males and females healthcare providers
• Define differing sexualities in western culture
• Review sexuality as it relates to the Doctor/Patient relationship
• Identify misconceptions in personal definitions of male, female, power and sexuality
• Recognize when Power is misused and becomes a threat

• Define Touch as it relates to perception, gender and culture
• Discuss the giving up of power as it relates to patients and touch
• Recognize the perception, intention, and uses of touch
• Perform an analysis of individual conceptions of gender and sexuality

• Perform an exercise to identify personal concepts of touch
• Create practical applications for healthcare practitioners with regard to gender, touch, and sexuality
• Define sexual misconduct
• Recognize the difference between sexual misconduct and sexual harassment
• Critique different models of misconduct

• Describe how misconduct occurs
• Distinguish between different types of offenders
• Give examples of case studies in sexual misconduct
• Identify common fears and misconceptions of sexual misconduct
• Specify important concepts of treated a patient who has a history of abuse

• Define professional boundaries and relate the issue of consent
• Describe the three types of power, the three patterns of power, and how power is used
• Discuss the differences between adherence vs. compliance and transference vs. countertransference
• Identify anatomical risk levels for touch

• Develop safe touch guidelines
• Create a set of office based interventions and patient based interventions in the development of safe practice strategies
• Define educational interventions for safe practice strategies
• Define the basics of the supervision for a safe practice strategy

• Develop and outline for safe practice analysis
• Perform a risk factor analysis
• Execute a healthcare provider questionnaire
• Create a staff evaluation to implement at the office

• Develop and implement a buddy/supervisor evaluation of the healthcare provider and staff
• Develop and implement a patient evaluation of the healthcare provider and staff
• Create a system of analysis for the buddy/supervisor, healthcare provider, staff and patient evaluations

• Develop a plan for change based on the risk factor analysis (RFA) and practice evaluation questionnaires
• Identify areas of improvement for touch, consent, communication and respect
• Address concerns raised by staff and patients
• Discuss ways to defuse attraction

• Develop guidelines of dealing with a patient who is attracted to you
• Develop guidelines of dealing with feeling an attraction
• Discuss the six factors for a safe practice
• Describe the new partnership between healthcare providers and patients

• Define and discuss professional boundaries
• Define and discuss sexual misconduct
• Sensitize The D.C. To Issues Relating to Sexual Interaction With The Patient
• Discuss the problem of sexual misconduct, either real or perceived
• Define and discuss specific examination procedures
• Provide methods for recording examinations and incidents
• Discuss case of alleged sexual misconduct
• Discuss strategies to avoid misunderstandings that may lead to charges of sexual misconduct

• Describe how trust and trustworthiness give shape to the idea of respect between patient and health professional
• Assess the roles of competence and reassurance in strengthening the necessary connections between you and the patient
• Explain the phenomena of transference and countertransference in the health professional and patient relationship
• Contrast courteous behaviors with casualness and how each is perceived by the patient to bridge the gap of estrangement between you when you fi rst meet and as the relationship develops
• Give some examples of what it means to focus on caring behaviors
• Distinguish contractual characteristics of the health professional and patient relationship from covenantal characteristics and evaluate the role of each

• Describe why the idea of professional boundaries is relevant to respect
• Distinguish a respectful, professional approach from one based on objectivity and efficiency alone
• Identify and discuss appropriate physical boundaries in relation to unconsented touching, sexual touching, and sexual contact
• Describe three types of situations in which maintaining emotional boundaries are crucial to avoiding enmeshment
• Identify clues that may alert you that your sympathy is becoming pity
• Define overidentifcation and its negative effects
• Describe what it means to care too much
• List some ways that honoring professional boundaries serves the positive goals of the health professional and patient relationship

• Recognize disability in your practice.  Today one in five Americans has a disability and this percent will continue to increase because of medical advances and the aging of our population.
• Become familiar with the range of disabilities including those involving mobility, hearing, speech, vision as well as the wide range of non-apparent disabilities.
• Integrate the course's Seven Themes for Setting Appropriate Boundaries with the Disability Community into your everyday practice.
• Avoid limiting beliefs about what people with disability can or cannot do.  Today people with disability have access to technological and other adaptive techniques that make full inclusion possible.
• Gain disability competence through skillful navigation of physical boundaries as well as psychological, emotional and social boundaries.

• Appreciate how your patients with disability have learned to adapt so you can work with their adaptive techniques and compensatory skills.
• Integrate do’s and don’ts about how to respond to specific disabilities.
• Surface – and learn to overcome – your hidden prejudices and stereotypes.
• Recognize how non-apparent disabilities can impact effective communication, compliance and other important health care outcomes.
• Familiarize yourself with legislative and technological breakthroughs that can support your patients during healing and recovery.

• Recognize the barriers that people with disability face in securing employment and aim to dismantle those barriers whenever you can.
• Become familiar with specific workplace accommodations for employees with disability.  These can be easy to execute and inexpensive.
• Commit to making your own workplace more inclusive by adopting simple changes to aid employees as well as patients.
• Accept your own uncomfortable feelings about disability in order to move beyond their grip.

• Identify the purpose of professional boundaries
• Differentiate between boundary violations and boundary crossings
• Identify the various factors related to dual relationships
• Identify issues related to bartering, gifts and boundaries

• Recognize the challenges of social networking and boundaries
• Evaluate issues specific to boundaries
• Clarify guidelines for maintaining professional boundaries
• Reflect on the maintenance of professional boundaries

• Describe the biomechanics of rotation of a thoracic ring at the levels T1-T7.
• Describe the biomechanics of the Cervical spine, Thoracic spine, ribs, clavicle and manubrium with elevation of the right or left shoulder.
• Describe the biomechanics of flexion and extension at the Costotransverse joint at T9.
• Describe the differences in motion of the mobile segments between T3 -T7 with side flexion occurring first in the Thoracic spine.

• This contains all courses with the educational objectives listed from Breathing Essentials 201 through 204

• This contains all courses with the educational objectives listed from Breathing Essentials 201 through Breathing Essentials 207

• Describe the physiology of breathing and how altered pH can affect the body.
• Describe two functions of the diaphragm.
• Identify limited chest expansion and Bradcliff angles and ski jumps
• Identify limited lateral costal breathing and how to facilitate normal lateral costal breathing

• Describe how altered breathing patterns can alter pH and how this can affect the body.
• Describe the autonomic nervous system and function.
• Name three physiological consequences of respiratory alkalosis.
• Describe suboptimal breathing patterns and their effect on the cervical spine and chronic pain.

• Name and describe the different types of sleep apnea.
• Describe the three levels of Apnea-hypopnea index AHI.
• List five symptoms of sleep apnea.
• List two treatments for sleep apnea.

• Describe the physiological response of aerobic exercise on the respiratory system.
• Describe the effect of running on the viscera and the diaphragm.
• Describe the response to inspiratory muscle fatigue on the body.
• List one device than may increase endurance of the respiratory muscles.

• Describe the anatomical structure of the diaphragm including innervation and blood supply.
• List four causes that may damage the innervation to the diaphragm and effect normal function.
• Describe the factors involved in Intensive Care Unit Acquired Weakness.
• Be able to describe the pros and cons of early mobilization in the ICU.

• Extrapolate the root cause(s) of neurodevelopmental disorders in children, adolescents and event adults from a neurological perspective.
• Discuss what a brain imbalance is, how to identify it and most importantly how to rehabilitate it
• Explain the research pertaining to neurodevelopmental disorders
• Cite the overwhelming statistics for neurodevelopmental disorders disorders in today’s society. 
• Outline how environmental stimulus affects the attentional network and how the brain processes the information
• Summarize the cause and effect of environmental stimulus on children's development.
• Differentiate how untreated disorders in children can lead to attention disorders, general anxiety disorder, and other health issues in adults
• Compare the impact the family environment has on children's brain development and ultimately, the impact on adolescent brain health
• Explain childhood neurodevelopmental disorders from the beginning of the development of the brain
• Utilize the tools and knowledge in brain development
• Recognize the brain network and connections and how these are affected in children with neurodevelopmental disorders and overall brain imbalances
• Identify brain imbalances during examination. 
• Support the true nutritional component of children with neurodevelopmental disorders and how the food they eat can play a significant role in their signs and symptoms. 
• Explain the effect of food sensitivities, allergies and environmental stimuli
• Discuss the family environment and how it may positively or negatively impact a child with learning disorders
• Outline the gut-brain connection in children from infancy through adolescence and determine what is needed for these systems to correctly develop
• Introduce appropriate foods and outline what foods to avoid 
• Recommend nutritional and supplement recommendations to families to increase the success of treating children with neurodevelopmental disorders and learning disability
• Discuss the history of Chiropractic and how it is important in understanding the concept in brain health. 
• Summarize how Chiropractic with Functional Neurology is used to treat brain imbalances 
• The course will discuss how the brain controls things like muscle tone and if an asymmetry is seen in muscle tone, how does this relate to the brain itself and most importantly, how can it be addressed.
• Outline all of the stages of brain development from birth through adulthood and provide normative data for examination reference. 
• Recognize the signs and symptoms of delays in brain development during examination
• Identify the stages of visual examination for children and discover areas of the brain that maybe impacted
• Perform a newborn and infant examination for early detection of neurodevelopmental disorders that can be predictive of learning disabilities or behavioral disorders. 
• Test primitive reflexes in infants and identify when they are to be inhibited. 
• Use methods to inhibit the reflexes to assist in balancing out the 2 hemisphere's of the brain
• Test for primitive reflexes in children of all ages and outline the normal findings for milestone ages. 
• Relate primitive reflexes to specific brain networks and connections and diagnosis a specific location in the brain that might be imbalanced and not functioning properly. 
• Explain how the brain is essential in re-mediating primitive reflexes and where each primitive reflex is controlled in the brain.
• Suggest:
• Utilize appropriate techniques in examining infants including testing primitive reflexes, properly interacting and controlling the exam of an infant child. 
• Discuss what drives behavior in adults and how this relates to brain development of a child and ultimately, the brain health of an adult. 
• Outline the different types of attachment styles in children and adults and the science behind each of them and how they can be altered/controlled in the brain.

• Extrapolate the root cause(s) of neurodevelopmental disorders in children, adolescents and event adults from a neurological perspective.
• Discuss why brain development is important and how to identify it and how it can impact children and adults.
• Explain the research pertaining to ADD/ADHD 
• Summarize the various cognitive and academic testing that is used for the evaluation and diagnosis of ADD/ADHD. 
• Cite the networks of the brain that are used based upon the results of cognitive and academic testing.  
• Outline how academic testing can be interpreted to identify a neurological imbalance in the brain. 
• Compare the different stages of evolution, the evolution of the brain and movement 
• Differentiate how the the brain evolved into a complex brain with complex movements and what that means
• Compare the stages of cognitive and academic childhood development 
• Cement the concept of Hemisphere imbalances with ADHD by showing research studies.
• Identify and score primitive reflexes in infants and children
• Identify when each primitive reflex should be inhibited and the therapy necessary to inhibit PR's found to still be present on the examination
• Techniques and methods to evaluate primitive reflexes during an examination.
• Identity through examination the primitive reflexes normative values and also deficits in children with neurodevelopmental disorders
• How the PR's can play a significant role in their signs and symptoms. 
• summarize how functional measurements and functional assessments can be used for a complete picture of neurodevelopmental disorders.
• Identify the tools needed to put together a complete treatment program based upon the findings from the functional measurements and assessments.
• Discuss the family environment and how it may positively or negatively impact a child with learning disorders
• Outline all of the networks and pathways in children with neurodevelopmental disorders 
• Demonstrate all of the core stability exercises and the levels of testing for each
• Introduce appropriate therapies and treatments to strengthen core and postural muscles
• Recommend normative data for all testing and setting up a treatment program.  
• Discuss the benefits Chiropractic and how the postural muscles and spine is important in understanding the concept in brain health. 
• Summarize how Chiropractic with Functional Neurology is used to treat brain imbalances 

• Outline the most commonly encountered neurological complaints of pregnancy that a D.C. might encounter in practice
• Differentiate between similar complaints to establish best course of care
• Modify normal practices, techniques and methods to accommodate for the biomechanical changes of the pregnancy patient
• Integrate other palliative therapies to relieve these complaints
• Analyze and adjust according to the complaint and concomitant exam findings

• This contains all courses with the educational objectives listed from Chiropractic and Pregnancy 201 through Chiropractic and Pregnancy 207

• Outline eight commonly encountered complaints of pregnancy that a DC might encounter in practice
• Differentiate between similar complaints to establish best course of care
• Understand the various causes of each complaint and how to address these causes
• Integrate other palliative therapies to relieve these complaints
• Analyze and adjust according to the complaint and concomitant exam findings