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Medical Instructor, University of Maryland School of Medicine

Those points marked with a (D) indicate the locations when described/used as a three point Dao3 Ma3 group. Should one note an alteration of color, texture, or some other such reaction in this area, one should treat these points. Radial Ulnar j Pi Zhong Er (D) Pi Zhong (S) Huo XingXia(D) Pi Zhong (S)- Pi Zhong (D) - 1/4 1/3 1/2 1/3 1/4 - 11-06 r*. Point Location: these 3 points are located uniformly on anterior digit line C of the digit. To determine the exact center of anterior digit line C on the middle phalanx, bisect the distance from the anterior proximal interphalangeal skin crease to the anterior distal interphalangeal skin crease along the course of said line. To determine the exact center of anterior digit line C on the proximal phalanx, bisect the distance from the anterior metacarpophalangeal skin crease to the anterior proximal interphalangeal skin crease along the course of said line. Indications: Palpitations, giddiness/faintness/lightheadedness, angina pectoris, cardiac asthma, valvular insufficiency, scapular pain, thoracalgia, pulmonary carcinoma*, multiple metastatic carcinoma to bone*, bilateral leg pain, adhesive capsulitis, eructation, gastric ulcer, and duodenal ulcer, (improvement in symptomatology, not a radical cure) Method of Manipulation: Insert a 5fen needle perpendicularly 2 ~ 3fen. Huo3 1st Point Location: these 3 points are located uniformly on anterior digit line B on the phalanx of the 3rd digit. To determine the exact center of anterior digit line B on the proximal phalanx, bisect the distance from the anterior metacarpophalangeal skin crease to the anterior proximal interphalangeal skin crease along the course of said line. Indications: Precordial pain, sense of oppression in the heart, cardiomegaly, thoracalgia, and dorsalgia. Huo (Sg v / s, f r- 11-08 Idealized view: Left 3rd digit - anterior surface of 1st phalanx. Indications: Gastralgia, acute or chronic enteritis, bilateral hypochondria pain, splenitis, adenocarcinoma of the stomach (improvement in symptomatology, not a radical cure), and toothache. Performing this procedure enhances the overall effect in treating disorders of the Heart, Lung, Spleen, and Stomach. To determine the exact center of anterior digit line D on the proximal phalanx, bisect the distance from the anterior metacarpophalangeal skin crease to the anterior proximal interphalangeal skin crease along the course of said line. J J Indications: Palpitations, rheumatic heart disease, myocardial infarction, angina pectoris, tachycardia, pulmonary carcinoma (improvement in symptomatology, not a radical cure), pulmonary edema, and pulmonary tuberculosis. J; Note 1: There is disagreement amongst the various experts regarding the locations of these points. To determine the exact center of anterior digit line B on the middle phalanx, bisect the distance from the anterior proximal interphalangeal skin crease to the anterior distal interphalangeal skin crease along the course of said line. Note 2: There are a number of points on the hand which are indicated for the treatment of asthma. Which of the many points to employ is often a source of confusion, and this is especially true for the less experienced practitioner. To determine the exact center of anterior digit line D on the middle phalanx, bisect the distance from the anterior proximal interphalangeal to the anterior distal interphalangeal skin crease along the course of said line. J Note 1: There is disagreement amongst the various experts regarding the locations of these points. Point Location: these 3 points are located uniformly on anterior digit line A on the 1st phalanx of the 4th digit. To determine the exact center of anterior digit line A on the proximal phalanx, bisect the distance from the anterior metacarpophalangeal skin crease to the anterior proximal interphalangeal skin crease along the course of said line. Indications: Uterine carcinoma (improvement in symptomatology, not a radical cure), fibroleiomyoma (uterine fibroid), oligogalactia, metritis, irregular menstruation, reddishwhite leukorrhea, metrorrhagia, salpingemphraxis (fallopian tube obstruction), uterine anteversion, uterine retroversion, infertility, oophoritis, vulvodynia and swelling, and adhesive capsulitis. This alteration in color may be used diagnostically as an indication to treat this Dao3 Ma3 group. The rationale lies in the fact that dorsal points tend to be less painful compared to volar points. Indications: Osteoarthritis, periostitis, enthesopathy, sciatica, spondylosis deformans, lumbalgia, and osteophytes. Each of these student-authored Chinese texts locates this Dao3 Ma3 group to the ulnar side of the median plane (midsagittal plane) of the proximal phalanx of the 4th digit (ring finger). Master Hu, one of the more famous Taiwanese practitioners employing this method of 51 acupuncture, was instrumental in reconciling this discrepancy and determined that this Dao3 Ma3 group should be located to the ulnar side of the proximal phalanx. To locate these points, divide the proximal phalanx on the dorsum of the thumb (from the dorsal metacarpophalangeal skin crease to the dorsal interphalangeal skin crease) into thirds and then further divide each resultant third in half. This procedure sections the dorsal surface of the proximal phalanx of the thumb into sixths.

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He listed treatment, racial solidarity, outcomes, large urban cities (such as Chicago, New York, and Philadelphia), family structure, and gender roles. Not all of these topics are covered in the traditional course materials, textbooks, and curriculum guides. This is why personalization is important: It allows for students to make meaning of the curriculum by studying topics interesting to them. Our student then identifies a couple of essential questions to guide his learning. First, he wonders why great numbers of African Americans wanted to migrate north and what they hoped to gain. Then, he asks how migrants changed and what they experienced once they relocated to northern urban areas. Following identification of areas of a particular theme to study, teachers can personalize learning by guiding students to a wide variety of resources. Greater Access to Learning Resources the second integral component to assuming a personalized approach according to Redding (2014b) is greater access to learning resources. The most traditional and widely used resource in teaching social studies is the textbook, and research has shown that teachers depend almost exclusively on it at the expense of integrating other learning materials (Ross, 2006). Therefore, in the context of social studies, greater access to learning resources refers to teachers broadening the types of materials they use and make available to students in their classrooms, and it means letting and/or helping students choose items that they can relate to and that help them meet this is why personalization is their goals. Many types of resources can be used important: It allows for students to support personalizing instruction, including to make meaning of the curricuprimary sources-great numbers of which are lum by studying topics interesting digitized and available on the web-as well as to them. In personalization, the teacher can help students locate resources from among this wide variety of what is available. Moreover, by including visual and auditory resources-such as images, artwork, and videos-students who struggle with reading or who are English language learners have a broader array of accessible resources to support their learning, rather than relying solely on having to decode sophisticated text. Furthermore, images can teach powerful lessons to a diverse range of students about identity and representation (Schocker & Woyshner, 2012; Woyshner, 2006). In our example of emerging promising practices, the teacher works with each student to develop essential questions for their study of movement and migrations. She may put students in groups to brainstorm together or use a blended learning approach, in which students are given time to peruse digital resources to learn about their particular focus and/or address their questions. Arthur has chosen to learn about the Great Migration and has determined the essential questions of his study: Why did the migrants want to move north So, while participating in a blended 277 Handbook on Personalized Learning learning activity in which he has the freedom to go online and search for resources, Arthur finds an image related to his topic. Given that a variety of resources in personalization in social studies is important, the teacher can help the student locate text-rich primary and secondary sources to help Arthur learn about the period and events being studied. The teacher culls excerpts from the dissertation which are related to the Lawrence panels Arthur chose. Other visual media, including interactive maps and historical photographs, are identified by Arthur in his exploration of the Great Migration. The Appendix identifies selected websites where students and teachers can locate a breadth of resources to personalize learning. This list is just a beginning; there are many other sites with which teachers are familiar that they can share with students. Student Control Over Learning Environment and Learning Strategies Student control over the learning environment and learning strategies is a key component of personalization. Personalizing the learning environment entails rethinking the classroom as a community space, which could involve, for example, arrangements and features that support blended learning or that adopt an open classroom structure (Deed et al. Likewise, personalized learning strategies can include establishing reflexive opportunities between teacher and students and students with other students to support and promote choice and decision making, "pervasive use of technology" to determine a learning path, and problem solving through "collective intelligence" (Deed et al. In personalization, students have opportunities to discuss different approaches to learning, to find multiple solutions to problems, and to develop their independent problem-solving skills. As this discussion of emerging promising practices of personalization in social studies unfolds, it is important to remember that this approach to teaching and learning is based, like many other best practices, on an inquiry model. However, for the purposes of discussion, in this chapter I address 278 Social Studies and Personalized Learning each one of the four integral components of personalization in turn, while I acknowledge that the process for teachers will be much more complex and circular (see Woyshner, 2010). A further complication is that personalization necessarily involves varying time, place, and pace, in which "each learner demonstrates competency, regardless of the amount of time demonstration of that competency may take" (Twyman, 2014, p.

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