Tuesday, May 17, 2011

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Popliteal (Part I: Function)

In general, the popliteus muscle is a bit concerned. At the risk of considering too much, we will expose what is believed about him.

Probably the knee is one of those muscles on which we have no clear function.

The popliteal muscle is a short, flat and with a large number of receptors, like many stabilizers, (I can not see the analogy to the shape and orientation with the scapular-humeral muscles) that runs along the back of the knee.

Perhaps in physiotherapy, when we think about the location of the pain from the knee, think of the area of \u200b\u200breferred pain of the knee in the back.


And we remember less pain on the outside of the knee tendon.


The function of the knee is quite controversial. Possibly the most classic is to consider knee flexor and internal rotator tibia.

Studies report the section of the popliteal tendon causes an increase in external rotation and lateral displacement of the tibia, thus should be considered, on that basis that its main functions are internal rotator and stabilizer of the knee varus.

In fact, it's the knee flexor, is rebutted by saying that acts as an extender.

As for his role as a stabilizer, There is more to add to the prevention of varus.

not only limits the varus, with collateral ligament and biceps femoris CIT, also limits the forward slip of the femur (posterior tibial or, if you will say so ), running on slopes downward, helping the PCL (posterior cruciate). also controls external tibial rotation eccentric. proprioceptive has a very important role to swing or make quick changes of direction which also involve rotation. As a stabilizer muscle is proactively contracts on the movement of the knee, especially when it is flexed.

The knee, along with the ligaments of Humphrey and Wrisberg prevent injury to the lateral meniscus . The previous slide slows knee during flexion. Although we have seen that the insertion of the popliteus at the meniscus is an anatomical variable, absent in a considerable percentage.

For the medial distal popliteal some fibers are connected with the fascia that inserts into the medial collateral ligament. On the side, in addition to the femoral condyle, fibular head and posterior horn of the lateral meniscus, the knee has inserts also be inconsistent, in the oblique popliteal ligament and arcuate ligament of Wrisberg and Humphrey and posterior cruciate ligament.

popliteal-fibular ligament strained knee muscle when activated in its role of stabilizer. With the knee flexed knee-fibular ligament is stretched, and compensates for the lack of stability created by relaxation of the collateral ligament, joint capsule and ligaments.


The function of the knee is one of the most investigated. This table shows 25 studies, which considered the role of the knee:

In 12/25, Protector of the lateral meniscus with the knee flexed (keeps it later)
In 12/25, external rotation of the femur with the tibia fixed.
In 11/25, internal rotation of the tibia.
In 11/25, Control of postero-external stability. Resists posterior tibial load.
In 3 / 25, consider that operates in load.
In 3 / 25, limits the forward slip of the femur on the tibia with the knee flexed. (Drawer back)
In 2 / 25, Active during the swing phase just before heel strike and for two thirds of the stance phase.
In 2 / 25, limits hyperextension.
In 1 / 25, keeps standing balance
In 1 / 25, Help the lateral collateral ligament maximum deflection
In 1 / 25, anterior subluxation Increases postero-external instability
In 1 / 25, knee extensor
U ne of the most important clinical entities in which there be considered when the knee is postero-lateral instability, which devote input.

I think it would be prudent to consider the knee, but not overestimate its frequency. A study of 2412 knees knee injury found by MRI, only 24 of them and of those 24 only 2 were exclusively a knee injury. What is extracted is not very common to find a knee injury, at least radiologically visible. This represents only 1% of injured knees.

Here you have an interesting link:

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GROUP 29 THE CHILD AND THE CONSTRUCTION OF CONCEPTS SOCIAL GROUP

hereby request you to the next session carrying a picture of you when you were young (basic students, family, baby, etc.) For a group dynamic according to the module being analyzed.

in Plaza del Sol in Madrid, Spain, the statue of Charles V
Thanks
Advisory Ma Teresa Martínez Ibáñez.

Monday, May 16, 2011

How Much 2 Night Safari Kenya

29 THE CHILD AND THE CONSTRUCTION OF CONCEPTS SOCIAL REPORT OF VISITS.


visits The report must contain:
  1. Cover Sheet
  2. Brief introduction of the activity
  3. completion date of the visit. Start
  4. as a note.
  5. Description visiting campus (building, construction, age, historical period)
  6. guarding the compound elements (books, sculptures, paintings, testimonies, etc.).
  7. Include brochures, pictures of the entrance to the building, photos of evidence of their presence on campus or exposure or photographic display or exhibition of paintings or sculptures, etc.. Comment
  8. what made them feel the visit, memories, past visits from a different perspective. their feelings about the site, how intertwined or connected their prior knowledge to what they learned during the visit. Deliver
  9. white sheets, stapling, no folder, the photos can be in black and white, including pamphlets delivered them to make visits.
  10. verdana than 10 letters should be used. Sincerely
.
Advisory María Teresa Martínez Ibáñez


Sunday, May 15, 2011

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Here some useful and fun pages


Friday, May 13, 2011

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GROUP 29 THE CHILD AND THE CONSTRUCTION OF CONCEPTS SOCIAL GROUP


Reading: " the false dilemma: BUSINESS VS. CONTENT "(pages 60-65 carry out the activity and find me Look for me. (Format to find unknown words in reading and hypotheses about the meanings, seek verification of the meaning of unfamiliar words)

They must also develop a mental map reading.

https: / / cid-bfdfabafe7a60508.skydrive.live.com/redir.aspx? Resid = BFDFABAFE7A60508! 1098

found in this link and format of the Find Me and Find Me
Activity
can also see the presentation of Reading History and Curriculum.

https: / / cid-bfdfabafe7a60508.office.live.com/self.aspx/GRUPO% 2029% 20the% 20NI% C3% 91st% 20and% 20the% 20CONSTRUCCI% c3% 93N% 20of% 20the% 20NOCIONES% 20SOCIALES

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29 THE CHILD AND THE CONSTRUCTION OF CONCEPTS SOCIAL GROUP

RESPONSE TO READING APPROACHES DISCUSSED IN THE TEACHING-LEARNING OF HISTORY (55-59)
VII READING: TEACHING-LEARNING OF HISTORY

EDUCATION

Teaching means, intended to convey, to propose something, to build up knowledge and ideologize others.
WHAT CONSTITUTES THE TEACHING OF HISTORY

Facing: events, events, historical facts, processes or long-term historical narratives or discourses explanatory exploits, biographies, Etc. In short deal with the matter of history.
STRATEGY HAS BEEN USED IN THE TEACHING OF HISTORY

Saving
content, dates, accomplishments, outstanding character, underline, outline, etc.
WHY SAYS HISTORY IS A COURSE ASSOCIATED TO THE STATE?

history as a subject is linked to the state, as it uses the school as a education, to promote and strengthen their own project of society through the cultivation of so-called national history or national history.
HOW IS DESIGNED HISTORIC CONTENT IN THE CURRICULUM?

The historical content in the curriculum of basic education is designed in several blocks of knowledge that are articulated just because chronological order that has no criterion of periodization account of changes in Mexican society has suffered or continuity of some of the processes.
WHY It presented a chronological treatment?

chronological treatment presents the structure of the program responds to a writing of history and accepted practice by all historians who write under the aegis of power.
DESCRIBES THE HISTORY positivist conception.

cutting is traditional and gives more weight to the repetition information (just as data), the subject is receptive based on rote practice of rigid concepts. It is a low count of absolute truths of fact.
SAYS REFORMS THAT ARE MADE IN MEXICO.
The reform of the seventies it was felt more in a model of social knowledge that was inclusive to other social sciences and the 1984 is structured according to the importance and impact of agriculture in developing societies.

WHAT YOU SHOULD DO THE TEACHERS TO TEACH HISTORY?

must change their conception of history teaching generating initiatives that will only happen as a result of a critical and systematic reflection of the various aspects that are woven into the teaching of history.

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29 THE CHILD AND THE CONSTRUCTION OF CONCEPTS SOCIAL GROUP

IN THIS AREA SHOULD MAKE COMMENTS Reading VI: HISTORY AND CURRICULUM (49-54)
Remember that each team made its findings, once are those of the three teams, rescue information, and should add print to Portfolio of Evidence, do not forget to write down the names of team members.
Sincerely
Professor Maria Teresa Ibáñez Martínez