Ultrasound-guided glenohumeral joint injections for shoulder pain in ALS: A case series.

Introduction: Shoulder pain is a common secondary impairment for people living with ALS (PALS). Decreased range of motion (ROM) from weakness can lead to shoulder pathology, which can result in debilitating pain. Shoulder pain may limit PALS from participating in activities of daily living and may have a negative impact on their quality of life. This case series explores the efficacy of glenohumeral joint injections for the management of shoulder pain due to adhesive capsulitis in PALS. Methods: People living with ALS and shoulder pain were referred to sports medicine-certified physiatrists for diagnostic evaluation and management. They completed the Revised ALS Functional Rating Scale and a questionnaire asking about their pain levels and how it impacts sleep, function, and quality of life at baseline pre-injection, 1-week post-injection, 1 month post-injection, and 3 months post-injection. Results: We present five cases of PALS who were diagnosed with adhesive capsulitis and underwent glenohumeral joint injections. Though only one PALS reported complete symptom resolution, all had at least partial symptomatic improvement during the observation period. No complications were observed. Conclusions: People living with ALS require a comprehensive plan to manage shoulder pain. Glenohumeral joint injections are safe and effective for adhesive capsulitis in PALS, but alone may not completely resolve shoulder pain. Additional therapies to improve ROM and reduce pain should be considered.

Engaging students in creative music making with musical instrument application in an online flipped classroom.

In K-12 schools, classes are forced to transform online due to the class suspension amid the COVID-19 pandemic. Educators began to design alternative ways to conduct some meaningful learning activities for their students. However, not all subject disciplines could be easily transformed online, especially for those requiring much social interaction and creation processes. In this article, we explore the learning processes through learning Shubailan, a form of music folk-talk-singing, with a mobile instrument application called muyu in an online flipped classroom among 122 secondary school students in Hong Kong. The opportunities can encourage students to learn music theories and instruments about Shubailan, and create a Shubailan piece through 6-lesson music learning. To gain more online face-to-face time for collaboration, flipping the online classroom is adopted in this study to engage students in lesson preparations via preassigned recorded videos and collaborative activities during face-to-face online lessons. In this study, a mixed research method was employed with the use of a learning satisfaction survey, teachers' observations and semi-structured interviews. We found that this strategy could effectively motivate students to learn music and improve their music knowledge in Shubailan. This article presents evidence of implementing the online flipped classroom approach to enhance students' satisfaction and knowledge acquisition throughout Shubailan music making processes, and offers recommendations for online music educators. Results provide a set of innovative pedagogical approaches to teach music in an online alternative mode during the difficult times.

Guest editorial

[...]centralized, generalizable guidelines are elusive. ISTE urges educators and school leaders to facilitate the anticipatory practicing of emergency protocols prior to any given event, to provide clear expectations to all constituents, to take time to plan, to prepare an emergency backpack or bag of materials in case school access is impeded, to establish daily schedules and routines, to provide robust learning by breaking learning into chunks, to design independent learning activities, to address the emotional toll and to choose appropriate accessible tools and stick to them (Snelling and Fingal, 2020). Stick to the essentials (limit new stuff, maintain old stuff);Spread learning and practice (for instance provide instruction for 15 minutes, and then offer practice time;repeat);Communicate goals and success criteria (tell students where you are going and what you expect);Frame new material in the bigger picture (instruct in layers;contextualize;add complexity one layer at a time;review;synthesize);Use/prep relevant prior knowledge (check that prior knowledge is still there;prime it;provide anchors and ideational scaffolds;contextualize new stuff);Give examples before exercises;Offer support and guidance during practice (maintain direction;reduce freedom before expanding;give hints/prompts;model;question it);Support/stimulate active cognitive processing that does not over tax working memory;(Let students) check for mastery with recall strategies, graphic organizers and other aids;and Provide adequate feedback which retraces for students – the “why, how, and what” processes that led them to their final product” (Kirschner, 2020). Table 1 shows the articles accepted in each category. Because we are publishing so many of these articles, we hope that this categorical framework can offer a basic organizing structure and logic for readers’ browsing, selecting and viewing.