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Double diastematomyelia was diagnosed in a 23-year-old woman. The spurs occurred at T2 and L3. To the authors' knowledge, such a wide separation of double spurs has not been reported previously and the high position of the T2 spur is rare.

Transverse cervical myelopathy, at C-6 level, followed injection of Renografin-60 into the right thyrocervical trunk during cerebral angiography. Review of the literature yielded only two cases in which attempted posterior fossa angiography resulted in cervical myelopathy. Two more cases were found. In one, cervical myelopathy occurred during aortography in a patient with coractation of the aorta, and in the other it followed mediastinal angiography. Summation of anoxia, hemorrhage, and cellular toxicity is responsible for spinal cord necrosis following arterial injection of contrast material.

Although great strides have been made in the development of educational methodology and technology during the past twenty years, the formal organization or structure of education has remained relatively constant despite obvious weakness in its ability to adjust to instructional innovations.At his present level of capability for designing school organizations, the educator formulates a relatively simple plan, tries it in a real school, observes the problems as they arise, and attempts solutions on a piecemeal basis.It is in this fashion that schools have been designed in the past, and it is the pattern that will be followed in the future unless new solutions can be found.Computer simulation should yield techniques and provide design recon~nendations that are more carefully conceived, that involve more pervasive and integrated changes throughout the schools, and that employ instructional media more effectively than do current school-design methods.This paper describes the construction of a computer-simulation vehicle that will provide the capability of building detailed, dynamic models of a real or proposed high school and of hypothetical changes in the school organization. Construction of the School Simulation VehicleThe cations: i. 2.3. 4. 5.simulation vehicle was designed to meet the following specifi-The capability of building dynamic models of real or proposed high schools.The capability of flexibly modifying the models to represent different design configurations.Detailed recording of the events that take place during the simulation.The production of detailed output data that reflect the effects of various design changes within the model.The simulation of events occurring in relation to time.The simulation vehicle has been constructed so thatany high school can be described in terms of school characteristics (resources, organizations, procedures, etc.) and student characteristics that bear on the school's instructional plan; for example: a. The curriculum and its organization. b. The spatial arrangement of the instructional space.c. The resources such as programmed learning materials, teaching machines, equipment, teachers, counselors.

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