Every teacher, administrator and parent knows that how one interacts with a child is often times more important than what specifically is said ... an introduction to 'Positive Interactions' in the classroom ...
Every teacher, administrator and parent knows that how one interacts with a child is often times more important than what specifically is said ... an introduction to 'Positive Interactions' in the classroom ...
Introduction To Dealing With Difficult, Defiant And Unmotivated Students Adamsbarbarafadams
As it turns out,, about 85% of the classroom disciplinary issues appear to be caused by >15% of the students. How we deal with this 15% while not disheartening and discouraging the majority of students is the key to creating a working environment for students and teachers, alike.
Slow Learners teaching techniques-effective classroom management skill for the best learning outcomes----Education brings a massive change and shapes an individual to become a fine human being. It opens the wings to be an independent individual. Education helps individual to reach a new height to see the world’s real life experiences. Individual weaves a new sphere to become more practical, more skilled professional, more compassionate and integrated personality.
Rajeev Ranjan
www.rajeevelt.com
Association Between Adult ADHD Symptoms and Family DistressTejas Shah
In this seminar, I will be exploring some research studies discussing how the ADHD symptoms manifest in adults and cause problems and impairment in different domains, ex. home, work, social and personal, of an Adult ADHD person’s life leading to family distress. Further, I will discuss about assessment and management of family distress.
ADHD is a syndrome with a constellation of symptoms which is pervasive across life functions. A multi-dimensional and multi-disciplinary, goal oriented program with proper compliance is required for maximum benefit from the program.
Introduction To Dealing With Difficult, Defiant And Unmotivated Students Adamsbarbarafadams
As it turns out,, about 85% of the classroom disciplinary issues appear to be caused by >15% of the students. How we deal with this 15% while not disheartening and discouraging the majority of students is the key to creating a working environment for students and teachers, alike.
Slow Learners teaching techniques-effective classroom management skill for the best learning outcomes----Education brings a massive change and shapes an individual to become a fine human being. It opens the wings to be an independent individual. Education helps individual to reach a new height to see the world’s real life experiences. Individual weaves a new sphere to become more practical, more skilled professional, more compassionate and integrated personality.
Rajeev Ranjan
www.rajeevelt.com
Association Between Adult ADHD Symptoms and Family DistressTejas Shah
In this seminar, I will be exploring some research studies discussing how the ADHD symptoms manifest in adults and cause problems and impairment in different domains, ex. home, work, social and personal, of an Adult ADHD person’s life leading to family distress. Further, I will discuss about assessment and management of family distress.
ADHD is a syndrome with a constellation of symptoms which is pervasive across life functions. A multi-dimensional and multi-disciplinary, goal oriented program with proper compliance is required for maximum benefit from the program.
Evidence-based counseling therapies for attention-deficit/hyperactivity disor...Jeffrey Ahonen
This presentation addresses psychotherapuetic treatment of attention-deficit/hyperactivity disorder in adults. A brief overview is presented of the current conceptualization of this disorder in the current edition of the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-5). A brief discussion is set forth regarding mental health counseling therapies that have demonstrated effectiveness in helping adults to cope and improve social and occupational functionality.
This presentation might be useful as an introduction to psychotherapeutic treatment of ADHD in adults, particularly within an undergraduate or lower-level graduate course in psychology or mental health counseling.
Definition, characteristics and challenging behaviors in students with autism. It also gives a brief introduction to positive behavior support interventions.
Larry Sauter, nationally appointed missionary to people with disabilities with Special Touch Ministry, shares in this FREE workshop an overview of the characteristics of children with learning disabilities and provides suggestions for effective ministry to these children. For more information, enroll in the Children's Ministries University Online course, CMU210 - Ministry to Children with Disabilities. More details are available at www.cmuo.com
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
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2 Case Reports of Gastric Ultrasound
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
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Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
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ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
7. To be diagnosed with ADHD, without hyperactivity, six or more of the following symptoms of inattention must have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level.
8. ADHD, without hyperactivity Often fails to give close attention to details or makes careless mistakesin schoolwork, work, or other activities. Often has difficulty sustaining attentionin tasks or play activities.
9. ADHD, without hyperactivity Often does not seem to listen when spoken directly. Often does not follow through on instructionsand fails to finish schoolwork, chores, or duties in the workplace. Often has difficulty organisingtasks and activities.
10. ADHD, without hyperactivity Often avoids, dislikes, or is reluctant to engage in tasks that requires sustained mental effort. Often loses things. Often easily distracted by extraneous stimuli Often forgetful in daily activities.
11. To be diagnosed with ADHD, hyperactive-impulsive type, six or more of the following symptoms of hyperactivity/impulsivity must have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level.
12.
13. Often leaves seat in classroom or in other situations in which remaining seated is expected.
20. Simon, who had been wriggling feverishlyon his chair, fell off it much to the amusement of his classmates. Simon stormed off to the back of the classroom where he proceeded to roll around in the reading corner. Hyperactivity
21. Simonignored him and proceeded instead to run around the teacher’s desk trying to upset the piles of books stacked on it. Mr Chan took him firmly by the hand and deposited him with the computer group where he became fascinated in the mouse. Hyperactivity Inattentive, easily distracted
22. Simon, in the meantime, had deserted the computer group after only five minutes and was attempting to run backwards around the class. Difficulty sustaining attention Hyperactivity
24. What difficulties /problemsis Simon experiencing? a How might the problems/ difficulties that Simon is facing affect his development and learning in the short and longterm? b
25. Simon, who had been wriggling feverishly on his chair, fell off it much to the amusement of his classmates. Kids with ADHD enjoy producing emotional reactions in others. They may be drawn to the children at school who cause more trouble and they often look for or try to provoke an emotional reaction in order to feel more stimulation. Because a loud or angry response from an adult or peer tends to be reinforcing for many children with ADHD.
26.
27. Simon ignored himand proceeded instead to run aroundthe teacher’s desk trying to upset the piles of books stacked on it.Impulsivity is the behavioural side of ADHD. Kids with ADHD often bypass the process of considering the consequences. The impulsive child will be constantly in trouble for talking, poking others, and leaving his seat.
28.
29. Simon, in the meantime, had deserted the computer group after only five minutes and was attempting to run backwards around the class. The key problem in ADHD is distractibilitywhich will lead to a lack of application in study unless the teacher and the material are of compelling interest.
30. How might the problems/ difficulties that Simon is facing affect his development and learning in the short and long term? School Performance Issue Intelligent Performance Academic Achievement Lowered self-esteem short term But the consequence can leads to longterm. Social difficulty Family interaction (disharmony )Peer interaction (peer rejection) High-risk in adulthood High risk for criminal activity High risk for automobileaccidental injury longterm
31. inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities School Performance Issue problems with organization difficulty following instructions avoidance or dislike of tasks that require mental effort
32.
33. Social difficulty ADHD kids have their difficulty in getting along with others because they have… Limited turn-taking during conversations, Less responsive to others' initiations, Likely to ignore peers' questions, Inappropriate or disagreeable verbal exchange, Difficulty remaining on topic, Poor eye contact and motor regulation Deficient communication skills High-rate intrusive behavior Excessive talking, Interruptions, Noisy interactions, Dominating activities Monopolizing discussions, Obnoxious behavior
34. High-risk in adulthood Alcoholism Drug abuse Drunken driving Traffic violation Smoking Street racing Biased and deficient social cognitive skills Poor emotional regulation Aggressive behavior, Temper outbursts, Overreaction to minor events, Excitability, Having a tendency to fall apart easily, Have difficulty in learning to tolerate frustration and to over-come stress of disappointments. lack of self- awareness of the results of their own actions. Less knowledgeable about appropriate behavior, Deficient social problem-solving skills, Biased attributions of others' intentions, Inattentive to social cues Due to a lack of the above mentioned skills, there is a tendency for the child to behave in an antisocial manner.
37. Using the Model of Creating an Inclusive Learning environment, our team has suggested a few things Mr Chan can do to save himself a few years of stroke(Raj,2009).
41. School The Psychological and Guidance Services Branch of MOE advocates that teachers and other relevant personnel serve as front-line mangers to address the learning and behavioral needs of the student. (PGSB,2001)
42. School Mr Chan should consult the Learning Support Coordinator or Pastoral Care coordinator regarding the situation. Should any special arrangements be needed to be made for the student, it would referred by them to the Multi-Skilled Team of PGSB which will grant the permission.
43. PARENTS Share with Parents: The concerns about the student’s difficultyand how it has adversely affected his performance in the classroom.
44. what you, as a teacher, have done and will continue to do to help the student and the effectiveness of those strategies. Offer to them some suggestions on what they can do, such as arranging for a psycho-educational assessment to gain a better understanding of the student’s difficulties.
45. Students Mr Chan can teach the student how to learn to organise with the use of a notebook
46. The Notebook Should containdaily checklists B. List homework assignments with due dates and textbooks and supplies needed. C. Remind the child to refer to the notebook at the end of the day to ensure the needed supplies are taken home.
47. Teach the student to be an Active Learner(Keep him occupied) Encourage visual aids and hands-on experiences
48. Teach: Active learning (underlining), Active listening (note-taking) Reading for detail Sub-vocalization (whispering) as an aid to memorization.
49.
50.
51. What can Mr Chan Do? Make Simon sit near to Mr Chan A set of Specific Classroom rules for Simon (To be discussed later in the section on Behaviour)
52. The area of reading corner should be relocated Mr Chan should observe Simon’s behaviour and remove any distracting stimuli such the mouse and the pile of books on his table the next time he comes into class. Should Simon be restless, Mr Chan should give clear instructionsfor him to stretch and take a break in an orderly manner.
53. Instruction Keep oral instructions brief and repeat if necessary. Provide written instructions Break up tasks and homework into smaller steps.
54. How can Mr Chan help Simon follow his instructions? With written instructions already on the board, he should have given brief instructions instead of giving his instructions all at a time. For the benefit of Simon, Mr Chan should have told him specifically which group he should be in and break down his task into smaller parts so that he can comprehend them easily.
56. Target a few unacceptable behaviours with clear consistent consequences. This should be explained privately to the child. Consequences should not be publicly humiliating. Use of Hand signals
57.
58.
59. How can Mr Chan Design a Specific Behaviour Programmethat will consider Simon’s Self-Esteem at the same time?
60. Mr Chan can target Simon’s undesirable behaviours such as rocking the chair and running around the class without permission and come up with consistent consequences – Mr Chan should explain this Specific Behaviour Programme to Simon in private.
61. The consequences should not be publicly humiliating as it might hurt his self-esteem. Instead of reprimanding Simon in front of the class and taking him by the hand to the computer table, Mr Chan should have given his feedback in private.
62. Mr Chan can privately warn Simon that his behaviour is unacceptable is through the use of hand signals. On the contrary, hand signals can also provide positive feedback for appropriate behaviour which will act as a positive reinforcement for his behaviour. Mr Chan can also use a star chart in the class for Simon to reinforcehis positive behaviour.
63. References Cohen, L. G., & Spenciner, L. J. (2009). Teaching Students with Mild and Moderate Disabilities. New Jersey: Pearson Education. Charles, C.M. (2005). Building classroom discipline (8th Ed.). New York: Allyn and Bacon. Edwards, C.H. (2004). Classroom discipline and mangement (4th Ed.). New York: Wiley and Sons, Inc. Kounin, J. S. (1970): Discipline and group management in classrooms. New York: Holt, Reinbhart and Winston. Inc Elliot, Kratochwill, Cook & Travers, (2000). Educational psychology: Effective teaching, effective learning (3rd ed.) US: The McGraw-Hill Companies.
64. References Nomanbhoy, D.M and Ng, K.H (2004) Learners with Attention Deficit Hyperactivity Disorders. In Lim, L. and Quah, M.M (Ed.) Educating learners with diverse abilities (pp.181-200). Singapore: McGraw-Hill Education (Asia).
Editor's Notes
Custom animation effects: shrink picture circle with text(Intermediate)To reproduce the picture effects on this slide, do the following:On the Home tab, in the Slides group, click Layout, and then click Blank.On the Insert tab, in the Illustrations group, click Picture. In the InsertPicture dialog box, select a picture, and then click Insert.On the slide, select the picture. Under PictureTools, on the Format tab, in the PictureStyles group, click PictureShape, and then under BasicShapes click Oval (first row, first option from the left).Select the picture-filled oval. Under Picture Tools, on the Format tab, in the bottom right corner of the Size group, click the Size and Position dialog box launcher. In the Size and Position dialog box, on the Size tab, resize or crop the picture as needed so that under Size and rotate, the Height box is set to 6” and the Width box is set to 6”. Resize the picture under Size and rotate by entering values into the Height and Width boxes. Crop the picture under Crop from by entering values into the Left, Right, Top, and Bottom boxes. Under PictureTools, on the Format tab, in the PictureStyles group, click PictureEffects, point to Glow, and then under GlowVariations click Accent color 1, 18 pt glow (fourth row, first option from the left).Under PictureTools, on the Format tab, in the PictureStyles group, click PictureEffects, point to Glow, point to More Glow Colors, and then under ThemeColors click White, Background 1 (first row, first option from the left).On the Home tab, in the Drawing group, click the Format Shape dialog box launcher. In the Format Picture dialog box, click Shadow in the left pane. In the Shadow pane, click the button next to Presets, under Inner click InsideDiagonalBottomLeft (third row, first option from the left), and then do the following:In the Transparency box, enter 50%.In the Blur box, enter 8 pt.In the Angle box, enter 135°.In the Distance box, enter 8 pt.On the Insert tab, in the Text group, click TextBox. On the slide, drag to draw a text box.Enter text, and then select the text. On the Home tab, in the Font group, do the following:In the Font list, select Candara.In the FontSize box, enter 30.Click the arrow next to FontColor, and then click Black, Text 1, Lighter 25% (fourth row, second option from the left).On the Home tab, in the Paragraph group, click AlignTextLeft.On the slide, select the text box. Under DrawingTools, on the Format tab, in the WordArt Styles group, click TextEffects, point to Reflection, and then under ReflectionVariations click TightReflection, touching (first row, first option from the left).Drag the text box onto the right half of the slide.With the text box still selected, on the Home tab, in the Drawing group, click Arrange, and then do the following:Point to Align, and then click Align to Slide.Point to Align, and then click Align Right.Point to Align, and then click Align Middle.Click Send to Back. To reproduce the animation effects on this slide, do the following:On the Animations tab, in the Animations group, click CustomAnimation. On the slide, select the picture. In CustomAnimation task pane, do the following:Click Add Effect, point to Entrance, and then click More Effects. In the Add Entrance Effect dialog box, under Basic, click Wheel.Select the animation effect (wheel effect for the picture). Under Modify: Wheel,do the following:In the Start list, select WithPrevious.In the Spokes list, select 1 Spoke.In the Speed list, select Medium. On the slide, select the picture. In CustomAnimation task pane, do the following:Click Add Effect, point to Entrance, and then click More Effects. In the Add Entrance Effect dialog box, under Subtle, click FadedZoom.Select the second animation effect (faded zoom effect for the picture). Under Modify: FadedZoom,do the following:In the Start list, select WithPrevious.In the Speed list, select Medium. On the slide, select the picture. In CustomAnimation task pane, do the following:Click Add Effect, point to Emphasis, and then click More Effects. In the Add Emphasis Effect dialog box, under Basic, click Grow/Shrink.Select the third animation effect (grow/shrink effect for the picture). Click the arrow to the right of the selected effect, and then click EffectOptions. In the Grow/Shrink dialog box, do the following:On the Effect tab, under Settings, do the following:In the Size list, in the Custom box, enter 95%, and then press ENTER.Select SmoothStart.Select SmoothEnd.Select Auto-reverse.On the Timing tab, do the following: In the Start list, select AfterPrevious. In the Speed box, enter 0.3 seconds. On the slide, select the picture. In CustomAnimation task pane, do the following:Click Add Effect, point to Emphasis, and then click More Effects. In the Add Emphasis Effect dialog box, under Basic, click Grow/Shrink.Select the fourth animation effect (grow/shrink effect for the picture). Under Grow/Shrink, do the following:In the Start list, select AfterPrevious.In the Size list, select Smaller.In the Speed list, select Medium. On the slide, select the picture. In CustomAnimation task pane, do the following:Click AddEffect, point to MotionPaths, and then click Left.Select the fifth animation effect (left motion path for the picture). Under Modify: Left,do the following:In the Start list, select WithPrevious.In the Speed list, select Medium.On the slide, select the text box. In the CustomAnimation task pane, do the following:Click Add Effect, point to Entrance, and then click More Effects. In the Add Entrance Effect dialog box, under Subtle, select Fade.Select the sixth animation effect (fade effect for the text box). Click the arrow to the right of the selected effect, and then click Timing. In the Fade dialog box, on the Timing tab, do the following:In the Start list, select WithPrevious.In the Delay box, enter 1.5.In the Speed list, select 1 seconds (Fast).On the slide, select the text box. In CustomAnimation task pane, do the following:Click AddEffect, point to MotionPaths, and then click Left.Select the seventh animation effect (left motion path for the text box). Under Modify: Left,do the following:In the Start list, select WithPrevious.In the Speed list, select Fast.On the slide, right–click the selected motion path for the text box, and then click ReversePathDirection. To reproduce the rectangle on this slide, do the following: On the Home tab, in the Drawing group, click Shapes, and then under Rectangles click Rectangle (first option from the left). On the slide, drag to draw a rectangle.Select the rectangle. Under DrawingTools, on the Format tab, in the Size group, do the following:In the ShapeHeight box, enter 1.54”. In the ShapeWidth box, enter 10”.Under DrawingTools, on the Format tab, in the ShapeStyles group, click the arrow next to ShapeOutline, and then click NoOutline.Under DrawingTools, on the Format tab, in the bottom right corner of the ShapeStyles group, click the FormatShape dialog box launcher. In the Format Shape dialog box, click Fill in the left pane, select Gradientfill in the Fill pane, and then do the following:In the Type list, select Linear.Click the button next to Direction, and then click Linear Right (first row, fourth option from the left). Under Gradient stops, click Add or Remove until two stops appear in the drop-down list.Also under Gradient stops, customize the gradient stops that you added as follows:Select Stop 1 from the list, and then do the following:In the Stop position box, enter 0%.Click the button next to Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).In the Transparency box, enter 88%.Select Stop 2 from the list, and then do the following: In the Stop position box, enter 100%.Click the button next to Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).In the Transparency box, enter 43%.On the Home tab, in the Drawing group, click Arrange, and then do the following:Point to Align, and then click Align to Slide. Point to Align, and then click AlignMiddle.Point to Align, and then click AlignCenter.Click Send to Back. To reproduce the background effects on this slide, do the following:Right-click the slide background area, and then click Format Background. In the Format Background dialog box, click Fill in the left pane, select Gradient fill in the Fill pane, and then do the following:In the Type list, select Radial.Click the button next to Direction, and then click From Center (third option from the left). Under Gradient stops, click Add or Remove until two stops appear in the drop-down list.Also under Gradient stops, customize the gradient stops that you added as follows:Select Stop 1 from the list, and then do the following:In the Stop position box, enter 0%.Click the button next to Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).Select Stop 2 from the list, and then do the following: In the Stop position box, enter 100%.Click the button next to Color, and then under Theme Colors click Black, Text 1, Lighter 50% (second row, second option from the left).
Although precise causes have not yet been identified, there is little question that heredity makes the largest contribution to the expression of the disorder in the population.In instances where heredity does not seem to be a factor, difficulties during pregnancy, prenatal exposure to alcohol and tobacco, premature delivery, significantly low birth weight, excessively high body lead levels, and postnatal injury to the prefrontal regions of the brain have all been found to contribute to the risk for AD/HD to varying degrees.
SmartArt custom animation effects: vertical bullet list(Basic)To reproduce the SmartArt effects on this slide, do the following:On the Home tab, in the Slides group, click Layout, and then click Blank. On the Insert tab, in the Illustrations group, click SmartArt. In the Choose a SmartArt Graphic dialog box, in the left pane, click List. In the List pane, click Vertical Bullet List (first row, third option from the left), and then click OK to insert the graphic into the slide. To create another row, select the bottom, first-level (color-filled) rectangle, and then under SmartArtTools, on the Design tab, in the CreateGraphic group, click the arrow next to AddShape, and select AddShapeAfter.To add bullet text area, select the new first-level (color-filled) rectangle, and then under SmartArtTools, on the Design tab, in the CreateGraphic group, click AddBullet.To enter text, select the graphic, and then click one of the arrows on the left border. In the Type your text here dialog box, enter text for each level. (Note: In the example slide, the first-level text is “Topic One,” “Topic Two,” and “Topic Three.” The second-level text is “Supporting Text.”)Select the border of the SmartArt graphic. Drag the left center sizing handle to the left edge of the slide to resize the width of the SmartArt graphic.To reproduce the rectangle effects on this slide, do the following:Press and hold CTRL, and select the three color-filled rectangles (in the example above, these are the “Topic One,” “Topic Two,” and “Topic Three” rectangles).Under SmartArtTools, on the Format tab, in the Shapes group, click ChangeShape, and under Rectangles select RoundDiagonalCornerRectangle (ninth option from the left).Under SmartArtTools, on the Format tab, in the ShapeStyles group, click ShapeEffects, point to Presets and select Preset 7 (second row, third option from the left). On the Home tab, in the Font group do the following:In the Font list, select FranklinGothicDemiCond.In the FontSize box, enter 32 pt.Click Shadow.On the Home tab, in the bottom right corner of the Drawing group, click the FormatShape dialog box launcher. In the FormatShape dialog box, click TextBox in the left pane, and in the TextBox pane, under Internalmargin, in the Left box enter 3”. Select the first color-filled rectangle from the top (in the example slide, “Topic One”).On the Home tab, in the bottom right corner of the Drawing group, click the FormatShape dialog box launcher. In the FormatShape dialog box, click Fill in the left pane, select Gradientfill in the Fill pane, and then do the following:In the Type list, select Linear.Click the button next to Direction, and then click Linear Right (first row, fourth option from the left). Under Gradient stops, click Add or Remove until two stops appear in the drop-down list.Also under Gradient stops, customize the gradient stops that you added as follows:Select Stop 1 from the list, and then do the following:In the Stop position box, enter 0%.Click the button next to Color, and then under ThemeColors select Olive Green, Accent 3 (first row, seventh option from the left). In the Transparency box, enter 90%Select Stop 2 from the list, and then do the following: In the Stop position box, enter 100%.Click the button next to Color, and then under ThemeColors select Olive Green, Accent 3 (first row, seventh option from the left). In the Transparency box, enter 0%.Select the second color-filled rectangle from the top (in the example above, “Topic Two”).On the Home tab, in the bottom right corner of the Drawing group, click the FormatShape dialog box launcher. In the FormatShape dialog box, click Fill in the left pane, select Gradientfill in the Fill pane, and then do the following:In the Type list, select Linear.Click the button next to Direction, and then click Linear Right (first row, fourth option from the left). Under Gradient stops, click Add or Remove until two stops appear in the drop-down list.Also under Gradient stops, customize the gradient stops that you added as follows:Select Stop 1 from the list, and then do the following:In the Stop position box, enter 0%.Click the button next to Color, and then under ThemeColors select Blue, Accent 1 (first row, the fifth option from the left). In the Transparency box, enter 90%Select Stop 2 from the list, and then do the following: In the Stop position box, enter 100%.Click the button next to Color, and then under ThemeColors select Blue, Accent 1 (first row, the fifth option from the left). In the Transparency box, enter 0%.Select the third color-filled rectangle from the top (in the example slide, “Topic Three”).On the Home tab, in the bottom right corner of the Drawing group, click the FormatShape dialog box launcher. In the FormatShape dialog box, click Fill in the left pane, select Gradientfill in the Fill pane, and then do the following:In the Type list, select Linear.Click the button next to Direction, and then click Linear Right (first row, fourth option from the left). Under Gradient stops, click Add or Remove until two stops appear in the drop-down list.Also under Gradient stops, customize the gradient stops that you added as follows:Select Stop 1 from the list, and then do the following:In the Stop position box, enter 0%.Click the button next to Color, and then under ThemeColors select Orange, Accent 6 (first row, 10th option from the left). In the Transparency box, enter 90%Select Stop 2 from the list, and then do the following: In the Stop position box, enter 100%.Click the button next to Color, and then under ThemeColors select Orange, Accent 6 (first row, 10th option from the left). In the Transparency box, enter 0%.To reproduce the bulleted text on this slide, do the following:Press and hold CTRL, and select the three second-level, bulleted text boxes. On the Home tab, in the Font group, do the following:In the Font list, select FranklinGothicMediumCond.In the FontSize box, enter 22 pt.In the FontColor list, select White, Background 1, Darker 50% (sixth row, first option from the left).On the Home tab, in the bottom right corner of the Drawing group, click the FormatShape dialog box launcher. In the FormatShape dialog box, select TextBox in the left pane, and in the TextBox pane do the following:Under Textlayout, in the Verticalalignment list select Middle.Under Internalmargin, do the following: In the Left box, enter 3.8”.In the Top box, enter 0.2”.In the Right box, enter 0.17”.In the Bottom box, enter 0.2”. Increase the height of the SmartArt graphic by dragging the top or bottom sizing handle. To reproduce the animation effects on this slide, do the following:On the Animations tab, in the Animations group, click CustomAnimation.Select the SmartArt graphic on the slide, and then in the CustomAnimation task pane, do the following:Click AddEffect, point to Entrance, and select MoreEffects. In the AddEntranceEffect dialog box, under Moderate,select Ascend.Click the arrow to the right of the ascend entrance effect, and then select EffectOptions. In the Ascend dialog box, do the following:On the Timing tab, in the Speed list, select 1 seconds (Fast).On the SmartArtAnimation tab, in the Groupgraphic list, select Onebyone. Click the double arrow below the animation effect to expand the list of effects.Press and hold CTRL, and select all the effects in the CustomAnimation task pane. Then under Modify: Ascend, in the Start list, select AfterPrevious.Press and hold CTRL, and select the second, fourth, and sixth effects (ascend entrance effects) in the CustomAnimation task pane. Click Change, point to Entrance, and then select MoreEffects. In the ChangeEntranceEffect dialog box, under Moderate, select EaseIn.To reproduce the background effects on this slide, do the following:Right-click the slide background area, and then click Format Background. In the Format Background dialog box, click Fill in the left pane, select Gradient fill in the Fill pane, and then do the following:In the Type list, select Linear.Click the button next to Direction, and then click Linear Left (first row, fifth option from the left). Under Gradient stops, click Add or Remove until three stops appear in the drop-down list.Also under Gradient stops, customize the gradient stops that you added as follows:Select Stop 1 from the list, and then do the following:In the Stop position box, enter 60%.Click the button next to Color, and then under ThemeColors select White, Background 1 (first row, first option from the left). Select Stop 2 from the list, and then do the following: In the Stop position box, enter 90%.Click the button next to Color, and then under ThemeColors select White, Background 1, Darker 25% (fourth row, first option from the left). Select Stop 3 from the list, and then do the following: In the Stop position box, enter 100%.Click the button next to Color, and then under ThemeColors select Black, Text 1, Lighter 50% (second row, second option from the left).
Point 2: not due to oppositional behaviour or failure to understand instructions.
Point 2: not due to oppositional behaviour or failure to understand instructions.