The document provides information about autism spectrum disorders including characteristics, strategies, and classroom approaches. It describes the three main criteria for an autism diagnosis: qualitative impairments in social interaction and communication, and restricted repetitive behaviors. It then discusses learning characteristics of autism and provides examples of visual strategies, social stories, and other tools that can be used to support students with autism in the classroom.
A power point presentation on Autism Spectrum disorders I created in collaboration with a team of three other graduate students at the University of Dayton.
A power point presentation on Autism Spectrum disorders I created in collaboration with a team of three other graduate students at the University of Dayton.
Pervasive developmental disorder are characterized by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities.
Complex developmental disability in infancy and early childhood, sign and symptom, its treatment via therapist approaches across the child's daily life
This presentation is an introductory presentation on Autism (ASD): together with the list of lots of online sources and organizations that can help you to find out more information on this type of brain developmental disorder.
This slide is part of a collection of exam revision slides from Atypical Child Development. The slides have been created by me, and based on several different research papers. The slides were created for essay exam.
Overview of the importance of early intervention for children with autism. Discusses some common signs of autism and research based treatment options such as applied behavior analysis (ABA)
Pervasive developmental disorder are characterized by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities.
Complex developmental disability in infancy and early childhood, sign and symptom, its treatment via therapist approaches across the child's daily life
This presentation is an introductory presentation on Autism (ASD): together with the list of lots of online sources and organizations that can help you to find out more information on this type of brain developmental disorder.
This slide is part of a collection of exam revision slides from Atypical Child Development. The slides have been created by me, and based on several different research papers. The slides were created for essay exam.
Overview of the importance of early intervention for children with autism. Discusses some common signs of autism and research based treatment options such as applied behavior analysis (ABA)
Leveraging Professional Development and Data to Transform Math InstructionDreamBox Learning
More and more schools are incorporating blended learning models in their math classrooms, and professional development is helping to ease that transition. In this webinar, hear from Rafranz Davis, Executive Director of Professional and Digital Learning for Lufkin ISD, on how you can create a self-driven and growth-centered professional development model that allows your teachers to not only be innovative in their math instruction, but also become the architects of their own learning experience – thus translating this style of learning into their classroom practice.
CHAPTER 4Building an Anti‑Bias Education Program Clarifying andWilheminaRossi174
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
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
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Title: Sense of Smell
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 primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
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.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
13. Example Michael is a 5 th grader with autism. He is very soft spoken and often difficult to understand. He is frequently asked to repeat things because he is so difficult to understand. He is prompted constantly to “speak louder”, however, every time he is called on the teacher has to ask him to speak up again. A 5 point scale was created for him to use to measure vocal volume and since it is been in place the teacher no longer says “speak up”. Instead she uses phrases such as, “Say it at a 3!” or “Keep it at a 2!” In addition, she will use a visual and point the volume level she wants Michael to use.
14. Example The scale: What it looks like: Yelling (sirens, shouting, screaming, fire alarm) Loud (announcements over the intercom) Conversation (friends talking, easy to hear but not too loud) Whisper (have to be really close to hear, talk into ear) No sound (peaceful)
15. Example “ Colton is in the 6 th grade. He has problems getting along in school. He likes to be in control and gets upset if he perceives something is wrong. For example, if someone cuts in line he may feel compelled to punish that person by kicking or hitting them. Colton’s ability to control his behavior varies from day to day. Colton enjoys school despite having challenges with others who do not follow his way of thinking” (Buron & Curtis, 2003, p. 26).
16. Example Looks Like Feels Like I Can Try to Kicking or hitting My head will explode Call my mom to go home Screaming or hitting Nervous Go see Mr. Peterson Quiet, rude talk Bad mood, grumpy Stay away from kids Regular kid Good Enjoy it Playing A million bucks Stay that way
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20. Example My Grown-Up Voice When I need help, I will raise my hand and wait for Ms. McKenney and Mr. Jones to call on me. When Ms. McKenney calls on me, I will use my grown-up voice to ask for help. I will not whine or make noises. If I don’t understand something, I will use my grown-up voice and ask for help. I can say, “Excuse me Ms. McKenney, what did you say?” Then Ms. McKenney might say, “What nice manners you have Bill, and thank you for using your grown-up voice. I will be happy to repeat what I said.” When I make noises, my friends can not hear Ms. McKenney teaching. My noises hurt their ears.
21. When I was a baby, I would whine or make noises when I needed something, because I didn’t know how to talk. I am a big boy now and I know how to talk, so I can use my grown-up voice. I do not whine or make noises to get attention. Ms. McKenney and Mr. Jones like it when I use my grown-up voice. My voice is so nice when I don’t whine. My teachers smile and say, “What a nice voice you have, Bill. We are so happy to hear your nice voice.” When I whine or make noises it hurts others ears, but when I use my grown-up voice, it sounds nice to others. Everyone is happy when I use my grown-up voice. I like using my grown-up voice.
26. Social Stories/Comic Strip Conversations Social stories and Comic Strip Conversations are techniques that were created by Carol Gray. For more information about these techniques and their creator visit: www.thegraycenter.org .
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31. Example Student Description: Aaron has been acting out in class and seeking attention from his peers by saying or blurting out inappropriate comments in class. He likes the attention he gets from his peers for doing this and he thinks he’s being accepted when his peers laugh at him for doing this. Aaron’s special interest is Nascar and he especially likes Nascar driver, Jeff Gordon. Power Card Story: “ Jeff Gordon and His Fans” Jeff Gordon loves being a race car driver, but sometimes it is difficult for him to think before he speaks. At the end of a long day sometimes all he wants to do is make others laugh. Sometimes Jeff blurts things out when his boss is talking. But Jeff has learned to think before he speaks. Jeff has learned it is important not to talk when his boss is talking and not to say things to try and make others laugh
32. when his boss is trying to talk to his pit crew and teach them the latest NASCAR rules and regulations. Jeff has learned to stop and think about the comments he makes before speaking. Just like Jeff, it is important for Aaron to think before he speaks. It would make Jeff proud to know that Aaron is like him and that he thinks before he speaks and doesn’t interrupt his teachers in class. It is important for Aaron to remember to do the following: 1. Think before he speaks. Say it in your head first before saying it out loud. If it’s not related to what the teacher is teaching then Aaron shouldn’t say out loud in class. 2. If Aaron can’t think of something to say about the teacher’s lesson, it’s better for him not to say anything at all. 3. Always follow the classroom rules and raise your hand before you speak.
33. 1. Think before he speaks. Say it in your head first before saying it out loud. If it’s not related to what the teacher is teaching then Aaron shouldn’t say out loud in class. 2. If Aaron can’t think of something to say about the teacher’s lesson, it’s better for him not to say anything at all. 3. Always follow the classroom rules and raise your hand before you speak.
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40. References: Gagnon, E. (2001). Power Cards: Using Special Interests to Motivate Children and Youth with Asperger Syndrome and Autism. Kansas: Autism Asperger Publishing Co. pp. 19-22. Buron, K.D. & Curtis, M. (2003). The Incredible 5-Point Scale. Kansas: Autism Asperger Publishing Co. Crissey, P. (2005). I Have Autism: A Child’s First Look at Autism. Super Duper Publications Myles, B.S., Trautman, M.L. & Schelvan, R.L. (2004). The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations. Kansas: Autism Asperger Publishing Co. Paula Kluth: Calm in Crisis. 6 October 2008. http:// www.paulakluth.com/articles/calmincrisis.html Autism Speaks: Be Informed. 24 October 2008. http://www.autismspeaks.org/whatisit/index.php?WT.svl= Top_Nav
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