Autism is a disease spectrum comprising 4 disorders manifested by disturbed social, emotional and intellectual abilities of a child. This presentation is a brief description of characteristics , problems and management of of an autistic child.
Autism can be detected in children by age 3, and sometimes as early as 18 months. Autistic behaviors vary in type and severity in each child-psychiatrists will place children diagnosed with autism on the autistic disorder spectrum.
Autism is a disease spectrum comprising 4 disorders manifested by disturbed social, emotional and intellectual abilities of a child. This presentation is a brief description of characteristics , problems and management of of an autistic child.
Autism can be detected in children by age 3, and sometimes as early as 18 months. Autistic behaviors vary in type and severity in each child-psychiatrists will place children diagnosed with autism on the autistic disorder spectrum.
IIAHP (International Institute for the achievement of the human potential)umangnxpro
Autism is not a problem, it's a particular condition which has a cure by taking treatment from IIAHP charitable trust Chandigarh. Children with ASD can recover with our best autism treatment techniques.
Our website:- https://www.iiahp.com/autism-treatment/
Complex developmental disability in infancy and early childhood, sign and symptom, its treatment via therapist approaches across the child's daily life
A mental condition, present from early childhood, characterized by great difficulty in communicating and forming relationships with other people and in using language and abstract concepts.
Understanding ADHD and Other Behavioral Problems in Childrenarambe
ADHD (attention deficit hyperactivity disorder), ODD (oppositional defiant disorder), CD (conduct disorder) and Autism are some of the most common behavioral problems in many children and understanding these behaviors is critical to being able to deal with them.
This presentation was done five years ago while I was the National Christian Education Association President at my church and I just thought that there might be many of you out there (teachers, parents, caregivers, peers, etc) who would find this research intructive. Enjoy and share!
IIAHP (International Institute for the achievement of the human potential)umangnxpro
Autism is not a problem, it's a particular condition which has a cure by taking treatment from IIAHP charitable trust Chandigarh. Children with ASD can recover with our best autism treatment techniques.
Our website:- https://www.iiahp.com/autism-treatment/
Complex developmental disability in infancy and early childhood, sign and symptom, its treatment via therapist approaches across the child's daily life
A mental condition, present from early childhood, characterized by great difficulty in communicating and forming relationships with other people and in using language and abstract concepts.
Understanding ADHD and Other Behavioral Problems in Childrenarambe
ADHD (attention deficit hyperactivity disorder), ODD (oppositional defiant disorder), CD (conduct disorder) and Autism are some of the most common behavioral problems in many children and understanding these behaviors is critical to being able to deal with them.
This presentation was done five years ago while I was the National Christian Education Association President at my church and I just thought that there might be many of you out there (teachers, parents, caregivers, peers, etc) who would find this research intructive. Enjoy and share!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Autism is a developmental disorder that appears in the first 3
years of life, and affects the brain's normal development
of social and communication skills.
By: Brittany Allen
2. Early signs of Autism
Delayed or lack of
speech.
Repetitive movement of
body such as Arms,
and head.
Impaired social skills.
Interest in activities or
play.
Seldom eye contact
with others.
3. Children and Autism
Autism effects boys 3-4
times more then girls.
Family income, educa-
tion, and lifestyle
don't seem to effect
the risk of autism.
Exact number of chil-
dren living with autism
is not known.
4. Related Developmental Disorder
Asperger Syndrome (similar to
autism but with normal lan-
guage development).
Rett Syndrome(Very different
from autism, and only occurs
in females).
Childhood Disintegrative Disor-
der (Rare condition where a
child learns skills, then loos-
es them by age 10).
Pervasive Developmental Dis-
order (Also called typical
autism).
5. Symptoms
Children with difficulties usu-
ally have trouble with:
Pretend play.
Social interactions
Verbal and non-verbal com-
munication.
Usually it is not noticed that
the child has something
wrong until they are at the
age of 18 months old.
Help is usually not seeked
until the child is about 2
years of age.
Some children appear normal
before the age of 1 or 2
and then suddenly
“regress” and lose lan-
guage or social skills.
When they loose these skills
at the age of 1 or 2 it is
called the regressive type
of autism.
Some people with autism
may also be sensitive to
sight, hearing, touch,
smell, or taste.
6. Social Interaction
Very withdrawn.
Does not play interactive
games well with others.
Is not very good at making
friends.
Does not respond very well
with eye contact or smiles
and almost always avoids
eye contact.
Shows a lack of empathy.
Prefers to spend time by
themselves, rather then
with others.
8. Play and Behavior
Play:
Does not imitate others.
Prefers solitary or ritualistic
play.
Does not pretend play.
Does not imaginative play.
Behavior:
Acts up.
Short attention span.
Strong need for sameness.
Narrow interests.
9. Signs and Tests
Babbling by 12 months.
Gesturing by 12 months (Point-
ing or waving).
Saying single words by 16
months.
Saying two-word spontaneous
phrases by 24 months.
Losing any language or social
skills at any age.
These children should receive
a hearing test, blood/lead
test, and screening test
since they show signs of
autism.
11. Medicine
Medicines are often used
to treat behavior or
emotional that people
with autism may have,
including:
Aggression
Anxiety
Attention Problems
Hyperactivity
Irritability
Mood Swings
Sleep difficulty....etc.
12. Treatment
Treatment is most successful when it is applied toward the
child's needs. An experienced team should design the
treatment for that particular child's needs. Those programs
include:
ABA (applied Behavior Analysis).
Medications depending on the behavior.
Occupational therapy.
Physical Therapy.
Speech-language therapy.
13.
14. Response to Sensory Information
Does not get startled or get unfocused by loud
noises.
Has low senses of sight, hearing, touch, smell or
taste.
May stay away from physical contact because it
is overwhelming or to hard to handle/take in.
Rubs surfaces, mouth, or licks objects.
Has a high tolerance for pain.
15. Diet
It has been shown that some
children with autism react
well to gluten-free foods.
Gluten is found in foods that
have wheat, rye, and bar-
ley.
Not all studies have been
proven that a diet change
works to help people with
autism, but it has been
shown that it helps!
