This document discusses body image, self-esteem, and the factors that influence them. It defines body image as one's perception of their physical self, including both positive and negative thoughts and feelings shaped by individual and environmental influences. Self-esteem is defined as one's opinion of oneself, with healthy self-esteem involving liking oneself and valuing achievements. The document outlines that family, friends, media, social and cultural influences can impact one's body image and self-esteem. It further discusses how professional media images are often digitally manipulated through techniques like photo editing software.
Body Image and Social Media - An important area for wellbeing and mental health. Presentation at the Royal College of Psychiatrists, London, UK, for Mental Health Awareness Week.
Mental Health and Well-Being in Middle and Late AdolescenceJannah Salazar
This presentation shows the different types of mental illness that adolescents and adults face. Also shows how significant mental health is among people.
Body Image and Social Media - An important area for wellbeing and mental health. Presentation at the Royal College of Psychiatrists, London, UK, for Mental Health Awareness Week.
Mental Health and Well-Being in Middle and Late AdolescenceJannah Salazar
This presentation shows the different types of mental illness that adolescents and adults face. Also shows how significant mental health is among people.
PHYSICAL EDUCATION 11 - Health and Risk in our LIfestyleMarvin Bronoso
PHYSICAL EDUCATION 11 - Health and Risk in our Lifestyle
The student be able to relates health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance.
PERSONALITY DEVELOPMENT AND CAREER PATHWAYSDonDonCabalog
Guiding our children in choosing a degree base on their personality. Personality development must also be taught so that they will have the confidence in projecting themselves to the public.
PHYSICAL EDUCATION 11 - Health and Risk in our LIfestyleMarvin Bronoso
PHYSICAL EDUCATION 11 - Health and Risk in our Lifestyle
The student be able to relates health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance.
PERSONALITY DEVELOPMENT AND CAREER PATHWAYSDonDonCabalog
Guiding our children in choosing a degree base on their personality. Personality development must also be taught so that they will have the confidence in projecting themselves to the public.
Here are 5 Ways to Promote a Healthy Body Image: 1. Open and Non-Judgmental Communication 2. Promote Media Literacy 3. Set a Positive Example 4. Encourage Healthy Habits
In challenging times, resilience is especially critical. Explore how increasing self-awareness can help individuals foster the resilience they need to overcome personal, professional, and global challenges.
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
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
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
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.
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
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the 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 lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
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. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
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.
2. WHAT IS BODY IMAGE?
Body image is the
perception that a person
has of their physical self
and the thoughts and
feelings that result from
that perception. These
feelings can be positive,
negative or both and are
influenced by individual
and environmental
factors.
3. What is self esteem?
Self-esteem is your opinion
of yourself. People with
healthy self-esteem like
themselves and value their
achievements. While
everyone lacks confidence
occasionally, people with
low self-esteem feel
unhappy or unsatisfied with
themselves most of the
time.
4. 4
What is self perception?
https://youtube/litXW91UauE
Self-perception is how you see or view yourself
5. FACTORS THAT AFFECT BODY
IMAGE AND SELF ESTEEM
Family
Friends
Media
Social
Print
News
Television
Culture
16. Review all
shots,
select one
Erase
blemishes
Correct hair
and make it
appear fuller
Reduce
facial width
Elongate
neck
Even skin
tone
Enlarge
eyes
Lift
eyebrows
Fill out
lips
Whiten
teeth
Choose
model
Choose
photographer
Make up
Hair styling
(colour, wash,
blow dry)
Manicure and
pedicure
Choose
professional
lighting
Choose
wardrobe
Agree
photograph
brief
8
How can images be manipulated?
18. 18
Spot the fake
On your wiki: Create 2 sections Real Beauty and
Photoshopped or Fake
Your task is to find 3 image for each section and
write a sentence about each and why you have
put it into that section.
27. Be a champion for change!
18
Why I’m Brilliant!
Select a photo of yourself and create a collage
of why you are brilliant!
Post this on your wiki
Editor's Notes
Key questions to ask:
What do you think these images show?
Looking at all of these images, what differences do you notice between them?
If all these images represent appearance ideals, why do you think they don’t look the same?
Do you think we still face pressures to look a certain way today?
Key questions to ask:
What do you think these images show?
Looking at all of these images, what differences do you notice between them?
If all these images represent appearance ideals, why do you think they don’t look the same?
Do you think we still face pressures to look a certain way today?
Key questions to ask:
What do you think these images show?
Looking at all of these images, what differences do you notice between them?
If all these images represent appearance ideals, why do you think they don’t look the same?
Do you think we still face pressures to look a certain way today?
Key questions to ask:
What do you think these images show?
Looking at all of these images, what differences do you notice between them?
If all these images represent appearance ideals, why do you think they don’t look the same?
Do you think we still face pressures to look a certain way today?
Key questions to ask:
What do you think these images show?
Looking at all of these images, what differences do you notice between them?
If all these images represent appearance ideals, why do you think they don’t look the same?
Do you think we still face pressures to look a certain way today?
Key questions to ask:
Where do you think these pressures to look beautiful or attractive come from?
Where do we see or hear messages about what we should look like?
Key questions to ask:
What different examples of media can we think of?
Which of these examples of media are made by professionals?
Which media do you and your friends make?
If the film will not play for you, you can access the ‘Dove: Evolution’ film directly from the ‘Stimulus films’ folder.
Key questions to ask:
What do you think the word “manipulation” means?
How are images of people in the media manipulated or changed?
Key questions to ask (as on cards):
What did you find surprising, unreal or unlikeable about what you saw in the film?
List all the decisions that were made about the image BEFORE the photos are taken.
List all the decisions that were made about the image AFTER the photos are taken.
Think how the image of the model has been changed from reality. How does seeing these unrealistic changes make you feel?
Why do you think the unrealistic images you see in the film are unfair and misleading?
Why do you think it is unrealistic or unfair to compare the way you look or your friends look to manipulated images of people you see in professional media?
Key questions to ask:
What would you say to a friend to convince them that they shouldn’t compare themselves to manipulated media images?
So, what do we want to do about what we’ve learnt? Raise your hand if you commit to changing the way you react to images you see in professional media?
Key questions to ask:
What is being sold in this advertisement?
Who are they using to sell it?
Why are they using a person who looks like this?
Why would they manipulate a picture of this person to make them look more ‘ideal’ in this advert?
What is the overall message of this advert?
Key questions to ask:
When someone your age sees these manipulated images, how does it make them feel about themselves?
Why might it make some people feel bad?
Raise your hand if you think we should all challenge manipulated images in the media. Why?
If the film will not play for you, you can access the ‘Dove: Change One Thing’ film directly from the ‘Stimulus films’ folder.
Key questions to ask:
What does this film show us about how we compare ourselves to others?
What do you think the impact is of comparing our appearance in this way?
Raise your hand if you think we should all lower the pressure to look a certain way in the media we make?
Key questions to ask:
How might you, or your friends, or young people in general, manipulate or change images in personal and social media?
Do you think the images you and your friends see and share on personal and social media represent ‘real’ life?
Key questions to ask:
When someone like you sees these images in personal and social media, how does it make them feel?
How might these images cause them to think or feel about their own appearance?
Why might comparing their appearance to these images make them feel bad?
Key questions to ask:
Raise your hand if you think we should all play our part to lower the pressure to look a certain way through the media we make and consume ourselves?
Key question to ask:
What have we learned in today’s workshop?
Key question to ask:
How are you going to take action to address the pressure you and your friends feel to look a certain way?