University of Manitoba - OBOM - 10.7.22 - Presentation.pdfRuvimboChipazi
A variation of our Movies for Mental Health (Sexual Violence) program, Our Bodies Our Minds harnesses theatre and embodied activities to engage with young people on the vital topic of mental health and sexual violence, inspiring them to tell their own stories and explore those of others.
The event also connects survivors and allies with mental health resources available to them, empowering them to seek support and heal as individuals and communities.
*Our Bodies, Our Minds workshops are only offered in an in-person format.
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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
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
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MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
- 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
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
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
5. #OurBodiesOurMinds
Heads Up
• Mental health is personal – YOU are the expert on your own
experience, identity and needs
• Shared public space – can’t guarantee confidentiality
• It’s okay to feel, and it’s okay to be uncomfortable
•Uncomfortable vs. Unsafe
• Conversations and activities might be triggering
• Please take care of yourself however you need,
including asking for help (MH support is here!)
• Photos taken for AWI sites, let us know if you don’t want that
6. #OurBodiesOurMinds
Community Agreements -
What do you need to feel as brave and
supported as possible here today?
•Ask before you touch policy
•Listen to each other / active listening
•No interrupting
•Take excellent care of yourself and each other
•Be mindful of the space we take up (take space / make space)
•It’s ok to make mistakes - compassion and accountability
•Everyone gets the grace to speak in draft
•Be mindful of the open chair (who isn’t in the room?)
•No pressure to answer a question / “no” is always an option
•Be respectful of the weight of these topics (SV, MH)
7. #OurBodiesOurMinds
• Personal definition
• Has been through a potentially traumatic sexual/
intimate experience, or set of experiences
• Experience was against their wishes
and/or crossed a boundary that they had set
and/or left them feeling violated, used, scared, unsafe
or hurt
Sexual Violence Survivor
8. #OurBodiesOurMinds
• Personal definition
• Has been through a potentially traumatic sexual/
intimate experience, or set of experiences
• Experience was against their wishes
• and/or crossed a boundary that they had set
• and/or left them feeling violated, used, scared, unsafe
or hurt
• Focus on: mental health and mental wellness / impact
of traumatic events on ability to be full self
Sexual Violence Survivor
9. #OurBodiesOurMinds
What are ways that sexual violence
might impact survivors? MH? Other?
- Can develop mental illness if not supported (especially
in childhood)
- Trust issues
- Impact relationships with other people (i.e. group
dynamics, spaces you want to go to), social life
- Personal habits (eating, sleeping, etc)
- Change your relationship to sex and sexuality
- Personal space (hugging, touching) - everyday physical
interactions
- Communication with others about other experiences
- Erodes sense of self esteem and personal control
- Feelings of shame and guilt
12. #OurBodiesOurMinds
How does Naomi What might Naomi
seem to feel? be thinking?
•Invalidated
•Disconnected from her own
body
•Feeling the need to meet criteria
to identify with the role of ‘victim’
•Sense of inevitability
•Feeling not supported from
mother, level of disappointment
•Numbness or apathy
•So much shame
•Deflating - image of balloons,
and heart, joy was stolen
● Patriarchal Influences -
can’t be comfortable in
her house
● “I know it, but feeling it?”
- difficult to change how
you feel
● Family trauma and family
history - coming to
realization that
something similar
happened to her mother.
Passing on
intergenerational trauma
/ victim blaming
17. #OurBodiesOurMinds
Dane Patrice
Naomi
Feelings:
- Anger
- Invalidated
- Powerless
- Guilty
- Righteousness in
taking power back
Message:
- “You aren’t angry
or loud enough
about this!”
Message:
- “This isn’t
something we
talk about”
Feelings:
- Regretful
- Hopeful
- Not sure how to
communicate
w/Naomi (lost,
confused)
- Proud
Feelings:
- There’s nothing I
can do that’s right
- Confusion/Conflic
ting
- I don’t have
control over this
18. #OurBodiesOurMinds
Changing the Message
Naomi and Dane
How can Dane change the message she is giving Naomi, so that it’s
in line with her feelings and has a positive impact in supporting
Naomi?
- I have your back when you’re ready/ if you’re ready
- How can I support you?
- This isn’t your fault
21. #OurBodiesOurMinds
What can we do?
•Letting survivors decide what steps to take
•Asking - is this something you’d like to do? Sending messages
of support if they consent to it.
•Respecting physical and emotional space
•Vulnerability - “not sure how to support you, but I want to”
•Letting them know that whatever they’re feeling in the moment
is valid and real.
24. #OurBodiesOurMinds
Meet the Panel
Nina Faynshtayn (she/her)
Student, Voices of Brown, Brown University
Ha-Jung (Haj) Kim (she/her)
Student & Founder of ESV (End Sexual Violence), Brown University
Tanya Purdy (she/hers)
Director of BWell Health Promotion, Brown University
Heather Aliotta, CNP (she/her)
Nurse Practitioner/Clinical Education Coordinator - Brown
University Health Services
Angela Kemp (she/her)
Director of Prevention and Special Projects
Day One