The document discusses strategies for building positive relationships between school administrators, staff, students, parents and the community in order to promote parental involvement and fill in achievement gaps. It provides examples of motivating staff through aligning them with a clear vision and mission using analogies like the spirit of the squirrel and way of the beaver. The goal is to create a supportive climate where all stakeholders are invested in student success.
One needs to be owner & responsible for apt. growth & it is applicable from childhood
Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. I am working on speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also https://dl.dropbox.com/u/83265908/Links-events.xls has links for all ppt files.
Read http://tl.gd/jm1gh5
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms like rotary,etc
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
Slides from the Power Packed Productivity session by Tim Wade on 10 Feb 2012 in Singapore. Tim Wade is Singapore-based motivational speaker and business growth speaker who focuses on the psychology and strategies of effective change management, increasing productivity, leadership and performance improvement. www.timwade.com
An exploration of the relationship between employee engagement and leadership, and how they might affect quality. Includes references to external sources.
In a beautiful home in Old West Austin a group of six participants explored creative ways to shift limited thinking by reframing familiar patterns.
“The happiest moments in your life is when the real you comes out, when you don’t care about the past and you don’t worry about the future. The freedom we are looking for is the freedom to be ourselves, to express ourselves.” –Don Miguel Ruiz
One needs to be owner & responsible for apt. growth & it is applicable from childhood
Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. I am working on speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also https://dl.dropbox.com/u/83265908/Links-events.xls has links for all ppt files.
Read http://tl.gd/jm1gh5
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms like rotary,etc
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
Slides from the Power Packed Productivity session by Tim Wade on 10 Feb 2012 in Singapore. Tim Wade is Singapore-based motivational speaker and business growth speaker who focuses on the psychology and strategies of effective change management, increasing productivity, leadership and performance improvement. www.timwade.com
An exploration of the relationship between employee engagement and leadership, and how they might affect quality. Includes references to external sources.
In a beautiful home in Old West Austin a group of six participants explored creative ways to shift limited thinking by reframing familiar patterns.
“The happiest moments in your life is when the real you comes out, when you don’t care about the past and you don’t worry about the future. The freedom we are looking for is the freedom to be ourselves, to express ourselves.” –Don Miguel Ruiz
In the YMCA, many of our CEOs are fully consumed on a daily basis with the demands of running their Y. This presentation will give them the opportunity to take a step back, reflect, and address several key areas of their leadership that are vital for navigating the challenges and opportunities that lie ahead.
The four main topic areas are:
Values: Finding the North Star of your Personal Leadership Philosophy.
Purpose: Harnessing the Wind in the Sails of Purpose.
Culture: Adjusting the Invisible Rudder that is Steering your Ship.
Relationships: Sharpening your EQ Skills to Inspire and Motivate your Crew.
"To know, is good. To live, is better. To be, that is perfect." - The Mother
During the Agile adoption, its a common complain that many team in many organizations get caught up in the ceremonies or mechanics of Agile and fail to understand/appreciate the true value and spirit of Agile. And because of this, the original intent of the Agile movement itself is lost. This is a serious issue!
This workshop will highlight, a well-proven approach to transformation (not adoption) and show the distinct steps in this journey that an individual or a collective goes through when learning anything new. Activities, serving as examples, in the workshop, will focus to show the journey - that is, how to begin with rituals, then gradually move to practices, arriving at principles and eventually internalizing the values. Witnessing this gradual process of transformation will help participants discover for themselves their current progression. We hope this will serve as a guiding light during their Agile journey.
Finally, we will leave the participants to ponder upon and discover for themselves their ideals in life and work as this is not only applicable to software development, but also to any discipline where humans are involved, including life itself.
Mode details: http://confengine.com/agile-pune-2014/proposal/534/the-tao-of-transformation
Conference: http://pune.agileindia.org
This session will engage participants in ways to fully leverage the LPI® to drive behavior change in workshop participants and culture change in the organizations they lead. Beyond interpretation of the results, themes, and development plans, we’ll explore techniques to go deeper with individuals. In addition to sharing our own insights and experience, we’ll facilitate table discussions and best practice sharing on topics such as powerful questions, tapping into genuine motivation, dealing with resistance, and ways to reinforce behavior change.
Renee Harness is the founder of Harness Leadership, a Certified Master Facilitator of The Leadership Challenge®, and key developer of LPI® Coach Certificate Program. Working with leaders at every level of an organization, her goal is to engage, inspire, and involve people in making meaningful contributions to their work, their communities, and their worlds.
Amy Dunn is a member of Integris Performance Advisor’s consulting team and focuses on facilitation of The Leadership Challenge®, LPI® coaching, The Five Behaviors of a Cohesive Team®, talent management, and meeting design and facilitation. Amy’s greatest professional joy comes from optimizing talent – within individuals, teams, and organizations.
- 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
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
In the YMCA, many of our CEOs are fully consumed on a daily basis with the demands of running their Y. This presentation will give them the opportunity to take a step back, reflect, and address several key areas of their leadership that are vital for navigating the challenges and opportunities that lie ahead.
The four main topic areas are:
Values: Finding the North Star of your Personal Leadership Philosophy.
Purpose: Harnessing the Wind in the Sails of Purpose.
Culture: Adjusting the Invisible Rudder that is Steering your Ship.
Relationships: Sharpening your EQ Skills to Inspire and Motivate your Crew.
"To know, is good. To live, is better. To be, that is perfect." - The Mother
During the Agile adoption, its a common complain that many team in many organizations get caught up in the ceremonies or mechanics of Agile and fail to understand/appreciate the true value and spirit of Agile. And because of this, the original intent of the Agile movement itself is lost. This is a serious issue!
This workshop will highlight, a well-proven approach to transformation (not adoption) and show the distinct steps in this journey that an individual or a collective goes through when learning anything new. Activities, serving as examples, in the workshop, will focus to show the journey - that is, how to begin with rituals, then gradually move to practices, arriving at principles and eventually internalizing the values. Witnessing this gradual process of transformation will help participants discover for themselves their current progression. We hope this will serve as a guiding light during their Agile journey.
Finally, we will leave the participants to ponder upon and discover for themselves their ideals in life and work as this is not only applicable to software development, but also to any discipline where humans are involved, including life itself.
Mode details: http://confengine.com/agile-pune-2014/proposal/534/the-tao-of-transformation
Conference: http://pune.agileindia.org
This session will engage participants in ways to fully leverage the LPI® to drive behavior change in workshop participants and culture change in the organizations they lead. Beyond interpretation of the results, themes, and development plans, we’ll explore techniques to go deeper with individuals. In addition to sharing our own insights and experience, we’ll facilitate table discussions and best practice sharing on topics such as powerful questions, tapping into genuine motivation, dealing with resistance, and ways to reinforce behavior change.
Renee Harness is the founder of Harness Leadership, a Certified Master Facilitator of The Leadership Challenge®, and key developer of LPI® Coach Certificate Program. Working with leaders at every level of an organization, her goal is to engage, inspire, and involve people in making meaningful contributions to their work, their communities, and their worlds.
Amy Dunn is a member of Integris Performance Advisor’s consulting team and focuses on facilitation of The Leadership Challenge®, LPI® coaching, The Five Behaviors of a Cohesive Team®, talent management, and meeting design and facilitation. Amy’s greatest professional joy comes from optimizing talent – within individuals, teams, and organizations.
- 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
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
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
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
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
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
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
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
HOT NEW PRODUCT! BIG SALES FAST SHIPPING NOW FROM CHINA!! EU KU DB BK substit...GL Anaacs
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Flubrotizolam CAS: 57801-95-3
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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. “If You Build It, They Will Come”
• It’s the leader’s ability to …
– Say it
– Plan it
– Do it in such a way that others know that you
know how and,
– Know that they want to follow you.
John Maxwell
8. Communicating The Vision
• Keep It Simple
• Metaphors, Analogies, &
Examples
• Multiple Forums
• Repeat, Repeat, Repeat
• Lead By Example
• Explain Inconsistencies
• Give and Take
9.
10. Align People With The Vision
• “Spirit of the Squirrel: Worthwhile Work”
11. The Spirit of the Squirrel
• Why do squirrels
work so hard?
They work hard
because they are
motivated!
12. The Spirit of the Squirrel
• Why are the
squirrels
motivated?
They have a goal.
They are working
toward the goal of
putting away food.
13. The Spirit of the Squirrel
• Why does the
goal motivate
them?
If they don’t store
up food they won’t
survive the winter!
14. The Spirit of the Squirrel
Their job is
WORTHWHILE!
•Knowing we make the world a better
place
•Everyone works toward a shared goal
•Values guide all plans, decisions,
and actions
15. Spirit of the Squirrel
Two Requirements to
BUILD Trust for the
Productivity
• Honesty
• Putting team
members first
16. Spirit of the Squirrel
“You can take the horse to the water but
You can’t make him drink it.”
It’s the
BUY-IN and Commitment
that makes the difference.
The squirrel is committed!
17. Spirit of the Squirrel
Productivity!
Think of the squirrel!
18. Align People With The Mission
“The Way of The Beaver:
In Control of Achieving The Goal”
19. The Way of the Beaver
• In control of achieving
the Goal
• Being an individual to
achieve the goal
• The beavers each
build or repair their
own part of the dam
20. The Way of the Beaver
• Beavers NEVER
“redo” what another
beaver has done.
• Beavers do “their
individual thing” and
do it well
• Beavers are
persistent
• Beavers are in control
21. The Way of the Beaver
• People who are truly
in control work for
organizations that
value them as
persons. Their
thoughts, feelings,
needs and dreams
are respected,
listened to, and acted
upon.
22. The Way of the Beaver
Three sides of the beaver’s activity
2. Individual taking charge & being in control
of achieving the goal
2. An organization that allowed and
encouraged individuals to do so & their
thoughts, feelings, needs, and dreams were
respected, listened to, and acted upon
3. The beavers do what they can do!
They use their expertise!
23. Inspire or Motivate People To
Reach The Vision
• How do you motivate
people to reach the
vision?
• “The Gift of the
Goose: Cheering
Others On”
24. The Gift of the Goose
• The Gift of the
Goose brings
enthusiasm to
Spirit of the
Squirrel and Way
of the Beaver.
25. The Gift of the Goose
• The Gift of the
Goose is Cheering
Others On!
• They honk that
everything is going
great
26. The Gift of the Goose
• The Gift of the Goose will
make more of a difference
than the:
Spirit of the Squirrel
or
The Way of the Beaver
28. I HAD to go to work.
Here, I GET to go to work.
Because Everyone is
GUNG HO!
29. Team members leave with
their heads held high!
They KNOW they are doing
important work!
Both the organization and
their fellow workers
appreciate their Efforts
They each had a and Success!
Significant part of
the Success!
30. The Spirit of the Squirrel!
The Way of the Beaver!
The Gift of the Goose!
GUNG HO!
34. The Bucket Theory
• Invisible bucket
and dipper
• “9 out of 10 people
say they are more
productive when
they’re around
positive people”
• Memories
• Frequency of
positive
interactions
35. Positive Interactions
• As leaders in your
school, think of ways
that you currently
recognize the
achievements of your
staff, praise their
efforts, and
encourage a positive
climate among your
staff.
37. REVVED!
Win them over and
Keep them REVVED!
by
Harry Paul &
Ross Reck, Ph.D
38. The Work Place
• Too busy to be friendly
• “micromanaging”
• Bringing anger to work
• Bottom line-personal life can
sabotage the career,
relationships at work (co-workers
as well as parents)
39. Nice Managers Get Results
A group of researchers studied 16,000
corporate managers. The results
surprised many skeptics. They showed
that the highest achievers were those
who valued people as highly as they
valued profits.
40. Weak is he who allows
his emotions to control
his actions. Strong is he
who allows his actions to
control his emotions.
41. The 2 most important questions
you can ask yourself:
Is this a classroom you would want
your child to be enrolled?
Are you a teacher you would want
your child to have?
42. Master Your Emotions
Even the best leaders have
personal problems at one time
or another. In those
situations, the most effective
leaders reach down inside
themselves to find the
strength to keep their
emotions in check, especially
at work.
43. ‘Personality Plus’
• It’s not something
you are born with,
it is something you
develop by being
nice to people and
making them feel
special.
44. The Magic Ratio
The magic ratio:
5 positive interactions for every 1 negative
interaction
45. Caring is absolutely necessary
when it comes to getting
others excited about doing
things on your behalf. That’s
what a supervisor’s, as well as
any educator’s job is all about.
46. The following 3 Steps will help
you maximize the returns that
come from caring about your most
important asset: your students,
their parents and your co-workers,
in other words:
Your People!
47. Take Baby Steps
Step 1-Winning
them Over
• Turning enemies
into allies-SMILE
• Greet people
CHEERFULLY
• Actively engage in
caring
conversation-
actively
48. Step 2- Blowing Them Away
• Single out people
who have just gone
the extra mile for you.
• Multiplier Effect
bonus
• Build an Army
• Magical Phrase-”Is
there anything else I
can do for you?”
49. Step 3-Keep them REVVED!
• Nothing works better
than the truth
• Clear the Air
• Caring is a Win-Win
proposition
• Looking out for
Number 2
• Celebrate your
success
51. Take Care of Your “Self”
• Educators must continually be aware of
his/her attitude, priorities, behavior, and
interactions.
• One of the greatest individuals in keeping
priorities was Randy Pausch.
“The Last Lecture”
The LAST LECTURE by Randy Pausch Video Clip
53. “Fill In”
The Achievement Gap
by
Building Positive
Relationships to Promote
Parental Involvement
54. Parent/Community Involvement
Resources
•National Network of Partnership Schools
TIPS Teachers Involve Parents in Schoolwork
•http://www.csos.jhu.edu/p2000/tips/index.htm
•Annual Promising Practices
http://www.csos.jhu.edu/p2000/PPP/2007/index.htm
55. Building Positive Relationships
to Promote Parental Involvement
It takes EVERYONE To
Administrators
Build Positive
Students Climate Staff
Relationships and Promote
Parents Parent/Community
Involvement!
We Need YOU!
56. Building Positive
Relationships Can
“Fill In”
the Achievement Gap
And
Promote
Parental/Community
Involvement!
Editor's Notes
Arkansas, as well as every other state is focusing on Closing the Achievement Gap . This Module information focuses around “Filling” in the Achievement Gap with Parent/Community Involvement. The emphasis is that Parent Involvement is not an “add on.” It should be embedded or infused into the daily curriculum and school communication. Families, communities, students, and schools are and can be a part of each and every day of instruction. The information is provided to assist educators in their efforts in closing the gap by Filling In the Achievement Gaps. Approaches to eliminating the gaps are: Strong Leadership, Intentional Instructional Practices Focus on Teacher-Student Relationships Data Driven Decision Commitment to School-Community and Parent Involvement .
Administrators, Staff, Parents, and Students all contribute to the school’s climate. Positive relationships between all stakeholders, administrators, staff, parents, and students help create a climate that is conducive to enhancing the parental involvement program in your school/district which research shows is tied to student achievement. Everyone supports and determines the “climate” of the school and the environment. The Administrator is at the TOP! And is the leader and role model for students, staff and parents. Resource : Arkansas’ PIRC (Parent Information Resource Center) is a federally funded network of services for family/community involvement focusing on NCLB. The state’s PIRC is located in Little Rock and a site in Springdale. For more information and valuable resources, go to http://www.parenting-ed.org/
Administrators have to balance management tasks with leadership tasks, with the majority of their focus on leadership, rather then on management. Management is a set of processes that keeps a system running smoothly. Management includes budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that: Adapts organizations to changing circumstances Leadership defines the future Communicates what the vision should look like Aligns people with that vision Inspires them or motivates them to reach the vision despite obstacles. Leading Change , page 25 In an effective school the principal acts as an instructional leader and effectively and persistently communicates the mission or vision to the staff, students, and parents. The principal understands and applies instructional effectiveness in the management of the instructional program. The principal cannot be the only leader in the school but becomes “the leader of the leaders.” The leadership constitutes creating a community of shared vision/mission. The vision/mission is critical because it is an identification of where the school is headed and what the school community cares most about. (Lawrence Lezotte, Correlates of Effective Schools: The First and Second Generation)
Administrators should begin the vision/mission process. Developing a good vision/mission is an exercise of both the head and the heart. It takes some time, it always involves a group of people, and it is tough to do well. ( Leading Change p. 79) Administrators, support staff, community partners, teachers, parents, and even students, should be involved in the vision/mission creation process. Each person involved should bring their own “piece” to the puzzle and each “piece” contributes to the whole which is the vision/mission. The real power of a vision is unleashed only when most of those involved have an understanding of the school’s goals and direction. This shared sense of vision can help motivate and coordinate actions to reach the vision/mission. Once the vision has been designed then is must be communicated. ACTIVITY: In small groups, take 5 minutes and share the “vision” or the “visual” you see for your school. Allow small groups to report out.
At the heart of any organization or school is a clearly articulated and well defined vision or mission. Administrators, Staff, Students, and Parents are all a vital part of the school’s vision and mission. All stakeholders, administrators, staff, students, and parents need to be aware of the vision/mission and collectively work toward it. The vision/mission should be the foundation on which everything else is built upon and what sets the tone (climate/culture) of the school. “ Vision refers to a picture of the future” of where we want and need to be. A good vision serves three purposes: it tells where we want or need to be in the future instead of where we are today, it motivates people to work in the right direction, and it helps to coordinate the actions and work of all the stakeholders. (Leading Change, p.68) According to Lawrence Lezotte’s Correlates of Effective Schools, effective schools have a clearly articulated school mission. The challenge is….. How do we get “there.” It takes a “leader” (classroom teacher, specialty teacher or the administrator) to step out and take the first steps and continue walking forward and not stop when challenges arise.
The vision is most effectively communicated when many different vehicles are used: large group meetings, memos, newspapers, posters, informal one-on-one talks, etc. When the same message comes at people from many different directions and avenues then it has a greater chance of being heard and remembered. There are 7 things to keep in mind when communicating the vision: (All from Leading Change ) Keep it Simple- eliminate educational jargon to enable anyone to understand your vision Use metaphors, analogies, and examples- The old saying that a picture is worth a thousand words comes into play here. A verbal picture can communicate very effectively. Use multiple forums and avenues for communicating your vision. Large group meetings, small meetings, memo’s, newspapers, posters, one-on-one conversations…anything to get the word out and to keep it out. Repeat, repeat, repeat. Repeated exposure to ideas will help them sink in. “A sentence here, a paragraph there, two minutes in the middle of a meeting, five minutes at the end of a conversation, three quick references in a speech- collectively these brief mentions can add up to a massive amount of useful communication, which is generally what is needed to win over both hearts and minds.” (Leading Change p. 95) Lead By Example- Administrators or leaders communicate volumes when their behavior is consistent with the vision. This is one of the most powerful forms of communication. Telling people one thing and then behaving differently will undermine the vision. “Nothing undermines the communication of a change vision more than behavior on the part of key players that seems inconsistent with the vision.” (Leading Change p. 97) Explain Inconsistencies- Unexplained inconsistencies undermine the credibility of all communication and need to be explained, simply and honestly. Give and Take- Two way communication is more powerful and meaningful then one-way communication . Two way discussions are an effective method for helping to answer questions. Buying into an idea, strategy, vision, etc. comes after much exploring and wrestling with the change which means asking questions, challenging, arguing, etc. Communicate the vision to all people involved to create a shared sense of purpose. When there is a shared sense of purpose it will be easier to reach the vision.
Ken Blanchard and Sheldon Bowles in their book Gung Ho! give strategies that will help align people with the vision/mission.
Question : as you watch a squirrel, what do you observe? What do squirrels do and why? One way of aligning and uniting people with your vision/mission is to ensure that everyone feels like their work is worthwhile in achieving the vision/mission. Each and every person in your school plays an important role in reaching the school’s vision or mission. They may not think that they do, but they do. Each person on the staff, from the custodian to the administrator, contribute to the school culture and climate. Ken Blanchard and Sheldon Bowles in their book Gung Ho! call this “ The Spirit of the Squirrel: Worthwhile Work”. Worthwhile work is not to be confused with important work. Staff need to feel that their work is important but worthwhile work goes beyond important. There are three pieces to worthwhile work. “First, the work has to be understood as important. Second, it has to lead to a well-understood and shared goal (vision/mission). Third, values have to guide all plans, decisions, and actions. Put all three together and you’ve got worthwhile work. In short, Spirit of the Squirrel.” ( Gung Ho! P. 29) The climate of a school can be negative or positive based on the encounters and interactions of the entire staff. The climate of the school can unite the staff to work together toward the mission or divide the staff, making working toward the mission difficult, if not impossible. Each staff member needs to understand how what they are doing contributes to reaching the school vision/mission and needs to see that they are a viable, worthwhile part of the school organization. “One of the fastest and surest ways to feel good about yourself is to understand how your work fits into the big picture” ( Gung Ho! P. 35), the vision/mission.
Is motivation a reason why educators work hard?
Do they have an ultimate goal? What if that goal is not reached? How does the squirrel compare to education?
What motivates You? What motivates your students? Have you asked them??
Educators are well worthwhile! Educators make the world a better place. We have plans and decisions to make just like the squirrels. Do you demonstrate or have the characteristics of the Spirit of the Squirrel?
First things are First!
What are the consequences if there is no “buy in” from staff, students, community, organizations or administrators?
Discuss how your group can be more productive and work as a group instead of individually.
In Ken Blanchard and Sheldon Bowles book, “ Gung Ho! ” the next step after The Spirit of the Squirrel is “The Way of The Beaver: In Control of Achieving The Goal.” Once people realize that the work that they are doing is worthwhile and they understand where they are going (the vision/mission) and how what they are doing helps to accomplish the goal of the school, then you have to get out of the way and let them work, in essence, The Way of The Beaver. The administrator’s or leaders job is to let people know why the work that they do is worthwhile, be involved in deciding where we are going (vision/mission), make sure that the teachers and staff share that goal, provide resources needed to reach the goal, garner support from inside and outside the school to help reach the goal. The leaders define the playing field and the rules of the game (curriculum, ADE rules and regulations, etc.) and then they have to get off the field and let the players move the ball. In other words, Once you have done all of that then you need to step back and let the teachers teach. “ People who are truly in control work for organizations that value them as persons. Their thoughts, feelings, needs, and dreams are respected, listened to, and acted upon.” ( Gung Ho! P. 85)
EACH beaver has his own particular part of the task of building the dam. We should take a lesson from the beaver. We are smarter working together and allowing each individual to do their own part of the task based on expertise.
ACTIVITY: Ask participants to share an “expertise” he/she sees in another colleague. For example: Ms. A shares that Ms. B is very organized. Mr. C shares that Mr. D is cheerful and always positive. We all have a role in completing tasks.
Look for the “beavers” in education that will strengthen the family/community involvement in the local community. Be in control!
Discuss the 3 sides of the beaver
People work hard to achieve a goal when they are motivated. When people feel that the work they do is worthwhile and appreciated they are more motivated to work. Each person needs to perceive that what they are doing is an important and worthwhile piece of the vision. The same is true if people believe that they have some control over what they are doing to meet the shared vision/mission/goal of the school. Leaders need to value individuals as persons and treat them as such. Individual thoughts, feelings, and needs should be respected, listened to, and acted upon. Ken Blanchard and Sheldon Bowles have one more area in their book “Gung Ho!” entitled “The Gift of the Goose: Cheering Others On.” The Gift of the Goose is simple… encouraging and cheering others on as they work towards the goal is very motivating. Enthusiastic employees need congratulations or affirmations that who they are and what they are doing matter and that they are a valuable piece of the puzzle in achieving the goal/mission/vision. This isn’t easy for some people and it takes a little bit of time, which many of us do not have an abundance of, however, the payoff in the long run is worth finding the time. Not everyone will always be deserving of congratulations and when you can’t actually congratulate someone you can encourage them. Words of encouragement mean that you believe in them and are aware of the efforts that they are making which in essence means that you have paid them a compliment. Congratulations need to be true and genuine, and they need to be perceived as such. ACTVITY: Think for a minute about why people leave their current jobs, positions, schools, or even careers for something different.
The goose is the cheerleader and motivator and is enthusiastic. Question: Do you like to work with individuals that are enthusiastic? What happens to your work style or thought process? Can you think of an enthusiastic individual within your organization? What does that person bring to the “table” of implementing parent involvement? What does that person bring to the “table” of implementing the expectations of students?
Wouldn’t it be fantastic to ONLY here the “honks” from individuals about things going great?? When do you usually hear “honks”?
Why will the goose make more of a difference? ACTVITY: Discuss the how the flight of the “goose” is unique and such a great leadership visual.
Do you have all three on your team? Do you have the squirrel, beaver, and goose? Do you need more?
Is this your attitude? If not… what can make a difference?
Everyone is SOMEBODY!
Having the squirrel, beaver, and goose in your work environment….. Will be a GUNG HO! environment! Find your “critters!” Everyone demonstrates their own expertise. Some of us are not leaders and some of us are followers. Some of us are organized and some of us are not concerned with organization but creativity. Every school will have: The Spirit of the Squirrel! The Way of the Beaver! The Gift of the Goose!
“ According to the U.S. Department of Labor, the number-one reason people leave their jobs is because ‘they do not feel appreciated’.” ( Bucket ) One poll found that 65% of Americans reported that they received no recognition or praise for good work in the past year. We all need and want recognition and praise for our efforts but we rarely receive it, and according to research, our organizations suffer because of it.” ACTVITY : Share in small groups how “appreciation/positives” can be demonstrated. Write on a flip chart some creative ways/examples of appreciation.
We all experience positive and negative interactions on a daily basis that influence how we feel and how we act, and that lead to our overall satisfaction, not just our job satisfaction. Many of these interactions are commonplace and we take them for granted and assume that they do not matter, when in fact they do matter. Most of our negative experiences will not harm us but they slowly chip away at our well-being and our productivity. On the other hand, positive experiences and encounters can be even more powerful. In the book, “ How Full Is Your Bucket? Positive Strategies for Work and Life ”, Tom Rath and Donald Clifton explore in depth their research and insight into the power of negative and positive interactions and the impact that these encounters have on people as individuals, and the impact that they have on their productivity in the ,work place. Just how important are positive encounters? “ Studies show that organizational leaders who share positive emotions have workgroups with a more positive mood, enhanced job satisfaction, greater engagement, and improved group performance.” ( Bucket p. 28) It only takes one person to begin infusing positive emotions into an organization to create a change in climate. Greater engagement and improved performance alone are motivators for working toward a more positive climate. Teachers who are more engaged and have improved performance will have students who are more engaged and who have improved performance which will help the entire school work toward the shared vision/mission/goal of the school.
Negative staff members are not as productive and can scare off customers, which in our setting, is our parents and our students. Think about an experience that you have had when you’ve had to contact a customer service representative when you’ve had a problem. One study investigated the impact that a single employee can have on customers. In this study it was discovered that three service representatives scared off every single customer that they spoke with and those customers did not return. The company would have been better off if those employees had stayed home then if they had come to work. People share their positive and their negative encounters with other people as well. Think about your school. It only takes one unhappy parent in a classroom to rally the other parents in that classroom and create a problem. “Negative employees can tear through a workplace like a hurricane racing through a coastal town.” ( Bucket p. 39) The same is true for schools. It only takes one unhappy teacher going up and down the halls or talking in the teachers lounge to create a negative, unhealthy climate. Small Groups : Sometimes, educators do not realize we are negative to students until it is too late. How are we sometimes negative with our comments? Small groups report out.
The Theory of the Bucket and the Dipper is very simple. We each have an invisible bucket that is filled and emptied based on the types of encounters that we have on a daily basis. Our interactions with other people can either “fill” our bucket or “empty” our bucket based on whether or not they are positive or negative encounters. When we receive genuine praise, have positive encounters, and respond positively to people around us our bucket, and their bucket, is filled. When we are constantly surrounded by negative encounters then we are “dipping” from our bucket, and other’s buckets which can leave us feeling “empty” and dissatisfied. We’ve heard the saying for years about the “power of positive thinking” but does being positive really have an impact? According to one study, “Ninety-nine out of every 100 people report that they want to be around more positive people; 9 out of 10 report being more productive when they’re around positive people.” Every single one of us has literally hundreds of interactions with people every day and we all have the opportunity to spread “positive” emotions or “negative” emotions through these interactions. Unfortunately, most of us have been raised in a culture where it’s easier to tell people what they have done wrong then it is to praise them for things that they have done well or successes they have achieved. Take just a moment and think about your past. What situations do you remember the most? We normally remember those situations that were either very positive or very negative and rarely remember those that are neutral. In some instances, a single encounter, either positive or negative, can change your life forever. ACTVITY: Put this in the school setting…which teachers do you remember the most from when you were in school…why do you remember them? According to Positive Psychology experts, the number of positive acts is critical. “The magic ratio is 5 positive interactions for every 1 negative interaction.” ( Bucket p. 56) Productivity increases when the the ratio is 3:1. This does not mean that negativity should be ignored completely. There are times when it needs to be addressed and it should be addressed. In most workplaces, and schools are no exception, praise is rare. Sincere and meaningful praise and recognition for efforts increases the morale in any workplace. Leaders and administrators who initiate positive emotions and encounters, even on a small scale, will begin to see a difference immediately. More importantly, it doesn’t cost anything other then a little time, effort, and initiative and the payoff is well worth the time.
Positive interactions with the people that you work with can lead to dramatic increases in productivity and they don’t come with a high price tag. “Studies show that organizational leaders who share positive emotions have workgroups with a more positive mood, enhanced job satisfaction, greater engagement, and improved group performance.” ( Bucket p. 28) It only takes one person to begin the process of infusing positive emotions into the organization and the leader of the organization is a good place to start. Why is it important to have more satisfied people working in your school? People who are more satisfied and are happier at work will work harder toward achieving your mission/vision. As leaders in your school, think of ways that you currently recognize the achievements of your staff, praise their efforts, and encourage a positive climate. Depending on the size of the group, have individuals share at their tables and then share with the entire group or skip the sharing at their tables and just share with the entire group. How Full Is Your Bucket? Positive Strategies for Work and Life by Tom Rath and Donald O. Clifton, Ph.D. is a great resource for infusing positive emotions into your school climate. We’ve just touched on a few highlights from the book in this session and I encourage you to pick up a copy for yourself. It’s a quick read and it comes complete with an instructional guide for educators with classroom as well as school wide applications. One way to “fill people’s buckets” is to learn about them. Handout # 1 gives some ideas on how you can learn about others and also gives some creative ways to give unexpectedly (drops). This handout can be found in the 2008 – 2009 Resources – Module 3 Handout 1 Handout # 2 is a worksheet that you can have your staff, parents, or students fill out to help you learn about them. This handout can be found in the 2008 – 2009 Resources – Module 3 Handout 2 ACTIVITY: Place a bucket in the front of the room. Directions: Ask participants to divide in twos/pairs. Give everyone a piece of blank paper. Have each participant to write a positive about his/her partner. When signaled, have the partners share the positive. Ask each participant to fold paper and put into the bucket…. LOOK at the positives that are FREE!!!
The classroom climate is a major factor in the over all school climate. The classroom is a “mini” school. Keep up with the positives you give your students with some form of counting documentation. Keep up with the positives you give your staff with some form of counting documentation. Reinforce the positives the students give one another You will be the model!
Teachers and staff have “full buckets” as well as parents. Teachers are often the “key” leaders in parent involvement. Teachers have to be “won over” then, they can effectively win the parents over. The next few slides are based on the book REVVED!
As educators, we realize that not all of “us” promote family/community involvement. “We” all know the research and the emphasize that is placed on parental involvement and the success of schools. But, educators tend to be too busy, not friendly, and even bring personal life into the classroom. Educators must be professional at all times. A PERFECT example has been seen over the last few years. ACTIVITY: In small groups, discuss what you see or what happens when a “school” is notified that there may be a possibility of being “closed/taken over/annexed”?
If you expect people/parents/co-workers to work hard for and with you, you have to reach out and “truly” care about them. When you do, they will care about you in return. Life works that way. Question: Share an experience where you refuse to “go back” to a business/agency. What happened? How could the situation been avoided? ACTIVITY: How are schools/education and the business community similar?
I have worked with teachers who walked into the school in the mornings and I was scared to say good morning. Can you imagine how a parent would feel? School is no different than any other workplace. You have to learn to put your personal life aside and go about the business of teaching “tomorrow’s leaders”. Stop and think…. Can your colleagues and students determine your “mood/emotions” first thing in the morning or at the beginning of the school day? Too many times “we” teach and lead based on our emotions. Have your emotions determined your discipline, student expectations, reactions to adults and students or your productivity.
LET’S BE HONEST! These are thoughtful questions to ask yourself. Do you put aside your personal life to devote your best to your deserving students and their parents as well as to your co-workers? You need to behave in a consistent way, regardless of how you feel. School is no different than any other workplace in that respect. The keys to making this work are patience and a little self-discipline. Teachers and Administrators should “Model” the value of Parental Involvement and Community involvement also. Instruction: Character Education Lesson: Discuss how “we” feel when: No one speaks to you Not a friendly place to visit Adults talk mean You feel a part of the “group” Adults or teacher smile at you
This way allows you to think clearly for what is best for your students, their parents and your co-workers. Leaders/Educators must always CHECK their emotions. Leaders/Educators must always CHECK their body language. What do you do when you have “had enough!”?
IT’S A CHOICE! Anyone can develop this ‘Personality Plus’-but it does take effort on your part. Learn the names of your students’ parents quickly. Take time to do things that show your students that they matter to you. Take time to show parents the positive side BEFORE you show them the negative side of their child’s class time with you. A positive phone call, a postcard, a note in the backpack will do wonders for the student as well as the parent. These kind of teachers are the ones everyone wants their child to have. School Board members even request that teacher for their child. Word gets around quickly. Research supports that achievement is a resulting factor in teacher expectation, motivation and positive interaction with staff, families and students. Encourage care giver/parent to participate in assignments or sharing information with the class. Always make time for the parent or community member whether it is after 3:30 or before 8:00 or if you are in a union!
Positive Psychology experts are finding that the frequency of small, positive acts is critical. A recent study found that workgroups with higher positive to negative ratio were more productive. The memorable moments are almost always positive or negative. In some cases, a single encounter can change your life forever. ACTIVITY: In 30 seconds, write down 5 Positive interactions/comments you gave today or yesterday ! ACTIVITY: In 30 seconds, write down 5 Positive interactions/comments you received today or yesterday ! Suggestion: Provide “smiley” stickers to participants. I challenge you to “freely” give out smiles throughout the next day or week. It will become contagious!
You, as a teacher, are a supervisor. You are a supervisor of students and that information gets home to the parents. Sometimes you have to “play the part” of caring first before it feels natural. Start with “Today I will be the master of my emotions.” Sometimes “fake it before you feel it”. People show “caring” in different ways. Make SURE your students and/or staff know you CARE! Make sure the community knows YOU care about your students and that the community/families/students must learn to care too.
It will help you learn how to rid yourself of negativity and replace it with positive attitude and caring. TEAM – Together Everyone Achieves More! Team or Leadership Team SREB Survey Handout. The Team Surveys can be found in the 2008-2009 Resource section – Module 2 – Team Surveys This “TEAM” attitude should continue with the parental involvement team members, ACSIP, Closing the Achievement Gap or goal setting.
Even if you don’t feel like it-Remember “Today I become the master of my emotions”. Actively listen to what they have to say. This means to stop what you are doing and focus solely on what they are saying. The best way to engage people is with your attitude, enthusiasm, and excitement. Don’t be nice to people just because you want something from them. Be positive just to be positive Watch how your life changes for the better Each and every one of us absolutely loves to be appreciated for who we are and what we do The students in your classroom and their parents are no different. Think – Would you rather be driving a “go cart” or a “bumper car”?
Singling out co-workers, students and parents who have chosen to go the extra mile for you do it as a “special favor” to you. You need to make them feel special in return so that they don’t feel taken for granted. Not only send them a thank you note, but “name drop” to co-workers, bosses, community members. Brag on these people who really do a great job and go the extra mile. You will receive the bonus called the “multiplier effect”. Word spreads on how appreciative you are. Sincere appreciation gets results. After all, excitement, as well as passion, is contagious. The key is making sure that everyone has a voice in making suggestions on how things can be improved. When “Building an Army” remember that the more you give, the more that comes back. The best leaders are confident enough to give credit to others when things go right but take the blame when things go wrong. Be wary of the jealous co-worker. Don’t let their 10 seconds of negativity ruin your day. Remember, you are in charge of your emotions. When you are making that person feel absolutely great, you are basically blowing that someone away emotionally! This is a feeling everyone wants to feel again and again. Since going the extra mile for you is what led to these great feelings, this person now thinks that doing it again will give them the chance to feel great all over again. ACTVITY: Provide bubbles for participants to blow bubbles. Observe the “child like” behavior and positive interactions.
At first, you may need to “make” yourself care, (fake it ‘til you feel it) but you’ll soon realize that you really do care and care deeply for each student, each parent and each co-worker or you wouldn’t be in education to begin with. Also, remember that the roughest road leads to the top. Your strong leadership abilities depend on the truth, compassion but also the ability to “turn the other cheek”. Remember to turn enemies into allies. The workplace is too small to have enemies. Clear the air and don’t let the matter fester and grow worse, especially when it comes to parents and their child. Caring costs nothing. Not only do people feel compelled to care back but they also begin to care about those around them. Remember, it is contagious. Don’t let the moment pass without celebrating with friends, family to “recharge” your own batteries. Become the Energizer Bunny!!!!
This handout can be found in the 2008-2009 Resource Section – Module 3 – Handout #3
Randy Pausch was a professor that gained popularity after he appeared on the Oprah Show sharing his “ Last Lecture .” This lecture was not to the hundreds of students but to his family that hopefully would be shown again in later years when his children were old enough to understand his message. Professor Pausch lecture focused on making everyday count, follow your dreams, and set and maintain priorities. Professor Pausch died July 2008 after a long battle with Pancreatic Cancer. ACTIVITY: Share The LAST LECTURE by Randy Pausch. http://blip.tv/file/470635
Handout # 4- Poem: When You Thought I Wasn’t Looking This handout can be found in the 2008-2009 Resource Section – Module 3 – Handout #4
Administrators, Staff, Parents, and Students all contribute to the school’s climate. Positive relationships between all stakeholders, administrators, staff, parents, and students help create a climate that is conducive to enhancing the parental involvement program in your school/district which research shows is tied to student achievement. Everyone supports and determines the “climate” of the school and the environment. The Administrator is at the TOP! And is the leader and role model for students, staff and parents. Resource : Arkansas’ PIRC (Parent Information Resource Center) is a federally funded network of services for family/community involvement focusing on NCLB. The state’s PIRC is located in Little Rock and a site in Springdale. For more information and valuable resources, go to http://www.parenting-ed.org/
Excellent website with hundreds of resources and ideas.
Administrators, Staff, Parents, and Students all contribute to the school’s climate. Positive relationships between all stakeholders, administrators, staff, parents, and students help create a climate that is conducive to enhancing the parental involvement program in your school/district which research shows is tied to student achievement. Everyone supports and determines the “climate” of the school and the environment. The Administrator is at the TOP! And is the leader and role model for students, staff and parents. It takes everyone to Build Positive Relationships in order to PROMOTE Parent/Community Involvement. We need YOU!
We can not educate every child by ourselves. “Schools” must have have the support and INVOLVEMENT of the parent/families, community, student, and school personnel.