Hearing impairment is defined as a lack or reduction in the ability to hear clearly due to a problem in the hearing mechanism. There are different levels of hearing loss ranging from mild to profound. Teachers can use various technologies and strategies to accommodate deaf students in the classroom, such as FM systems, loops, captions, and visual aids. Hearing tests performed by audiologists can determine the type and severity of hearing loss.
This power point presentation elaborates on students who are hearing impaired and some of the things that a person can do to accommodate them, within the classroom and outside of the classroom.
This power point presentation elaborates on students who are hearing impaired and some of the things that a person can do to accommodate them, within the classroom and outside of the classroom.
You are a teacher who has a few students that require you to differentiate your instruction. Three have been diagnosed with ADHD, while one has an auditory disability, and requires a special device in order to hear. In addition, you have a number of students that have mild learning disabilities that impact all areas, especially reading and writing. As you prepare for the school year, you ask yourself, "What resources do I have in order to help me meet my students' needs?"
You are a teacher who has a few students that require you to differentiate your instruction. Three have been diagnosed with ADHD, while one has an auditory disability, and requires a special device in order to hear. In addition, you have a number of students that have mild learning disabilities that impact all areas, especially reading and writing. As you prepare for the school year, you ask yourself, "What resources do I have in order to help me meet my students' needs?"
This powerpoint presentation provides a basic overview of special education and examples of accommodations, modifications and AT devices used in Karen Lee's 3rd grade classroom.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
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
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
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
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.
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Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
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2 Case Reports of Gastric Ultrasound
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
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!
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
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.
4. •Normal hearing loss 0-20 dB
•Mild hearing loss 20-40 dB
•Moderate hearing loss 40-65 dB
•Severe hearing loss 65-90 dB
•Profound hearing loss 95 and dB
5.
6. Hearing test can be done in an
audiometry laboratory by a
hearing specialist (audiologist) or
in a health professional’s office, a
school, or the workplace by a
nurse, health
professional, psychologist, speech
therapist, or audiometric
technician.
7. • Whispered Speech Test
•Pure Tone Audiometry
•Tuning Fork Test
•Speech Reception and Word
Recognition Test
•Otoacoustic Emissions Test
•Auditory Brain Stem Response
Testing
8. • FM system
•CART (Communication Access
Realtime Translation
•Loop system
•Sound field
•Ads (Alerting Devices)
15. Open Caption - This is when the captions are
visible without any special equipment. This is very
similar to subtitles for foreign films.
Closed Caption - The process of displaying text
on a television, video screen or other visual
display to provide additional or interpretive
information to individuals who wish to access it
Real-time Captions - are created as an event
takes place.
16. Standard alerting devices normally rely on
sound to alert a person. But sound is of little
value to a hearing impaired person. Alerting
devices for people with hearing impairments
generally rely on either visual signals or vibration.
Audio alerts suitable for people with hearing
impairments includes baby monitors, fire
alarms, alarm clocks, telephone (TTY)
signalers, and doorbells. Such devices are very
important in schools since impaired students
cannot hear the emergency bell.
17.
18.
19. • Research supports the use of computer-assisted
instruction (CAI) for special needs students as a
supplement to traditional instruction (Christmann et al.
1997). One of the evident benefits is that a computer
allows special needs students to work at an individual
pace. Computer assisted Instruction will also help the
student to become IT competent which will allow for the
use of the internet.
• Students’ assignments can be sent to them and they will
be free to question the teacher for clarification without
the use of an interpreter in the classroom.
20. • Students’ assignments can be sent to them
and they will be free to question the teacher
• for clarification without the use of an
interpreter in the classroom.
• This also encourages students to integrate
successfully into the hearing world since they
can now communicate with classmates outside
the class environment.
• The internet educational sites provide a
resource bank for both the teachers and
students, as they provide ample opportunities
for stimulating reinforcement tasks.
21.
22.
23. The classrooms teacher can make many
adjustments especially with the use of
technology to accommodate a hearing impaired
student. They can go a long way in creating a
welcoming and safe classroom environment.
Using the technologies that are now available
foster enrichment and promote the success of
all students in the classroom. (Beth
Lynne, March 18th, 2007)
24. Assistive technology is an
important aspect of educating an
elementary student with disabilities
together with an Individualized
Education Plan (IEP).
25. An IEP is a document that specifies
guidelines for modifications to a
student’s classroom instruction.
It is based on the special needs of a
student.
It should be designed to increase the
probability of classroom success.
26. Facilitation, participation and
communication of deaf and hard-of-hearing
in regular classroom requires the effort of
teachers, hearing students and deaf or hard-
of-hearing student.
27. •Allow the deaf or hard-of-hearing person to
sit in a seat that is to his/her best advantage.
•Provide new vocabulary in advance.
•Avoid unnecessary pacing and speaking
when writing on a chalkboard.
•Use visual aids if possible.
•Make sure the deaf or hard-of-hearing
person doesn't miss vital information.
28. •Slow down the pace of communication.
•When there are audio-visual
presentations, allow the deaf student time.
•Repeat questions or statements made from
the back of the room and point to the
students speaking.
•Allow full participation by the Deaf or
hard-of-hearing person in the discussion.
•Use hands-on experience whenever
possible in training situations.
29.
30. •Provide a communicative environment for
the entire class that encourages participation
by the deaf or hard-of-hearing student.
•Create effective small group learning
situations that include the deaf or hard-of-
hearing student.
•Collaborate with special educators to discuss
ways of facilitating participation and learning
of the deaf or hard-of-hearing student.
31. •Demonstrate and promote positive attitude
towards the deaf or hard-of-hearing student
•Provide information about deafness.
Establish effective communication.
•Problem-solve communication/relationship
difficulties.
•Organize special activities for deaf or hard-
of-hearing student e.g. a special out of class
club in which deaf or hard-of-hearing and
hearing students work on a project for an
extended period.
32.
33. •Having general interaction skills taught
encouraging students to participate willingly
in activities with others.
•Teaching skills for effective communication
with deaf or hard-of-hearing students like
getting the deaf or hard-of-hearing students’
attention, establishing face to face
communication, having patience when
communication breakdown occurs and
speaking clearly and with adequate
loudness.
34. •Encouraging active participation in class
activities and perceive hearing classmates as
having positive or neutral attitudes.
•Teaching communication skills for
participating in the regular classroom.
•Give advice on how to participate in small
group learning activities.
35. •(1995-2011) Healthwise. Retrieved on 8 th
March, 2012, From http;//www.m.webmd.com/a-to-z-
guide/hearing-tests.html
•An Educator’s Guide to Hearing Disability Issues.
Retrieved on 8 th March, 2012, From
http://www.ed.uiuc.edu/wp/access/hearing.html
•Heuser Hearing Institute. Retrieved on 8 th
March, 2012, From
http://www.thehearinginstitute.org/Default.aspx?tabid=
483
•Lynne, B. (March 18 th , 2007) Technology for Hearing
Impaired. Retrieved on 29 th February 2012, From
http://beth-lynne.suite101.com/technology-for-hearing-
impaired-a16539
36. •Stinson, S. M. & Liu Y. Participation of Deaf and Hard-of-
Hearing Students in Classes with Hearing Students. National
Technical Institute for the Deaf. Rochester Institute of
Technology.
Technologies for Special Needs Students.
Retrieved on 18thMarch,2012 from
http://science.nsta.org/enewsletter/2003-
08/ss0303_50.pdf
•Youtube
37. 1. Explain the meaning of hearing impaired.
2. What are the different levels at which a person is
considered hard of hearing or deaf ?
3. What are the different devices a person can use
who are deaf ?
4. What are some strategies a person can use in the
classroom to accommodate a deaf person?
5. What are the different hearing tests a person can
perform?