The document discusses intellectual development in infants. It covers how the brain grows rapidly in the first few years of life, reaching nearly adult size by age 2. Neurons and synapses develop through inherited patterns and environmental stimulation. Babies start to learn through remembering experiences, making associations, understanding cause and effect, and paying attention. Piaget's stages of cognitive development are outlined, starting with the sensorimotor period from birth to age 2 where infants learn through senses and actions. Suggestions are provided for encouraging learning in babies.
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This Information Sheet is intended for use to teach early childhood and early education at JPK Accredited Centre / Pusat Bertauliah. It is a format taught by CIAST and JPK MALAYSIA and delivered in VTO Training Centres. Togeher with this, students of VTO will also need to develop some WRITTEN INSTRUCTIONAL MATERIAL known as Pelan Mengajar Teori / Lesson Plan - Theory, Assigment Sheet / Kertas Tugasan.
This material is developed by STUDENTS and AKADEMI ERA GEMILANG.
Baby grooming for early childhood and early educationnurulothman5
This Information Sheet is intended for use to teach early childhood and early education at JPK Accredited Centre / Pusat Bertauliah. It is a format taught by CIAST and JPK MALAYSIA and delivered in VTO Training Centres. Togeher with this, students of VTO will also need to develop some WRITTEN INSTRUCTIONAL MATERIAL known as Pelan Mengajar Teori / Lesson Plan - Theory, Assigment Sheet / Kertas Tugasan.
This material is developed by STUDENTS and AKADEMI ERA GEMILANG.
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For every developmental stage, there is an expected developmental task. What happens when the expected developmental task are not achieved at the corresponding developmental stage? How can you help children achieve these developmental tasks?
Intellectual development (Piagetian, Psychometric, and Classical Approach)reneegomez
I was assigned to report about the Intellectual Development of children. I discussed about 3 different approaches in learning. The Piagetian which is from Jean Piaget, Psychometric which talks about the measurement of intelligence, and the Classical Approach from Ivan Pavlov. I hope that this slide will be useful to you.
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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
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.
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Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
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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.
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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
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
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
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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
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
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
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- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
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2. LEARNING OBJECTIVES
AND FCS STANDARDS
• Learning Objectives: Students will understand
the basic anatomy of the brain and examine
how the brain changes when a child is learning.
Students will also identify key concepts and
milestones that babies are learning in the first
year and how Piaget’s theories apply to this
learning. Finally students will consider how to
encourage a child’s learning.
• FCS Standards: 4.B, 06-12.5.1, 5.A, 5.B, 5.C
3. BRAIN GROWTH AND DEVELOPMENT
• At birth, the brain is one-fourth
its adult weight.
• At six months, the brain has
grown to half its adult weight.
• At age two, the brain is threefourths adult size and weight.
• Females have a physically
smaller brain, but 11% more
neurons than males.
4. The brain is made up of nerve cells called neurons, the majority of which were
present at birth.
Neurons located in the various lobes or segments of the brain are task
specific. This means certain neurons located in certain areas of the brain are
responsible for specific tasks.
5. Neurons are hooked together with
varying numbers and kinds of
connections called synapses (a
neuron and it’s synapses are shown
at right).
The number of connections results
from inherited growth patterns first,
and then environmental stimuli and
challenge.
New learning exercises the brain,
causing the blood supply to increase,
and leading to a greater supply of
oxygen to the brain.
Synapses:
connections
in the brain
The number of connections, or synapses,
determine a person’s capacity to learn.
The more synapses, the greater the capacity
for learning.
6. HOW BABIES START TO LEARN.
4 Abilities that show growing intellectual ability.
1. Remembering Experiences- A 2-3 month old may stop
crying when a caregiver enters the room.
2. Making Associations-Associating a caregiver with receiving
comfort.
3. Understanding Cause and Effect-If the baby stops sucking,
milk stops.
4. Paying attention-Attention span: the length of time a
person can concentrate on a task without getting boredgrows longer.
7. INTELLECTUAL DEVELOPMENTAL
MILESTONES
• Complete the worksheet
• What specific activities could you suggest to
parents to help babies reach the milestones?
• Pick one milestone from each two-month time
period.
8. PIAGET’S THEORIES
• Intellectual development follows a pattern.
• The four periods of learning appear in the same order in all
children.
• Children must learn to master one thinking skill before they
can move on to another.
• Children can’t be forced to understand a skill any faster than
the speed at which their abilities mature.
• When children don’t get the chance to apply new skills during
each stage, they may never reach their full potential.
Constant learning opportunities are important.
9. PIAGET’S FOUR PERIODS OF LEARNING
• Sensorimotor (birth-2 years) Children learn through
their senses and own actions.
• Preoperational (2-7 years) Children think in terms of
their own activities and what they perceive at the
moment.
• Concrete Operations (7-11 years) Children think
logically, but still learn best through experiences.
• Formal Operations (11-Adult) People are capable
of abstract thinking.
10. SIX STAGES OF SENSORIMOTOR STAGE
• Stage 1 (birth-1 month)-Practicing reflexes. Does not understand self as
a separate person.
• Stage 2 (1-4 months)-Combines 2 or more reflexes. Develops handmouth coordination.
• Stage 3 (4-8 months)-Acts intentionally to produce results. Improves
hand-eye coordination.
• Stage 4 (8-12 months)-Begins to solve problems. Finds partially hidden
objects. Imitates others.
• Stage 5 (12-18 months)-Finds hidden objects. Explores and experiments.
Understands that objects exist independently.
• Stage 6 (18-24 months)-Solves problems by thinking through sequences.
Can think using symbols. Begins imaginative thinking.
11. MORE ON THE SENSORIMOTOR PERIOD
• One of Piaget’s important findings…
• At about 10 months of age babies understand
object permanence: objects continue to exist,
even when they are out of sight.
• Object Permanence Video
12. MORE LEARNING TO COME
• Between the ages of 1-3 years, children begin to
form concepts: general categories of objects and
information.
• Concepts range from categories for objects such as “fruit”
to qualities such as color or shape.
• Children start by thinking that labels are for whole objects,
not parts. (may call a “tire” a “car”)
• Children believe that labels apply to the group to which
the individual objects belong, not to the particular object.
(any four-legged animal might be a “dog”)
• Children tend to believe that an object can only have one
label. (don’t understand “Mommy” can be “she”
13. WAYS TO ENCOURAGE
A CHILD’S LEARNING
• Learn about child development-When you understand what
to expect at certain ages, you know what toys and learning
experiences are…
• Age Appropriate: things that are suitable for the age and
individual needs of a child.
• Give kids your time and attention.
• Provide positive feedback.
• Express love.
• Talk, talk, talk
• Provide safe learning
16. DEVELOPING COMMUNICATION
• Communication takes development in all areasphysical, emotional, social, and intellectual.
• Babies first communicate with cries. Different cries
mean different things. They will often wait for a
response when crying.
• By the end of the first year, babies can
communicate quite well, using mostly gestures.
• What are some gestures babies use to
communicate?
17. LEARNING TO SPEAK
• Before being able to talk, a baby must learn to
associate meanings with words, which is a gradual
process.
• Talking to baby using simple words, but not baby
talk, prepares them for speech development.
• Speech starts as babbling and continues to mature
until they are possibly speaking simple words by the
end of the first year.
• Children vary in the rate at which they develop