This document discusses various topics related to intelligence, including definitions of intelligence, emotional intelligence, Gardner's theory of multiple intelligences, and assessments of intelligence. It addresses intelligence quotient (IQ) tests developed by Alfred Binet and Theodore Simon. The document also covers extremes of intelligence such as mental retardation and giftedness. Finally, it examines determinants that can influence intelligence, including heredity, environment, gender differences, racial differences, and culture.
This second practice theory course builds on SWK 501, Generalist Practice with
Individuals, Families and Small Groups, extending the concepts of strengths based
practice to work with organizations and communities. The relationships between
communities and organizations and at risk populations are infused throughout the
course. Knowledge, values and skills will be obtained throughout the course. These
will be gained through readings, oral and written assignments, and videos
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
This second practice theory course builds on SWK 501, Generalist Practice with
Individuals, Families and Small Groups, extending the concepts of strengths based
practice to work with organizations and communities. The relationships between
communities and organizations and at risk populations are infused throughout the
course. Knowledge, values and skills will be obtained throughout the course. These
will be gained through readings, oral and written assignments, and videos
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Click the link for a short presentation about intelligence that includes information on properties of intelligence, giftedness, and intellectual disabilities.
Meaning and Concept of Intelligence, nature and functions of Intelligence, Guilford structure of intellect Model, Howard Gardner theory of Multiple Intelligence.
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
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
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
CDSCO and Phamacovigilance {Regulatory body in India}NEHA GUPTA
The Central Drugs Standard Control Organization (CDSCO) is India's national regulatory body for pharmaceuticals and medical devices. Operating under the Directorate General of Health Services, Ministry of Health & Family Welfare, Government of India, the CDSCO is responsible for approving new drugs, conducting clinical trials, setting standards for drugs, controlling the quality of imported drugs, and coordinating the activities of State Drug Control Organizations by providing expert advice.
Pharmacovigilance, on the other hand, is the science and activities related to the detection, assessment, understanding, and prevention of adverse effects or any other drug-related problems. The primary aim of pharmacovigilance is to ensure the safety and efficacy of medicines, thereby protecting public health.
In India, pharmacovigilance activities are monitored by the Pharmacovigilance Programme of India (PvPI), which works closely with CDSCO to collect, analyze, and act upon data regarding adverse drug reactions (ADRs). Together, they play a critical role in ensuring that the benefits of drugs outweigh their risks, maintaining high standards of patient safety, and promoting the rational use of medicines.
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
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
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
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
- 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
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
2. INTELLIGENCE
• The ability to learn from experience, solve problems,
and use knowledge to adapt to new situations.
• Intelligence is the capacity to understand the world,
think rationally and use resources effectively when
faced with challenges.
2/22/2021
JONES H.M-MBA
2
3. EMOTIONAL INTELLIGENCE
(EQ)
• It was initially called social intelligence.
• The capacity to be aware of, control, and express
one’s emotions, and to handle interpersonal
relationships judiciously and empathetically.
• The ability to perceive, express, understand, and
regulate emotions.
• Some studies show EQ to be a greater predictor for
future success than IQ
2/22/2021
JONES H.M-MBA
3
4. GARDNER’S THEORY OF
MULTIPLE INTELLIGENCES
Different and independent intelligences
• Linguistic
• Logical-mathematical
• Musical
• Spatial
• Bodily-kinesthetic
• Interpersonal
• Intrapersonal
2/22/2021
JONES H.M-MBA
4
5. VERBAL-LINGUISTIC
• Use words, language effectively
• Use language to express
complex ideas
• Use interesting words and
colorful descriptions
• Use voice effectively
2/22/2021
JONES H.M-MBA
5
6. LOGICAL-MATHEMATICAL
• Have number sense, use logic,
see patterns
• Think abstractly
• Detect cause/effect, can solve
problems
• Skilled in strategy games
• Enjoy logic puzzles
2/22/2021
JONES H.M-MBA
6
7. VISUAL-SPATIAL
• Remember patterns, location
• See 3-dimensionally, can recreate or transform
• Good at Play Station, video games, drawing, layout
and design
2/22/2021
JONES H.M-MBA
7
8. BODILY-KINESTHETIC
• Learn by connecting movement & knowledge
• “Act out” knowledge physically in order to remember
• Can use mime, drama, creative dance to learn
• Benefit from touching, experimenting, holding
2/22/2021
JONES H.M-MBA
8
9. MUSICAL-RHYTHMIC
• Recognize rhythmic patterns, tones
• Respond to sounds, voice
• Use rap, patterns, intonation to learn & remember
concepts
2/22/2021
JONES H.M-MBA
9
10. INTERPERSONAL
• Are leaders among peers
• Easily form relationships
• Have good personal relationships
• Are aware of others’ feelings, motives, opinions
• Can communicate with and actively listen to people
• Are skilled in negotiation and conflict resolution
2/22/2021
JONES H.M-MBA
10
11. INTRAPERSONAL
• Are introspective, can concentrate on task
• Reflective, can self-assess
• Have empathy for others
• Relate concepts to own personal life
• Take time to process
• Can explain what they need in order to learn and how
they learn best
2/22/2021
JONES H.M-MBA
11
12. HOW DO WE ASSESS
INTELLIGENCE?
• Intelligent tests do not measure intellectual capacities
directly; they measure on the other hand manifestation
of intellectual capacity in action or behaviour.
• It is believed that every human action has some
intelligence behind it even for that of the lowest idiot.
• The form of intelligence corresponds to the type of
behaviour.
2/22/2021
JONES H.M-MBA
12
13. The level of intelligence of an individual is measured
by:
• The difficult of a task he/she can perform
• The range or worthy of the action he/she can perform
• The speed with which he/she can do or perform an
activity
2/22/2021
JONES H.M-MBA
13
14. • The harder the task a person can perform the greater
is his/her intelligence and the more tasks an individual
can do the more they do it the more the intelligence.
2/22/2021
JONES H.M-MBA
14
15. • Alfred Binet and Theodore Simon set out to figure out
a concept called a mental age (what a person of a
particular age should know).
• A person’s mental age is a measurement of their ability
to think when compared to average person’s ability at
that age. E.g. although Andrew is 25, he has a mental
age of 6.
2/22/2021
JONES H.M-MBA
15
16. • They discovered that by discovering someone’s
mental age they can predict future performance.
• Hoped they could use test to help children, not label
them.
2/22/2021
JONES H.M-MBA
16
17. • Binet used the intelligence Quotient(IQ) to measure intelligence.
• The intelligence Quotient is the ratio formed by dividing mental age, by
chronological age and X by 100.
• IQ = Mental age x 100
Chronological age
• A child with a mental age of 6 and chronological age of 5 will have an IQ of 120.
IQ = Mental Age X 100
Chronological
= 6/5 x 100
=120
2/22/2021
JONES H.M-MBA
17
18. • A child with mental age of 5 and chronological age of
10 will have an IQ of
IQ= Mental age x 100
Chronological age
=5/10 x100
=50
2/22/2021
JONES H.M-MBA
18
19. EXTREMES OF INTELLIGENCE
Mental retardation
• Is also known as learning disability.
• It is defined as a state of arrest or incomplete
development of the intellectual faculties evident from
childhood.
• Mental retardation is also defined as an intelligence
quotient of 70 percentile or less.
2/22/2021
JONES H.M-MBA
19
20. CLASSIFICATIONS OF MENTAL
RETARDATION
Mental retardation can be classified as follows:
• Mild mental retardation (I.Q 55 – 70) - 85%
• Moderate mental retardation (I.Q 40 – 55) - 10%
• Severe mental retardation (I.Q 25 – 40) - 3 – 4%
• Profound mental retardation (I.Q < 25) - 1 – 2%
2/22/2021
JONES H.M-MBA
20
21. CAUSES OF MENTAL
RETARDATION
• Cultural-familial
• Inadequate mental stimulation
• Poor diet, little or no medical care
• Genetic defects
• Down syndrome
• Brain damage
• Fetal alcohol syndrome
• Hypoxia
2/22/2021
JONES H.M-MBA
21
22. TREATMENT FOR MENTAL
RETARDATION
• The children can be enrolled in special schools to
improve adaptive functioning
• Treat underlying physical conditions
• Treat co – morbid psychiatric disorders like
depression, anxiety and schizophrenia
2/22/2021
JONES H.M-MBA
22
23. MENTAL GIFTEDNESS
• Intellectual giftedness - may refer to an individual with
a very high intelligence quotient.
• Giftedness
• Refers to superior IQ combined with ability in academics,
creativity, and leadership
• Giftedness is often in specific areas
• “Globally” gifted people are rare
• I.Q above 130
2/22/2021
JONES H.M-MBA
23
24. • Such individuals develop much faster than their peers.
• They acquire an advanced language at a tender age.
• In a number of cases they may find themselves in
higher grades than their peers.
2/22/2021
JONES H.M-MBA
24
25. DETERMINANTS OF INTELLIGENCE
The following are the determinants of intelligence:
• Heredity - The genes inherited from the parents can
determine whether a person will be clever, dull or
average.
• Environment – It is believed that with adequate
stimulation, the intelligence quotient can be shifted. The
environment will help to determine whether a person will
achieve his possible inherited maximum ability or not.
• For example, the school that one goes to may have a lot
to do with how someone exploits his inherited abilities to
the maximum.
2/22/2021
JONES H.M-MBA
25
26. • Gender differences in intelligence – It is highly
debatable whether males are more intelligent than
females.
• Overall, men and women do not differ significantly in general
intelligence
• Women may show slight advantage in mathematical
computation skills
• Men show an advantage in spatial ability
• Men are more likely to fall in the extremes of intelligence range
2/22/2021
JONES H.M-MBA
26
27. • It has been noted that the two genders have not been
given equal opportunities to develop.
• The male gender seems to have been given more
opportunities and therefore appears to be more
intelligent than the female gender.
2/22/2021
JONES H.M-MBA
27
28. • Racial differences in intelligence - It is found that
white people generally superior in average IQ than the
black one especially in those countries where white
culture is dominant.
• It is argued that white people get richer environment
than black people.
• Some have blamed that IQ test is developed by the
whites who are socialized in cultural values and norms
of white people.
2/22/2021
JONES H.M-MBA
28
29. • Culture
• Difference in academic performance between American and
Asian students are found from first grade through high school
in mathematics and reading
• May be related to a difference in cultural attitudes toward ability
and effort
2/22/2021
JONES H.M-MBA
29