• In this presentation you will learn to describe how craniofacial differences occur and how they negatively impact intelligibility, list underlying speech components that can be affected by VPI and Cleft Lip and/or Palate, and identify intervention and evaluation strategies for working with a child with craniofacial anomalies.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Cleft lip and palate /certified fixed orthodontic courses by Indian dental ac...Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
Embryology, Anatomy, diagnosis, Management of individuals with clefts of the lip and/or palate, Management in the neonatal period, Management during childhood, Cleft management in adolescence and early adulthood, Importance of dental care in overall management,
Cleft Lip, Cleft Palate: What is a cleft lip, cleft palate by Dr.Rajat Sachde...Dr. Rajat Sachdeva
Rebuilding Lives One Smile at a Time.
Cleft lip and cleft palate, also known as orofacial cleft, is a group of conditions that includes cleft lip, cleft palate and both together.. A cleft lip contains an opening in the upper lip that may extend into the nose. The opening may be on one side, both sides, or in the middle. A cleft palate is when the roof of the mouth contains an opening into the nose.
Cleft lip and palate are the result of tissues of the face not joining properly during development. As such, they are a type of birth defect. The cause is unknown in most cases.
A cleft lip or palate can be successfully treated with surgery. This is often done in the first few months of life for cleft lip and before eighteen months for cleft palate. Speech therapy and dental care may also be needed. With appropriate treatment and properly skilled surgeons, outcomes are excellent.
Contact us
The cleft lip and palate team at Dr.Rajat Sachdeva's Dental welcomes your phone calls for questions and consultations. For more information, or to make an appointment, please use the following phone numbers:
For appointments or questions , please call +919818894041 , 01142464041
#dentalclinicinashokvihar #cleftpalate #cleftlip #cleftpalatetreatmentindelhi #cleftlip #cleftpalsvic #cleftlipandpalate #cleftstrong #cleftproud #cleftawareness #cleftsmile #delhidental #dentaldelhi
Cleft lip and palate management /certified fixed orthodontic courses by Indi...Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
Cleft Lip and Palate - Presentation.
Cleft Lip and Palate is the 2nd most common Congenital Anomaly after Clubfoot. This presentation goes in depth about the Presentation, eitiology, Genetics, Medical management, Nasoalveolar Moulding, Surgical management of Cleft Lip & Palate
Orthodontic management of cleftlip & palate /certified fixed orthodontic cour...Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
July is National Cleft and Craniofacial Awareness Month. A time to raise awareness about and prevention for a congenital condition known as cleft lip and palate and other condition of head and face as well.
Craniofacial anomalies are a diverse group of deformities in the growth of the head and facial region. These abnormalities are present at birth. These conditions affect many children in Pakistan every year. Talking about facial cleft, approx. one in every 500 babies, is born with a cleft in our country
There are MANY children who gets timely treatment and lead normal lives but on the other hand millions of children and adults suffer with unrepaired clefts. Many are abandoned shortly after birth or kept hidden away from society. Most find it difficult to attend school, communicate easily, find jobs or get married. This is usually common in low SE areas. We CAN reduce the numbers by proper awareness programs in areas needed because no child deserves to be left without the treatment
Cleft lip and cleft palate are the most common type of birth defects
They result when structures that form upper lip and palate fail to join together during 4-10th week of development. Clefts are classified as unilateral, bilateral, oblique, non-syndromic, syndromic
It can range from a small notch to a wide gap that reaches the nose and palate
WHAT CAUSES CLEFT LIP AND PALATE?
The exact reason why this happens to some babies is often unclear. It's very unlikely to have been caused by anything you did or did not do during pregnancy.
But it can be associated with genetics, low folic acid level during pregnancy, diabetes, use of alcohol during pregnancy, smoking during pregnancy, and consanguineous marriages as well (that comes under genetics). Use of certain medicines like phenytoin, sodium valproate, benzodiazepines and corticosteroids during pregnancy may also add to the chances
WHEN IS IT DIAGNOSED?
A cleft lip is usually diagnosed during the scan done when you're between 18 and 21 weeks pregnant. Cleft palate is usually difficult to detect on US scan
If a cleft lip or palate does not show up on the scan, it's usually diagnosed immediately after birth or during the newborn physical examination done within 72 hours of birth.
When diagnosed you’re referred to a specialist who will explain the condition and discuss about the treatment plan and other questions u have
TREATMENT
Treatment of CLP child needs several treatment and assessments. It requires a cleft care team that can provide multidisciplinary care. Each treatment has a certain time and should be done at a proper time.
Cleft lip and palate /certified fixed orthodontic courses by Indian dental ac...Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
Embryology, Anatomy, diagnosis, Management of individuals with clefts of the lip and/or palate, Management in the neonatal period, Management during childhood, Cleft management in adolescence and early adulthood, Importance of dental care in overall management,
Cleft Lip, Cleft Palate: What is a cleft lip, cleft palate by Dr.Rajat Sachde...Dr. Rajat Sachdeva
Rebuilding Lives One Smile at a Time.
Cleft lip and cleft palate, also known as orofacial cleft, is a group of conditions that includes cleft lip, cleft palate and both together.. A cleft lip contains an opening in the upper lip that may extend into the nose. The opening may be on one side, both sides, or in the middle. A cleft palate is when the roof of the mouth contains an opening into the nose.
Cleft lip and palate are the result of tissues of the face not joining properly during development. As such, they are a type of birth defect. The cause is unknown in most cases.
A cleft lip or palate can be successfully treated with surgery. This is often done in the first few months of life for cleft lip and before eighteen months for cleft palate. Speech therapy and dental care may also be needed. With appropriate treatment and properly skilled surgeons, outcomes are excellent.
Contact us
The cleft lip and palate team at Dr.Rajat Sachdeva's Dental welcomes your phone calls for questions and consultations. For more information, or to make an appointment, please use the following phone numbers:
For appointments or questions , please call +919818894041 , 01142464041
#dentalclinicinashokvihar #cleftpalate #cleftlip #cleftpalatetreatmentindelhi #cleftlip #cleftpalsvic #cleftlipandpalate #cleftstrong #cleftproud #cleftawareness #cleftsmile #delhidental #dentaldelhi
Cleft lip and palate management /certified fixed orthodontic courses by Indi...Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
Cleft Lip and Palate - Presentation.
Cleft Lip and Palate is the 2nd most common Congenital Anomaly after Clubfoot. This presentation goes in depth about the Presentation, eitiology, Genetics, Medical management, Nasoalveolar Moulding, Surgical management of Cleft Lip & Palate
Orthodontic management of cleftlip & palate /certified fixed orthodontic cour...Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
July is National Cleft and Craniofacial Awareness Month. A time to raise awareness about and prevention for a congenital condition known as cleft lip and palate and other condition of head and face as well.
Craniofacial anomalies are a diverse group of deformities in the growth of the head and facial region. These abnormalities are present at birth. These conditions affect many children in Pakistan every year. Talking about facial cleft, approx. one in every 500 babies, is born with a cleft in our country
There are MANY children who gets timely treatment and lead normal lives but on the other hand millions of children and adults suffer with unrepaired clefts. Many are abandoned shortly after birth or kept hidden away from society. Most find it difficult to attend school, communicate easily, find jobs or get married. This is usually common in low SE areas. We CAN reduce the numbers by proper awareness programs in areas needed because no child deserves to be left without the treatment
Cleft lip and cleft palate are the most common type of birth defects
They result when structures that form upper lip and palate fail to join together during 4-10th week of development. Clefts are classified as unilateral, bilateral, oblique, non-syndromic, syndromic
It can range from a small notch to a wide gap that reaches the nose and palate
WHAT CAUSES CLEFT LIP AND PALATE?
The exact reason why this happens to some babies is often unclear. It's very unlikely to have been caused by anything you did or did not do during pregnancy.
But it can be associated with genetics, low folic acid level during pregnancy, diabetes, use of alcohol during pregnancy, smoking during pregnancy, and consanguineous marriages as well (that comes under genetics). Use of certain medicines like phenytoin, sodium valproate, benzodiazepines and corticosteroids during pregnancy may also add to the chances
WHEN IS IT DIAGNOSED?
A cleft lip is usually diagnosed during the scan done when you're between 18 and 21 weeks pregnant. Cleft palate is usually difficult to detect on US scan
If a cleft lip or palate does not show up on the scan, it's usually diagnosed immediately after birth or during the newborn physical examination done within 72 hours of birth.
When diagnosed you’re referred to a specialist who will explain the condition and discuss about the treatment plan and other questions u have
TREATMENT
Treatment of CLP child needs several treatment and assessments. It requires a cleft care team that can provide multidisciplinary care. Each treatment has a certain time and should be done at a proper time.
Team Member involved in hearing Screening.pptxAmbuj Kushawaha
Hearing impairment presents itself as a concealed challenge. Its hidden nature stems from the inability of children to self-diagnose their hearing abilities. Similarly, some adults opt to hide their hearing difficulties from others. Detecting and addressing hearing loss early on is paramount, mainly to prevent infants and young children from missing out on crucial developmental stages, typically from birth to five years of age. This critical age period encompasses comprehensive developmental milestones, including physical, motor, speech and language, and social and psychological advancements. Recognising the significance of this crucial period and leveraging it to its fullest potential is essential for facilitating optimal development in children. Early identification of hearing loss, even in newborns, facilitates effective intervention and rehabilitation. The rehabilitation team ought to be comprised of members who collaborate closely to ensure successful intervention for individuals with hearing impairment.
child management, child behavior, behavior management, age development, psychological development, child psychology, child psychological development, children in dentistry clinical management of children
Ethical Considerations for Culturally and Linguistically Diverse Populations ...Bilinguistics
Successfully navigate contentious situations when confronted with an ethical dilemma. Learn about the origin of ethics, how professions address ethical issues, and dissect intriguing case studies supplied by speech pathologists.
Have you ever had an ethical question or dilemma arise? Or do you work with clients who speak a language other than English and have concerns about how ethical the services are that they receive? In this presentation we consider the ASHA Code of Ethics, its relation to multicultural populations, and numerous case studies of SLPs in the field.
Collaborating with Educational Diagnosticians in the Referral and Evaluation ...Bilinguistics
Work effectively with other special education professionals who are testing students for learning disabilities. Learn to improve your referrals, improve the interactions on your campus, and reduce the amount of testing time that results in no qualification.
This presentation is a collaborative conversation between a speech pathologist and a educational diagnostician (LSSP Licensed Specialist in School Psychology in Texas). We discuss the similarities and differences between Receptive Language Delay and Difficulties with Listening Comprehension and between Expressive Language Delay and Difficulties with Oral Expression. We then explore reasons why we may obtain (apparently) conflicting testing results. Data from a research study sheds light on the commonalities among referrals that were most appropriate.
How Phonology in Bilingualism Contributes to Over Identification: A Case StudyBilinguistics
Find out which phonological processes to address in English when students are bilingual.
We have all seen comparisons of Spanish to English that help us work with children across languages. But what do we focus on in our English-only therapy with children who speak Spanish in other contexts such as with friends or at home?
This course presents a rare comparison of Monolinguals in English to Bilinguals in English to help us figure out what we should be focusing on to improve speech and move children off our caseload.
Identify Appropriate Articulation Targets for Second-Language LearnersBilinguistics
Improve articulation therapy with English-language learners by identifying appropriate targets. Easily use common tools such as Venn Diagrams and the Goldman-Fristoe Test of Articulation to differentiate between true sound errors and second-language influences. In this presentation we will explore 12 languages including Spanish, Mandarin-Chinese and Vietnamese.
Breaking Into the Classroom: Speech Service Delivery in the SchoolsBilinguistics
Learn how to break into the classroom and contribute significantly to the literacy and academic achievement of students with communication disorders.
Approximately 70% of speech-language pathologists use a pull-out model (ASHA, 2012). However, we are missing crucial opportunities to improve our relationships with teachers, have our therapy map directly over academic goals, and reduce our therapy planning by using the content and materials that teachers are developing each week. Break into your school’s classrooms and reap these rewards.
Language Intervention for School-age Children with Down SyndromeBilinguistics
Down Syndrome has unique cognitive, sensory, and physiological characteristics. Learn how to use a multi-modal approach to improve the intervention you give to children with Down Syndrome.
Appropriate, successful intervention can be provided for children with Down syndrome by understanding how the disorder impacts communication. This course includes a review of language development in individuals with Down syndrome, a discussion of evidence-based treatment methods, and a modified elementary level lesson plan to demonstrate successful intervention.
An Easier Referral Process : Improved Data, Collaboration, and ReferralsBilinguistics
Reduce the time you spend on the referral process and simultaneously improve your referrals and your relationship with teachers.
Successful speech referral processes can be quickly and easily implemented. This research-based case study profiles how to 1) achieve successful referrals while 2) reducing workload and 3) improving professional relationships. This presentation explains the step-by-step process that made this transition possible and profiles free online referral documents to begin immediately.
Phonological Development in Spanish-English Bilingual ChildrenBilinguistics
Find out how the phonology sounds system develops in bilingual children based on the results of our study of 198 children. At the end we share downloadable phonology developmental charts and other great resources.
Turn Your Ideas into Products and Move the Field Forward Bilinguistics
Speech-language pathologists frequently create and re-create materials to meet their clients’ needs. We showcase both successful speech product creations and failures to help SLPs turn their efforts and expertise into valuable products. We share ways to explore needs of the field, implement a project plan, and get your product to the market.
Overcoming Behavioral Roadblocks in Speech-Language InterventionBilinguistics
Challenging behaviors can impede progress in speech therapy. We will discuss the evaluation of behaviors that impact communication development and provide research-based intervention strategies to guide speech-language pathologists in developing effective treatment plans. We will include case studies of clinical interventions that improve communication in children with behavioral needs.
Effective Educational Strategies That Take Poverty into ConsiderationBilinguistics
From an educational standpoint, it is imperative to understand the behavioral and academic outcomes of those living in low-socioeconomic environments. Participants will gain effective strategies to use as educators and walk away energized and ready to tackle the new school year. This session will provide current statistical information based on Texas to improve how we serve children living in poverty.
Connections Between Bilingualism, Cognition, and Academic AchievementBilinguistics
Current Challenges in Assessment, Models of Bilingualism (Proficiency, Cognition), and Theory to Practice.
The intent of this presentation is to highlight common challenges we face in all types of assessment with bilingual children, discuss the reason for the challenges, and discuss ways to overcome the challenges
Is There an App for That? – Modifying iPad Applications for Diverse PopulationsBilinguistics
iPads are changing the way we provide therapy. We will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques.
This course will focus exclusively on iPad apps and will not include information on other similar or related apps for other tablets.
The iPad was introduced in 2010. It has been integrated into every sphere of our world and is changing the way speech-language pathologists provide therapy. The Ipad has the potential to increase motivation, learning, and meaningful communication outcomes for the children we serve. In this presentation, we will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques.
Technology plays a prominent role in society and is changing how information is shared and acquired. Research shows that using computer technology during speech therapy sessions motivates and engages children (Cochran, 2005). Additionally, children with special needs demonstrate interest in the animation, sound output, physical accessibility, and predictability involved in using computer technology (Cochran, 2005). As a result, children who use computer technology in therapy demonstrate fewer behaviors that detract from therapy’s effectiveness and subsequently retain more of what they have learned (Cochran, 2002).
Research on sociocultural theory indicates that effective therapy depends on knowledgeable mentors providing children with tools to mediate learning from their experiences within their zone of proximal development. Eventually, the children will internalize the tools provided to mediate their own experiences (Westby & Atencio, 2002). Because computer technology is changing the way children experience the world, some speech-language pathologists are creating such mediated learning experiences through iPad applications with promising results.
Slideshare are these errors due to language influenceBilinguistics
Taking into account speech, language, and culture, we aim to provide educators with a solid framework and information about many languages to support their understanding of speech and language development in English Language Learners. We explore Spanish, Russian, Vietnamese, and other languages to help SLPs support English Language Learners.
Both linguistic and cultural knowledge are critical when working with families and children from different language backgrounds (Goldstein, 2012).
Our goal in exploring the most commonly spoken languages in the United States is to enhance our understanding of patterns common to English language learners with different native languages. Our framework for analyzing errors provides parents, teachers, and other educators with the process they need to determine whether language production errors are indicative of language impairment or are the result of the normal process of language acquisition with more than one language. It is a very simple framework—if sounds/structures exist in both languages, they should not be affected in second language production. If sounds/structures do not exist in both languages, we expect transfer of skills or features from one language to another.
The Kids Are the Easy Part. I Have to Work with Other Professionals, Too?!Bilinguistics
You’re a communication expert. Why is it often so challenging to communicate productively with colleagues and parents? Because you’re human, and effective communication, like any other acquired skill, must be explicitly learned. We will identify strategies to foster colleague interactions and discuss simple skills to resolve adversarial situations. Join us as we discuss proven and productive relationship-building approaches that help communication-savvy individuals collaborate more effectively with others.
Here is a great review of fluency for SLPs. It includes information regarding assessment and treatment, as well as consideration when working with bilingual students who have fluency disorders.
Cultural and language Considerations for Working with InterpretersBilinguistics
Identify cultural issues when working with students and families from other cultures. Understand procedures for working and collaborating with interpreters during family interactions, speech and language assessment, and treatment. Finally learn to provide interpreters with appropriate vocabulary and scripts in Spanish that are culturally sensitive to explain the ARD/IEP paperwork and processes to parents.
Social Thinking & Theory of Mind: Putting it all togetherBilinguistics
You will find out what Social Thinking is, what Theory of Mind (ToM) is, and how they are related. You will learn what skills must be in place so ToM can develop. You will also will be able to list and describe various social communicators, and select appropriate therapeutic interventions.
Using the Spanish Battelle Developmental Inventory-2: A case for clinical jud...Bilinguistics
This presentation describes the limitations of the Spanish Edition of the BDI-2, as well as the appropriate use of test norms. It identifies how language differences affect test results and describes how cultural differences can influence test results. Methods for supplemental or alternative assessments are also addressed.
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
263778731218 Abortion Clinic /Pills In Harare ,sisternakatoto
263778731218 Abortion Clinic /Pills In Harare ,ABORTION WOMEN’S CLINIC +27730423979 IN women clinic we believe that every woman should be able to make choices in her pregnancy. Our job is to provide compassionate care, safety,affordable and confidential services. That’s why we have won the trust from all generations of women all over the world. we use non surgical method(Abortion pills) to terminate…Dr.LISA +27730423979women Clinic is committed to providing the highest quality of obstetrical and gynecological care to women of all ages. Our dedicated staff aim to treat each patient and her health concerns with compassion and respect.Our dedicated group ABORTION WOMEN’S CLINIC +27730423979 IN women clinic we believe that every woman should be able to make choices in her pregnancy. Our job is to provide compassionate care, safety,affordable and confidential services. That’s why we have won the trust from all generations of women all over the world. we use non surgical method(Abortion pills) to terminate…Dr.LISA +27730423979women Clinic is committed to providing the highest quality of obstetrical and gynecological care to women of all ages. Our dedicated staff aim to treat each patient and her health concerns with compassion and respect.Our dedicated group of receptionists, nurses, and physicians have worked together as a teamof receptionists, nurses, and physicians have worked together as a team wwww.lisywomensclinic.co.za/
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.
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.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
- 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
Adv. biopharm. APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMSAkankshaAshtankar
MIP 201T & MPH 202T
ADVANCED BIOPHARMACEUTICS & PHARMACOKINETICS : UNIT 5
APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMS By - AKANKSHA ASHTANKAR
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
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
Evaluation of antidepressant activity of clitoris ternatea in animals
Maximizing Treatment Effects with VPI and Cleft Lip and Palate
1. Maximizing Treatment Effects
withVPI and Cleft Lip and Palate
Scott Prath, M.A., CCC-SLP
Keith Lebel, M.S., CCC-SLP
Texas Speech-Language-Hearing Association
2012 Annual Convention
March 8-10, San Antonio,Texas
3. Young Children
with a Cleft of
the Lip &/or
Palate
The physical and socio-emotional
effects on the family and child
Photos courtesy of Operation Smile
4. Learner Objectives
Participants will:
• Become familiar with what causes clefts
• Understand the process that a family through with a
child that has a cleft lip and/or palate
• Identify our role as service providers in working with
the family
• Identify intervention and evaluation strategies for
working with a child with a cleft lip and palate
5. 3 Great Reasons to Learn about CLP
1. Vocabulary
Salpingopharyngeus
6. 3 Great Reasons to Learn about CLP
Cleft Lip and Palate BINGO!
Generating
Suction
Maxillofacial
Surgeons
Maternal bonding unilateral Oral Airflow
Palatal obturator fistula Prosthodontists Lippy the Lion Teratogenic
Bilateral Oral Hygiene salpingopharingeous High Pressure CVCV
Tympanostomy
tube
Anxiety VPI
Andhra
Pradesh
Prevalence
Resonance Glottis Submucousal 7 weeks
Parent
Involvement
7. 3 Great Reasons to Learn about CLP
2. Faith in the Medical System
From age 0 – 17 a child will:
- attend 30+ visits
- will undergo 4-8 surgeries
- will interact with approximately 20
professionals
8. 3 Great Reasons to Learn about CLP
3. Emotional Satisfaction
The child born with a cleft is not the child that
the parents expect.
You may be the only outside resource that the
family has in understanding that everything
is going to be alright.
11. What is a Cleft?
• Clefts result from incomplete
development of the lip and/or
palate in the early weeks of
pregnancy.
12. What types of clefts exist?
• A cleft lip (CL) is a
separation in the upper lip.
• A cleft palate (CP) is an
opening in the roof of the
mouth.
• A cleft lip and palate (CLP)
extends through both.
13. What types of cleft palates exist?
• A cleft palate can be:
▫ unilateral
▫ bilateral
▫ submucousal with bifid
uvula
14. What is the prevalence?
• Clefts occur in ~ 1/750 live births
• Estimated prevalence by type:
Lip only 14%
Palate only 37%
Lip and Palate 49% (77% are unilateral left)
• Estimated data by race:
▫ Asian and Caucasian populations more susceptible
▫ Black populations present with ½ the rate of Asians and
Caucasians
▫ Hispanic data are inconclusive
15. When does a cleft occur?
4 and 5 weeks in utero
16. When does a cleft occur?
5 ½ and 6 weeks in utero
17. When does a cleft occur?
7 and 8 weeks in utero
19. What causes a cleft?
1. Gene Mutation
2. Chromosomal Aberrations
3. Teratogenic Agents
4. Multifactoral Inheritance
5. Mechanical Factors
20. How is a cleft repaired?
The repair of a cleft lip or palate is
the process of taking existing
tissue that surrounds the opening
and rotating it or moving it to
close the opening.
22. What is the process for the family?
The Cleft Palate Team
• Clinic Director
• Audiologist
• Craneofacial Surgeon
• Geneticist
• Neurosurgeons
• Nurses
• Occupational Therapists
• Oral and Maxilliofacial
Surgeons
• Orthodontists
• ENTs
• Pediatrician
• Pediatric Anesthesiologists
• Pediatric Dentists and
Prosthodontists
• Pediatric Radiologists
• Physical Therapists
• Plastic Surgeons
• Speech Language Pathologists
• Surgeon’s Assistant
23. How is development affected?
1. Communication Development
1. Speech Development
1. Articulation (mouth)
2. Voice (throat)
3. Resonance (nose)
2. Language Development
3. Hearing Development
2. Socio-emotional Development
25. Communication Characteristics
Children with CLP:
• Show deficits in the size and composition of
their early sound inventories
• Reach the babbling stage later
• Show less variety of speech forms produced
• Have a hypo-or hyper-nasal quality
26. Communication Characteristics
Children with CLP:
• Often have voice problems (harshness) due to
overuse
• Can have constant ear infections and
temporary hearing loss
• Do not necessarily have cognitive issues
Outcomes influenced by severity and time of
surgery
27. Communication goals/ outcomes
for ECI
1. Increase Consonant Inventories
2. Increase Vocabulary
3. Increase Oral Airflow
4. Decrease use of Nasal and Glottal Sounds
28. 1. Increase Consonant Inventories
• The sounds that a child with CLP can produce
are:
▫ Restricted by their structural abilities
However, there many things that can be focused on
▫ Dependent on the surgeries
Different sounds are addressed before and after the
palate repair
Don’t be scared! Most children with CLP are highly
intelligible by age 5 because of you!
29. 1. Increase Consonant Inventories
• Hi
• Hello
• Hey
• Mommy
• More
• Me
• No
• Whoa
• Wow
• Honey
• Mamá
• No
• Mío
• Niña
• Niño
• Ojos
• En
• Mano
• Wawa – agua
BEFORE palate Repair
LOW pressure words to target
30. 1. Increase Consonant Inventories
• Baby
• Boy
• Pop
• Pooh
• Pie
• Toy
• Doll
• Daddy
• Cookie
• Go
• Papá
• Bebé
• Boca
• Gato
• Todo
• Tú
• Tío
• Qué
• Ten
AFTER palate Repair
HIGH pressure words to target
31. A word on VPI
• Velo-pharyngeal Insufficiency
▫ The velum (velo) is not contacting the pharynx
(back wall of the throat)
▫ Can be caused by:
Muscle weakness
A large opening
Insufficient muscle function
Adenoids and tonsils
32. 2. Increase Vocabulary
• Sounds and vocabulary develop in tandem
• Do we:
▫ Focus on articulation to give her the sounds to
produce more language?
▫ Focus on language to give her a way to practice her
sounds?
Anyone want to guess?
33. 2. Increase Vocabulary
• Vocabulary development should be targeted with
sound development
▫ Choose words that:
Are common and in their environment
Are useful
Are extremely fun
(read: routines-based intervention)
34. Consonants + Vocabulary
Syllable structure
• Syllable should be simple
▫ CV (consonant/vowel)
▫ CVC
▫ CVCV
Sound Class
• Start with stops and bilabial sounds
• Add fricatives later
35. 3. Increase Oral Airflow
• A child with a cleft does not have control over
the air leaving their throat
• In typical development we stop or slowly
release this air to produce speech
• Regardless of what surgeries a child has
undergone, we need to familiarize the child
with airflow through the mouth
36. 3. Increase Oral Airflow
• Request an easy repetition (muh,muh,muh)
▫ After the child starts repeating, plug his nose
• Inhale deeply, hold your breath, and explode out
with a single sound
▫ BUH!, PUH!
37. 4. Decrease use of Nasal and Glottal
Sounds
13% of 63, 4-5 year olds presented with some form
of voice disorder
▫ harshness, breathiness, nodules
• Growls and nasal sounds are typical for young
infants but they are used less when consonants
develop
• Children with clefts retain these sounds
• Parents, wanting communication, reinforce these
sounds
38. 4. Decrease use of Nasal and Glottal
Sounds
• Acknowledge the child’s attempt but then
requests other consonants or sounds
• Pair voiceless consonants with whispered vowels
puh/tuh/ku/huh
• This keeps the glottis open and prevents the
glottal stop from occurring
39. Language Development
• Study using the TOLD-P (63, 4-5 y.o.)
▫ 21% manifested receptive impairments
▫ 26% manifested expressive impairments
▫ General Population
3.3%
• Take home message
▫ Treat CLP as a comprehensive communication
disorder, not just a speech disorder
40. Hearing development
• Type of loss 4-5 years 14-15
• WNL (0-26 dB) 78 88
• Mild (2-40 dB) 22 12
22% exhibit hearing loss (1/5)
• Take home message
▫ Keep current on hearing status. Hearing loss =
speech and language loss
42. Socio-emotional Development
“It is reasonable to assume that individuals with CLP
should have relatively normal long-term health, as
CLP is a reparable birth defect. However, several
studies have suggested that individuals with CLP
have a higher than expected incidence of psychiatric
and behavior diseases, an increased risk for cancer,
and increased mortality…”
43. The effects of CLP on the parent
Effects on the parent
▫ Blame due to improper love, nutrition, an event
during pregnancy
▫ Parent’s personality and their feeling of control or
lack of control
▫ Feelings of disappointment or resentment if they
feel that this event has dashed their hopes
44. The effects of CLP on the parent
Intervention:
▫ Education
▫ Support
Research shows that when a family is in a position
where they feel that personal needs or aspects of
their lives are governed by external forces or in a
poor state, they exhibit negative feelings toward
their child or event.
45. The effects of CLP on the child
Effects on the child
▫ Speech or hearing disorders
▫ Parents’ feeling of guilt
Can cause a parent to treat a child differently
▫ Anxiety
Regular or protracted doctor visits
Parents’ ever-present fear of choking
▫ Visible scars due to surgical procedures
46. The effects of CLP on the child
Intervention:
The child’s psychosocial state is dependent on how
well or poorly the parent is dealing with
everything.
It is our role to support and improve the lives of the
child. This means direct social intervention with
the parent.
47. When do emotions set in?
• Periods of:
Anxiety Optimism Depression Acceptance
occur with each surgery or event.
Edwards and Watson, 1980, found that there is an optimistic
period right after birth because the couple is happy that there
are surgical options available, but soon after they can become
disheartened.
• Take home message:
Work to identify how a family is dealing with the process in the
time that we are serving them.
48. The Kubler-Ross Grief Cycle
• Denial: Example - “She’s fine."; "This can't be happening."
• Anger: Example - "Why me? It's not fair!" "NO! NO! How
can you accept this!"
• Bargaining: Example - "Just let him talk fine, I don’t
mind the scar."
• Depression: Example - "I'm so sad, why bother with
anything?"; “Everything that we had planned for her isn’t
going to happen."
• Acceptance: Example - "It's going to be OK."; "I can't
fight it, I may as well prepare for it."
49. Parent Involvement
• Andhra Pradesh, India
▫ Tested:
Known context (rhymes, counting 1-10)
Unkknown context (family information)
▫ There was a greater understandability of unknown
contexts after treatment
50. Feeding and psychological development
• Children gain pleasure from oral stimulation
and feeding
Feeding is impaired
Feeding issues are one of the first problems that
families encounter so it is not an enjoyable event
• The early maternal-bonding process is often
more disturbed by feeding problems than by the
facial defect
51. Feeding and psychological development
• CL (cleft lip only) -usually no major feeding
problem (breast feeding possible)
• CP has difficulty feeding because of inability
generating effective oral suction
52. Feeding
• Children with CLP take in more air
▫ They need to be burped more and fed more
upright
• Feedings should last ~30 minutes.
▫ If they are needing 40 minutes, enlarge and/or
cross cut the nipple opening
• Weight gain, feeding frequency, and feeding
amount are normally the same for a child
with CLP
53. A word from the parents
Parents in one study reported feelings of anxiety
about how the baby would be able to eat.
▫ Set therapy goals to address feeding
▫ Work with nutritionists and the cleft palate team
54. A word from the parents
Parents DID report positive feelings from
professionals who did not ignore condition.
▫ Do not ignore the condition
55. A word from the parents
Many expressed desire to meet other parents of a
child with CL/CP—to exchange thoughts and
discuss practical problems.
▫ Seek out support groups, resources, or other
families to network with
56. A word from the parents
Negative reactions from other people were
perceived through body language, such as
keeping at a distance, looking away.
▫ Be aware of your body language as well when
interacting with
child and family
57. A word from the parents
Parents often hear “He will be fine later” from
staff and other professionals and interpreted this
to mean that child was not considered fine at
that moment.
▫ Be supportive and concerned about the current
condition
▫ Parents stated that they grew
tired of hearing these phrases
58. A word from the CLP team
What would you consider to be the most
important thing that a service provider
should know when they are working with a
child with a cleft lip and palate?
Kids with clefts can’t generate pressure to
make sounds. Normally they just say
“muh.” We need to brush up on our A&P so
that we can provide good therapy.
59. A word from the CLP team
What should ECI professionals educate parents
on?
The second surgery normally occurs around 12
months so kids with clefts won’t develop speech
sounds on time. Let the parents know that they
should be looking for and practicing low
pressure sounds to get the ball rolling.
60. A word from the CLP team
Is there anything that the parents could know
from the ECI agencies to make the team and
surgery visits easier?
Keep the child’s hearing status up to date.
Hearing issues like infections can delay
speech even further and cause schedules to
be pushed back or visits to be cancelled.
61. A word from the CLP team
Is there anything problematic/difficult with family
interactions that could be addressed by services
outside of the team visits?
You need to do a full assessment to
determine whether there are cognitive
delays or other delays. Parents fear that
their children are delayed in every way
imaginable because of the cleft. Normally
communication is the only, main issue.
62. When does a cleft occur?
7 and 8 weeks in utero
5.
Structural
Anomaly
63. A word on VPI
• Velo-pharyngeal Insufficiency
▫ The velum (velo) is not contacting the pharynx
(back wall of the throat)
▫ Can be caused by:
Muscle weakness
A large opening
Insufficient muscle function
Adenoids and tonsils
5.
Structural
Anomaly
64. Structural Anomalies
Communication goals/ Outcomes for Structural
Anomalies
• Increase Vowel Repertoire
• Increase Consonant Inventories
• Increase Vocabulary
• Increase Oral Airflow
• Decrease use of Nasal and Glottal
Sounds
5.
Structural
Anomaly
65. Increase Vowel Repertoire
• Take a vowel inventory
▫ Target vowels in isolation (a)
▫ In strings (a,a,a,a)
▫ In opposition (u-I, u-I a-o, a-o)
5.
Structural
Anomaly
66. Increase Vowel Repertoire
• Take a vowel inventory
▫ Target vowels in isolation (a)
▫ In strings (a,a,a,a)
▫ In opposition (u-I, u-I a-o, a-o)
5.
Structural
Anomaly
67. Increase Vowel Repertoire
• Take a vowel inventory
▫ Target vowels in isolation (a)
▫ In strings (a,a,a,a)
▫ In opposition (u-I, u-I a-o, a-o)
5.
Structural
Anomaly
68. Increase Consonant Inventories
• Hi
• Hello
• Hey
• Mommy
• More
• Me
• No
• Whoa
• Wow
• Honey
• Mamá
• No
• Mío
• Niña
• Niño
• Ojos
• En
• Mano
• Wawa – agua
BEFORE palate repair
LOW pressure words to target
5.
Structural
Anomaly
69. Increase Consonant Inventories
• Baby
• Boy
• Pop
• Pooh
• Pie
• Toy
• Doll
• Daddy
• Cookie
• Go
• Papá
• Bebé
• Boca
• Gato
• Todo
• Tú
• Tío
• Qué
• Ten
AFTER palate repair
HIGH pressure words to target
5.
Structural
Anomaly
70. Increase Vocabulary
• Sounds and vocabulary develop in tandem
• Do we:
▫ Focus on articulation to give her the sounds to
produce more language?
▫ Focus on language to give her a way to practice her
sounds?
Any ideas?
5.
Structural
Anomaly
71. Increase Vocabulary
• Vocabulary development should be targeted with
sound development
▫ Choose words that:
Are common and in their environment
Are useful
Are extremely fun
(read: routines-based intervention)
• Syllable should be simple CV (consonant/vowel)
• Start with stops and bilabial sounds
5.
Structural
Anomaly
72. Increase Oral Airflow
• A child with a cleft does not have control over
the air leaving their throat
• In typical development we stop or slowly
release this air to produce speech
• Regardless of what surgeries a child has
undergone, we need to familiarize the child
with airflow through the mouth
5.
Structural
Anomaly
73. Increase Oral Airflow
• A child with a cleft does not have control over
the air leaving their throat
• In typical development we stop or slowly
release this air to produce speech
• Regardless of what surgeries a child has
undergone, we need to familiarize the child
with airflow through the mouth
5.
Structural
Anomaly
74. Increase Oral Airflow
• Request an easy repetition (muh,muh,muh)
▫ After the child starts repeating, plug his nose
• Inhale deeply, hold your breath, and explode out
with a single sound
▫ BUH!, PUH!
5.
Structural
Anomaly
75. Decrease Use of Nasal and
Glottal Sounds
• Growls and nasal sounds are typical for young infants
but children with clefts obtain these sounds later
• Parents, wanting communication, reinforce these
sounds
• Acknowledge the child’s attempt but then requests
other consonants or sounds
• Pair voiceless consonants with whispered vowels
puh/tuh/ku/huh
• This keeps the glottis open and prevents the glottal
stop from occurring
5.
Structural
Anomaly
77. Resources
• www.cleft.com
• 1-800-24CLEFT
• www.operationsmile.org
• www.widesmiles.org
• The story of Lippy the Lion
• The story of Thumper, the Cleft Affected
Bunny
• www.bilinguistics.com