The document introduces Adele, a 3-year-old girl with an acquired brain injury from shaken baby syndrome, which has caused difficulties with motor skills and speech/cognitive delays. It also discusses Adele's mother, who has a history of substance abuse but is now clean and caring for Adele full-time as a student. Recommendations are provided for meeting Adele's needs within a child care setting through environmental adaptations and teaching strategies, as well as referencing a local agency that supports those with acquired brain injuries.
More than employment: The benefits of education in correctionsHelen Farley
It is easy to focus on how education prepares learners for employment upon release from custody. Yet the benefits go far beyond this. This presentation examines some of the changes we see in prisoners engaged with education.
More than employment: The benefits of education in correctionsHelen Farley
It is easy to focus on how education prepares learners for employment upon release from custody. Yet the benefits go far beyond this. This presentation examines some of the changes we see in prisoners engaged with education.
This presentation looks at neurodiversity within corrections in New Zealand. Neurodiversity is often viewed negatively, yet it is often the hallmark of original and creative thinkers.
Understanding the Needs of Children Who are Deaf / HOH with Additional Deve...Phonak
To understand the importance of developmental
progression over time.
To recognize the importance of evaluating
variety of outcomes in children with additional
needs.
To understand that teamwork is critical in
serving children in this group of children.
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
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
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
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.
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.
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
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
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
How to Give Better Lectures: Some Tips for Doctors
meeting
1. Meeting the needs of children and families
Student name: Yingquan Liang (Aegean)
Student number: 300564966
2. Introduce the child and the family
Adele
• three-year-old girl with acquired brain injury
• was shaken by her baby sitter
• has difficulty with gross and fine motor skills
• shows some speech and cognitive delays
Adele’s mother
In the past:
• went into rehab for alcohol and drug abuse
• couldn’t take care of Adele for a time
Nowadays:
• she is clean and sober now
• able to take care of Adele now
• a full time student at Centennial College
Adele’s family
• have a fresh start in the Toronto area
3. Introduce Adele
three-year-old girl with acquired brain injury
• caused by events after birth
• result in cognitive, physical, emotional, or behavioral
impairments
resulting in Shaken Baby Syndrome
• a triad of medical symptoms
• cause severe brain damage
• resulting in lifelong disability
has difficulty with gross and fine motor skills
• gross motor skill---ability to control the large muscles
• fine motor skill--- ability to control the smaller muscles
shows some speech and cognitive delays
• speech delays---a delay in the development or use of the
mechanisms that produce speech
• cognitive delays---refers to a developmental lag
4. The ways I would meet some of the needs within my
child care setting
Environment setting
• provide activities that can involve families
• provide more materials for children to explore
materials for gross and fine motor skills development
vocal materials
• set up an environment to encourage children communicate with
each other
5. The ways I would meet some of the needs within my
child care setting
Teaching strategies
• Build children’s confidence
• Encourage independent
• Encourage exploring
• Encourage peers helping
6. Agencies in the Toronto area
Toronto ABI Network
520 Sutherland Drive
Toronto, Ontario
M4G 3V9
Tel: 416-597-3057
Fax: 416-597-7021
The link to the website:
http://www.abinetwork.ca/home.htm
Adele is a three-year-old child. She was shaken by her baby sitter because her crying made her babysitter angry. As a result, she got shaken baby syndrome. Now, she is a girl with acquired brain injury. She has difficulty with gross and fine motor skills and shows some speech and cognitive delays. Adele’s mother went into rehab for alcohol and drug abuse, she couldn’t take care of Adele for a time. Now, Adele’s mother is clean and sober, she is able to take care of Adele. In order to have a fresh start, Adele’s mother and Adele moved to the Toronto area. Adele’s mother is a full time student at Centennial College now. They need some services in the Toronto area.
three-year-old girl with acquired brain injury An acquired brain injury (ABI) is brain damage caused by events after birth, rather than as part of a genetic or congenital disorder such as fetal alcohol syndrome, perinatal illness or perinatal hypoxia. ABI can result in cognitive, physical, emotional, or behavioral impairments that lead to permanent or temporary changes in functioning. Reference: http://en.wikipedia.org/wiki/Acquired_brain_injury Resulting in shaken baby syndrome Shaken baby syndrome (SBS) is a triad of medical symptoms: subdural hematoma, retinal hemorrhage, and brain swelling from which doctors, consistent with current medical understanding, infer child abuse caused by intentional shaking. In a majority of cases there is no visible sign of external trauma.SBS is often fatal and can cause severe brain damage, resulting in lifelong disability.Prevention is similar to the prevention of child abuse in general.Treatment involves monitoring of intracranial pressure (the pressure within the skull), draining of fluid from the cerebral ventricles, and, if an intracranial hematoma is present, draining of the hematoma.Reference: http://en.wikipedia.org/wiki/Shaken_baby_syndromeHas difficulty with gross and fine motor skillsGross motor skills encompass the abilities required to control the large muscles of the body for walking, running, sitting, crawling, and other activities.Fine motor skill abilities required to control the smaller muscles of the body for writing, playing an instrument, artistic expression and craft work. The muscles required to perform fine motor skills are generally found in the hands, feet and headReference: http://www.enotes.com/gross-motor-skills-reference/gross-motor-skills-172030 Children with fine-motor delays have difficulty using their small muscles, so that tasks like grasping crayons with their fingers are tricky. When it comes to gross-motor delays, the trouble is instead with large muscles and mastering skills like walking, kicking, hopping, and climbing stairs. some signs of fine-motor delays and gross-motor delays being late to reach physical milestones, like rolling over and sitting up no signs of walking by 18 months stiff limbs or low muscle tone (she can’t hold much weight) consistently walking on tiptoe being unable to use one side of the body as easily as the other (only kicking with the left foot, for example) having trouble holding and using objects — managing a cup, for example, or scribbling with a crayon being clumsy and falling frequently drooling beyond 18 months of age having trouble chewing and swallowing Reference: http://www.whattoexpect.com/developmental-delays-in-children/fine-motor-delays-and-gross-motor-delays-in-toddlers.aspxShow some speech and cognitive delaysSpeech delay, also known as alalia, refers to a delay in the development or use of the mechanisms that produce speech. Speech, as distinct from language, refers to the actual process of making sounds, using such organs and structures as the lungs, vocal cords, mouth, tongue, teeth, etc. Language delay refers to a delay in the development or use of the knowledge of language.Reference: http://en.wikipedia.org/wiki/Speech_delayCognitive delay usually refers to a developmental lag. That means that an individual's cognitive abilities do not match the expectations of their chronological age. It is a term most often used in describing children. However, it is also possible that the delays become permanent - then they are probably better thought of as an impairment or disability, although the term delay sometimes still gets used.
Environment setting provide activities that can involve families I plan to provide activities that can involve families because of the separation of Adele and her mother. Adele may feel strange of her mother because of the separation. I would like to provide chances for them to become more closer. Examples of providing activities that can involve families circle time with families play games with parents parents volunteer for outside play provide more materials for children to exploreChildren are learning when they are playing and exploring. Because of Adele is a girl with acquired brain injury, she has difficulty with gross and fine motor skills and shows some speech and cognitive delays, she need more materials for stimulation. For example:materials for gross and fine motor skills development providewater table, blocks center, puzzle area for indoor environment to develop fine motor skills provide bikes and some physical activities for outdoor playing to develop gross motor skills vocal materialsset up an environment to encourage children communicate witheach otherChildren who have disabilities are always quiet in the classroom. I would like to set up the environment to encourage children to play together and have more communication. For example, put some pictures about talking with others on the wall and provide some activities that children can do together.
Teaching strategies Build children’s confidence Children with disabilities have low self-esteem and low confidence. In order to build their confidence, I would give them more chances to make decision by themselves and ask them for help. In this way, they can feel they are valued and needed. Encourage independent To encourage children independent is very important for their development. Adele should become less reliant on adult and gain greater independence in all aspects of their lives. Encourage exploring Children are learning while they are playing. I would give Adele some hints to encourage her keep exploring the environment. Encourage peers helping In order to develop Adele’s social skills, I would encourage children help her to solve problem. At the same time, I would encourage Adele to ask other children's help when she need.
Toronto ABI Network 520 Sutherland Drive Toronto, Ontario M4G 3V9 Tel: 416-597-3057 Fax: 416-597-7021 MissionTo provide leadership in furthering equitable, accessible, responsive, cost-effective and quality publicly-funded services and support for persons living with the effects of an acquired brain injury in the Greater Toronto AreaVisionInfluencing excellence in publicly-funded services and support for persons living with the effects of an acquired brain injuryQuality of lifeDefined by the person and his/her family Social responsibilityEqual access and timely service Responsiveness to individuals and their familiesFeedback from persons and their families is essential Knowledge-based services and supportRecommendations regarding services and support will be supported by data PartnershipsCollaboration with all stakeholders is crucial ResearchResearch and evaluation of clinical outcomes are fundamental EducationEducation of all stakeholders is critical to influence excellence in service and supportThe values as stated are not intended to be exclusive or all-encompassing but to serve as the principles guiding the activities of the Network.Strategic DirectionsSystem Based Planning and Advocacy ABI Education and Support for Evidence-Based Practice System Coordination and Access Client Data Tracking and Reporting The strategic directions are not listed in any order of priority. The activities related to each strategic direction are important and will be pursued in the course of the next year, but at any given time there might be more focus in one area than another. Established Priorities for 2011/2012:The priorities which form the basis for the Network's 2011/2012 Operating Plan include: To maintain a continued focus on system coordination and access through initiatives that support improved patient access and flow from acute care to inpatient ABI rehabilitation. A focus on facilitating collaboration amongst ABI and mental health stakeholders to enhance service capacity and access for individuals with ABI across both sectors. Committees & Working GroupsStanding Committees:Advisory Committee Executive Committee Task Groups, 2011/2012: Referral and Patient Transitions Task Group ABI ONF ACT Demonstration Project Brain Injury Family Intervention Education Task Group Conference Planning Task Group Data Advisory Group
Reference: Wikipediahttp://en.wikipedia.org/wikiToronto ABI Network http://www.abinetwork.ca/home.htm emotes.(n.d.). Gross motor skills . Retire march 18, 2012, from: http://www.enotes.com/gross-motor-skills-reference/gross-motor-skills-172030 what to expect.(n.d.).Top Questions About Fine-Motor Delays and Gross-Motor Delays . Retire march 18, 2012, from: http://www.whattoexpect.com/developmental-delays-in-children/fine-motor-delays-and-gross-motor-delays-in-toddlers.aspx
Self-evaluation: This is a very meaningful and useful assignment for me. According to this assignment, I realize more details about the children with acquired brain injury and how to help them and their family. At the same time, I found information about agency in the Toronto area, that make me feel I can really do something possible for the children with acquired brain injury. There are three things goes well when I was doing the assignment. The first thing is I have good time management to do the assignment step by step, so that I have enough time to do the assignment and improve it. The second thing is I use the internet widely. I realized more information about children with acquired brain injury and the results of shaking baby on the internet. At the same time, I found some agencies to help children and their families too. Third, I did the assignment related to what I learned in class and the handouts I got from class. There is challenge when I was doing the assignment. It is difficult to find agency in the Toronto area, most of them are in Canada and global. In order to find a suitable agency, I type the keyword more detail and search more pages.