The document outlines core principles for services for children and young people with cerebral palsy in Northern England. The principles state that the views of children and families should be listened to in all decisions about care. Goals of interventions should focus on quality of life and participation rather than just physical ability. All practitioners should work to provide high quality, holistic services according to individual needs. Children and families should expect competent practitioners across different specialties to provide holistic management and regular reviews tailored to individual needs.
v
Indian Dental Academy: will be one of the most relevant and exciting training center with best faculty and flexible training programs for dental professionals who wish to advance in their dental practice,Offers certified courses in Dental implants,Orthodontics,Endodontics,Cosmetic Dentistry, Prosthetic Dentistry, Periodontics and General Dentistry.
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Indian Dental Academy: will be one of the most relevant and exciting training center with best faculty and flexible training programs for dental professionals who wish to advance in their dental practice,Offers certified courses in Dental implants,Orthodontics,Endodontics,Cosmetic Dentistry, Prosthetic Dentistry, Periodontics and General Dentistry.
physically ans mentally challenged children has diffirent and special needs that to be addressed definitely in health care which usually doesnt happens
The presentation features the understanding of a special child i.e. a physically or mentally challenged child for better assessment of his/her medical and dental problems to provide a proper approach for the specific treatment.
Σεμινάριο: Διαχείριση Καριέρας στο MarketingMarketing Club
Σεμινάριο με θέμα διαχείριση Καριέρας στο Marketing!
Τι προσόντα απαιτεί η αγορά από ένα marketer;
Ποια λάθη πρέπει να αποφύγετε!
Εισήγηση: Αναστάσιος Παναγής B.A., D.M.S. , M.B.A.
http://bit.ly/mc-diaxirisi-karieras-sto-marketing
We Hope You Had An Amazing Experience (2015 Edition)Justin Hoenke
In late 2015, I had the honor of visiting New Zealand and Australia to share stories and ideas about public libraries with other librarians and politicians. My focus of these visits was to communicate how important it was for the modern public library to have real, authentic communication with their community members. While I did modified versions of this presentations for my audiences, the basic idea is all here in this presentation.
-Keynote Speaker: LIANZA 2015 Conference, Wellington New Zealand, 2015.
-Guest of the State Library of New South Wales, Sydney Australia, 2015.
-Guest of the State Library of Queensland, Brisbane Australia, 2015.
I also gave this presentation at the 2015 NYLA Conference in Lake Placid, NY. That was great too!
physically ans mentally challenged children has diffirent and special needs that to be addressed definitely in health care which usually doesnt happens
The presentation features the understanding of a special child i.e. a physically or mentally challenged child for better assessment of his/her medical and dental problems to provide a proper approach for the specific treatment.
Σεμινάριο: Διαχείριση Καριέρας στο MarketingMarketing Club
Σεμινάριο με θέμα διαχείριση Καριέρας στο Marketing!
Τι προσόντα απαιτεί η αγορά από ένα marketer;
Ποια λάθη πρέπει να αποφύγετε!
Εισήγηση: Αναστάσιος Παναγής B.A., D.M.S. , M.B.A.
http://bit.ly/mc-diaxirisi-karieras-sto-marketing
We Hope You Had An Amazing Experience (2015 Edition)Justin Hoenke
In late 2015, I had the honor of visiting New Zealand and Australia to share stories and ideas about public libraries with other librarians and politicians. My focus of these visits was to communicate how important it was for the modern public library to have real, authentic communication with their community members. While I did modified versions of this presentations for my audiences, the basic idea is all here in this presentation.
-Keynote Speaker: LIANZA 2015 Conference, Wellington New Zealand, 2015.
-Guest of the State Library of New South Wales, Sydney Australia, 2015.
-Guest of the State Library of Queensland, Brisbane Australia, 2015.
I also gave this presentation at the 2015 NYLA Conference in Lake Placid, NY. That was great too!
CP-Care - Module 1 - Prevention of secondary problemsKarel Van Isacker
CP-Care curriculum, training course and assessment mechanism (ECVET based)
Website: http://cpcare.eu/en/
This project (CP-CARE - 2016-1-TR01-KA202-035094) has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Learning Disabilities: Dynamic Registers Webinar – 14 December 2016NHS England
Specific challenges in working with dynamic registers: Kevin Elliott, Clinical Lead (Policy & Strategy), Transforming Care Programme, NHS England
Sarah Jackson, Strategic Case Manager (North),Children and Young People, Learning Disabilities and/or Autism Workstream, NHS England
Topics covered:
- Risk stratification
- Consent
- Children and Young People
- People with autism and no learning disability
Transforming Care: Share and Learn Webinar – 26 October 2017NHS England
Topic One: Developing support and services for children and young people: introducing new guidance for Transforming Care Partnerships
Guest speakers: Phil Brayshaw (Clinical Lead) and David Gill (Learning Disability Advisor), NHS England
This webinar introduces new guidance for Transforming Care Partnerships developed by NHS England and supported by the Local Government Association. This guidance supports commissioners in planning joined-up support and services for children and young people with learning disabilities, autism or both (in line with the national service model).
David Gill shares his experience of growing up with Asperger’s syndrome and talks about how getting the right support is critical to young people’s lives.
Topic Two: Creating a positive behaviour support organisational and workforce development framework for Transforming Care Partnerships and service providers
Guest speaker: Sarah Leitch, British Institute of Learning Disabilities (BiLD)
This webinar describes the Positive Behaviour Support workforce development framework Black Country Transforming Care Partnership commissioned from BiLD and provides other Transforming Care Partnerships with a model that can be taken into other organisations.
Transforming Care: Share and Learn Webinar – 29 March 2018NHS England
Topic One: "The ERIN Initiative"
Guest speakers: Susan Holloway, NHS Chorley & South Ribble CCG and NHS Greater Preston CCG and Sheila Roberts, Lancashire Care NHS Foundation Trust
The aim of "The ERIN (Education, Resources, Interventions and Networking) Initiative" is to provide a local, accessible, responsive, early assessment and intervention service for children aged 0-5 years who may be placed on the pre-school Autism Spectrum Disorder (ASD) pathway.
This webinar reports on the progress made during a pilot which commenced on 1st October 2017 to implement a service which deals with complex/challenging behaviors of children who may or may not go on to have a diagnosis with autism.
Topic Two: An introduction and brief overview of the Source4Networks platform
Session led by Rob Cockburn, Sustainable Improvement Team, NHS England
This topic provides an introduction and brief overview of the Source4Networks platform and its potential to support the Transforming Care Programme.
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.
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
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
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
The Gram stain is a fundamental technique in microbiology used to classify bacteria based on their cell wall structure. It provides a quick and simple method to distinguish between Gram-positive and Gram-negative bacteria, which have different susceptibilities to antibiotics
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
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- 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
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.
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
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
1.
Core principles for services for children and young people
with cerebral palsy in Northern England
Overarching principles
For each individual child or young person with cerebral palsy:
• The views and wishes of the child or young person and their family will
be ascertained, listened to and taken into account at all times.
• Decisions about all aspect of care should be made with full involvement
of the child or young person and their family in the decision-making
process. This includes provision of appropriate written information and
any necessary support or advocacy to assist decision-making.
• Goals of interventions should be clearly linked to improved
participation and quality of life for individuals and their families as
perceived by them, rather than improved body structure or function as
perceived by professionals.
For the population of children and young people with cerebral palsy:
• It is the responsibility of ALL practitioners to work towards providing
high quality, holistic services that are delivered according to each
individual’s assessed needs and context, working towards goals that
matter to each individual and their family.
• Generic services across agencies should be accessible for all children
and young people with cerebral palsy, with clear signposting
arrangements and referral pathways into specialist services as required.
• Complete reporting of all children and young people with cerebral palsy
to the North of England Collaborative Cerebral Palsy Survey (NECCPS)
will mean this can be used as a tool to underpin excellence and equity
in aspects of clinical care and research. All practitioners should
promote the Survey and ensure that families understand the benefits of
linking with it.
• If barriers to the core principles or to the participation or quality of life
of individuals or their families are identified, these should be
documented and professionals should work in partnership with families
and advocate for them to overcome these wherever possible.
• Any unresolved issues should be brought to the attention of the
commissioners.
• These core principles should be reviewed every three years and
updated in the light of new information from rigorous research.
Draft
core
principles
for
children
and
young
people
with
cerebral
palsy
in
Northern
England
02/10/11
karen.horridge@nhs.net
2.
Children and young people with cerebral palsy and their families should expect of services:
• Holistic management with practitioners competent in the assessment and management of
children and young people with cerebral palsy, including, as appropriate for the individual:
o Paediatric physiotherapist.
o Paediatric speech and language therapist with competence in the assessment and
management of communication, feeding and swallowing.
o Paediatric occupational therapist.
o Paediatric dietician.
o Paediatrician competent in neurodisability.
o Orthopaedic surgeon competent in paediatric disability.
o Spinal surgeon competent in paediatric disability for all children and young people with
identified spinal curvatures or anomalies.
• Paediatric review at intervals tailored to individual needs, to identify the cause of the cerebral
palsy as far as this can be ascertained, and to troubleshoot for any associated medical issues or
complications, as prompt identification and appropriate management may reduce impact on
quality of life and participation.
The following may be useful areas to consider:
o Personal factors
§ Strengths and achievements.
§ Concerns.
§ Experience and effects of pain.
§ Emotional well-being.
§ Self reported experience of wellbeing/quality of life.
o Body structure and fitness
§ General health enquiry.
§ Specific health enquiries e.g. pain, breathing, cough, teeth, drooling, reflux, vomiting,
bowels, seizures, abnormal movements etc.
§ Height/length and weight, using standardised, calibrated equipment wherever possible
with percentiles plotted on appropriate growth charts.
§ Nutritional status, e.g. comment on skin integrity, pressure areas etc.
§ Pubertal status.
§ Posture.
§ Hips e.g. range of movement, dislocatable, dislocated etc.
§ Spine e.g. straight, scoliosis (curve to the side), kyphosis (curve to the back) etc.
§ Systems examination, including skin, mouth and teeth, chest, abdomen, nervous system,
bones and joints etc.
§ Magnetic Resonance Imaging (MRI) of brain +/- spine (to define as precisely as possible
brain structure, including any evidence of developmental anomaly or damage that may
predict function or have implications for management or for the wider family).
§ Other investigations or expert opinions tailored to the individual’s needs.
Draft
core
principles
for
children
and
young
people
with
cerebral
palsy
in
Northern
England
02/10/11
karen.horridge@nhs.net
3.
o Function
§ Gross motor function classification system (GMFCS) level.
§ Gait pattern.
§ Manual Ability Classification System (MACS) level.
§ Personal care: dressing, washing, toileting etc.
§ Vision, including results of formal tests.
§ Hearing, including results of formal tests.
§ Speech and communication.
§ Feeding, swallowing and drooling.
§ Behaviour.
§ Social communication and relationships.
§ Learning.
§ Sleep.
o Environmental factors
§ Parent/carer concerns or issues.
§ Other’s concerns or issues e.g. staff at children’s centres, nurseries, schools, short
breaks etc.
§ Accessibility of environment e.g. home, children’s centres, nurseries, schools, leisure
activities etc.
§ Continuing professional development across all agencies and the voluntary sector about
disability issues.
§ Equipment, aids, orthoses etc. and any issues with these.
§ Opportunities to practice activities for independence e.g. food preparation, cooking,
cleaning, bed changing etc.
§ Assistance required e.g. for lifting, transfers etc.
§ Barriers to participation.
§ Respect from others for the need to live ordinary and private lives
§ 24 hour postural management plan in place (If GMFCS III to V)
§ Emergency Health Care Plan in place to facilitate communication in the event of a
health emergency (for those with the most complex needs).
§ Easy access to information and support across agencies:
• all reports and correspondence written to/copied to families with medical/technical
terms fully explained
• in decision-making about choices in education
• to inform times of transition in a timely way
• to participate in relevant research studies that may be of benefit
• about:
- accessible leisure activities, short breaks, before and after school clubs etc.
- support groups or voluntary organisations
- confidential counselling for individuals or family members
Draft
core
principles
for
children
and
young
people
with
cerebral
palsy
in
Northern
England
02/10/11
karen.horridge@nhs.net