The document provides an overview of the French Revolution in three sections - pre-revolution, the revolution, and post-revolution. It defines key terms like absolute monarchy and discusses the three main causes of the revolution as the worsening financial condition of the government, economic depression, and new ideas of the Enlightenment movement. It also summarizes some of the major events of the revolution like the storming of the Bastille and execution of Louis XVI, as well as the different governments that followed like the National Convention.
The French Revolution was a period of time in France when the people overthrew the monarchy and took control of the government. The French Revolution lasted 10 years from 1789 to 1799. It began on July 14, 1789 when revolutionaries stormed a prison called the Bastille.
The American Independence.
The French Revolution.
The Crisis of the Old Regimen in Spain.
The Napoleonic Era.
The Bourbon Restoration.
The Liberal Revolutions and Nationalism.
Francisco de Goya.
French Revolution done in 2007 (IX Class) By Prabhat GauravSahil Gaurav
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I hope that this ppt will help you a lot. This presentation consist of the facts about French Revolution in 2007....This would be helpful for the students in 9 class.
A Time of Turmoil
The French Revolution was one of the most influential events of modern history. The ten year period from 1789 to 1799 when France went from a Monarchy to a Republic, to a Reign of Terror, to Dictatorship was one of the most tumultuous times in European history.
Myth and Reality
Much myth and romantic legend has been written on what some politicians would like the French Revolution to have been, but the reality was that the French Revolution was a monstrous horror. In the name of âliberty, equality, fraternity or death!â over 40,000 people lost their heads to the guillotine, 300,000 people were publically executed by firing squads, drownings and other methods of mass murder and ultimately many millions died in the 25 years of war and upheavals that resulted.
The French Revolution was a period of time in France when the people overthrew the monarchy and took control of the government. The French Revolution lasted 10 years from 1789 to 1799. It began on July 14, 1789 when revolutionaries stormed a prison called the Bastille.
The American Independence.
The French Revolution.
The Crisis of the Old Regimen in Spain.
The Napoleonic Era.
The Bourbon Restoration.
The Liberal Revolutions and Nationalism.
Francisco de Goya.
French Revolution done in 2007 (IX Class) By Prabhat GauravSahil Gaurav
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I hope that this ppt will help you a lot. This presentation consist of the facts about French Revolution in 2007....This would be helpful for the students in 9 class.
A Time of Turmoil
The French Revolution was one of the most influential events of modern history. The ten year period from 1789 to 1799 when France went from a Monarchy to a Republic, to a Reign of Terror, to Dictatorship was one of the most tumultuous times in European history.
Myth and Reality
Much myth and romantic legend has been written on what some politicians would like the French Revolution to have been, but the reality was that the French Revolution was a monstrous horror. In the name of âliberty, equality, fraternity or death!â over 40,000 people lost their heads to the guillotine, 300,000 people were publically executed by firing squads, drownings and other methods of mass murder and ultimately many millions died in the 25 years of war and upheavals that resulted.
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New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
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i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
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.
Bowmanâs Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
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Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
micro teaching on communication m.sc nursing.pdfAnurag Sharma
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Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Prix Galien International 2024 Forum ProgramLevi Shapiro
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June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMENâS HEALTH: FERTILITY PRESERVATION
- WHATâS NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
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Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? â 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.
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, Ganongâs 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
Knee anatomy and clinical tests 2024.pdfvimalpl1234
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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.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
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RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years â 64.8%, 20 years â 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP â 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 N0âN12, 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 N0âN12 (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.
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
5. Quit During the Revolution France was, temporarily, transformed from an absolute monarchy, where the king monopolized power, to a republic of âtheoreticallyâ free and equal citizens. Continue
6. Causes Cause #1: The Worsening Financial Condition of the Government Quit
9. What were the three major causes of the French Revolution? The Seven Years War, The French and Indian War, and The American Revolution Worsening Financial Condition of the Government, Economic Depression, and New Ideas of the Enlightenment Movement King Louis XVI, Economic Depression, and Taxation
13. The bourgeoisie , or middle class. was believed to have overthrown the Old Regime because that regime had given power and privilege to other classesâthe nobility and the clergyâwho prevented the bourgeoisie from advancing socially and politically. Recently this interpretation has been replaced by one that relies less on social and economic factors and more on political ones. Economic recession in the 1770s may have frustrated some bourgeois in their rise to power and wealth, and rising bread prices just before the Revolution certainly increased discontent among workers and peasants. Yet it is now commonly believed that the revolutionary process started with a crisis in the French state. Quit Continue
23. What took place at The Palace of Versailles? Government leaders called a meeting of representatives of the three estates. This meeting was resided over by the king. Angry crowds of people stormed it, on July 14, 1789. Quit
25. Quit Watch the video, again, and then continue to the next slide.
26. Click on each button to learn a little more about the three estates. The Clergy The First Estate The Nobles The Second Estate The Ordinary People The Third Estate Quit
28. The second estate of French society was made up of the nobility. These nobles lived on manors which they had inherited. The second estate consisted of about 2% of the total population, and owned about 25% of the total land in France. These nobles collected dues and rent from the peasants who lived on their lands. This endless source of income allowed them to live a lavish lifestyle. Quit Previous
29. Class of membership in the Estates-General, a national representative body in France before 1789. The third estate represented the commoners, those in neither the clergy nor nobility. Joined by others, the third estate defied the monarchy and declared itself a National Assembly in 1789, an important step toward the French Revolution. Quit Previous
31. True or False The Legislative Assembly faced three challenges: severe economic troubles, Catholics strongly apposed the assembly, and the king had been secretly trying to obtain military support. True False Quit
36. Quit The guillotine was invented during the French Revolution for beheading people. Continue
37. What happened during the September Massacres? 1200 prisoners, many members of the clergy, were executed in their cells. The Battle of Valmy Louis XVI and Marie Antoinette were beheaded. Quit
38. Quit Continue 1200 prisoners, many members of the clergy, were executed in their cells.
40. Define: The National Convention A The First Government of The French Revolution B The Second Government of The French Revolution C The Third Government of The French Revolution Quit
41. Quit The National Convention got rid of the monarchy and set up Franceâs first republic. Continue
43. What is a Republic? Quit A political system in which a state is ruled by a monarch A nation run by the elected representatives of the people Government by a dictator, usually by force
53. Watch the video again and then continue to the next slide. Quit
54. Quit Who was this man? Napoleon Bonaparte Maximilian Robespierre King Louis XVI
55. Maximilien Robespierre (1758-1794), French lawyer and political leader, who became one of the most influential figures of the French Revolution and the principal exponent of the Reign of Terror. Quit Continue
61. Who was this man? King Louis XVI Napoleon Bonaparte Maximilian Robespierre Quit
62. Napoleon I (1769-1821), emperor of the French, whose imperial dictatorship ended the French Revolution(1789-1799) while consolidating the reforms it had brought about. One of the greatest military commanders of all time, he conquered much of Europe . Quit Continue
64. What was The Directory? The First Government of The French Revolution The Fourth Government of The French Revolution The Sixth Government of The French Revolution Quit
65. Watch the video again and then continue to the next slide Quit
70. Quit Pay close attention, extra credit questions pertaining to this video may appear on the test. Continue
71. The majority of Europeans and non-Europeans came to see the Revolution as much more than a bloody tragedy. These people were more impressed by what the Revolution accomplished than by what it failed to do. They recalled the Revolutionâs abolition of serfdom, slavery, inherited privilege, and judicial torture; its experiments with democracy; and its opening of opportunities to those who, for reasons of social status or religion, had been traditionally excluded. One of the most important contributions of the French Revolution was to make revolution part of the worldâs political tradition. The French Revolution continued to provide instruction for revolutionaries in the 19th and 20th centuries, as peoples in Europe and around the world sought to realize their different versions of freedom. Quit Continue
72. Along with offering lessons about liberty and democracy, the Revolution also promoted nationalism. Napoleonâs occupation provoked nationalist groups to organize in Italy and Germany. Also influential was the revolutionariesâ belief that a nation was not a group of royal subjects but a society of equal citizens. The fact that most European countries are or are becoming parliamentary democracies, along the lines set out by the French Revolution, suggests its enduring influence. Socially, the Revolution was also important. Once the ancient structure of privilege was smashed, it could not be pieced together again. The Revolution did not fundamentally alter the distribution of wealth, but that had not been the intention of most of the revolutionaries. Insofar as legal equality gradually became the norm in France and Europe, the revolutionaries succeeded. As for economic development, the Revolution probably hurt more than it helped. In the long term, the liberation of the economy from royal controls, the standardization of weights and measures, and the development of a uniform civil law code helped pave the way for the Industrial Revolution. But the disruptive effects of war on the French economy offset the positive effects of these changes. In terms of total output, the economy was probably set back a generation. Quit Continue
73. Make sure you understand what you just read because some of this information WILL show up on the test. Quit Previous Continue
77. My name is Desiree Brown and I was born and raised in Harrietta Michigan, which is approximately forty five minutes south of Travers City. I graduated Salutatorian from Mesick High School, and will be a Sophomore, this fall, at Grand Valley State University. I am a social studies major, with a minor is physical education, and plan on teaching at the secondary level. It is my goal to graduate in four years, and hopefully get a job, soon after. I would like to teach at a small school, mostly because I attended one and really enjoyed the sense of community one finds in a small town. However, I know that teaching jobs can be hard to come by, so Iâm willing to do what it takes, at first, to get my foot in the door. Iâm excited about my future, and canât wait to see were Iâll be in ten years. E-mail me anytime at: [email_address]