How to work successfully in schools to address the problem of bullying by Consultant Sue Young.
The conference Developing Strength and Resilience in Children 1-2 Nov. 2010 in Oslo.
Power point presentation on supporting schools to engage with parents and the wider community. CASE Education provides training materials and an audit toolkit to help schools work out what they are doing well and what could be developed to embed parent partnerships in whole school ethos.
How to work successfully in schools to address the problem of bullying by Consultant Sue Young.
The conference Developing Strength and Resilience in Children 1-2 Nov. 2010 in Oslo.
Power point presentation on supporting schools to engage with parents and the wider community. CASE Education provides training materials and an audit toolkit to help schools work out what they are doing well and what could be developed to embed parent partnerships in whole school ethos.
On well being and behavior of students, who often feel over burdened with too much of assignments to cope with; the new idea associated homework these days is to create more thought provoking smarter assignments that require critical thinking rather than churning through the same ideas over and over again throughout the paper. See more at: https://www.youtube.com/watch?v=VUxKTHPKXAc&feature=youtu.be
The KooBits Challenge - Introduction (Singapore)Stanley KooBits
Introduction about the KooBits Challenge
The KooBits Challenge is a nation-wide online learning contest for primary students.
KooBits Challenge’s game dynamics make it highly engaging and motivating to children. It uses the latest technology to design personalized, daily learning activities to help your child develop effective study habits, acquire problem-solving skills and life skills to build a broad and deep foundation.
Koobits Challenge - Online Singapore Maths Competition now in the PhilippinesKooBits_Philippines
Koobits Challenge, Singapore's most popular online maths competition is now in the Philippines. Registered students compete online through daily challenges earning p
If student-centred active learning is about involving students as participants and contributors, how do you set or reset your students' expectations for their engagement as active and collaborative learners? In this session, we will brainstorm ways of developing peer engagement in active learning.
Question: How can we develop peer engagement in active learning?
With Best Schools in Noida becoming more academic, pre-schooling is a great way to launch your kid on the path of success in school. It is however important that you select the best play school, that does not cut into important play time and instead focus on literary skills.
See More Information :-https://goo.gl/nQvVGS
The Future at Five: Gendered aspirations of five-year-oldsEduSkills OECD
The OECD's International Early Learning and Child Well-Being Study asked more than 4 000 five-year-olds in England (UK) and Estonia what they want to be or do when they grow up.
We found that gender norms were clearly evident in their aspirations, with gender stereotyping particularly strong among boys.
Read the report: http://www.oecd.org/education/school/early-learning-and-child-well-being-study/
Success strategies for working with disengaged students cobaweshall217
An independent study conducted by the Institute for Student Empowerment, confirmed, economically challenged students struggle to connect education and information to their future financial well-being. Wes Hall CEO of the Institute, shares success strategies designed to assist challenged students make the connection.
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
On well being and behavior of students, who often feel over burdened with too much of assignments to cope with; the new idea associated homework these days is to create more thought provoking smarter assignments that require critical thinking rather than churning through the same ideas over and over again throughout the paper. See more at: https://www.youtube.com/watch?v=VUxKTHPKXAc&feature=youtu.be
The KooBits Challenge - Introduction (Singapore)Stanley KooBits
Introduction about the KooBits Challenge
The KooBits Challenge is a nation-wide online learning contest for primary students.
KooBits Challenge’s game dynamics make it highly engaging and motivating to children. It uses the latest technology to design personalized, daily learning activities to help your child develop effective study habits, acquire problem-solving skills and life skills to build a broad and deep foundation.
Koobits Challenge - Online Singapore Maths Competition now in the PhilippinesKooBits_Philippines
Koobits Challenge, Singapore's most popular online maths competition is now in the Philippines. Registered students compete online through daily challenges earning p
If student-centred active learning is about involving students as participants and contributors, how do you set or reset your students' expectations for their engagement as active and collaborative learners? In this session, we will brainstorm ways of developing peer engagement in active learning.
Question: How can we develop peer engagement in active learning?
With Best Schools in Noida becoming more academic, pre-schooling is a great way to launch your kid on the path of success in school. It is however important that you select the best play school, that does not cut into important play time and instead focus on literary skills.
See More Information :-https://goo.gl/nQvVGS
The Future at Five: Gendered aspirations of five-year-oldsEduSkills OECD
The OECD's International Early Learning and Child Well-Being Study asked more than 4 000 five-year-olds in England (UK) and Estonia what they want to be or do when they grow up.
We found that gender norms were clearly evident in their aspirations, with gender stereotyping particularly strong among boys.
Read the report: http://www.oecd.org/education/school/early-learning-and-child-well-being-study/
Success strategies for working with disengaged students cobaweshall217
An independent study conducted by the Institute for Student Empowerment, confirmed, economically challenged students struggle to connect education and information to their future financial well-being. Wes Hall CEO of the Institute, shares success strategies designed to assist challenged students make the connection.
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
Schools Project: Supporting schools to get ready for the implementation of th...Fiona Holmes
This presentation is shared with schools who wish to become part of the project supporting readiness for Sept 2014 and the implementation of the Children and Families Bill.
Does Attendance Really Count in our Community? These are the results to the self-assessment exercise led by Hedy Chang during lunch time at the Community Literacy Summit.
Presentation to launch #BrilliantResidentials in Scotland to NNOL at their meeting on 14 March 2017 at the Millport Field Studies Centre on Isle of Cumbrae.
To make an understanding of parental mental illness into a family process through parents' and children's groups by Social psychologist Bitta Söderblom.
The conference Developing Strength and Resilience in Children, 1-2 Nov. 2010 in Oslo.
A way of using the internet to implement, and achieve increased accessibility to, a program designed for caregivers who meet children whose parents have a problem with alcohol, or children they suspect have parents with this kind of problem. The conference Developing Strength and Resilience in Children, 1-2 Nov. 2010 in Oslo.
Preventing school dropout by becoming relevant to students' near future by Student and apprentice ombudsman Sigve Indregard
The conference Developing Strength and Resilience in Children, 1-2 Nov. 2010 in Oslo.
An overview of an innovative family model of care for parents and children where a parent has a dual diagnosis. Feedback about the model will be presented from children and parents, as well as from workers regarding implementation issues by PhD Andrea Reupert.
The conference Developing Strength and Resilience in Children, 1-2 Nov. 2010 in Oslo.
The use of narratives in preventive approachesIngridHillblom
The use of cartoons to "catch" children in a childrens home with humour and exageration of things that are difficult. ”Tree of life” A way of talking with children about different aspects of their lives by Social worker Alec McCollin/
Familytherapist Gunnar Eide.
The conference Developing Strength and Resilience in Children 1-2 Nov. 2010 in Oslo
The challenges of successful implementationIngridHillblom
What has been done and the experiences of implementing “Child Talks” in General Psychiatric Clinics for adults at UNN, Tromsø, Norway to ensure that children of mentally ill and substance abusing parents are identified, and that they get the support to which they are entitled by Psychologist Charlotte Reedtz/
Educationalist Camilla Lauritzen/
PhD Karin van Doesum
The conference Developing Strength and Resilience in Children 1-2 Nov. 2010 in Oslo
Implementing mental health promotion in schoolsIngridHillblom
Evidence and principles of the effective implementation of school-based programmes promoting the social and emotional wellbeing of young people by Professor Margaret Barry
The conference Developing Strength and Resilience in Children 1-2 Nov. 2010 in Oslo
- 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
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
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
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.
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
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).
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.
Responding to incidents of bullying primary school
1. "Developing Strength and Resilience in
Children"
1-2 November 2010
Day 2 13:10 – 14:00
Responding to incidents of bullying in the
primary school:
Solution-focused support groups
Sue Young
2. sue@young.karoo.co.uk 2
You may need to tell me to slow down!
Listen out out for anything that may need
translating…
If you are unsure, no doubt there‟s others,
so please just interrupt me…
3. sue@young.karoo.co.uk 3
Solution-focused scale:
How we want school to be instead. Our best hopes for
relationships in school…
A friendly, supportive and safe community …
Lots of bullying, all the time…
10
5
1
4. sue@young.karoo.co.uk 4
However…… bullying
Even in the most friendly, safe and supportive
schools there is always the possibility that
bullying will happen
So we still need effective ways to deal with it
Individual interventions:
• Solution-focused support groups (primary)
• Solution-focused conversations (secondary)
5. sue@young.karoo.co.uk 5
Successful past
In pairs:
Tell your partner about a time when you
successfully intervened to stop bullying…
What was important in making it successful?
6. sue@young.karoo.co.uk 6
• Most bullying in schools is short-lived
• Schools are generally successful at reducing
or stopping bullying
• Sometimes they need something more
powerful…
7. sue@young.karoo.co.uk 7
Groups had been used before:
• Anatol Pikas (‘Farsta’ Method, Common
Concern)
• No Blame approach (Maines &
Robinson)
• Support group approach (me!)
A solution-focused intervention
9. sue@young.karoo.co.uk 9
Video
• The Parks Primary School in Hull
• Parents unhappy – thought bullying was
frequent & the school was doing
nothing
• Trained non-teaching staff to use
support groups
• Pupils who had been in support groups
were asked to give their feedback
12. sue@young.karoo.co.uk 12
Setting up a support group:
Interview the child who needs support to:
• Identify members of the support group
– pupils s/he finds difficult
– pupils who are around at the time
– any friends / potential friends
• Explain the next step, generating optimism
• Arrange to review
13. sue@young.karoo.co.uk 13
Convene the group to:
• Aim - „ to help me make X happier in school‟
• Raise empathy from their own experiences
• Ask for their suggestions
• Compliment their ideas
• Admire their group plan
• Arrange to review
(NB The group does not include the target child)
14. sue@young.karoo.co.uk 14
Review with the child a week
later:
• Ask how things are going
• Compliment them for any improvement /
success
• Arrange review or leave it open
15. sue@young.karoo.co.uk 15
Review with group to:
• Ask how things are going
• Compliment individuals for their help
• Compliment the group for success
• Thanks and appreciation
• Arrange review or leave it open
19. sue@young.karoo.co.uk 19
Support groups: outcomes
in „difficult‟ cases:
In a review of the first 50 support groups:
• 80% bullying stopped straight away
• 14% stopped between 1st & 5th meeting
• 6% improved but re-referred
20. sue@young.karoo.co.uk 20
• The traditional way of dealing with
bullying is having an investigation and
then punish the „bully‟
• So what‟s better about using a support
group?
24. sue@young.karoo.co.uk 24
Solution Focused Support
Groups
• Used an example
application of SF by
Peter De Jong &
Insoo Kim Berg in
the 3rd edition of
“Interviewing for
Solutions”
25. sue@young.karoo.co.uk 25
What’s different?
• Anti-bullying focusing
on POTENTIAL
• Appreciates what staff
and students are doing
already in schools
• SF strategies for whole
school, classroom &
individuals
• Now in Swedish!!