Liaison work with regular teachers, parents, administrators, resource room teachers, Group counselling, psycho education with parents, guidance and counselling programs in regular school
Topic: Functions & Scope of Guidance & Counselling
Student Name: Numrah
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The counselling process; Stages of the counselling processSunil Krishnan
The counselling process:
Stages of the counselling process
Stage 1: Initial Disclosure
Stage 2: In-depth Exploration
Stage 3: Commitment to action
Three stages of Counselling in Perspective
Counselling …………………………………………………………………
Counselling and Psychotherapy………………………………………
The Role of the Counsellor……………………………………………
Counselling Skills ……………………………………………………
Stages of the counselling process: …………………………………………
Some Misconceptions About Counselling ……………………………
The Counselling Process ………………………………………………
Stage 1: Relationship Building - Initial Disclosure ………………………
Stage 2: In-Depth Exploration - Problem Assessment ………………….
Stage 3: Goal Setting - Commitment to Action ………………………….…
Guidelines for Selecting and Defining Goals ………………………..
Summary ………………………………………………………………
Three stages of Counselling in Perspective …………………………………
Psychoanalytic theory ……………………………………………..…
Benefits and limitations of Psychoanalytic theory ……………
Psychodynamic Approach to Counselling …………………………
Id, Ego and Superego …………………………………………
Humanistic Theory …………………………………………………
Client Centred/Non Directive Counselling……………………
Benefits and limitations in relation …………………………
Humanistic Approach to Counselling …………………………………
Behaviour Theory …………………………………………………
Behavioural Approach to Counselling …………………………
Cognitive Theory …………………………………………………
Topic: Functions & Scope of Guidance & Counselling
Student Name: Numrah
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The counselling process; Stages of the counselling processSunil Krishnan
The counselling process:
Stages of the counselling process
Stage 1: Initial Disclosure
Stage 2: In-depth Exploration
Stage 3: Commitment to action
Three stages of Counselling in Perspective
Counselling …………………………………………………………………
Counselling and Psychotherapy………………………………………
The Role of the Counsellor……………………………………………
Counselling Skills ……………………………………………………
Stages of the counselling process: …………………………………………
Some Misconceptions About Counselling ……………………………
The Counselling Process ………………………………………………
Stage 1: Relationship Building - Initial Disclosure ………………………
Stage 2: In-Depth Exploration - Problem Assessment ………………….
Stage 3: Goal Setting - Commitment to Action ………………………….…
Guidelines for Selecting and Defining Goals ………………………..
Summary ………………………………………………………………
Three stages of Counselling in Perspective …………………………………
Psychoanalytic theory ……………………………………………..…
Benefits and limitations of Psychoanalytic theory ……………
Psychodynamic Approach to Counselling …………………………
Id, Ego and Superego …………………………………………
Humanistic Theory …………………………………………………
Client Centred/Non Directive Counselling……………………
Benefits and limitations in relation …………………………
Humanistic Approach to Counselling …………………………………
Behaviour Theory …………………………………………………
Behavioural Approach to Counselling …………………………
Cognitive Theory …………………………………………………
Guidance and Counselling, the way toward helping people find and build up their instructive, professional, and mental possibilities and in this manner to accomplish an ideal degree of individual bliss and social convenience
in this chapter, I tried to give every detailing related to guidance & counseling. it includes Definitions, meaning, principles, areas, and approaches in G & D. it also states the counseling steps and process.
Directive counseling
Steps of Directive counseling
Basic Assumptions of Directive Counseling
Advantages of Directive counseling
Limitations of Directive counseling
Guidance and Counselling, the way toward helping people find and build up their instructive, professional, and mental possibilities and in this manner to accomplish an ideal degree of individual bliss and social convenience
in this chapter, I tried to give every detailing related to guidance & counseling. it includes Definitions, meaning, principles, areas, and approaches in G & D. it also states the counseling steps and process.
Directive counseling
Steps of Directive counseling
Basic Assumptions of Directive Counseling
Advantages of Directive counseling
Limitations of Directive counseling
• Skinner defined guidance as "Guidance is a process of helping young persons learn to adjust to self, to others and to circumstances"
⚫ National Vocational Guidance Association, "Guidance is the process of helping a person to develop and accept an integrated and adequate picture of him/herself and his/her role in the world of work, to test this concept against reality and to convert it into reality with satisfaction to him/herself and benefit to society".
Topic: Counselling of Students After Reporting The Results
Student Name: Siraj ul-Haque
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Definition of ethics, Ethics and counselling,
Professional codes of ethics and standards,
the Development of Code of Ethics of
Counsellors, Ethical counselling
Earliest Galaxies in the JADES Origins Field: Luminosity Function and Cosmic ...Sérgio Sacani
We characterize the earliest galaxy population in the JADES Origins Field (JOF), the deepest
imaging field observed with JWST. We make use of the ancillary Hubble optical images (5 filters
spanning 0.4−0.9µm) and novel JWST images with 14 filters spanning 0.8−5µm, including 7 mediumband filters, and reaching total exposure times of up to 46 hours per filter. We combine all our data
at > 2.3µm to construct an ultradeep image, reaching as deep as ≈ 31.4 AB mag in the stack and
30.3-31.0 AB mag (5σ, r = 0.1” circular aperture) in individual filters. We measure photometric
redshifts and use robust selection criteria to identify a sample of eight galaxy candidates at redshifts
z = 11.5 − 15. These objects show compact half-light radii of R1/2 ∼ 50 − 200pc, stellar masses of
M⋆ ∼ 107−108M⊙, and star-formation rates of SFR ∼ 0.1−1 M⊙ yr−1
. Our search finds no candidates
at 15 < z < 20, placing upper limits at these redshifts. We develop a forward modeling approach to
infer the properties of the evolving luminosity function without binning in redshift or luminosity that
marginalizes over the photometric redshift uncertainty of our candidate galaxies and incorporates the
impact of non-detections. We find a z = 12 luminosity function in good agreement with prior results,
and that the luminosity function normalization and UV luminosity density decline by a factor of ∼ 2.5
from z = 12 to z = 14. We discuss the possible implications of our results in the context of theoretical
models for evolution of the dark matter halo mass function.
Cancer cell metabolism: special Reference to Lactate PathwayAADYARAJPANDEY1
Normal Cell Metabolism:
Cellular respiration describes the series of steps that cells use to break down sugar and other chemicals to get the energy we need to function.
Energy is stored in the bonds of glucose and when glucose is broken down, much of that energy is released.
Cell utilize energy in the form of ATP.
The first step of respiration is called glycolysis. In a series of steps, glycolysis breaks glucose into two smaller molecules - a chemical called pyruvate. A small amount of ATP is formed during this process.
Most healthy cells continue the breakdown in a second process, called the Kreb's cycle. The Kreb's cycle allows cells to “burn” the pyruvates made in glycolysis to get more ATP.
The last step in the breakdown of glucose is called oxidative phosphorylation (Ox-Phos).
It takes place in specialized cell structures called mitochondria. This process produces a large amount of ATP. Importantly, cells need oxygen to complete oxidative phosphorylation.
If a cell completes only glycolysis, only 2 molecules of ATP are made per glucose. However, if the cell completes the entire respiration process (glycolysis - Kreb's - oxidative phosphorylation), about 36 molecules of ATP are created, giving it much more energy to use.
IN CANCER CELL:
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
introduction to WARBERG PHENOMENA:
WARBURG EFFECT Usually, cancer cells are highly glycolytic (glucose addiction) and take up more glucose than do normal cells from outside.
Otto Heinrich Warburg (; 8 October 1883 – 1 August 1970) In 1931 was awarded the Nobel Prize in Physiology for his "discovery of the nature and mode of action of the respiratory enzyme.
WARNBURG EFFECT : cancer cells under aerobic (well-oxygenated) conditions to metabolize glucose to lactate (aerobic glycolysis) is known as the Warburg effect. Warburg made the observation that tumor slices consume glucose and secrete lactate at a higher rate than normal tissues.
A brief information about the SCOP protein database used in bioinformatics.
The Structural Classification of Proteins (SCOP) database is a comprehensive and authoritative resource for the structural and evolutionary relationships of proteins. It provides a detailed and curated classification of protein structures, grouping them into families, superfamilies, and folds based on their structural and sequence similarities.
Seminar of U.V. Spectroscopy by SAMIR PANDASAMIR PANDA
Spectroscopy is a branch of science dealing the study of interaction of electromagnetic radiation with matter.
Ultraviolet-visible spectroscopy refers to absorption spectroscopy or reflect spectroscopy in the UV-VIS spectral region.
Ultraviolet-visible spectroscopy is an analytical method that can measure the amount of light received by the analyte.
The increased availability of biomedical data, particularly in the public domain, offers the opportunity to better understand human health and to develop effective therapeutics for a wide range of unmet medical needs. However, data scientists remain stymied by the fact that data remain hard to find and to productively reuse because data and their metadata i) are wholly inaccessible, ii) are in non-standard or incompatible representations, iii) do not conform to community standards, and iv) have unclear or highly restricted terms and conditions that preclude legitimate reuse. These limitations require a rethink on data can be made machine and AI-ready - the key motivation behind the FAIR Guiding Principles. Concurrently, while recent efforts have explored the use of deep learning to fuse disparate data into predictive models for a wide range of biomedical applications, these models often fail even when the correct answer is already known, and fail to explain individual predictions in terms that data scientists can appreciate. These limitations suggest that new methods to produce practical artificial intelligence are still needed.
In this talk, I will discuss our work in (1) building an integrative knowledge infrastructure to prepare FAIR and "AI-ready" data and services along with (2) neurosymbolic AI methods to improve the quality of predictions and to generate plausible explanations. Attention is given to standards, platforms, and methods to wrangle knowledge into simple, but effective semantic and latent representations, and to make these available into standards-compliant and discoverable interfaces that can be used in model building, validation, and explanation. Our work, and those of others in the field, creates a baseline for building trustworthy and easy to deploy AI models in biomedicine.
Bio
Dr. Michel Dumontier is the Distinguished Professor of Data Science at Maastricht University, founder and executive director of the Institute of Data Science, and co-founder of the FAIR (Findable, Accessible, Interoperable and Reusable) data principles. His research explores socio-technological approaches for responsible discovery science, which includes collaborative multi-modal knowledge graphs, privacy-preserving distributed data mining, and AI methods for drug discovery and personalized medicine. His work is supported through the Dutch National Research Agenda, the Netherlands Organisation for Scientific Research, Horizon Europe, the European Open Science Cloud, the US National Institutes of Health, and a Marie-Curie Innovative Training Network. He is the editor-in-chief for the journal Data Science and is internationally recognized for his contributions in bioinformatics, biomedical informatics, and semantic technologies including ontologies and linked data.
Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
Professional air quality monitoring systems provide immediate, on-site data for analysis, compliance, and decision-making.
Monitor common gases, weather parameters, particulates.
Nutraceutical market, scope and growth: Herbal drug technologyLokesh Patil
As consumer awareness of health and wellness rises, the nutraceutical market—which includes goods like functional meals, drinks, and dietary supplements that provide health advantages beyond basic nutrition—is growing significantly. As healthcare expenses rise, the population ages, and people want natural and preventative health solutions more and more, this industry is increasing quickly. Further driving market expansion are product formulation innovations and the use of cutting-edge technology for customized nutrition. With its worldwide reach, the nutraceutical industry is expected to keep growing and provide significant chances for research and investment in a number of categories, including vitamins, minerals, probiotics, and herbal supplements.
This pdf is about the Schizophrenia.
For more details visit on YouTube; @SELF-EXPLANATORY;
https://www.youtube.com/channel/UCAiarMZDNhe1A3Rnpr_WkzA/videos
Thanks...!
1. SCHOOL COUNSELLING
LIAISON WORK WITH REGULAR TEACHERS, PARENTS, ADMINISTRATORS,
RESOURCE ROOM TEACHERS, GROUP COUNSELLING, PSYCHO EDUCATION WITH
PARENTS, GUIDANCE AND COUNSELLING PROGRAMS IN REGULAR SCHOOL
2. REGULAR TEACHERS
Regular teachers play vital roles in the lives of the
students in their classrooms. teachers are best known
for the role of educating the students that are
placed in their care. beyond that, teachers serve
many other roles in the classroom.
Teaching knowledge
Creating classroom environment
Role modelling
Mentoring
Signs of trouble
3. PARENT LIAISON
A Parent Liaison is a LCPS staff member (not a volunteer) who
works to bridge the gap between home and school by helping
parents get the information and support they need to ensure their
child’s academic and social success. As a parent, you have a
private link, connection, and bridge to your child’s school.
4. Parent Liaison can connect you to important information's, available
resources, help you to make a comfortable connection with the
school, connect you to support in crisis situations (emotional,
physical, and academic) such as:-
Contacting Teachers and Counselors
Absentee Calls
Kindergarten Registration
Special Education
Accidents
Illness
Food
Family Deaths
5. Public Library Use
Athletic Programs
Medial Assistance/Glasses
Bullying
Attendance/Tardiness
Substance and Physical Abuse
6. ADMINISTRATOR'S
School administrators work in every level of education.
They may direct programming, hire and supervise staff, manage
budgets, and make decisions that affect the academic community.
The actual specific job functions for an education administrator
will vary depending on the institution of employment.
For schools, this job is usually the role of a principal or
assistant principal. For private schools and businesses, the job
may be as a director of programs or head master.
7. Education administrator's responsibilities include:
Handling relations with parents, students, employers, and the
community.
Managing budgets and ensuring financial systems are followed.
Overseeing record-keeping programs.
Training, supervising, and motivating faculty including teachers
and auxiliary staff.
8. Working on committees including academic boards, governing
bodies and task groups.
Assisting with recruitment, public or alumni relations and
marketing activities.
Providing administrative support to an academic team of
lecturers, tutors or teachers.
9. Organizing and facilitating a variety of educational or
social activities.
Maintaining high levels of quality assurance, including
course evaluation and course approval procedures.
Contributing to policy and planning.
10. Purchasing goods and equipment, as required, and
processing invoices.
Liaising with partner institutions, other institutions,
external agencies, government departments and
prospective students.
11. RESOURCE ROOM TEACHERS
A resource room is a separate, remedial classroom in a school
where students with educational disabilities, such as specific
learning disabilities, are given direct, specialized instruction and
academic remediation and assistance with homework and related
assignments as individuals or in groups.
Resource rooms are learning spaces where a special education
teacher instructs and assists students identified with a disability.
12. The resource teacher is a trained specialist who works with, and
acts as a consultant to other teachers, providing materials and
methods to those who are having difficulties within the regular
classroom. Usually the resource teacher works with the mildly
handicapped population in a centralized resource room.
13. THE ROLE OF RESOURCE ROOM TEACHERS
Identify the student’s strengths and weaknesses.
Involve parents in setting goals for their children.
Design a variety of alternative teaching strategies.
Develop a flexible time schedule that provides for learning, as
well as the physical needs of each student.
14. Prepare lessons for a child who cannot function in a regular
classroom.
Identify the physical or academic adaptations needed for the
student to function in the regular class
Participate in planning for mainstreaming activities
Determine goals for each student that are appropriate, realistic
and measurable
15. GROUP COUNSELING
Group counseling is one service that school counseling programs
responsive to students' needs can utilize. Unlike individual
counseling, group counseling consists of a few students who meet
together with their school counselor on a regular basis to deal
with specific concerns, topics, or developmental issues and to
support each other. In group counseling sessions, the counselor
supports students in the group and facilitates and leads members
through discussions and activities designed to support the group's
goals.
16. HOW ARE GROUP MEMBERS CHOSEN?
A willingness to engage in self-improvement and reflection.
A commitment to group progress.
A desire to help others.
The language and social skills to communicate effectively with
others within the group.
Compatibility with other group members.
17. GROUP COUNSELING STAGES (TUCKMAN & JENSEN, 1977)
Dependency: Initially, students often have little confidence and
will look to the school counselor for direction and reassurance.
Conflict: This stage can result in volatility if the school
counselor is not aware of the group dynamics or actively
monitoring the group's direction. At this stage, students can
verbally push and shove for position or status within the group.
Cohesion: This is the stage occurring after the dust has
settled. Students have become comfortable with their position
within the group and have accepted all others' positions as well.
18. Interdependence: The Interdependence stage is the time when
most progress will be made by the group. This is when the most
insightful contributions are usually made and also when students
are in the correct frame of mind to accept the ideas of others as
well as freely share their own opinions constructively.
Termination: At the end of a group counseling program,
students often deal with varying levels of loss. The intimacy
shared between group members can be powerful and difficult to
let go. This is a time for the school counselor to help the group
focus on the achievements of the group and perhaps revisit the
growth of the individuals.
19. GROUP COUNSELING LEADERSHIP SKILLS
The school counselor must be sensitive on responsive to all types
of group dynamic indicators such as the style of language used,
gestures, the pattern of hierarchy developing between group
contributors, etc.
Group facilitors must know when to intervene to help more shy
individuals become part of the discussion as well as when to block
more vocal member from monopolizing the conversations.
Finally, group facilitators need to keep notes and follow
discussions on a higher level in order to keep discussion goals in
mind and to be able to reconstruct the conclusions reached by the
group.
20. PSYCHOEDUCATION
Psychoeducation refers to the process of providing education and
information to those seeking or receiving mental health services,
such as people diagnosed with mental health conditions (or life-
threatening/terminal illnesses) and their family members.
21. Psychoeducation is usually implemented by a psychologist or
anybody who is an expert in the specific condition the individual is
experiencing and who has experience in psychotherapies.A medical
doctor can also implement a degree of psychoeducation when they
diagnose a disease or condition.
22. PSYCHOEDUCATION FOR PARENTS
Education about a condition is relevant not only to the individual
with the problem, but also the people who share their life.
Therefore psychoeducation programs for the whole family are
commonly used; this can reduce stress at home and encourage
better relationships between the family members. Psychoeducation
works well in family situations as the therapists and family can
brainstorm and discuss issues well together. Psychoeducation can
be implemented for a number of families at the same time.
23. GUIDANCE AND COUNSELLING
PROGRAMS IN REGULAR SCHOOLS
Guidance and counseling is the process which helps the students
to know their skills, interests, personality that will help students
in further career selection. Guidance is the process in which
person able to know their ability, interest, a capacity that will
help in the encounter of problems faced by them. Guidance is the
process of a dynamic interpersonal relationship that is prepared
to influence the person’s attitude and follow-up behavior.
24. The school education system provides psychological counselling,
which focusses on addressing learning and educational problems
and on developing educational skills, to children, young people,
parents and teachers.
By guidance and counseling, students will be able to know about
themselves and easily encounter the problems that they face in
day to day life. So, in the current trend, guidance and counseling
are very much required for school/college going students to
identify their strength, weakness and at the same time work on
their strength and area of interest to do wonders in future.