The document discusses school health services in India. It provides background on school health and outlines the components, principles, administration and roles of the school health team, which includes the school principal, teachers, parents, community, children, medical officer and school health nurse. The goals are to promote student health and development. Key aspects covered include health appraisal, treatment, prevention, nutrition, education and maintenance of health records. The overall aim is to improve student well-being and reduce illness.
Maternal and child health” refers to
the promotive, preventive ,curative
and rehabilitative health care for
mothers and children ,child health,
family planning, school health,
handicapped children, adolescence
and health aspects of children in
special setting such as day care.
ENVIRONMENTAL SANITATION HEALTH EDUCATION VITAL STATISTICSNehaNupur8
Sanitation means hygiene. Keeping the environmental clean and adopting hygienic practice can prevent us from many disease that occur due to unhygienic practices and environment.
A clean environment, open defecation free areas, personal hygiene practices, proper solid and liquid waste management, safe drinking water determines the health of individual as well as the community.
Maternal and child health” refers to
the promotive, preventive ,curative
and rehabilitative health care for
mothers and children ,child health,
family planning, school health,
handicapped children, adolescence
and health aspects of children in
special setting such as day care.
ENVIRONMENTAL SANITATION HEALTH EDUCATION VITAL STATISTICSNehaNupur8
Sanitation means hygiene. Keeping the environmental clean and adopting hygienic practice can prevent us from many disease that occur due to unhygienic practices and environment.
A clean environment, open defecation free areas, personal hygiene practices, proper solid and liquid waste management, safe drinking water determines the health of individual as well as the community.
this slide is prepared by SURESH KUMAR for MY STUDENT SUPPORT SYSTEM . it help students of health sector inculding nursing, medicine and others. visit MY BLOG https://mynursingstudents.blogspot.com/
watch this video in ENGLISH- https://www.youtube.com/watch?v=eKLX4FBlekc
ASPECTS OF SCHOOL HEALTH PROGRAM-HINDI-https://www.youtube.com/watch?v=iNPAlSpv0AI
ASPECTS OF SCHOOL HEALTH PROGRAM- ENGLISH-https://www.youtube.com/watch?v=I6Hjhx7O5Sk
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
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
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.
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
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S 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
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
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.
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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
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
2. Introduction
• Children between the age of 5-17 years
are school age children.
• About 30 percent of the population is
comprised of this age group.
2
3. School
• School is defined as an educational
institution where groups of pupils
pursue defined studies at defined
levels, receive instructions from one or
more teachers, frequently interact with
other officers and employees such as
principal, various supervisors/
instructors, and maintenance staff etc.,
usually housed in a single building.
3
4. School Health
• School health refers to a state of
complete physical, mental, social and
spiritual well being and not merely the
absence of disease or Infirmity among
pupils, teachers and other school
personnel.
4
5. School Health Services
• Ideally School health services refer to need
based comprehensive services rendered to
pupils, teachers and other personnel in the
school to promote and protect their health,
prevent and control diseases and maintain
their health. But practically, it refers to
providing need based comprehensive
services to pupils to promote and protect
their health, control diseases and maintain
their health.
5
7. • 1909, when for the first time medical
examination of school children was
done in Baroda city.
• 1957 when Child Education -Nutrition
Education Committee and WHO
assisted School Health Education
project were set up.
7
8. • 1960 the Ministry of Health,
Government of India, set up a School
Health Committee under the
chairmanship of Smt. Renuka Ray, the
then member of parliament to assess
the standard of Health and Nutrition of
school children and also to suggest
ways and means of improving these.
• 1977 when a Centrally Sponsored
National School Health Scheme was
started.
8
9. • 1979, the National School Health
scheme was handed over to State
Governments.
• 1981, a Task Force was established by
the Government of India, Ministry of
Health and Family Welfare to study the
progress of School Health programme
functioning in various states of the
country.
• 1984-85.Delhi had its own
comprehensive school Health Scheme
which is continuing.
9
10. • 1988, a proposal for the comprehensive
school health service.
• 1989, the Central Health Education
Bureau, Directorate General of Health
Services, had launched an intensive
School Health Education Project.
• At present "child to child” and "Youth
to child” approaches.
10
11. AIM OF SCHOOL HEALTH
SERVICES
The ultimate aim of School Health
Services is to promote, protect and
maintain health of school children and
reduce morbidity and mortality in them.
11
12. OBJECTIVES OF SCHOOL
HEALTH SERVICES
1. The promotion of positive health.
2. The prevention of diseases.
3. Early diagnosis, treatment and follow
up of defects.
4. Awakening health consciousness in
children.
5. The provision of healthful environment
12
13. GOALS OF SCHOOL HEALTH
SERVICES
1) To prepare the younger generation to
adopt measures to remain healthy so
as to help them to make the best use of
educational facilities, to utilize leisure
in productive and constructive manner,
to enjoy recreation and to develop
concern for others.
13
14. 2) To help the younger generation
become healthy and useful citizens
who will be able to perform their role
effectively for the welfare of
themselves, their families, and the
community at large and country as a
whole.
14
15. NEED FOR SCHOOL HEALTH
SERVICES
1. School children constitute a vital and
substantial segment of population.
2. School children are vulnerable section
of population by virtue of their
physical, mental, emotional and social
growth and development during this
period.
3. School children are exposed to
various stressful situations.
15
16. 4. Children coming to school belong to
different socio-economic and cultural
backgrounds which affect their health
and nutrition status and require help
and guidance in promoting, protecting
and maintaining their health and
nutritional status.
5. Children in school age are prone to get
specific health problems.
16
17. PHILOSOPHY OF SCHOOL
HEALTH SERVICES
1. A healthy child is mentally alert,
receptive, will not miss school due to
minor sickness and will have better
performance in his/her studies.
2. Health is not just freedom from
sickness or infirmity but the realization
of the full potential of the child which
has physical, mental, social and
spiritual components.
17
18. 3. Prevention is better than cure;
interventions when health breaks
down are costly and time consuming.
4. School health services will help
identify any deviations from normal
growth and development, any health
problem so that timely, therapeutic,
corrective and rehabilitative actions
can be taken to im-prove and maintain
health and continue studies.
18
19. 5. While early diagnosis and prompt and
adequate treatment is of great importance,
follow up care is equally important for
effective school health services.
6. Rehabilitation of physically and mentally
handicapped children can be done and
must receive ad-equate attention.
7. Health knowledge and skills learnt not
only will benefit the child but also it will
benefit the school, the parents, family and
community.
19
20. PRINCIPLES OF SCHOOL
HEALTH SERVICES
1. Be based on health needs of school
children.
2. Be planned in coordination with school,
health personnel, parents and community
people.
3. Be part of community health services.
4. Emphasize on promotive and preventive
aspects.
20
21. 5. Emphasize on health education to
promote, protect, improve and maintain
health of children and Staff.
6. Emphasize on learning through active and
desirable participation.
7. Be ongoing and continuous programme.
8. Have an effective system of record
keeping and reporting.
21
22. COMPONENTS OF SCHOOL
HEALTH SERVICES
I) Health Promotive and Protective Services
1. Wholesome school environment
2. Maintenance of personal hygiene.
3. Nutritional services
4. Physical & recreational activities
5. Promotion of Mental health
6. Health Education
7. Immunization
22
23. II) Therapeutic Services
1. Health appraisal
2. Treatment and follow up
3. First aid and emergency care
4. Specialized health services
III) Rehabilitative Services
• Care of the handicapped
IV) School Health Records
23
24. SCHOOL HEALTH
PROBLEMS
• Health problems:-
1. Malnutrition
2. Infectious diseases
3. Intestinal parasites
4. Diseases of skin, eye and ear
5. Dental caries.
24
25. • Behavior problem:-
1. Antisocial problem: - stealing, lying,
gambling, destructiveness, sexual
offence.
2. Habit disorders: - nail biting, thumb
sucking, bed wetting.
25
26. 3. Personality disorders: - temper
tantrum, shyness, day dreaming, and
jealousy.
4. Educational difficulties: -
backwardness in study, school fear,
school failure, etc.
26
27. SCHOOL HEALTH TEAM
1. The school principal
2. The school teacher
3. The parents
4. The community
5. The children
6. The medical officer
7. The school health nurse/community
health nurse
27
28. THE SCHOOL PRINCIPAL
1. Ensure that school health programme has
the approval and support of school
administrative authority.
2. Setup a school health committee/school
health council to work out the school
health plan and plan for its implementation.
3. Ensure that teachers are adequately trained
for health care of school-children.
28
29. 4. Provide facilities for implementation of
school health activities.
5. Make sure that proper health records
are maintained.
6. Ensure that parents are involved and
follow up of children is done.
29
30. THE SCHOOL TEACHER
1. Daily inspection of children for personal
hygiene and cleanliness;
2. Daily observation of children for
detecting any evidence of any deviation
from normal health, behavior, any
communicable disease, malnutrition etc;
3. Help in control of communicable
diseases;
30
31. 4. Referral of child having any problem to
school health clinic for further action;
5. Informing the parents and maintaining
follow up;
6. Maintaining record of anthropometric
measurements and other health record
of children;
7. Help in providing safe environmental
sanitation;
8. Giving First Aid and Emergency care
to children;
31
32. 9. Imparting of health education on
healthful living habits and behavior
etc;
10.Participate in investigation of
epidemic or any communicable
disease etc.
32
33. THE PARENTS
1. They can help in correction of defects if
any and follow up of children found sick.
2. They can help in formation of good
healthful living habits and behaviour.
3. Through "Parents- Teachers
Association" the parents can be
involved in planning, organizing and
implementation of school health
programme,
33
34. THE COMMUNITY
1. Providing suitable land for school
building;
2. Providing funds and labour in building
proper school;
3. Participation in school health committees
or councils and contribute in formulation
of school health policies and plan;
4. Participation in implementation of
programme activities.
5. Motivating parents to send their children
to school and take care of their health etc.
34
35. THE CHILDREN
1. Learn values of medical and health
examinations, personal hygiene, good
nutrition, environmental sanitation etc.;
2. Co-operate in various aspects of school
health programme;
3. Develop positive habits and healthful
living activities as educated upon;
4. Extend this knowledge to other members
of the family, neighborhood etc.
35
36. THE MEDICAL OFFICER
1. Medical examination of the students;
2. Making diagnosis;
3. Prescribing treatment;
4. Making referral to specialists,
5. Ensuring follow up of children;
6. Initiating promotive and preventive
programme;
36
37. 7. Inspection of school environment and
sanitation
8. Holding meetings with parents and
teachers;
9. Ensuring maintenance of records and
reports;
10.Evaluation of the programme and
redefining programme objectives and
activities.
37
38. THE SCHOOL HEALTH
NURSE
Is responsible for comprehensive health
of the child. She takes care of all the
factors which influence the health of
the child such as:-
1. Biological aspects of the child,
2. School and family environment,
3. Health knowledge and health attitude
of the child and families;
38
39. 4. Living activities,
5. Personal habits,
6. Health behavior followed by the child
and his/ her family members;
7. Family and individual health history;
8. Family and community resources and
their utilization etc.
39
40. SCHOOL HEALTH
ADMINISTRATION
1. School Health Committees
2. Primary health centers
40
41. SCHOOL HEALTH POLICY
1. Health center staff is responsible for
implementation of school health
programme.
2. The school health programme is carried
out in schools by the health center staff
working together with schools
administrators/ teachers, local
government, parents and community
including both agencies and students.
3. Priority should be given to school health
programme at primary school levels. 41
42. ASPECTS OF SCHOOL
HEALTH SERVICE
1. Health appraisal of school children
and school personnel
2. Remedial measures and follow-up
3. Prevention of communicable diseases
4. Healthful school environment
5. Nutritional services
6. First aid and emergency care
7. Mental health
42
43. 8. Dental health
9. Eye health
10.Health education
11.Education of handicapped children
12.Proper maintenance and use of school
health records.
43
44. ROLE OF NURSE IN SCHOOL
HEALTH SERVICES:
1) HEALTH
APPRAISAL
44