http://www.sageday.com/resource-center/helping-teens-overcome-anxiety
Anxiety can make common everyday experiences a source of fear and apprehension. During a teen’s formative years, trouble with anxiety can severely hobble his or her ability to participate and learn in a school environment. For more information visit us at www.sageday.com.
Dr. Louise Stanger of All About Interventions describes SFT, motivational interviewing and parallel processes to help addiction professionals integrate these transformational processes into practice.
Tourette syndrome (TS) is a neurological
disorder characterized by repetitive, stereotyped, involuntary movements and
vocalizations called tics. The disorder is named for Dr. Georges Gilles de la
Tourette, the pioneering French neurologist who in 1885 first described the
condition in an 86-year-old French noblewoman.
The early symptoms of TS are typically
noticed first in childhood, with the average onset between the ages of 3 and 9
years. TS occurs in people from all ethnic groups; males are affected about
three to four times more often than females. It is estimated that 200,000
Americans have the most severe form of TS, and as many as one in 100 exhibit
milder and less complex symptoms such as chronic motor or vocal tics. Although
TS can be a chronic condition with symptoms lasting a lifetime, most people
with the condition experience their worst tic symptoms in their early teens,
with improvement occurring in the late teens and continuing into adulthood.
School Project I presented in November 2009. Brief description: "Tourette Syndrome (TS) is a neurological disorder characterized by tics: involuntary, rapid, sudden movements or vocalizations that occur repeatedly in the same way. The cause has not been established and as yet there is no cure."
http://www.sageday.com/resource-center/helping-teens-overcome-anxiety
Anxiety can make common everyday experiences a source of fear and apprehension. During a teen’s formative years, trouble with anxiety can severely hobble his or her ability to participate and learn in a school environment. For more information visit us at www.sageday.com.
Dr. Louise Stanger of All About Interventions describes SFT, motivational interviewing and parallel processes to help addiction professionals integrate these transformational processes into practice.
Tourette syndrome (TS) is a neurological
disorder characterized by repetitive, stereotyped, involuntary movements and
vocalizations called tics. The disorder is named for Dr. Georges Gilles de la
Tourette, the pioneering French neurologist who in 1885 first described the
condition in an 86-year-old French noblewoman.
The early symptoms of TS are typically
noticed first in childhood, with the average onset between the ages of 3 and 9
years. TS occurs in people from all ethnic groups; males are affected about
three to four times more often than females. It is estimated that 200,000
Americans have the most severe form of TS, and as many as one in 100 exhibit
milder and less complex symptoms such as chronic motor or vocal tics. Although
TS can be a chronic condition with symptoms lasting a lifetime, most people
with the condition experience their worst tic symptoms in their early teens,
with improvement occurring in the late teens and continuing into adulthood.
School Project I presented in November 2009. Brief description: "Tourette Syndrome (TS) is a neurological disorder characterized by tics: involuntary, rapid, sudden movements or vocalizations that occur repeatedly in the same way. The cause has not been established and as yet there is no cure."
The staffs at Kick Start Therapy are certified in various music therapy programs to assist individuals with auditory processing and, inevitably, positively influence their social and communication skills. The staffs are equipped with certifications in an array of different programs such as the Safe and Sound Protocol and Bellis Model, to be able to appropriately utilize the most suitable program for the individual.
In this comprehensive guide, we delve into the causes, symptoms, and treatment options for Tourette syndrome to provide a better understanding of this complex condition.
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The staffs at Kick Start Therapy are certified in various music therapy programs to assist individuals with auditory processing and, inevitably, positively influence their social and communication skills. The staffs are equipped with certifications in an array of different programs such as the Safe and Sound Protocol and Bellis Model, to be able to appropriately utilize the most suitable program for the individual.
In this comprehensive guide, we delve into the causes, symptoms, and treatment options for Tourette syndrome to provide a better understanding of this complex condition.
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- 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
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MIP 201T & MPH 202T
ADVANCED BIOPHARMACEUTICS & PHARMACOKINETICS : UNIT 5
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Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
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
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
The Gram stain is a fundamental technique in microbiology used to classify bacteria based on their cell wall structure. It provides a quick and simple method to distinguish between Gram-positive and Gram-negative bacteria, which have different susceptibilities to antibiotics
2. Tourette Syndrome
What is Tourette Syndrome
What are the signs and symptoms of
TS
How is TS diagnosed
Is TS inherited
How do doctors treat TS
How do you deal with TS personally
Strategies for teachers
3. Don’t Swear By It!
People who have heard of Tourette
Syndrome usually think of the person who is
swearing or using inappropriate expressions.
Sometimes the term Tourette’s is used as a
“joke” for people who swear frequently but
actually that’s one of the less common
symptoms.
More common is how many people have TS
4. What is TS
TS is short for Tourette Syndrome, named after
a French neurologist, Gilles de la Tourette who
discovered the condition in 1885.
TS is a neurological disorder, or “Tic” disorder,
where a person has both a motor and a
vocal tic.
Tics are uncontrollable, sudden, repetitive
movements or sounds that involve a certain
number of muscle groups or body parts.
5. What are the Signs and
Symptoms
“Mrs. Brown, Mary keep blinking her eyes, shaking her
head and making funny noises. She says she can’t help
it. Why doesn’t she stop?” “ Mary has TS.”
Tics are classified as either simple or complex. Simple-
are sudden, repetitive and brief. Complex - are distinct,
coordinated patterns of movement.
Simple tics might include eye blinking, throat-clearing,
barking, grunting, head jerking, sticking out tongue,
stuttering, arm or leg movements, etc.
Complex tics might include jumping, smelling or
touching objects, using swear words or gestures,
repeating other’s words, touching the nose, touching
other people or self, self harming behavior, anger, etc.
6. More Symptoms
In addition, if you have TS, your tics may vary in
type, frequency, severity, worsen if your ill, stressed,
anxious, tired or excited.
They evolve into different tics over time
Worsen during pre-teen and teen years and
improve into adulthood.
Before the onset of a motor or vocal tics, you’ll
experience an urge called a premonitory urge.
This urge is uncomfortable such as an itch or
sneeze. Expression of the tic brings relief.
Sometimes with great effort, some people with TS
can hold back tics until they find a place to
express them.
7. How is TS diagnosed?
TS is often diagnosed when there is both a
motor and verbal tic present for at least a
year. Doctors call this “Chronic-Tic Disorder”.
TS is sometimes misdiagnosed as other
disorders or problems, such as eye blinking
related to vision problems, or yelling to
misbehavior problems.
TS is an inherited genetic disorder.
Studies suggest that ADHD and/or OCD are
genetically related to TS.
8. How is TS Treated?
Doctors use a wide variety of medications to treat TS
depending on the severity and associated disorders.
Neuroleptics (drugs used to treat psychotic disorders)
are most effective.
Other medications that may help, but not shown to
be as consistently useful, include alpha-adrenerigic
agonist such as clonidine and guanfacine,
medications often used for hypertension; side effects
are less harmful so often used as “front line” agents
before proceeding to neuroleptics.
Behavior treatments such as awareness training and
competing response training can reduce tics.
9. Dealing with Tourette’s
Many people don’t understand TS. If people stare, it can
feel embarrassing, people might think the person is strange
or mental and people with TS might have to explain their
condition a lot, which can be frustrating.
Some helpful things to do to lessen tics include:
Get involved- tics are usually milder and less frequent when
engrossed in an activity such as Sports, hobbies, and
exercise.
Creativity- activities such as writing, painting, or music help
Give a helping hand-use your special sensitivity to help
others and volunteer.
Find support and take control-be around others who
understand and take an active role in treatment.
10. Everybody Needs To Get On
Board
It is critical that everyone including cafeteria
workers, teachers, bus drivers, substitutes,
crossing guards, coaches, guidance
counselors, janitors, along with parents learn
about and understand TS.
Training is critical for everyone in the school
setting and can be accomplished through an
in-service workshops conducted by a
volunteer from the local chapter of TSA or the
use of the TSA curriculum guide for educators.
11. TS in the Classroom
Guidelines for Educators
Look at the whole child – not the disorder.
Most children with TS are very intelligent and
want to be accepted and understood.
Don’t react with anger! Noises and
movement can be annoying but be
understanding.
Be an adult role model. Show and teach the
kids in the classroom acceptance of the
disorder
Use caution in interpreting standardized test
Use parents as a resource and an ally
12. Making Accommodations
Preferential seating
Open and less restrictive classroom-
allowing movement about the class
Testing in a separate location with time
limits waived or extended
The use of a computer/word processor
Frequent breaks out of the classroom to
allow for release of tics
13. Accommodations
Assignments broken into more manageable
pieces.
The use of daily assignment sheet verified by the
teacher
Provide a refuge for times when symptoms
intensify and need to be released somewhere
private
Avoid abrupt transitions
Keep stress at a minimum
Help with social isolation – don’t allow situations
that emphasize the problem, like “picking
partners”
14. Conclusion
Tourette Syndrome has gain a lot of
attention in recent years.
Growing number of people are being
diagnose with TS
People with TS can have a rich and long
productive life
TS awareness and training can make a
world of difference in the life of a child
15. References
Harry, S. Abram, MD. (1995-2013). “Tourette
Syndrome”. Retrieved from
http://kidshealth.org/teen/diseases_conditions/br
ain_nervous/tourette.html
Suzanne, Bronheim, PH.D. (2003). “An Educator’s
Guide to Tourette Syndrome”. Retrieved from
http://Tsa-usa.org/for-teens-and-younger-online-
store
Ellen, Meyers, M.Ed. (2005). “The School
Administrator: Ten Things to Know about Tourette
Syndrome”. Retrieved from http://Tsa-usa.org/for-
teens-and-younger-online-store
16. References
Mayo Clinic, (2012, August 10). “Tourette
Syndrome”. Retrieved from
http://www.mayoclinic.com/health/tourette-
syndrome/DS00541/DSECTION=symptoms
Eleanor Pearl, (2007). “Matthew And The
Tics”. Retrieved from http://tsa-
usa.org/aPeople/Youth/matthew_tics.html
Judy, Wertheim, MS, Spec. Ed., (2003).
“Tourette Syndrome in The Classroom.”
Retrieved from http://tsa-usa.org/for-teens-
and-younger-online-store