This document summarizes physical, cognitive, social and emotional development during middle and late childhood from ages 6-12. Key points include improvements in motor skills and coordination; risks of obesity, accidents and learning disabilities; importance of friendships and developing self-esteem; challenges of transitioning to elementary school; and strategies for improving education for students from diverse backgrounds.
The document provides an overview of a seminar on giftedness and enrichment programs for gifted students. It discusses definitions of giftedness, characteristics of gifted children, and strategies to support them. It also outlines the enrichment and extension program offered at Samford State School for gifted students in years 4-7, including advanced problem solving, robotics competitions, and film projects.
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
This presentation is an overview of the gifted child; it identifies gifted learners, special populations, social and emotional needs, common characteristics and suggestions for parents, teachers and gifted learners.
This document discusses different types of exceptional children and their educational needs. It defines an exceptional child as one who deviates mentally, physically, emotionally or socially from what is considered normal. The main types discussed are gifted children, slow learners, physically handicapped children (blind, deaf, crippled), emotionally handicapped children like delinquents, and multi-handicapped children with more than one disability. For each type, the document outlines their characteristics and challenges as well as recommendations for their education.
The document discusses the characteristics of gifted children across several domains. It notes that gifted individuals exhibit high functioning in cognitive, affective, physical and intuitive areas, and that characteristics vary between individuals. Key characteristics include precociousness in learning quickly and intensity in emotional and cognitive realms. Gifted children may display intensities in psychomotor, sensual, imagination, intellectual and emotional areas. The document provides detailed descriptions of characteristics in domains of general intellectual ability, specific academic fields, creativity, artistic abilities, leadership and affective traits.
presentation on slow learner or backward childrenrafseena s v s v
The document discusses backwardness in children, defined as an inability to progress academically at the expected rate for their age. It identifies two types of backwardness - general and specific. Causes can include physical, intellectual, family, school, and social factors. Slow learners are identified through physical, mental, social, and academic characteristics and tests. Strategies are proposed for monitoring slow learners better, such as picture books, peer groups, games, multimedia instruction, and computer-assisted teaching.
This document discusses gifted children and their education. It defines gifted children as those with outstanding abilities or potential in various areas like intelligence, academics, creativity, leadership, or arts. Gifted children can be identified through tests, observations, and records that show traits like rapid learning, large vocabulary, curiosity, and ability to understand complex ideas. However, gifted children often face problems in regular classrooms that fail to challenge them. They need special education programs that accelerate learning, expand course content, allow independent projects, and group gifted students together to develop their talents. The document concludes it is important to identify and stimulate gifted children through tailored education programs so their potential is not wasted.
The document discusses gifted children from the perspectives of parents, teachers, and educators. It notes that gifted children can be both exhilarating and frustrating for parents and teachers due to their advanced abilities and behaviors. The document also discusses some of the challenges teachers face in serving gifted children, such as identifying them appropriately and balancing their needs with the rest of the class. Finally, it discusses the lack of understanding around giftedness and the need to educate teachers, parents, students, and communities on the topic.
This document discusses culturally deprived children and strategies to help them. Culturally deprived children come from socially and economically disadvantaged backgrounds and lack access to education. They often have low intellectual levels, poor academic performance, linguistic disabilities, low motivation, and poor self-concept. Cultural deprivation stems from factors like poor home environment, lack of health/nutrition, and social issues. Programs to aid such children include residential schools, financial aid, specialized teachers, vocational education, and pre-school programs to enrich their experiences. Educational programs should cater to their unique needs and backgrounds.
There are different types of gifted students that have unique characteristics and needs. Gifted students learn differently than their peers and may struggle if these needs are not addressed. It can be difficult to identify gifted students, especially those from disadvantaged or culturally diverse backgrounds. Failure to identify gifted students can lead to problems, so it is important to have appropriate identification processes and differentiated curriculum that challenges gifted learners.
Social and Emotional Needs of Gifted Childrenguest8758a5
The document discusses the social and emotional issues that gifted children may face. It defines giftedness and describes how gifted individuals differ neurologically, in their perceptions and behaviors. Gifted children often experience overexcitabilities that can lead to issues like underachievement. Their asynchronous development and differences from others can cause maladjustment. The document recommends screening gifted children for social and emotional needs and providing support groups, counseling, and advocacy to help them develop in healthy ways.
Inclusion and supporting learners with SENdringl01
This document discusses strategies for supporting learners with special educational needs (SEN) in mainstream classrooms. It covers national policies on SEN, the graduated approach of assess-plan-do-review, involving specialists, requesting Education, Health and Care plans, the Disability Discrimination Act, and mental health issues in schools. Specific strategies are provided for difficulties with literacy, numeracy, autism spectrum disorder, ADHD, dyslexia, attachment issues, and complex learning needs. The importance of understanding individual learners, pupil-centered planning, and developing nurturing classroom environments is emphasized.
The document provides information about exceptional education and how to work with the school system to meet the needs of children with disabilities or exceptionalities. It defines exceptional education and explains that students may qualify for an IEP or 504 plan. It also outlines the S-Team process for determining if a child qualifies for services and discusses IEPs, 504 plans, interventions, testing, and parental rights if there is disagreement around services. The goal is to educate parents on navigating the system to advocate for their exceptional child.
This document discusses different types of exceptional children who require special education services, including the gifted, slow learners, physically handicapped, emotionally exceptional, socially handicapped, and multi-handicapped children. It provides characteristics and needs of each group as well as recommendations for their education arrangements and provisions. The key groups discussed are the gifted, who have high cognitive ability and creativity; slow learners, who are below average in learning; physically handicapped, including blind, deaf, and crippled children; and delinquent children, who engage in antisocial or criminal behavior. The document emphasizes that all exceptional children need individualized, specialized support and education.
This document discusses identifying gifted and talented students. It begins with definitions of giftedness and different models for conceptualizing giftedness. It then discusses characteristics commonly seen in gifted individuals, both positive traits like curiosity and rapid learning as well as potential negatives like uneven development. The document emphasizes using identification procedures that are inclusive and reflect the diversity of the student population. It recommends using multiple criteria and sources of data in identification to avoid unfairly excluding certain groups. The goals of identification should be to select students who would benefit from supplementary services and to label the services not the students.
the presentation published here is about the gifted children in science .this is useful to identify,strength and problems of gifted children. it also given the enrichment programmes for the gifted children in science.
Larry Sauter, nationally appointed missionary to people with disabilities with Special Touch Ministry, shares in this FREE workshop an overview of the characteristics of children with learning disabilities and provides suggestions for effective ministry to these children. For more information, enroll in the Children's Ministries University Online course, CMU210 - Ministry to Children with Disabilities. More details are available at www.cmuo.com
Cognitive and physical development in middle childhoodCarlos F Martinez
This document discusses cognitive and physical development in middle childhood. It covers aspects of physical development like growth, nutrition, sleep, motor skills, and accidental injuries. It also discusses cognitive development including Piaget's stages of development, intelligence testing, language development, school performance, and educating children with special needs. Obesity is a growing issue, with about 17% of school-aged children in the US having a BMI above the 95th percentile according to 2003-2006 data. The document provides an overview of key physical, cognitive, social, and educational milestones and challenges during middle childhood.
Early childhood from ages 2-6 is a period of rapid cognitive development. Children progress through Piaget's pre-operational stage, developing the ability for representational thought and pretend play. However, at this stage children have limitations in logical thinking and reasoning. They do not understand the concept of conservation or how to make logical inferences. Memory skills also develop during this stage, with recognition abilities stronger than recall. Vygotsky's sociocultural theory emphasizes that cognitive development occurs through social interactions and guided learning from adults and more capable peers.
Early childhood spans from birth to age 5 and involves remarkable physical, cognitive, socio-emotional, and language development. Key physical milestones include walking, running, and fine motor skills like scribbling and cutting. Cognitively, children progress from sensorimotor thinking to representational thought, such as pretend play and understanding of symbols. Socio-emotionally, children develop self-awareness and understanding of emotions while learning social skills through family and peer interactions. This period lays the groundwork for further development across multiple domains.
This document discusses physical development in children from birth through adolescence. It outlines the stages of development, including infancy, childhood, and adolescence. Key milestones are provided for physical abilities from 1 month to 2.5 years old, such as sitting, crawling, and walking. Factors that influence physical development are also summarized, including heredity, environment, diet, daily routine, sleep, and receiving love.
Physical and cognitive development in early childhoodAbigael Mabalot
Physical growth slows in early childhood from ages 3 to 6 as children lose their roundness and develop more adult-like proportions. Nutrition remains important as obesity risks increase, and diet should emphasize lean proteins, fruits and vegetables while limiting sugars and saturated fats. Motor skills advance as children gain strength, coordination and control over their bodies. Illnesses are common but help build immunity, while accidents pose risks that parents can help mitigate.
This document discusses human growth and development from early childhood through late adulthood. It covers physical, mental, emotional, and social development. In early childhood, children learn to walk, talk, and control their bodies. During childhood, they begin to play independently and ask questions. In late childhood, they develop new skills like art, music, and poetry. Adolescence involves rapid physical growth and changes. Adulthood includes establishing a career in one's 20s, advancing in one's job in middle adulthood, and looking forward to retirement in late adulthood. Physical, mental, and emotional growth continues throughout life. Social development involves finding one's identity and the importance of friends' views during adolescence.
Early Childhood Development: Are We Failing When It Doesn’t Happen?_Antony Du...CORE Group
1) Early detection and access to appropriate services is key to supporting early childhood development. Children should be identified as early as possible, ideally at birth rather than later ages.
2) Community health actors have an important role by understanding developmental milestones, risk factors, and integrating monitoring of early childhood development into existing child health services.
3) Early childhood development is multi-sectoral and requires collaboration across sectors, as the responsibility does not fall solely on community health actors.
1) The document discusses various equilibrium concepts in resource selection games including Nash equilibrium, strong equilibrium, super-strong equilibrium, and partition equilibrium.
2) It proves that partition equilibrium always exists in resource selection games, unlike strong or super-strong equilibria which may not exist.
3) An algorithm is presented for computing partition equilibrium that orders machines by latency and sequentially places jobs from coalitions until machines reach capacity, filling remaining jobs arbitrarily.
Physical growth during middle childhood (ages 6-12) is slow but steady, with children gaining 2-3 inches and 5-7 pounds per year on average. Nutrition plays an important role in physical development, with proper nutrition linked to positive personality traits and undernutrition/malnutrition leading to physical, social, and cognitive difficulties. Rates of asthma have doubled since the 1980s. Around 2-5% of children experience depression, which can be treated through counseling or controversially with drugs. Other conditions like ADHD, learning disabilities, and sensory impairments also impact around 5% of children.
Lecture 11:Cognitive development of children- Dr.Reem AlSabahAHS_student
The document summarizes Jean Piaget's theory of cognitive development. It describes his four stages: sensorimotor, preoperational, concrete operational, and formal operational. For each stage, it provides examples of cognitive abilities and limitations. It also discusses criticisms of Piaget's theory and assessment tasks used to measure formal operational thought.
This document discusses physical and cognitive development during adolescence. It covers the changes adolescents face such as puberty and new experiences. Adolescents experience major physical changes through puberty like growth spurts and sexual maturation. Their brains also develop to allow for more advanced cognition like abstract thinking. Schools can support adolescents by addressing the challenges of this transition period.
The Adolescent Years (group 12-Balate, Bajao and Tuvida)vaneza22
This document discusses adolescence and the physical, emotional, social, and developmental changes that occur during this period. It covers the following key points:
Adolescence spans from ages 13-18 and involves physical, psychological and social transitions from childhood to adulthood. During this time, adolescents experience rapid physical growth and sexual maturation, heightened emotions, increased peer influence, and a search for identity. They face developmental tasks such as developing relationships, maintaining health, becoming independent, and preparing for the future. The document outlines characteristics, challenges and changes that take place during the adolescent years.
This document discusses physical, social, and cognitive development from infancy through early childhood. It covers key milestones in each developmental domain, including brain growth, motor skills, communication, caregiver relationships, emotion regulation and self-identity. The stages discussed are prenatal, early infancy, later infancy, early childhood and adolescence/adulthood. Development is influenced by both nature and nurture, and there are individual differences in children's development.
This document discusses physical and cognitive development in middle and late childhood. It covers topics like physical changes including growth, brain development, motor skills and exercise. It also addresses health issues, illnesses and diseases children may face. Additionally, it looks at children with disabilities, the scope of various disabilities like learning disabilities, ADHD, autism and more. Finally, it examines educational issues for children with disabilities.
O documento descreve a região do Oriente Médio, incluindo sua localização geográfica, história, principais conflitos e divisões políticas. A região tem sido palco de disputas territoriais e rivalidades entre Israel e países árabes desde a criação do Estado de Israel em 1948.
Psychological & Cognitive Development In Childrenrenjmat
The document discusses early childhood development and detection of developmental disabilities. It covers the stages of development, prevalent developmental problems, the benefits of early detection, risks and contributors to disabilities, the need for multidisciplinary evaluations, and cognitive functions assessed in psychological screenings.
Provide honest information to their
questions, and listen without judgment. Help
them understand this as a normal developmental
process. Plan co-ed activities to allow socializing.
This document contains photo credits from various photographers including wsilver, johncarney, Lotus Carroll, Rachael Towne, 401(K) 2013, kohlmann.sascha, bcymet, Glenn Waters, and malias. It ends by encouraging the creation of a Haiku Deck presentation on SlideShare.
1. Middle childhood spans ages 7 to 11 and is generally a healthy time for development. However, some children face health issues like chronic illnesses or being overweight.
2. During this period, children's motor skills improve, lung capacity expands, and their growth rate slows. They benefit from active play which aids physical and mental development.
3. Brain development in middle childhood involves improvements in attention, memory, and the ability to automate routine tasks. Testing shows increases in IQ scores over time.
The document discusses several topics related to children's physical, cognitive, and social development during the school years from ages 7 to 11. It covers healthy physical growth and motor skills development. It also discusses brain development, intelligence testing, and common learning challenges or disabilities that some children face, as well as approaches to educating children with special needs.
The document provides an overview of physical, cognitive, and social development during middle childhood, from ages 7 to 11. It discusses typical growth patterns as well as some common health issues and developmental disorders that children may face during the school years. Key topics covered include brain development, intelligence testing, attention deficit disorders, learning disabilities, and approaches to educating children with special needs.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or control inappropriate behaviors over a long period of time and to a marked degree. It can include conditions like anxiety, depression, and bipolar disorder. Emotional disturbance is identified through screening tests and functional behavior assessments to design behavioral intervention plans as part of a student's IEP. The causes may be biological factors, temperament, environmental stressors at home or school, and treatment focuses on academic, social, and positive behavioral supports.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
This document provides an overview of Multidisciplinary Team 7 which consists of special education teachers, general education teachers, school social workers and counselors, and speech/language/physical therapists. It then summarizes recommendations and information regarding special education, inclusion, specific learning disabilities, autism, and visual impairments.
Ch. 8: Emotional or Behavioral Disordersshannahdean
The document discusses emotional and behavioral disorders (EBD) in children, including definitions, types, identification, prevalence, causes, characteristics, effects on school performance, and approaches to prevention and treatment. It notes that EBD is difficult to define and identify, can involve externalizing or internalizing behaviors, and disproportionately impacts boys and African American students. Early intervention is important to address problems before they become entrenched patterns.
The document discusses the psychological impacts of early childhood trauma on refugee children based on lessons learned from child protection research. It covers key topics like the importance of early development, theories of child development, outcomes of development, risk factors for poor outcomes, and the clinician's role in caring for refugee children. The clinician aims to promote optimal health, development, and family support for refugee children who face risks from their traumatic experiences.
The document discusses the importance of early childhood development and the impacts of trauma on children. It notes that early experiences shape lifelong patterns of behavior by changing the brain's structure and function. Childhood trauma, neglect, and poor attachment can negatively impact cognitive, emotional, social, and behavioral development, with effects often persisting into adulthood. Research on child development has led to understanding how to advantage children through supportive early experiences.
The document discusses learning disabilities and attention deficit hyperactivity disorder. It defines learning disabilities as disorders that affect processes like reading, writing, math, memory, and executive functions. Learning disabilities are neurological and can occur across intelligence levels. Attention deficit hyperactivity disorder is characterized by inattention, hyperactivity, and impulsivity. It affects around 3-7% of school-aged children and often co-occurs with learning disabilities. The document provides examples of simulations to illustrate challenges faced by those with learning disabilities or ADHD.
Learning Disabilities, ADHD, and Emotional/Behavioral DisordersErin Waltman
This document discusses learning disabilities and attention deficit hyperactivity disorder. It defines learning disabilities and ADHD, describes their characteristics and prevalence. It discusses the identification process and assessments used to diagnose these disabilities. It also outlines common academic and behavioral issues associated with them, as well as recommended intervention strategies.
The document provides information on physical, cognitive, social, and personality development during middle childhood (ages 6-12). Key points include:
- Physical changes include continued growth and weight gain, as well as increased muscle and strength. Nutrition impacts social/emotional functioning and energy levels. Childhood obesity risks are discussed.
- Cognitive development involves concrete operations like logical thinking and reversibility. Education is typically provided through 12th grade with special education available. IQ is measured through tests like Stanford-Binet and WISC.
- Psychosocial development involves the industry vs. inferiority stage where children focus on competence and tasks. Self-esteem develops through social comparisons. Friendships become more intimate and
Children in middle childhood experience significant physical and cognitive development. Physically, they grow taller and gain weight each year. Cognitively, they progress from concrete to more abstract thought and gain logical reasoning abilities. Socially, they form close friendships and develop a sense of self through comparisons to peers. However, issues like bullying, obesity, and low self-esteem can negatively impact development during these years.
PSYCHOLOGICAL ISSUES AND REMEDIES IN ADOLESCENT CHILDREN( 6TH - 12TH STANDAR...Dr Rupa Talukdar
How to deal with students: a clear picture giving emphasis on emotion, personality, learning skill & learning style and knowledge of right peg into the right hole leaving behind the traditional belief
The document discusses strategies for teaching soft skills to students from low-income backgrounds. It outlines workshop goals of understanding how poverty affects brain development and the importance of soft skills for success. Higher levels of adverse childhood experiences (ACEs) are shown to correlate with worse adult outcomes. Teaching soft skills like grit, self-control and social intelligence can help students develop executive functioning skills and build resilience to stress. The Horizons for Youth program focuses on teaching self-advocacy through formal programming, mentors and allowing students to practice and learn from failures. Future work includes further engaging parents and incorporating soft skills into all aspects of the students' experiences.
Conduct disorder is an ongoing pattern of behaviour marked by emotional and behavioural problems.
Ways in which Children with conduct disorder behave are
Angry,
Aggressive,
Argumentative, and
Disruptive ways.
It is a diagnosable mental health condition that is characterized by patterns of violating
Societal norms and
Rights of others
It's estimated that around 3% of school-aged children have conduct disorder and require professional treatment .
It is more common in boys than in girls.
This chapter discusses physical and cognitive development in middle childhood from ages 6 to 12. During this period, children experience growth in areas like overall size, muscle coordination, and fine motor skills. Their brains also develop significantly, with growth in areas related to sensory processing and the frontal lobes. Cognitively, children progress from concrete to more abstract thought and develop stronger language, problem-solving, and memory skills. Formal schooling also begins influencing development through literacy education and other learning.
ADHD is a common neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects about 5% of children worldwide, with boys being diagnosed three times as often as girls. There are three main presentations of ADHD - predominantly inattentive, predominantly hyperactive/impulsive, and combined type. Diagnosis involves ruling out other possible causes and observing symptoms cross several environments. Treatment typically involves medication, behavioral therapy, and educational accommodations to help manage symptoms and improve functioning.
1. Noticeable signs of aging like wrinkles, gray hair, and decreased muscle strength begin to appear in middle adulthood starting in the 40s.
2. Physical changes include weight gain, decreased bone density and vision changes. Hearing and cardiovascular functioning also gradually decline.
3. Hormonal changes impact sexuality and fertility. Menopause occurs in late 40s/early 50s ending menstruation and reducing estrogen levels in women. Testosterone levels slowly decrease in men.
4. While fluid intelligence declines, crystallized intelligence increases with experience. Memory functioning remains stable if effective strategies are used. Job satisfaction is high during middle adulthood.
The document discusses the five stages of the listening process: receiving, understanding, remembering, evaluating, and responding. It also covers styles of listening like empathic vs objective listening and active vs inactive listening. Finally, it discusses how nonverbal communication, language, culture and other factors influence listening and communication.
This chapter discusses physical, cognitive, and social development in early adulthood. It covers the transition to adulthood and criteria like independence. Physical peak is between ages 19-26 with decline after 30. Obesity rates have risen significantly and are influenced by both nature and nurture. Friendships and romantic relationships form an important part of social development in early adulthood. Career decisions also become a major focus as adults establish their professional paths.
The document discusses various topics related to communication, relationships, and language. It covers nonverbal communication, principles of messages and meanings, relationship development stages, friendship types, love types, family communication patterns, and workplace relationships. Key points include how nonverbal cues and emoticons are used in electronic communication, the contextual nature of meanings, relationship stages from initial contact to dissolution, and characteristics of different types of close interpersonal bonds.
Adolescence is a developmental stage between childhood and adulthood characterized by physical maturation and changes in cognitive abilities. Puberty triggers extreme growth spurts and sexual maturation through secondary sex characteristics. While physical changes cause adjustments in body image and self-concept, cognitive development allows for more advanced thinking skills but also egocentrism. During this period of identity formation, teens face social pressures related to independence, relationships and worldviews that can threaten well-being through risky behaviors or conditions like depression.
The document summarizes key concepts about sensation, perception, and consciousness. It discusses how sensation is the process of receiving stimulus energies from the environment through sensory receptors, while perception involves interpreting and organizing sensory information. It also examines different states of consciousness like sleep, dreams, hypnosis, and how psychoactive drugs can alter consciousness.
The document provides an overview of human development across the lifespan from prenatal development through adulthood and aging. It discusses physical, cognitive, and socioemotional development at each stage. Key topics include prenatal influences on development, infant attachment, childhood cognitive stages, adolescent physical and identity development, adult age-related changes, and theories of aging. The document also reviews states of consciousness and how psychoactive drugs and alterations like hypnosis can influence consciousness.
The document discusses the five stages of the listening process: receiving, understanding, remembering, evaluating, and responding. It also covers different styles of listening including empathic/objective, nonjudgmental/critical, surface/depth, and active/inactive listening. Additionally, it discusses how culture, gender, language, and nonverbal communication can influence listening and the communication process.
The document provides an overview of chapter 1 of a psychology textbook. It defines psychology as the scientific study of behavior and mental processes. It discusses the historical foundations of psychology from Western philosophy to early theorists like Wundt who established the first psychology lab. It also summarizes the seven main contemporary approaches to psychology and areas of specialization within the field. Finally, it discusses the connections between psychology and health and wellness.
This document provides an overview of key concepts in interpersonal communication including:
- Interpersonal communication occurs in everyday interactions like conversations, maintaining relationships, and persuading others.
- Elements of interpersonal communication include sources, receivers, encoding, decoding, feedback, and context.
- Cultural differences influence communication styles between high/low power, masculine/feminine, individual/collective cultures.
- Self-concept is shaped by self-awareness, self-esteem, self-disclosure, and others' perceptions. Communication apprehension and accuracy in perception also impact interpersonal interactions.
This document provides an overview of lifespan development and the major topics studied within this field. It discusses the four main areas of focus: physical, cognitive, personality, and social/emotional development. It also describes some of the major theoretical perspectives in lifespan development like psychoanalytic, behavioral, cognitive, and humanistic theories. Different research methods used in developmental research are outlined like descriptive, correlational, experimental, longitudinal, and cross-sectional approaches. Ethical considerations for research with human subjects are also briefly discussed.
Why Does Seminal Vesiculitis Causes Jelly-like Sperm.pptxAmandaChou9
Seminal vesiculitis can cause jelly-like sperm. Fortunately, herbal medicine Diuretic and Anti-inflammatory Pill can eliminate symptoms and cure the disease.
Hemodialysis: Chapter 8, Complications During Hemodialysis, Part 2 - Dr.GawadNephroTube - Dr.Gawad
- Video recording of this lecture in English language: https://youtu.be/FHV_jNJUt3Y
- Video recording of this lecture in Arabic language: https://youtu.be/D5kYfTMFA8E
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
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Chair and Presenter, Stephen V. Liu, MD, Benjamin Levy, MD, Jessica J. Lin, MD, and Prof. Solange Peters, MD, PhD, discuss NSCLC in this CME/MOC/NCPD/AAPA/IPCE activity titled “Decoding Biomarker Testing and Targeted Therapy in NSCLC: The Complete Guide for 2024.” For the full presentation, downloadable Practice Aids, and complete CME/MOC/NCPD/AAPA/IPCE information, and to apply for credit, please visit us at https://bit.ly/4bBb8fi. CME/MOC/NCPD/AAPA/IPCE credit will be available until July 1, 2025.
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EXPERIMENTAL STUDY DESIGN- RANDOMIZED CONTROLLED TRIALRishank Shahi
Randomized controlled clinical trial is a prospective experimental study.
It essentially involves comparing the outcomes in two groups of patients treated with a test treatment and a control treatment, both groups are followed over the same period of time. Prepare a plan of study or protocol
a. Define clear objectives
b. State the inclusion and exclusion criteria of case
c. Determine the sample size, place and period of study
d. Design of trial (single blind, double blind and triple blind method)
2. Define study population: Most often the patients are chosen from hospital or from the community. For example, for a study for comparison of home and sanatorium treatment, open cases of tuberculosis may be chosen.
3. Selection of participants by defined criteria as per plan:
Selection of participants should be done with precision and should be precisely stated in writing so that it can be replicated by others. For example, out of open cases of tuberculosis those who fulfill criteria for inclusion may be selected (age groups, severity of disease and treatment taken or not, etc.)
Randomization ensures that participants have an equal chance to be assigned to one of two or more groups:
One group gets the most widely accepted treatment (standard treatment/ gold standard)
The other gets the new treatment being tested, which researchers hope and have reason to believe will be better than the standard treatment
Subject variation: First, there may be bias on the part of the participants, who may subjectively feel better or report improvement if they knew they were receiving a new form of treatment.
Observer bias: The investigator measuring the outcome of a therapeutic trial may be influenced if he knows beforehand the particular procedure or therapy to which the patient has been subjected.
Evaluation bias: There may be bias in evaluation - that is, the investigator(Analyzer) may subconsciously give a favorable report of the outcome of the trial.
Co-intervention:
participants use other therapy or change behavior
Study staff, medical providers, family or friends treat participants differently.
Biased outcome ascertainment:
participants may report symptoms or outcomes differently or physicians
Investigators may elicit symptoms or outcomes differently
A technique used to prevent selection bias by concealing the allocation sequence from those assigning participants to intervention groups, until the moment of assignment.
Allocation concealment prevents researchers from influencing which participants are assigned to a given intervention group.
All clinical trials must be approved by Institutional Ethics Committee before initiation
It is mandatory to register clinical trials with Clinical Trials Registry of India
Informed consent from all study participants is mandatory.
A preclinical trial is a stage of research that begins before clinical trials, and during which important feasibility and drug safety data are collected.
Following points high.
Ventilation Perfusion Ratio, Physiological dead space and physiological shuntMedicoseAcademics
In this insightful lecture, Dr. Faiza, an esteemed Assistant Professor of Physiology, delves into the essential concept of the ventilation-perfusion ratio (V˙/Q˙), which is fundamental to understanding pulmonary physiology. Dr. Faiza brings a wealth of knowledge and experience to the table, with qualifications including MBBS, FCPS in Physiology, and multiple postgraduate degrees in public health and healthcare education.
The lecture begins by laying the groundwork with basic concepts, explaining the definitions of ventilation (V˙) and perfusion (Q˙), and highlighting the significance of the ventilation-perfusion ratio (V˙/Q˙). Dr. Faiza explains the normal value of this ratio and its critical role in ensuring efficient gas exchange in the lungs.
Next, the discussion moves to the impact of different V˙/Q˙ ratios on alveolar gas concentrations. Participants will learn how a normal, zero, or infinite V˙/Q˙ ratio affects the partial pressures of oxygen and carbon dioxide in the alveoli. Dr. Faiza provides a detailed comparison of alveolar gas concentrations in these varying scenarios, offering a clear understanding of the physiological changes that occur.
The lecture also covers the concepts of physiological shunt and dead space. Dr. Faiza defines physiological shunt and explains its causes and effects on gas exchange, distinguishing it from anatomical dead space. She also discusses physiological dead space in detail, including how it is calculated using the Bohr equation. The components and significance of the Bohr equation are thoroughly explained, and practical examples of its application are provided.
Further, the lecture examines the variations in V˙/Q˙ ratios in different regions of the lung and under different conditions, such as lying versus supine and resting versus exercise. Dr. Faiza analyzes how these variations affect pulmonary function and discusses the abnormal V˙/Q˙ ratios seen in chronic obstructive lung disease (COPD) and their clinical implications.
Finally, Dr. Faiza explores the clinical implications of abnormal V˙/Q˙ ratios. She identifies clinical conditions associated with these abnormalities, such as COPD and emphysema, and discusses the physiological and clinical consequences on respiratory function. The lecture emphasizes the importance of understanding these concepts for medical professionals and students, highlighting their relevance in diagnosing and managing respiratory conditions.
This comprehensive lecture provides valuable insights for medical students, healthcare professionals, and anyone interested in respiratory physiology. Participants will gain a deep understanding of how ventilation and perfusion work together to optimize gas exchange in the lungs and how deviations from the norm can lead to significant clinical issues.
Pharmacotherapy of Asthma and Chronic Obstructive Pulmonary Disease (COPD)HRITHIK DEY
This PowerPoint presentation provides an in-depth overview of the pharmacotherapy approaches for managing asthma and Chronic Obstructive Pulmonary Disease (COPD). It covers the pathophysiology of these respiratory conditions, the various classes of medications used, their mechanisms of action, indications, side effects, and the latest treatment guidelines. Designed for students, healthcare professionals, and anyone interested in respiratory pharmacology, this presentation offers a comprehensive understanding of current therapeutic strategies and advancements in the field.
Chemical kinetics is the study of the rates at which chemical reactions occur and the factors that influence these rates.
Importance in Pharmaceuticals: Understanding chemical kinetics is essential for predicting the shelf life of drugs, optimizing storage conditions, and ensuring consistent drug performance.
Rate of Reaction: The speed at which reactants are converted to products.
Factors Influencing Reaction Rates:
Concentration of Reactants: Higher concentrations generally increase the rate of reaction.
Temperature: Increasing temperature typically increases reaction rates.
Catalysts: Substances that increase the reaction rate without being consumed in the process.
Physical State of Reactants: The surface area and physical state (solid, liquid, gas) of reactants can affect the reaction rate.
Causes Of Tooth Loss
PERIODONTAL PROBLEMS ( PERIODONTITIS, GINIGIVITIS)
Systemic Causes Of Tooth Loss
1. Diabetes Mellitus
2. Female Sexual Hormones Condition
3. Hyperpituitarism
4. Hyperthyroidism
5. Primary Hyperparathyroidism
6. Osteoporosis
7. Hypophosphatasia
8. Hypophosphatemia
Causes Of Tooth Loss
CARIES/ TOOTH DECAY
Causes Of Tooth Loss
CAUSES OF TOOTH LOSS
Consequence of tooth loss
Anatomic
Loss of ridge volume both height and width
Bone loss :
mandible > maxilla
Posteriorly > anteriorly
Anatomic consequences
Broader mandibular arch with constricting maxilary arch
Attached gingiva is replaced with less keratinised oral mucosa which is more readily traumatized.
Anatomic consequences
Tipping of the adjacent teeth
Supraeruption of the teeth
Traumatic occlusion
Premature occlusal contact
Anatomic Consequences
Anatomic Consequences
Physiologic consequences
Physiologic Consequences
Decreased lip support
Decreased lower facial height
Physiologic Consequences
Physiologic consequences
Education of Patient
Diagnosis, Treatment Planning, Design, Treatment, Sequencing, and Mouth Preparation
Support for Distal Extension Denture Bases
Establishment and Verification of Occlusal Relations and Tooth Arrangements
Initial Placement Procedures
Periodic Recall
Education of Patient
Informing a patient about a health matter to
secure informed consent.
Patient education should begin at the initial
contact with the patient and should continue throughout treatment.
The dentist and the patient share responsibility for the ultimate success of a removable partial denture.
This educational procedure is especially important when the treatment plan and prognosis are discussed with the patient.
Diagnosis, Treatment Planning, Design, Treatment, Sequencing, and Mouth Preparation
Begin with thorough medical and dental histories.
The complete oral examination must include both clinical and radiographic interpretation of:
caries
the condition of existing restorations
periodontal conditions
responses of teeth (especially abutment teeth) and residual ridges to previous stress
The vitality of remaining teeth
Continued…..
Occlusal plan evaluation
Arch form
Evaluation of Occlusal relationship through mounting the diagnostic cast
The dental cast surveyor is an absolute necessity in which patients are being treated with removable partial dentures.
Mouth preparations, in the appropriate sequence, should be oriented toward the goal of
providing adequate support, stability,
retention, and
a harmonious occlusion for the partial denture.
Support for Distal Extension Denture Bases
A base made to fit the anatomic ridge form does not provide adequate support under occlusal loading.
The base may be made to fit the form of the ridge when under function.
Support for Distal Extension Denture Bases
This provides support
Prodrug design for Sustained Drug action -.KB.pptx
Chap9 10
1. Chapter 9 Physical and Cognitive Development in Middle and Late Childhood
2. Body Growth and Proportion Proportional changes: Cephalocaudal pattern Head and waist circumference decrease when compared to height Muscle mass/tone improve Strength doubles Weight gain: about 5-7 lbs/year Increased size of the skeletal and muscular systems, and the size of some organs.
3. Motor Development Smoother and more coordinated Gross muscle skills: Skipping rope, swimming, bike riding, skating, and climbing are mastered. Fine motor skills improve—increased myelination CNS Hands are used as tools—hammering, pasting, tying shoes, and fastening clothes. By 10-12 years similar to adult like
4. Exercise and Sports Only 22% of children in grades 4-12 were physically active for 30 minutes daily (1997) 34% attended daily P.E. 23% had no P.E.
5. Participation in Sports Positive and negative consequences for children Positives opportunity for exercise, healthy competition, building self-esteem, peer relations and friendships. Negatives: pressure to achieve to win, physical injuries, distractions from school, unrealistic expectations.
6. Obesity Overall, 20% of children are overweight 10% are obese Girls are more likely to be obese More common: White: childhood African American: adolescence Chances of obesity in adulthood: At age 6 results in approximately a 25% At age 12 results in approximately a 75%
7. Consequences of Obesity in Children Risk factor for many medical and psychological problems Pulmonary problems, such as sleep apnea Hip problems High blood pressure and elevated cholesterol levels Low self-esteem and depression Exclusion from peer groups
8. Treatment of Obesity Exercise is most successful for children Experts recommend diet, exercise, and behavior modification Behavior modification teaches children to monitor their own behavior ex) keeping a food diary Makes a more permanent change
9. Accidents and Injuries Most common injury/death: motor vehicle accidents; pedestrian or a passenger. Seat-belts very important Other serious injuries involve: skateboards, roller skates, and other sports equipment. Appropriate safety helmets, protective eye and mouth shields, and protective padding are recommended.
10. Cancer Second leading cause of death (5-14 years) 1 in every 330 (before 19) The incidence is increasing Mainly effects: white blood cells, brain, bone, lymph system, muscles, kidneys, and nervous system.
11. Who Are Children with Disabilities? Approximately 10% receive special education or related services. (US) More than half have a learning disability. Of children with disabilities: 21% have speech or language impairments 12% have mental retardation 9% have serious emotional disturbance Boys 3 times more likely to be classified as having a learning disability.
12. Learning Disabilities Children with a learning disability: are of normal intelligence or above. difficulties in one academic or more difficulty is not attributable to other diagnosed problem or disorder Most common learning disability is dyslexia. Difficulties in reading, possibly handwriting, spelling, or composition. Successful intervention programs exist
13. Attention Deficit Hyperactivity Disorder ADHD: children consistently show one or more of the following characteristics: inattention hyperactivity Impulsivity 4-9 times more likely in boys Higher failure rate in school (2-3 x higher)
14. Causes of ADHD No definitive cause(s) found Possible Causes: Low levels of certain neurotransmitters Pre- and postnatal abnormalities Environmental toxins such as lead Heredity 30-50% have parent/sibling with
15. Treatment of ADHD Combined approach is recommended Academic, behavioral, and medical Requires parents, school personnel, and health-care professionals to cooperate Controversial drug treatments Ex) Ritalin slows down nervous system and behavior
16. Educational Issues Public Law 94-142 is the Education for All Handicapped Children Act (1975) Requires free, appropriate public education for children with disabilities Renamed IDEA (1983) spells out mandates for services to children with disabilities Evaluation/eligibility determination, appropriate education individualized education plan (IEP) least restrictive environment (LRE).
17. The IEP Individualized Education Plan (IEP) spells out a program specifically tailored for the student with a disability. Requirement for students with disabilities Generally, the IEP should: relate to child’s learning capacity specially constructed to meet individual needs not copy of what is offered to other children. designed to provide educational benefits.
18. The LRE LRE: least restrictive environment Similar as possible to the one in which children who do not have a disability are educated. Inclusion - educating children with a disability in the regular classroom. Mainstreaming - educating partially in a special education classroom and partially in a regular classroom.
19. Piaget’s Theory: Concrete Operational Stage Age Range: 7-12 Concrete operational thinking involves: mental operations replacing physical actions reversible mental actions coordinating several characteristics of objects
20. Contributions & Criticisms of Piaget Contributions: Helped us understand children’s cognitive development Ex) assimilation, accommodation, object permanence His observation yielded advances in cognitive development, such as shifts in thinking Criticisms Underestimation of children’s competence Stages Didn’t recognize the effects of training, culture or education
21. What Is Intelligence? Intelligence verbal ability, problem-solving skills, and the ability to adapt to and learn from life’s everyday experiences . Cannot be directly measured IQ tests can only provide an estimate of a student’s intelligence.
22. IQ: Ways to Evaluate William Stern: intelligence quotient (IQ). IQ is a person’s mental age divided by chronological age, multiplied by 100 IQ = MA/CA x 100 Alfred Binet: mental age/traditional IQ tests Sternberg: triarchic theory of intelligence (3 forms) Gardner: Eight Frames of Mind Why look for alternative?
23. Evaluating the Multiple Intelligence Approaches Educators must consider: What makes up children’s competencies? Instruction in multiple domains Assessment and learning in innovative ways Critics: No research base to support the theory of multiple intelligences.
24. Ethnicity and Culture Racial differences in IQ tests African American and Latino score below White children Consensus: differences are based on environmental differences Many early tests were culturally biased Favored urban children over rural children, children from middle SES families over children from low-income families, and White children over minority children Culture-fair tests are tests of intelligence that attempt to be free of cultural bias.
25. The Use and Misuse of Intelligence Tests Effectiveness depends on the knowledge, skill, and integrity of the user Positive uses or misuses Some cautions about IQ: Scores can lead to stereotypes and expectations. A high IQ is not the ultimate human value. A single, overall IQ score is limiting.
26. Mental Retardation Characterized by: low IQ (70 or lower) difficulty adapting to everyday life (BIGGEST) Causes can be organic or social and cultural Stats on MR: 89% mildly retarded (IQs of 55-70). 6% moderately retarded (IQs of 40-54). 3.5% severely retarded (IQs of 25-39).
27. Giftedness Characterized by: above-average intelligence (an IQ of 120 or higher) and/or superior talent for something Characteristics of gifted children are: Precocity Marching to their own drummer A passion to master Gifted people tend to be: more mature, have fewer emotional problems, and grow up in a positive family climate
28. Creativity Unique problem solving through novel and unusual thinking Convergent thinking vs. Divergent thinking Creative, usually intelligence Developing creativity Brainstorming Provide environments that stimulate creativity Don’t over-control Encourage internal motivation Foster flexible and playful thinking Introduce children to creative people
29. Bilingualism About 10 million children (English not primary) Bilingual education (preferred strategy) Teach in their native language then add English instruction Critics vs. supporters Fluency in two language results in: Better performance on IQ tests More conscious of language structure (written/spoken) Notice errors in grammar/meaning better More cognitive flexibility and complexity
30. Industry Versus Inferiority Ages 6 to 12 Focus Attainment of competence Meeting the challenges presented by parents, peers, school, and the other complexities of the modern world Industry: Want to know how things are made and how they work Encouragement to make, build, and work, increases industry. The view of these creations as “making mischief” or “making a mess” increases feelings of inferiority.
31. The Development of Self-Understanding Continue to ask “who am I”? View less external/physical, more in terms of internal/psychological traits Self definitions: social characteristics. Social comparison—what they can do in comparison with others—becomes key
32. What Are Self-Esteem and Self-Concept? Self-esteem - global evaluations of the self AKA: self-worth or self-image Self-concept - domain-specific evaluations of the self Evaluations include: academics, athletics, appearance, etc. Increasing self-esteem: Identify the causes of low self-esteem Identify domains of competence important to the self Emotional support and social approval Achievement
33. The Influence of Friendships Friends are important because: Information about the world Emotional support/Buffer stress Manage and control emotions Communication with others Foster intellectual growth Practice relationship skills
34. Stages of Friendship Stages of childhood friendship: 1. Basing friendship on other’s behavior. Age 4-7; friends are children who like you and with whom you share toys and activities. 2. Basing friendship on trust. Age 8-10; focus on mutual trust. 3. Basing friendship on psychological closeness. Age 11-15; focus on intimacy and loyalty.
35. Peer Statuses: High vs. Low High (popular, possibly controversial): Tend to have greater access to resources (toys, books, information, etc) Interact with other high status students More likely to form exclusive and desirable cliques Tend to play with a greater number of children Low (rejected/neglected): Tend to follow the lead of higher status children More likely to play with younger or less popular children Form friendships with other lower status children.
36. Bullying: Characteristics of Victims About 160,000 children stay home each day because of bullies Loners Fairly passive Cry easily Lack social cues Have parents who are intrusive and demanding Boys with intensely close relationships with their parents
37. Characteristics of Bullies About 15% of children Half come from abusive homes Prefer violent TV Misbehave at home more than other children When caught—lie and show little remorse More likely to break laws as adults
38. Developmental Changes More able to understand complex emotions pride and shame One situation more than one emotion Tend to take a fuller context of emotional reactions Improved suppression/concealment of negative emotions
39. Emotional Intelligence Type of social intelligence that involves: ability to monitor one’s own and others’ feelings and emotions, discriminate among them, use this information to guide one’s thinking and action. Goleman’s view of emotional intelligence involves: Developing Emotional Self-Awareness Managing Emotions Reading Emotions Handling Relationships
40. The Transition to Elementary School New Role: School Child New interactions and relationships with new significant others New reference groups New standards for judging themselves. School provides children with a rich source of new ideas to shape their sense of self.
41. The Education of Students from Low Socioeconomic Backgrounds Poverty can present barriers to learning Schools in impoverished areas have fewer resources Emphasize rote learning over thinking skills Sub-standard learning environments
42. Ethnicity in Schools Ethnicity in schools can vary considerably School segregation by location Issues of: Inferior educational opportunities Low expectations Negative stereotypes
43. Strategies for Improving Relations Between Ethnically Diverse Students Encourage positive contact with diverse students Encourage perspective taking Encourage critical thinking emotional intelligence Reduce bias View the school and community as a team to help support teaching efforts Be a competent cultural mediator