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Teacher Training: Learning to Be Instigators of Thought™ Through a Process Aligned with Inspired Teaching's Educational Phil
Transforming education through innovation teacher training Teacher Training: Learning to be Instigators of Thought™ Through a process aligned with Inspired Teaching’s educational philosophy – which engages participants intellectually, physically, and emotionally - Inspired Teaching trains teachers to design and implement rigorous, student-centered lessons and activities that meet student needs and academic standards, including the Common Core State Standards. Like the teaching process itself, our teacher training is complex and allows for customization to meet the specific needs of each teacher. This audience-sensitivity creates a permanent shift in teachers’ thinking about their jobs and is one of the key reasons our process is so effective. Inspired Teaching’s Five Step Process for Teacher Education Each teacher navigates the following process: Step 1. Analyze and deepen my understanding of the ways I learn through a rigorous examination of the teaching and learning process, including my including my own experiences as a child and adult learner. Step 2. Articulate and defend my philosophy of teaching and learning , including what I believe about children. Challenge myself to listen to and consider other points of view and to find room in my philosophy for an appreciation of children's natural curiosity and innate desire to learn. Step 3. Make the connection to classroom practice , analyzing my current instructional strategies and whether they support my philosophy, so that I can explore and develop new ways to make sure what I do in the classroom matches my philosophy of teaching and learning. Step 4. Build the skills of effective teachers , including active listening, asking questions that will spark students' intellect and imaginations, observing to assess for student understanding, and communicating effectively. -
Emotional Disorders in Patients with Cerebellar Damage - Case Studies
Should be cited as: Psychiatr. Pol. 2014; 48(2): 289–297 PL ISSN 0033-2674 www.psychiatriapolska.pl Emotional disorders in patients with cerebellar damage - case studies Katarzyna Siuda 1, Adrian Andrzej Chrobak 1, Anna Starowicz-Filip2, Anna Tereszko1, Dominika Dudek 3 1Students’ Scientific Association of Adult Psychiatry, Jagiellonian University Medical College, Tutor: prof. dr hab. med. D. Dudek 2Medical Psychology Department, Jagiellonian University Medical College, Head: prof. dr hab. n. hum. J.K. Gierowski 3Department of Affective Disorders, Jagiellonian University Medical College Head: prof. dr hab. med. D. Dudek Summary Aim. Growing number of research shows the role of the cerebellum in the regulation of affect. Lesions of the cerebellum can lead to emotional disregulation, a significant part of the Cerebellar Cognitive Affective Syndrome. The aim of this article is to analyze the most recent studies concerning the cerebellar participation in emotional reactions and to present three cases: two female and one male who suffered from cerebellar damage and presented post-traumatic affective and personality change. Method. The patients’ neuropsychological examination was performed with Raven’s Progressive Matrices Test – standard version, Trial Making Test, Wisconsin Card Sorting Test, Auditory Verbal Learning Test by Łuria, Benton Visual Retention Test, Verbal Fluency Test, Stroop Interference Test, Attention and Perceptivity Test (Test Uwagi i Spostrzegawczości TUS), Frontal Behavioral Inventory (FBI). Results. The review of the literature suggest cerebellar participation, especially the vermis and paravermial regions, in the detection, integration and filtration of emotional information and in regulation of autonomic emotional responses. In the described patients we observed: oversensitivity, irritability, impulsivity and self-neglect. -
A Case of Steroid Induced Mania
Case Report International Journal of Psychiatry A Case of Steroid Induced Mania 1* 1 Maryam M Alnasser , Yasser M Alanzi and Amena H * 2 Corresponding author Alhemyari Maryam M Alnasse, MBBS from University of Dammam, Saudi Arabia, E-mail: [email protected]. 1 MBBS from University of Dammam, Saudi Arabia. Submitted: 14 Dec 2016; Accepted: 26 Dec 2016; Published: 30 Dec 2016 2MBBS from King Faisal University, Saudi Arabia. Abstract Background: Steroids have been widely used and prescribed for a variety of systemic diseases. Although they prove to be highly effective, they have many physical and psychiatric adverse effects. The systemic side effects of these medications are well known and well studied, in contrast to the psychiatric adverse effects which its phenomenology needs to be the focus of more clinical studies. However, the incidence of diagnosable psychiatric disorders due to steroid therapy is reported to be 3-6%. Affective reactions such as depression, mania, and hypomania are the most common adverse effects, along with psychosis, anxiety and delirium. Aim: We describe a case of corticosteroid induced mania, its unusual clinical picture, its course and management. Case description: A 14-year-old female intermediate school student, with a recent diagnosis of Chron’s disease was brought to A&E department due to acute behavioral disturbance in form of confusion, visual hallucinations, psychomotor agitation, irritability, hyperactivity, talkativeness, lack of sleep, and physical aggression. Those symptoms have started few days following corticosteroid therapy which was Prednisolone 40mg PO OD. And she was diagnosed with steroid induced mania. Discussion: This case illustrates the need for more understanding of the phenomenology and diversity of corticosteroids induced psychiatric syndromes. -
Cotard's Syndrome: Two Case Reports and a Brief Review of Literature
Published online: 2019-09-26 Case Report Cotard’s syndrome: Two case reports and a brief review of literature Sandeep Grover, Jitender Aneja, Sonali Mahajan, Sannidhya Varma Department of Psychiatry, Post Graduate Institute of Medical Education and Research, Chandigarh, India ABSTRACT Cotard’s syndrome is a rare neuropsychiatric condition in which the patient denies existence of one’s own body to the extent of delusions of immortality. One of the consequences of Cotard’s syndrome is self‑starvation because of negation of existence of self. Although Cotard’s syndrome has been reported to be associated with various organic conditions and other forms of psychopathology, it is less often reported to be seen in patients with catatonia. In this report we present two cases of Cotard’s syndrome, both of whom had associated self‑starvation and nutritional deficiencies and one of whom had associated catatonia. Key words: Catatonia, Cotard’s syndrome, depression Introduction Case Report Cotard’s syndrome is a rare neuropsychiatric condition Case 1 characterized by anxious melancholia, delusions Mr. B, 65‑year‑old retired teacher who was pre‑morbidly of non‑existence concerning one’s own body to the well adjusted with no family history of mental illness, extent of delusions of immortality.[1] It has been most with personal history of smoking cigarettes in dependent commonly seen in patients with severe depression. pattern for last 30 years presented with an insidious However, now it is thought to be less common possibly onset mental illness of one and half years duration due to early institution of treatment in patients precipitated by psychosocial stressors. -
Origins of Behavioral Neuroscience
ALBQ155_ch1.qxp 10/26/09 10:15 AM Page 1 chapter Origins of Behavioral OUTLINE ● Understanding Human Neuroscience Consciousness: A Physiological Approach Split Brains ● The Nature of Behavioral Neuroscience The Goals of Research 1 Biological Roots of Behavioral Neuroscience ● Natural Selection and Evolution Functionalism and the Inheritance of Traits Evolution of the Human Species Evolution of Large Brains ● Ethical Issues in Research with Animals ● Careers in Neuroscience ● Strategies for Learning LEARNING OBJECTIVES 1. Describe the behavior of people with split brains and explain what study of this phenomenon contributes to our understanding of self-awareness. 2. Describe the goals of scientific research. 3. Describe the biological roots of behavioral neuroscience. 4. Describe the role of natural selection in the evolution of behavioral traits. 5. Describe the evolution of the human species. 6. Discuss the value of research with animals and ethical issues concerning their care. 7. Describe career opportunities in neuroscience. 8. Outline the strategies that will help you learn as much as possible from this book. ALBQ155_ch1.qxp 10/26/09 10:15 AM Page 2 PROLOGUE René’s Inspiration René, a lonely and intelligent young man of pursued her, an imposing statue of Neptune rose in front of him, eighteen years, had secluded himself in Saint- barring the way with his trident. Germain, a village to the west of Paris. He recently had suffered René was delighted. He had heard about the hydraulically a nervous breakdown and chose the retreat to recover. Even operated mechanical organs and the moving statues, but he had before coming to Saint-Germain, he had heard of the fabulous not expected such realism. -
Reading Braniacs
Reading Brainiacs Adeetee Bhide, University of Pittsburgh Unlike learning to speak, learning to read and write requires years of explicit instruction. However, once a person learns to read well, reading is effortless, and in fact, obligatory. Skilled adult readers cannot refrain from reading, even if reading is impairing their performance. To demonstrate this, take the very simple Stroop test 1 In the lists below, try to name the ink color of each word out loud (so, for the first list you would say "red, green, blue…”. List 1 List 2 Table Computer Green Purple Chair Sofa Red Red Book Plate Green Green Paper Mug Blue Purple Which list did you find easier? The first list was probably much easier than the second. That is because, even though the written words are completely irrelevant to the task, as skilled adult readers we cannot stop reading them. In the first list, the written words are simply random objects. However, in the second list, the written words are the incorrect colors, and they interfere with our production of the correct answer. How do we go from struggling to read, sounding out one letter at a time, to becoming such skilled readers that we cannot even prevent ourselves from reading? And how does the brain change during the process of becoming a skilled reader? This article examines the neural mechanisms that underlie our ability to read. The beginning largely focuses on English, because the majority of scientific research on reading has been done with English. Later, the article covers the neural mechanisms behind reading other languages, including the akshara languages. -
Mind Maps in Service of the Mental Brain Activity
PERIODICUM BIOLOGORUM UDC 57:61 VOL. 116, No 2, 213–217, 2014 CODEN PDBIAD ISSN 0031-5362 Forum Mind maps in service of the mental brain activity Summary ŽELJKA JOSIPOVIĆ JELIĆ 1 VIDA DEMARIN 3 Tony Buzan is the creator of the mind maps who based his mnemonic IVANA ŠOLJAN 2 techniques of brain mapping on the terms of awareness and wide brain 1Center for Medical Expertise functionality as well as on the ability of memorizing, reading and creativ- HR-10000 Zagreb, Tvrtkova 5 ity. He conceived the idea that regular practice improves brain functions but Croatia he also introduced radiant thinking and mental literacy. One of the last 2Zagreba~ka banka enormous neuroscience ventures is to clarify the brain complexity and mind HR-10000 Zagreb, Juri{i}eva 22 and to get a complete insight into the mental brain activity. ! e history of Croatia human thought and brain processes dates back in the antiquity and is marked by di" erent ways of looking on the duality of mental and physical 3Medical Director, Medical Centre Aviva HR-10000, Zagreb, Nemetova 2 processes. ! e interaction of mental and physical processes and functioning Croatia of individual results in behavior of the body being carved in the state of mind, and vice versa. Both stable mind - body relation and integrated func- tions of behavior and thinking are necessary for a healthy physiological func- Correspondence: tioning of a human being. @eljka Josipovi} Jeli} Specialist neuropsychiatrist ! e meaning and nature of concience and mind preoccupies as all. In Center for Medical Expertise the decade of brain (1990-2000) and the century of brain (2000-1000) HR-10000 Zagreb, Tvrtkova 5, Croatia numerous discussions were lead and new scienti# c directions formed (cogni- E-mail: zeljka.josipovic-jelic @si.t-com.hr tive science, chemistry of feelings, evolutionary psychology, neurobiology, neurology of consciousness, neurophysiology of memory, philosophy of science and mind etc.) in order to understand and scientifcally clarify the mysteries of mind. -
Nonverbal Processing in Frontotemporal Lobar Degeneration
Nonverbal processing in frontotemporal lobar degeneration Dr Rohani Omar MA MRCP Submitted to University College London for the degree of MD(Res) 1 SIGNED DECLARATION I, Rohani Omar confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 2 ABSTRACT Frontotemporal lobar degeneration (FTLD) refers to a group of diseases characterised by focal frontal and temporal lobe atrophy that collectively constitute a substantial source of clinical and social disability. Patients exhibit clinical syndromes that are dominated by a variety of nonverbal cognitive and behavioural features such as agnosias, altered emotional and social responses, impaired regulation of physiological drives, altered chemical sense, somatosensory and interoceptive processing. Brain mechanisms for processing nonverbal information are currently attracting much interest in the basic neurosciences and deficits of nonverbal processing are a major cause of clinical symptoms and disability in FTLD, yet these clinical deficits remain poorly understood and accurate diagnosis is often difficult to achieve. Moreover, the cognitive and neuroanatomical correlates of behavioural and nonverbal cognitive syndromes in FTLD remain largely undefined. The experiments described in this thesis aim to address the issues of improving our understanding of the social and behavioural symptoms in FTLD through the integration of detailed neuro-behavioural, neuropsychological and neuroanatomical analyses of a range of nonverbal functions (including emotions, sounds, odours and flavours) with high- resolution structural magnetic resonance imaging (MRI). A prospective study of emotion recognition in various domains including music, faces and voices shows that music is especially vulnerable to the effects of damage in FTLD. -
Understanding the Mental Status Examination with the Help of Videos
Understanding the Mental Status Examination with the help of videos Dr. Anvesh Roy Psychiatry Resident, University of Toronto Introduction • The mental status examination describes the sum total of the examiner’s observations and impressions of the psychiatric patient at the time of the interview. • Whereas the patient's history remains stable, the patient's mental status can change from day to day or hour to hour. • Even when a patient is mute, is incoherent, or refuses to answer questions, the clinician can obtain a wealth of information through careful observation. Outline for the Mental Status Examination • Appearance • Overt behavior • Attitude • Speech • Mood and affect • Thinking – a. Form – b. Content • Perceptions • Sensorium – a. Alertness – b. Orientation (person, place, time) – c. Concentration – d. Memory (immediate, recent, long term) – e. Calculations – f. Fund of knowledge – g. Abstract reasoning • Insight • Judgment Appearance • Examples of items in the appearance category include body type, posture, poise, clothes, grooming, hair, and nails. • Common terms used to describe appearance are healthy, sickly, ill at ease, looks older/younger than stated age, disheveled, childlike, and bizarre. • Signs of anxiety are noted: moist hands, perspiring forehead, tense posture and wide eyes. Appearance Example (from Psychosis video) • The pt. is a 23 y.o male who appears his age. There is poor grooming and personal hygiene evidenced by foul body odor and long unkempt hair. The pt. is wearing a worn T-Shirt with an odd symbol looking like a shield. This appears to be related to his delusions that he needs ‘antivirus’ protection from people who can access his mind. -
THE CLINICAL ASSESSMENT of the PATIENT with EARLY DEMENTIA S Cooper, J D W Greene V15
J Neurol Neurosurg Psychiatry: first published as 10.1136/jnnp.2005.081133 on 16 November 2005. Downloaded from THE CLINICAL ASSESSMENT OF THE PATIENT WITH EARLY DEMENTIA S Cooper, J D W Greene v15 J Neurol Neurosurg Psychiatry 2005;76(Suppl V):v15–v24. doi: 10.1136/jnnp.2005.081133 ementia is a clinical state characterised by a loss of function in at least two cognitive domains. When making a diagnosis of dementia, features to look for include memory Dimpairment and at least one of the following: aphasia, apraxia, agnosia and/or disturbances in executive functioning. To be significant the impairments should be severe enough to cause problems with social and occupational functioning and the decline must have occurred from a previously higher level. It is important to exclude delirium when considering such a diagnosis. When approaching the patient with a possible dementia, taking a careful history is paramount. Clues to the nature and aetiology of the disorder are often found following careful consultation with the patient and carer. A focused cognitive and physical examination is useful and the presence of specific features may aid in diagnosis. Certain investigations are mandatory and additional tests are recommended if the history and examination indicate particular aetiologies. It is useful when assessing a patient with cognitive impairment in the clinic to consider the following straightforward questions: c Is the patient demented? c If so, does the loss of function conform to a characteristic pattern? c Does the pattern of dementia conform to a particular pattern? c What is the likely disease process responsible for the dementia? An understanding of cognitive function and its anatomical correlates is necessary in order to ascertain which brain areas are affected. -
Frontal Lobe Syndrome Treatment Pdf
Frontal lobe syndrome treatment pdf Continue Mesulam MM. Human frontal lobes: Overcoming the default mode through the coding of the continent. DT Stus and RT Knight. Principles of frontal lobe function. Oxford: 2002. 8-30. Bonelli RM, Cummings JL. Frontal subcortial circuit and behavior. Dialogues Wedge Neuroshi. 2007. 9(2):141-51. (Medline). Cruz-Oliver DM, Malmstrom TK, Allen CM, Tumosa N, Morley JE. University of St. Louis Veterans' Examination for Mental Status (SLUMS Exam) and Mini-Mental Status Examination as Predictors of Mortality and Institutionalization. J Natra is a health aging. 2012. 16(7):636-41. (Medline). Dubois B, Slachevsky A, Litvin I, Pillon B. FAB: Front battery scores at the bedside. Neurology. 2000 Dec 12. 55(11):1621-6. (Medline). Nasreddin S.S., Phillips N.A., Sdirian V et al. Montreal Cognitive Assessment, MoCA: A Short Screening Tool for Mild Cognitive Impairment. J Am Geriatr Soc. 2005 Apr 53 (4):695-9. (Medline). Copp B, Russer N, Tabeling S, Steurenburg Headquarters, De Haan B., KarnatHO, etc. Performance on the front battery scores are sensitive to frontal lobe damage in stroke patients. BMC Neurol. 2013 November 16. 1:179 p.m. (Medline). (Full text). Munoz DP, Everling S. Otadi: anti-sacdad task and voluntary eye control. Nat Rev Neuroshi. March 5, 2004. 5:218-28. (Medline). (Full text). Reitan RM. Trace ratio by doing a test for organic brain damage. J Consult Psychol. 1955 October 19 (5):393-4. (Medline). Mall J, de Oliveira-Souza R, Mall FT, Bramati IE, Andreiuolo PA. Cerebral correlates with a change in the set: an MRI track study while doing a test. -
Department of Veterans Affairs § 4.130
Department of Veterans Affairs § 4.130 agency shall evaluate it using a diag- termine whether a change in evalua- nostic code which represents the domi- tion is warranted. nant (more disabling) aspect of the (Authority: 38 U.S.C. 1155) condition (see § 4.14). [61 FR 52700, Oct. 8, 1996] (Authority: 38 U.S.C. 1155) § 4.130 Schedule of ratings—Mental [61 FR 52700, Oct. 8, 1996, as amended at 79 FR disorders. 45099, Aug. 4, 2014] The nomenclature employed in this § 4.127 Intellectual disability (intellec- portion of the rating schedule is based tual developmental disorder) and upon the American Psychiatric Asso- personality disorders. ciation’s Diagnostic and Statistical Manual of Mental Disorders, Fifth Edi- Intellectual disability (intellectual tion (DSM–5) (see § 4.125 for availability developmental disorder) and person- information). Rating agencies must be ality disorders are not diseases or inju- thoroughly familiar with this manual ries for compensation purposes, and, to properly implement the directives in except as provided in § 3.310(a) of this § 4.125 through § 4.129 and to apply the chapter, disability resulting from them general rating formula for mental dis- may not be service-connected. How- orders in § 4.130. The schedule for rating ever, disability resulting from a men- for mental disorders is set forth as fol- tal disorder that is superimposed upon lows: intellectual disability (intellectual de- 9201 Schizophrenia velopmental disorder) or a personality 9202 [Removed] disorder may be service-connected. 9203 [Removed] 9204 [Removed] (Authority: 38 U.S.C. 1155) 9205 [Removed] [79 FR 45100, Aug. 4, 2014] 9208 Delusional disorder 9210 Other specified and unspecified schizo- § 4.128 Convalescence ratings fol- phrenia spectrum and other psychotic lowing extended hospitalization.