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Be able to manage common emergies like, fracure nasal bone, stridor requiring a tracheostomy, epistaxis, Subperiosteal abscess, and Peritonsillar abscess. Research methology/ Reporting on research Learns the basics in research methodology and make the thesis protocol with the 4 months of admission. Selection of thesis Topic Subject of thesis will be selected by the candidate under guidance of Faculty which will be approved by the departmental guide and other faculty. The Candidate will be asked to submit the protocol within 4 (Four) month of admission after it is scrutinized by departmental Faculty. It is to be approved by the Central thesis committee of the Institute/College if such committee does exist, and the ethical considerations are also discussed in such Research Programme committee. Once the thesis protocol is approved the candidate starts his research work under direct supervision of guide and coguides. Three/six monthly progress of the thesis will be checked to know the outcomes/or difficulties faced by the Candidate. At the discretion of director/rector/thesis committee one month extension may be given to a candidate for submission of the protocol and the final thesis for any valid reason for the delay. Journal club: 2 hrs duration Paper presentation/discussion once per week (Afternoon). Lecture/discussion: Lectures on newer topics by Faculty, in place of seminar/as per need. Case presentation in the ward and the afternoon Special clinics (such as vertigo / otology Tumour clinics). Surgicopathological Conference: Special emphasis is made on the surgical pathology and the radiological aspect of the case in the pathology deptt. Combined Round/Grand Round: these exercises are to be done for the hospital once/wk or twice/ month involving presentation of unusual or difficult patients. Presentations of cases in clinical combined Round and a clinical series/research data on clinical materials for benefit of all clinicians/ Pathologists/other related disciplines once in week or forthrightly in the Grand round. Community camps: For rural exposure and also for experiences in preventive aspect in Rural situation/ hospital/school, Patient care camps are to be arranged 2-3/year, involving Residents/junior faculty. The ear cases are thoroughly investigated and are discussed by the Junior Residents with the faculty for their management/discussions are made after each case is presented. Once a week one Faculty should take a one hour Teaching Round by Rotation of Faculty (4/5 such rounds per semester of 6 months). Death Cases: Once a month/ once in 3 months the records of such cases are presented by the Senior Residents. This programme helps to take corrective measures as well as to maintain accountability in patient management. Clinical interaction with audiologists/speech therapist: Clinical interaction with audiologist/ speech therapist pertaining to management of the patients with 1audiological/speech problems are to be made/discussion arranged. Audiologic methods and therapy strategies are to be made known to Resident doctors.
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However, in this case it is especially up to Aims you to be clear how your work can be the start of a fruitful and impactful line of research and why Aims provide a one page statement of your goal, that makes the current work innovative. This may objectives, and expected outcomes and implica be especially true for those conducting preclini tions. The most important part is this section describes the overall strategy, the statement of your specic aims and the scientic methodology, and analyses to be used hypotheses you have for each aim. You then should con include an empirical justication for including clude with a summary paragraph that also sug only one gender or a theoretical reason to focus gests the research directions and implications on a narrow developmental period in adolescence. One subsection is As such, your ability to discuss how this work Preliminary Studies which outlines the previous will not be a single effort but the start of an effec work of you and other members of your research tive line of research is crucial. The other sub section is Potential Problems, Alternative the following sections also need to be included Strategies, and Benchmarks for Success, which in your grant application: Appendix Materials, provides you with the opportunity to anticipate Bibliography & References Cited, Care and Use and address the questions that reviewers are likely of Vertebrate Animals in Research, Consortium/ to ask themselves as they read your application. Data Analytic Plan Additional content sections specic to K award this section outlines your statistical approach. The readability of this section and the overall Statements by Mentor, Co-mentor(s), Consultants, ow of the application will be greatly enhanced if Contributors, Description of Institutional Environ the plan is presented in the context of the specic ment, and Institutional Commitment to the Candi aims and hypotheses. Human Subjects Submission and Receipt of Your Application Although it is not placed in the body of the research plan, the section on the protection of All applications are submitted through an elec human subjects and the inclusion of both gen tronic portal called grants. You should note ders, children, and underserved members of that your application must be submitted and free minority groups is an important part of your of errors by the due date. It should carefully describe aspects closely follow all of the rules and regulations of the grant related to the risk-benet ratio and governing each aspect of the application to pre demonstrate that all necessary precautions are in vent your application from being withdrawn from place to protect the rights and safety of human the review process. In most R grants this sec actual submission process might seem daunting tion includes virtually all of the information in its own right. This should port to ensure that you complete this part on time include strategies to ensure adequate recruitment and accurately. This pro larger scale trials, multi-site trials, and those cess also can be inuenced by a cover letter you including vulnerable populations. The most common institute for psy will consider this additional material, especially chologists to submit applications is the National given that they already will have plenty to cover Institute of Mental Health. These of all of the applications being reviewed in that study sections keep a regular roster of reviewers cycle. You can get an idea of primary, secondary, and tertiary) are assigned to the study section based on the roster and you may each application, based on the t between their choose to request a particular section in the previ research expertise and the content of the grant. Shortly thereafter, investigator, and research environment (see you will receive a notice documenting this infor Table 24. However, do not assume every assigning specic reviewers; coordinating dates one or even anyone will be an expert in your and sites for the three review committee meetings particular topic, and be sure that your application each year). There is a lengthy interval between does not rely on jargon or make assumptions the time you submit your application and the time about reviewer familiarity regarding idiosyncra it is actually reviewed; for example, applications sies or convention approaches in a particular area received on June 1 are typically reviewed in of research.
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The literature review should provide a comprehensive overview of a defined area of research. When finished, it should represent a stand-alone product, similar in form to a Psychological Bulletin or Psychological Review article, or a systematic review from the Cochrane Collaboration or similar venue. The planning phase may include as appropriate, the application of the search algorithm for generating a population of articles for review (in the case of a meta-analysis), or the generation of a topical outline that guides the review. The faculty mentor will then present the 1-page statement to the faculty for faculty approval. The mentor distributes the review to the committee, who evaluates the written document. Although the page length of this product would likely vary somewhat with its specific focus, a reasonable length would be approximately 35-50 double spaced pages (excluding references, tables, and figures). After the review is completed the student distributes it to the committee members, and an oral examination takes place within a period of time specified below (Procedures). The student must pass the written and oral examination to be admitted to candidacy. The student may elect to complete the examination by choosing three substantive content areas, covering the major and minor areas of study, selecting and obtaining approval for reading lists in each of these areas, 93 and completion of written answers to 6 questions (2 per area) to take place on a single day mutually agreed upon by the student and the committee. This area should cover a general topic area that is not exclusively related to the same treatment modality or health condition as the specific topic areas.
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Students who exhibit multiple sources of information, and include both tasking commitment are provided instruction that school and nonschool performance. However, confusion persists over the question of whether that means 3% to 5% in each cat the process of identification should be a process egory or across all categories. The data provided to the that begins with a Child Find or a nominating process Office of Civil Rights indicate that there is great vari for students who may need special services because of ation across states, with some states identifying more their high ability or achievement. The nomination stage than 13% of their population as gifted, while other could involve multiple methods for selecting children, states serve only 1%. In many cases, the proportion of including scores on achievement or aptitude measures, identified gifted students reported is determined by nomination by teachers or other school personnel, and state regulations specifying that funding will only be any other available valid data regarding talent. A com provided for a given percentage of students in a school plete profile of each nominated child is then created. In the and measure giftedness according to the defini area of assessment, school psychologists can assist tion of giftedness the school has adopted. Finally, school psychologists can be very giftedness, not a single test score or rating scale. These groups are traditionally minority groups, low socioeconomic status, and underrepresented in programs for the gifted because those who may be both gifted and handicapped. Further, the school psychologist involved when parents and educators are weighing can use knowledge of these same characteristics in whether the appropriate placement of a student helping to determine whether recommendations should be acceleration to another class or grade level regarding separation from peers to attend a special or whether or not a student should be placed in a school or class is likely to be a positive experience for special class or school. They may believe that gifted students do not have different educational needs and will not differentiate the curriculum, or they do not have sufficiently advanced knowledge and understanding of the content to be able to do so. The schoolwide enrich monitoring progress from a list of predetermined ment model: A how-to guide to education excellence.
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They may lose track of conversations, or reach the destination of a journey and forget how they got there. Traumatic amnesia needs to be distinguished from simple forgetting, or failure to encode information due to impaired concentration. The observing self may be heard commenting on the participating self (pseudohallucination). The process may be adaptive during 202 Trauma, memory and dissociation exposure to a traumatic event, since it distances the person from involvement in the event and the associated pain, emotional distress and personal meaning. In cases of dissociative identity disorder, there may be separate personalities (alters) each with diferent names and distinctive attitudes and skills. Consider the diagnosis of a dissociative disorder in people who have had a large number of diagnoses in the past. Have a high index of suspicion when assessing people with a cluster of somatoform and mood symptoms such as headaches (including migraine), recurrent pelvic and abdominal pain, chronic fatigue, mood instability, self-harming, anxiety symptoms and eating disorders. Consider the diagnosis of a dissociative disorder in people presenting with a cluster of the following symptoms: headaches (including migraine), recurrent abdominal pain, chronic fatigue, mood instability, anxiety and eating disorders. The victims of trauma often sufer low self-esteem with strong feelings of guilt and shame over the traumatic events. Even those who sufered abuse as a child often feel that they were somehow to blame. At the time of the event, they were powerless to infuence what happened, but being entirely dependent on the abusers, they may have had no choice but to believe that they were at fault. Formulation the likelihood of developing a post-traumatic syndrome increases with the intensity and duration of exposure to a trauma. Vulnerability to dissociative disorders and other posttraumatic syndromes also includes genetic and a number of other biological factors, including certain neuro-endocrine factors. Psychological factors that predispose to their development include certain personality traits (neuroticism and introversion), a history of mental illness, and past exposure to trauma. Social factors include a history of negative parenting, early separation from parents and low levels of education. The social relationships of abused people may continue to be infuenced by past trauma. Through repetition compulsion, the person may continue to be revictimised, or through identifcation with the aggressor, the person may go on to abuse others (see Box 21-2).
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