What are the 6 things that make life on Earth possible?

Answers:

1. Milky Way galaxy is suitable for life.

2. Solar System's location in the Milky Way galaxy is far from many hazards.

3. Our Sun is a stable, long-lasting, and metal-rich star.

4. The Earth is just at the right distance from the Sun.

5. Jupiter and Saturn.

6. There's water on Earth.

watch this Video for reference.

https://www.youtube.com/watch?v=NEuW3rmsQn8

CURIOUS LIKE A CHILD

 

Step into a world of boundless curiosity and unbridled joy with "Curious and Happy Like a Child." Join us on a journey of discovery and wonder as we embrace the simple pleasures of life and reawaken our sense of wonder. Let this channel remind you to approach each day with the same wide-eyed enthusiasm and uncontainable excitement as a child, and let your curiosity lead you to new and extraordinary experiences. Get ready to be inspired, uplifted, and reminded of the pure, unadulterated joy that comes from embracing life with a childlike spirit.

join This YOUTUBE CHANNEL .

www.youtube.com/@curiouslikeachild

VOCABULARY- basic knowledge for students.

OBJECTIVES:

By the end of this presentation, you will be able to know:

ü what is vocabulary?

üWhat does it mean to “know” a word?

ü Importance of vocabulary.

ü how many words do students need to know?

ü Types of vocabulary and Functions of vocabulary. 

WHAT IS VOCABULARY? [1]

According to online cambridge dictionary:

“All the words known and used by a particular person”

                                OR

“All the words which exist in a particular language or subject”

•The word vocabulary entered the English lexicon in the 1530s and is derived from the Latin word ‘vocabularium,’ meaning ‘a list of words.’ [4]

• It gained its modern meaning, “the sum of all words known by a person”, in the 1700s.

•Eminent writers such as William Shakespeare and Charles Dickens are known for their large vocabularies.

What Does It Mean to “Know” a Word?

Establishing exactly what it means to know a word is no easy task.

Q. Is “knowing” a word being able to recognize what it looks and sounds like?

Q. Is it being able to give the word’s dictionary definition?

Research suggests that, in general, the answer to these questions is NO

   “Knowing a word by sight and sound and knowing its dictionary definition are not the same as knowing how to use the word correctly and understanding it when it is heard or seen in various contexts” (Miller & Gildea, 1987).

Knowing and using a word[2]

word knowledge also comes in two forms

1. Receptive vocabulary:  includes words that we recognize when we hear or see them.
2. Productive vocabulary: includes words that we use when we speak or write.

The Importance of Vocabulary to Reading Comprehension

• One of the most persistent findings in reading research is that the extent of students’ vocabulary knowledge relates strongly to their reading comprehension and overall academic success (see Baumann, Kame‘enui, & Ash, 2003; Becker, 1977; Davis, 1942; Whipple, 1925).

•   Young students who don’t have large vocabularies or effective word-learning strategies often struggle to achieve comprehension. Their bad experiences with reading set in motion a cycle of frustration and failure that continues throughout their schooling (Hart & Risley, 2003; Snow, Barnes, Chandler, Goodman, & Hemphill, 2000; White, Graves, & Slater, 1990). 

• This sets in motion the well known “Matthew Effects,” Stanovich’s (1986) application of Matthew, 25:29–“the rich get richer and the poor get poorer.” In terms of vocabulary development, good readers read more, become better readers, and learn more words; poor readers read less, become poorer readers, and learn fewer words.

The Importance Of a Vocabulary

• An extensive vocabulary aids expressions and communication
• Vocabulary size has been directly linked to reading comprehension.[3]
• Linguistic vocabulary is synonymous with thinking vocabulary.[3]
• A person may be judged by others based on his or her vocabulary.

How Many Words Do Students Need to Know?

Early vocabulary researchers reported figures ranging from 2,500 to 26,000 words in the vocabularies of typical grade 1 students and from 19,000 to 200,000 words for college graduate students (Beck & McKeown, 1991)

TYPES  OF VOCABULARY[4]

Following are some types of vocabulary

• Listening vocabulary
• Speaking vocabulary
• Reading vocabulary
• Writing vocabulary.

Reading  Vocabulary

A read vocabulary is a passive one.

“ This means it is the words understood by the reader when he or she is reading a piece of written text.”

•  The person is able to recognize the form of the letters and how they correspond to one another, and how their sum is understood.
•  This also includes understanding a word’s spelling, meaning and the exact meaning in its context.

Listening Vocabulary

“A person's listening vocabulary is all the words he and she can recognize when  listening to speech”

• Listening is also a passive type of vocabulary. 
• The listener is able to link the words being spoken to their meaning. This level of understanding is aided by word context, intonation and, if there is visual contact with the speaker, by gestures and facial expressions. Listening is, like reading, an interpretational form of vocabulary.
• Listening vocabulary provides the foundation for developing phonological awareness and building reading and writing skills.

Speaking Vocabulary

“A person's speaking vocabulary is all the words he or she can use in speech”

• It demonstrates a person’s knowledge of words. 
• It is an active demonstration that can also rely on other elements such as facial expressions, intonation, pitch and gestures to help others understand its meaning. 
• Knowledge of a word is demonstrated by its good usage and pronunciation.
• Due to the spontaneous nature of the speaking vocabulary, words are often misused. This misuse – though slight and unintentional – may be compensated by facial expressions, tone of voice, or hand gestures

Writing vocabulary

• Writing vocabulary consists of the words we use in writing.
• Writing is the active vocabulary equivalent to reading. 
• With reading, it forms the core skills needed for someone to be literate. 
• The writer demonstrates his or her knowledge of a word in terms of its meaning and how to spell it and use it correctly.

FUNCTIONS OF VOCABULARY[5]

Following are the grammatical functions of vocabulary

Noun

Adjective

Verb 

Adverb

NOUN

DEFINITION

“A noun is a word use to name a person , animal, place, thing and abstract idea.” 

Examples

1 A bunch of bananas.

2 The bank closes at three in the afternoon .

3 You should read this book.

4 Give me a call when you arrive? 

5 He drove his car very fast.

6 Do you see that boy over there?

ADJECTIVE

DEFINITION

                 “Adjective are words that describe or modify another person or things in the sentence. The articles a, an, the, are adjectives”.

EXAMPLES:

The tall Professor

A Solid Commitment

A six year -old child 

The un-happiest richest man 

ADJECTIVE MODIFY NOUN

DEFINATION:

Adjectives are added to nouns to state what kind, what color, which one or how many Adjectives are said to modify nouns and are necessary  to make the meaning of sentences clear or more exact.

EXAMPLES:

Follow the yellow Cabs.

The girl is beautiful.

The principal objective is to make profit.

VERB

DEFINITION:

“The word that describes an action or indicates the state of being.”

EXAMPLES:

I am waiting for the train

The earth is slowly gets warmer.

We were working on a new project.

I will play basket tomorrow.

ADVERB

DEFINITION:

“An adverb is a word that modifies a verb , an adjective, an adverb and even a whole clause or sentence.”

EXAMPLES:

They walked quickly

He was very tired.

Adverb usually express time, place, manner, frequency or degree.

Example:

They arrived soon.

He stood there alone

REFERENCES:

1.^http://dictionary.cambridge.org/define.asp?key=88554&dict=CALD

2.^http://www.prel.org/products/re_/ES0419.htm

3.^ a b Stahl, Steven A. Vocabulary Development. Cambridge: Brookline Books, 1999. p. 3. "The Cognitive Foundations of Learning to Read: A Framework", Southwest Educational Development Laboratory, [1], p. 14.

4. ^http://www.wisegeek.com/what-are-the-different-types-of-vocabulary.htm

5. ENGLISH TEXT BOOK  BBA-1.

AMNIOTIC FLUID.

OBJECTIVES:

•What is amniotic fluid?

• Physical characteristic and Volume

• Chemical Composition

• Amniotic fluid production

• Amniotic fluid circulation

• Functions

• Amniocentesis

• Amniotic fluid index

• Abnormalities

•Polyhydramnious

• oligohydramnious

•Amniotic fluid: or liquor amnii is a clear, slightly yellowish liquid that surrounds the unborn baby (fetus) during pregnancy.

• It is the nourishing and protecting liquid

• It is found within the amniotic sac contained in the mother's womb.

Physical characteristics

• It is clear  pale yellow fluid.

• pH of is around 7.2.

• Specific gravity of 1.0069 – 1.008.

volume:

volume depends on gestation

As a very rough guide, total volumes are about:

•30 ml at ten weeks,

•300 ml at twenty weeks,

•600 ml at 30 weeks and

•about a litre at thirty-eight weeks.

•Beyond this point, the volume gradually falls

•It will be about 800 ml at forty weeks and lower still if the pregnancy continues to forty-one or forty­ two weeks.

Chemical composition:

•The composition of the amniotic fluid changes with gestation in early pregnancy it is similar to maternal and fetal serum.

•  98-99% of the amniotic fluid is  water.

•A large number of dissolved substances such as: creatinine, urea, bile pigments , renin, glucose ,fructose, proteins (albumin and globulin) , lipids, hormones (estrogen and progesterone ), enzymes , minerals (Na+ ,K+  Cl- )

• un-dissolved substances like  fetal epithelial  cells .

• during the second half of gestation its osmolarity decreases and is close to dilute fetal urine  with added phospholipids and other substances from fetal lung and other metabolites .

Amniotic fluid production:

•At very early stages the amniotic fluid is secreted by the amniotic cells .

- Later most of it is derived from the maternal tissue fluid by diffusion, across the amniochorionic membrane  and from the placenta.

- A little is contributed by fetal respiratory secretions through the skin which becomes less later in progressed pregnancy since the fetal skin becomes less permeable .

- By 11th week, fetus contributes to amniotic fluid by urinating into the amniotic cavity; in late pregnancy about half a liter of urine is added daily.

- After about 20 weeks, fetal urine makes up most of the fluid.

Amniotic Fluid: Circulation

•The water content of the amniotic fluid changes every three hours

•

•Large volume moves in both directions between the fetal & maternal circulations  mainly through the placental membrane

•

•It is swallowed by the fetus, is absorbed by respiratory & GIT and enters fetal circulation. It then passes to maternal circulation through placental membrane. During final stages of pregnancy fetus swallows about 400ml of amniotic fluid per day

•Excess water in the fetal blood is excreted by the fetal kidneys and returned to the amniotic sac through the fetal urinary tract

Amniotic Fluid: Functions:

•Amniotic fluid is "inhaled" and "exhaled" by the fetus. It is essential that fluid be breathed into the lungs in order for them to develop normally.

•

•Swallowed amniotic fluid also creates urine and contributes to the formation of meconium.

•

•The fetus floats in the amniotic fluid. It allows fetus to move freely, aiding development of muscles and bones.

•

•Acts as a cushion to protect embryo from mechanical injuries.

•Permits normal fetal  development.

•Acts as a barrier to infection ,(transferrin in the amniotic fluid binds iron needed by some bacteria and fungi ,fatty acids have a detergent effect on bacterial membranes and contains Ig and lysozomes that also help in fighting pathogens)

•

•  Assists in regulation of fetal body temperature, protecting from heat loss

•

• Prevent adherence to the amnion

• Helps in dilatation of cervical canal at the time of birth

•

• Amniotic fluid is also a plentiful source of non-embryonic stem cells. These cells have demonstrated the ability to differentiate into a number of different cell-types, including brain, liver and bone

Amniocentesis:

•Amniocentesis is the removal of a small amount of amniotic fluid from the sac around the baby.

• This is usually performed at 16 weeks (2nd trimester) in pregnancy.

• A fine needle is inserted under ultrasound guidance through the mothers' abdomen into a pool of amniotic fluid.

Studies of the cells obtained from the amniotic fluid permit:

1- Chromosomal analysis of the  cells which can be performed to investigate the following;

§Diagnosis of sex of the fetus

§Detection of chromosomal abnormalities e.g. trisomy 21(Down’s syndrome)

§DNA studies

2- The cells may be cultured and analyzed for enzymes, or for other materials that may indicate genetically transmitted diseases

§( Inherited disorders e.g Cystic Fibrosis).

3-To check for developmental problems e.g. Spina Bifida . Babies born with spina bifida have a backbone that did not close properly. Serious complications of spina bifida can include leg paralysis, bladder and kidney defects, brain swelling (hydrocephalus), and mental retardation.

§

4- Other studies can be done directly on the amniotic fluid including measurement of alpha-fetoprotein

–high levels of alpha-fetoproteins indicate the presence of a severe neural tube defect

–whereas low levels of alpha-fetoproteins may indicate chromosomal abnormalities  .

Who is the proper candidate for an Amniocentesis investigation? 1-Those whom are suspected to have possible problems indicated by certain tests conducted previously ,(e.g If  pregnancy is complicated by a condition such as Rh-incombatibility, the doctor can use amniocentesis to find out if the baby's lungs are developed enough to endure an early delivery). 

2- Family history of genetic abnormalities (in this case would be advisable to seek genetic counseling before becoming pregnant)

3-Those that have been exposed to certain risk environmental factors that might lead to fetal abnormalities

What are the risks of amniocentesis?

•

Like any invasive procedure there are risks, which are:

•- Abortion: about 1 in 200 to 400 women aborted (higher risk if done in the first quarter)

•- Uterine infection: 1 in 1000

•

When are the results be obtained?

•

• It might take two weeks or shorter depending on the test required .Having it done in minimum time   is  important so that the decision  can be made at the proper time depending on the outcome

   

•Examples of Other Tests performed on the amniotic fluid :

•

a)Measurements of the lecithine/sphingomyelin ratio  ( as the lung matures the concentration of  phospholipids especially lecithin increases since it is the major  lung surfactant). This test is done to assess the maturation of the fetal lungs , a ratio 4/1 indicates mature lungs and a ratio less than 4/1 indicates immature lungs.

 b) Measurements of bilirubin indicates the degree of fetal red blood cell destruction ,where abnormally high levels could indicate serious cases such as mother fetal blood incompatibility

Amniotic Fluid Index:

•Amniotic fluid index (AFI) is a rough estimate of the amount of amniotic fluidand is an index for the fetalwell-being. It is a part of the biophysical profile.

•AFI is the score (expressed in cm) given to the amount of amniotic fluid seen on pregnant uterusand calculated by a ultrasonograph (aka ultrasound). To determine the AFI, doctors may use a four-quadrant technique , when the deepest, unobstructed, vertical length of each pocket of fluid is measured in each quadrant and then added up to the others , or the so called "Single Deepest Pocket" technique

•A normal AFI is about 12.

•But 8-18 is normal

•

•AFI < 5-6 = oligohydramnios (oligo, less; hydramnios, fluid)

•AFI > 18-22 = polyhydramnios

 (poly, much or many)

ABNORMALITIES

Polyhydramnios:

Polyhydramnios means having too much amniotic fluid in the uterus (womb) more than 1500-2000 ml

Polyhydramnios signs and symptoms:

• Are a result of pressure being exerted within the uterus and on nearby organs, may cause:

• Shortness of breath or the inability to breathe, except when upright

•

• Swelling in the lower extremities, vulva and abdominal wall

• Decreased urine production

CAUSED BY:

• A birth defect that affects the baby's gastrointestinal tract or central nervous system

•Maternal diabetes

• Twin-twin transfusion — a possible complication of identical-twin pregnancies in which one twin receives too much blood and the other too little

•A lack of red blood cells in the baby (fetal anemia)

•Blood incompatibilities between mother and baby

•

•Infections that affect baby, such as rubella, cytomegalovirus , toxoplasmosisand syphilis

•

•the placenta may have developed a tumour

§ there may be a problem with the arteries in the umbilical cord resulting in polyhydramnios. 

Complications of polyhydroamnios

 Polyhydramnios may increase the risk of:

• Premature birth

• Pregnancy-induced high blood pressure

• Urinary tract infections during pregnancy

• Premature rupture of membranes

• Excess fetal growth

• Placental abruption — when the placenta peels away from the inner wall of the uterus before delivery

• Umbilical cord prolapse — when the umbilical cord drops into the vagina ahead of the baby

• C-section delivery

• Stillbirth

•Heavy bleeding due to lack of uterine muscle tone after delivery

TREATMENT of polyhydroamnios:

•Drainage of excess amniotic fluid.

• Medication. 

oral medication indomethacin to help reduce fetal urine production and amniotic fluid volume

Oligohydramnios:

A deficiency in the amount of amniotic fluid in the gestational sac during pregnancy less than 400ml.

AETIOLOGY:

FETAL

•PROM (50%)

•CHROMOSOMAL ANOMALIES

•CONGENITAL ANOMALIES

•IUGR

•IUFD

•POSTTERM PREGNANCY

MATERNAL

•PREECLAMPSIA

•APLA SYNDROME

•CHRONIC HT

PLACENTAL

•CHRONIC ABRUPTION

•TTTS

•CVS

DRUGS

•PG SYNTHETASE INHIBITORS

•ACE INHIBITORS

•

IDIOPATHIC

COMPLICATIONS:

FETAL

Abortion

Prematurity

IUFD

Deformities –CTEV,contractures,amputation

Potters syndrome- pulmonary hypoplasia

Malpresentations

Fetal distress

MSAF – MAS

Low APGAR

MATERNAL

Increased morbidity

Prolonged labour: uterine inertia

Increased operative intervention

(malformations, distress)

TREATMENT:

•ADEQUATE REST – decreases dehydration

•HYDRATION – Oral/IV Hypotonic fluids(2 Lit/d)

                         temperory increase

                         helpful during labour,prior

                         to ECV, USG

•SERIAL USG – Monitor growth,AFI,BPP

•INDUCTION OF LABOUR/ LSCS

                                       Lung maturity attained

                                       Lethal malformation

                                       Fetal jeopardy

                                       Sev IUGR

                                       Severe oligo

AMNIOTIC FLUID EMBOLISM:

AFE is thought to occur when amniotic fluid , fetal cells, hair, or other debris enter the maternal circulation

Presentation:

there will be profound respiratory failure with:

 deep cyanosis  

• cardiovascular shock 

• convulsions and

• profound coma

Causes:

•Ruptured membranes (a term used to define the rupture of the amniotic sac)

•Ruptured uterine or cervical veins

•A pressure gradient from uterus to vein

•A maternal age of 35 years or older,

• caesarean or

•instrumental vaginal delivery,

•polyhydramnios,

•cervical laceration or uterine rupture,

•placenta previa or abruption,

•eclampsia, and

•fetal distress.

•Time of event:

    - During labor.

    - During C/S.

    - After normal vaginal delivery.

    - During second trimester TOP. 

• AFE syndrome has been reported to occur as late as 48 hours following delivery.

• Risk factors of AFE:

•Advanced maternal age

•Multiparity

•Meconium

•Cervical laceration

•Intrauterine foetal death

•Very strong frequent or uterine tetanic contractions

•Sudden foetal expulsion (short labour)

Placenta accreta

•Polyhydramnios

•Uterine rupture

•Maternal history of allergy or atopy

•Chorioamnionitis

•Macrosomia

•Male fetal sex

•Oxytocin  (controversial)

• Nevertheless, these and other frequently cited risk factors are not consistently observed and at the present time  

Experts agree that this condition is not preventable

•