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Flashcard 1425611820300

Tags
#cfa-level #economics #microeconomics #reading-13-demand-and-supply-analysis-introduction #study-session-4
Question
This reading is organized as follows.

Section 2 explains how [...].

Answer
economists classify markets

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This reading is organized as follows. Section 2 explains how economists classify markets. Section 3 covers the basic principles and concepts of demand and supply analysis of markets. Section 4 introduces measures of sensitivity of demand to changes in

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1. INTRODUCTION
s to converge to an equilibrium price? What are the conditions that would make that equilibrium stable or unstable in response to external shocks? How do different types of auctions affect price discovery? <span>This reading is organized as follows. Section 2 explains how economists classify markets. Section 3 covers the basic principles and concepts of demand and supply analysis of markets. Section 4 introduces measures of sensitivity of demand to changes in prices and income. A summary and practice problems conclude the reading. <span><body><html>







Flashcard 1428903038220

Tags
#cfa #cfa-level-1 #economics #microeconomics #reading-13-demand-and-supply-analysis-introduction #study-session-4
Question
Demand curve shows both the [...], and [...] at each price
Answer
highest price buyers are willing to pay for each quantity

the highest quantity buyers are willing and able to purchase

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Demand curve shows both the highest price buyers are willing to pay for each quantity, and the highest quantity buyers are willing and able to purchase at each price

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3. BASIC PRINCIPLES AND CONCEPTS
se a given amount of a good or service at a given price. Supply is the willingness of sellers to offer a given quantity of a good or service for a given price. Later, study on the theory of the firm will yield the supply curve. <span>The demand and supply model is useful in explaining how price and quantity traded are determined and how external influences affect the values of those variables. Buyers’ behavior is captured in the demand function and its graphical equivalent, the demand curve. This curve shows both the highest price buyers are willing to pay for each quantity, and the highest quantity buyers are willing and able to purchase at each price. Sellers’ behavior is captured in the supply function and its graphical equivalent, the supply curve. This curve shows simultaneously the lowest price sellers are willing to accept for each quantity and the highest quantity sellers are willing to offer at each price. If, at a given quantity, the highest price that buyers are willing to pay is equal to the lowest price that sellers are willing to accept, we say the market has reached it







Flashcard 1430670413068

Tags
#cfa #cfa-level-1 #economics #microeconomics #reading-14-demand-and-supply-analysis-consumer-demand #study-session-4-microeconomics-analysis
Question
Demand comes from the [...] and the [...], graphically represented by the indifference curve map.
Answer
utility function

budget constraint

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ir respective negative and positive slopes. That simple model yielded some very powerful implications about how markets work, but we can delve even more deeply to explore the underpinnings of demand and supply. In this reading, we examine the <span>theory of the consumer as a way of understanding where consumer demand curves originate. In a subsequent reading, the origins of the supply curve are sought in presenting the theory of the firm.<span>

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1. INTRODUCTION
r most fundamental models, the model of demand and supply. And as we have seen, models begin with simplifying assumptions and then find the implications that can then be compared to real-world observations as a test of the model’s usefulness. <span>In the model of demand and supply, we assumed the existence of a demand curve and a supply curve, as well as their respective negative and positive slopes. That simple model yielded some very powerful implications about how markets work, but we can delve even more deeply to explore the underpinnings of demand and supply. In this reading, we examine the theory of the consumer as a way of understanding where consumer demand curves originate. In a subsequent reading, the origins of the supply curve are sought in presenting the theory of the firm. This reading is organized as follows: Section 2 describes consumer choice theory in more detail. Section 3 introduces utility theory, a building block of consumer choice th







Flashcard 1430692695308

Question
There are many ways to express Gauss’s law, and although notation differs among textbooks, the integral form is generally written like this: \(\oint \vec{E}\hat{n}\space da = \frac{q_{enc}}{\epsilon_{0}}\) Gauss’s law for electric fields (integral form). The left side of this equation is no more than a mathematical description of the electric flux – the number of electric field lines – passing through a closed surface S, whereas the right side is the [...]
Answer
total amount of charge contained within that surface divided by a constant called the permittivity of free space

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s law for electric fields (integral form). The left side of this equation is no more than a mathematical description of the electric flux – the number of electric field lines – passing through a closed surface S, whereas the right side is the <span>total amount of charge contained within that surface divided by a constant called the permittivity of free space<span><body><html>

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Flashcard 1438907763980

Tags
#cfa #cfa-level-1 #economics #microeconomics #reading-14-demand-and-supply-analysis-consumer-demand #section-3-utility-theory #study-session-4
Question

3. UTILITY THEORY: MODELING PREFERENCES AND TASTES


The section is divided in:

3.1. Axioms of the Theory of Consumer Choice

3.2. Representing [...]

3.3. Indifference Curves: The Graphical Portrayal of the Utility Function

3.4. Indifference Curve Maps

3.5. Gains from Voluntary Exchange: Creating Wealth through Trade

Answer
the Preference of a Consumer: The Utility Function

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Section 3. UTILITY THEORY: MODELING PREFERENCES AND TASTES
3. UTILITY THEORY: MODELING PREFERENCES AND TASTES The section is divided in: 3.1. Axioms of the Theory of Consumer Choice 3.2. Representing the Preference of a Consumer: The Utility Function 3.3. Indifference Curves: The Graphical Portrayal of the Utility Function 3.4. Indifference Curve Maps 3.5. Gains from Voluntary Exchange: Creating We







Flashcard 1439623941388

Tags
#cfa #cfa-level-1 #economics #microeconomics #reading-14-demand-and-supply-analysis-consumer-demand #section-3-utility-theory #study-session-4
Question

3. UTILITY THEORY: MODELING PREFERENCES AND TASTES


The section is divided in:

3.1. [...]

3.2. Representing the [...]

3.3. [...] The Graphical Portrayal of the [...]

3.4. Indifference Curve Maps

3.5. Gains from Voluntary Exchange: Creating Wealth through Trade

Answer
Axioms of the Theory of Consumer Choice

Preference of a Consumer: The Utility Function

Indifference Curves: Utility Function

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Section 3. UTILITY THEORY: MODELING PREFERENCES AND TASTES
3. UTILITY THEORY: MODELING PREFERENCES AND TASTES The section is divided in: 3.1. Axioms of the Theory of Consumer Choice 3.2. Representing the Preference of a Consumer: The Utility Function 3.3. Indifference Curves: The Graphical Portrayal of the Utility Function 3.4. In







Flashcard 1442502806796

Tags
#cfa-level-1 #microeconomics #reading-16-the-firm-and-market-structures #study-session-4
Question
Financial analysts should be able to identify the type of market structure a firm is operating within. Each different structure implies a different [...]
Answer
long-run sustainability of profits.

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Financial analysts should be able to identify the type of market structure a firm is operating within. Each different structure implies a different long-run sustainability of profits.

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1. INTRODUCTION
tes. Sections 3, 4, 5, and 6 analyze demand, supply, optimal price and output, and factors affecting long-run equilibrium for perfect competition, monopolistic competition, oligopoly, and pure monopoly, respectively. <span>Section 7 reviews techniques for identifying the various forms of market structure. For example, there are accepted measures of market concentration that are used by regulators of financial institutions to judge whether or not a planned merger or acquisition will harm the competitive nature of regional banking markets. Financial analysts should be able to identify the type of market structure a firm is operating within. Each different structure implies a different long-run sustainability of profits. A summary and practice problems conclude the reading. <span><body><html>







Flashcard 1443048852748

Tags
#cfa-level-1 #fra-introduction #study-session-7
Question
Reading 24 in study session 7 explores the roles of financial reporting standard-setting bodies and [...].
Answer
regulatory authorities

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Reading 24 in study session 7 explores the roles of financial reporting standard-setting bodies and regulatory authorities. The International Accounting Standards Board’s conceptual framework and the movement towards global convergence of financial reporting standards are also described.

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An Introduction
nd accounting accruals. The presentation of financial information to the public by a company must conform to applicable financial reporting standards based on factors such as the jurisdiction in which the information is released. <span>The final reading in this study session explores the roles of financial reporting standard-setting bodies and regulatory authorities. The International Accounting Standards Board’s conceptual framework and the movement towards global convergence of financial reporting standards are also described. <span><body><html>







Flashcard 1473652329740

Tags
#cfa-level-1 #fra-introduction #reading-22-financial-statement-analysis-intro
Question
The additional information provided may include:

A [...] from the [...] of the company,
Answer
letter from the chairman

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The additional information provided may include: A letter from the chairman of the company, A report from management discussing the results (typically called management discussion and analysis or management commentary), An external auditor

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3.1. Financial Statements and Supplementary Information
with the required financial statements, a company typically provides additional information in its financial reports. In many jurisdictions, some or all of this additional information is mandated by regulators or accounting standards boards. <span>The additional information provided may include a letter from the chairman of the company, a report from management discussing the results (typically called management discussion and analysis [MD&A] or management commentary), an external auditor’s report providing assurances, a governance report describing the structure of the company’s board of directors, and a corporate responsibility report. As part of his or her analysis, the financial analyst should read and assess this additional information along with the financial statements. The following sections describe and illustr







Flashcard 1473779993868

Tags
#cfa-level-1 #reading-22-financial-statement-analysis-intro
Question
There is no requirement to present earnings per share information for [...] shareowners.
Answer
preferred

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Volkswagen has two types of shareholders, ordinary and preferred, and presents earnings per share information for both, although there is no requirement to present earnings per share information for preferred shareowners.

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Statement of comprehensive income
standing if potentially dilutive claims on common shares (e.g., stock options or convertible bonds) were exercised or converted by their holders—and an appropriately adjusted profit or loss attributable to the common shareowners. <span>Volkswagen has two types of shareholders, ordinary and preferred, and presents earnings per share information for both, although there is no requirement to present earnings per share information for preferred shareowners. Volkswagen’s basic earnings per ordinary share was €2.38. A note to the company’s financial statements explains that this number was calculated as follows: €960 million profit attributa







Flashcard 1473827966220

Tags
#cfa-level-1 #reading-22-financial-statement-analysis-intro
Question
Minority interests and reserves that represent accumulated other comprehensive income items are included in [...] part of the balance sheet.
Answer
equity

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non-controlling or minority interests and reserves that represent accumulated other comprehensive income items are included in equity.

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3.1.3. Statement of Changes in Equity
estment in the business over time. The basic components of owners’ equity are paid-in capital and retained earnings. Retained earnings include the cumulative amount of the company’s profits that have been retained in the company. In addition, <span>non-controlling or minority interests and reserves that represent accumulated other comprehensive income items are included in equity. The latter items may be shown separately or included in retained earnings. Volkswagen includes reserves as components of retained earnings. The statement of changes in equi







Flashcard 1473893502220

Tags
#cfa-level-1 #reading-22-financial-statement-analysis-intro
Question
Which method emphasizes the different perspectives of the income statement and cash flow statement?
Answer
indirect method

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The indirect method emphasizes the different perspectives of the income statement and cash flow statement. On the income statement, income is reported when earned, not necessarily when cash is received, an

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3.1.4. Cash Flow Statement
method of reporting cash flows from operating activities discloses major classes of gross cash receipts and gross cash payments. Examples of such classes are cash received from customers and cash paid to suppliers and employees. <span>The indirect method emphasizes the different perspectives of the income statement and cash flow statement. On the income statement, income is reported when earned, not necessarily when cash is received, and expenses are reported when incurred, not necessarily when paid. The cash flow statement presents another aspect of performance: the ability of a company to generate cash flow from running its business. Ideally, for an established company, the analyst would like to see that the primary source of cash flow is from operating activities as opposed to investing or financing activities. &#1







Flashcard 1474349108492

Tags
#cfa-level-1 #reading-22-financial-statement-analysis-intro
Question
Reading and evaluating financial statements includes reading the notes and understanding what operating decisions have been made that affect reported financial statements (for example, [...] vs [...]).
Answer
leasing versus purchasing equipment

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Reading and evaluating financial statements includes reading the notes and understanding what operating decisions have been made that affect reported financial statements (for example, leasing versus purchasing equipment).

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4.3. Process Data
g statistical analyses, such as regressions or Monte Carlo simulations; performing equity valuation; performing sensitivity analyses; or using any other analytical tools or combination of tools that are available and appropriate for the task. <span>A comprehensive financial analysis at this stage would include the following: Reading and evaluating financial statements for each company being analyzed. This includes reading the notes and understanding what accounting standards have been used (for example, IFRS or US GAAP), what accounting choices have been made (for example, when to report revenue on the income statement), and what operating decisions have been made that affect reported financial statements (for example, leasing versus purchasing equipment). Making any needed adjustments to the financial statements to facilitate comparison when the unadjusted statements of the subject companies reflect differences in accounting standards, accounting choices, or operating decisions. Note that commonly used databases do not make such analyst adjustments. Preparing or collecting common-size financial statement data (which scale data to directly reflect percentages [e.g., of sales] or changes [e.g., from the prior year]) and financial ratios (which are measures of various aspects of corporate performance based on financial statement elements). On the basis of common-size financial statements and financial ratios, analysts can evaluate a company’s relative profitability, liquidity, leverage, efficiency, and valuation in relation to past results and/or peers’ results. <span><body><html>







Flashcard 1475112733964

Tags
#cfa-level-1 #reading-22-financial-statement-analysis-intro
Question
Is There a requirement to present earnings per share information for preferred shareowners?
Answer
Hells no

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Volkswagen has two types of shareholders, ordinary and preferred, and presents earnings per share information for both, although there is no requirement to present earnings per share information for preferred shareowners.

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Statement of comprehensive income
standing if potentially dilutive claims on common shares (e.g., stock options or convertible bonds) were exercised or converted by their holders—and an appropriately adjusted profit or loss attributable to the common shareowners. <span>Volkswagen has two types of shareholders, ordinary and preferred, and presents earnings per share information for both, although there is no requirement to present earnings per share information for preferred shareowners. Volkswagen’s basic earnings per ordinary share was €2.38. A note to the company’s financial statements explains that this number was calculated as follows: €960 million profit attributa







Flashcard 1475135278348

Tags
#cfa-level-1 #reading-23-financial-reporting-mechanics
Question
A [...] shows all changes to owners’ equity, (retained earnings and share issuance or repurchase)
Answer
statement of retained earnings

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A statement of retained earnings can be viewed as a component of the statement of stockholders’ equity, which shows all changes to owners’ equity, both changes resulting from retained earnings and changes resulting fro

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3.2. Accounting Equations
ements noted previously serve as the inputs for equations that underlie the financial statements. This section describes the equations for three of the financial statements: balance sheet, income statement, and statement of retained earnings. <span>A statement of retained earnings can be viewed as a component of the statement of stockholders’ equity, which shows all changes to owners’ equity, both changes resulting from retained earnings and changes resulting from share issuance or repurchase. The fourth basic financial statement, the statement of cash flows, will be discussed in a later section. The balance sheet presents a company’s financial position at a pa







#ir #peds

These additional factors can also contribute to hyperbilirubinemia:

Prematurity
Bowel obstruction
Birth at high altitude

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CLIPP 8 - neonatal jaundice
; These congenital disorders are detected by neonatal screening. Ethnicity Hyperbilirubinemia is more common in Asian newborn infants than in Caucasian infants and is less common in black infants. <span>These additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude See the associated reference ranges in conventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breast




#ir #peds
Treatment:
When diagnosed early, biliary atresia can be treated surgically with the Kasai procedure (anastomosis of the intrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile flow and prevent liver damage.
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CLIPP 8 - neonatal jaundice
ust be evaluated with fractionated bilirubin (i.e., total and direct bilirubin levels). A patient suspected of having biliary atresia generally will be referred to a pediatric gastroenterologist or pediatric surgeon. <span>Treatment When diagnosed early, biliary atresia can be treated surgically with the Kasai procedure (anastomosis of the i ntrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile flow and prevent liver damage. Voiding and Stooling Patterns in the Newborn Voiding Urination changes in the first days after birth: Day 3: The baby should be voidi




#ir #peds
Hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth.
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and photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. <span>In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days.<span><body><html>

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CLIPP 11 - Kawasaki
; Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. <span>Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days. Erythema infectiosum Also called fifth disease, this is caused by parvovirus B19. There is frequently an associated low-grade fever (37.8-38.3 degrees C, or 100




Flashcard 1476239428876

Tags
#cfa-level-1 #reading-23-financial-reporting-mechanics
Question

At any point in time, the balance in a T account is determined by [...] , [...] , and [...].

Answer
Adding the amounts on the left side
Adding the amounts on the right side


calculating the difference

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At any point in time, the balance in an account is determined by summing all the amounts on the left side of the account, summing all the amounts on the right side of the account, and calculating the difference. If the sum of amounts on the left side of the account is greater than the sum of amounts on the right side of the account, the account has a debit balance equal to the difference. If t

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APPENDIX 23: A DEBIT/CREDIT ACCOUNTING SYSTEM
the right side of the balance sheet (and accounting equation). Increases to liabilities and owners’ equity are recorded on the right side of a T-account; decreases to liabilities and owners’ equity are recorded on the left side. <span>At any point in time, the balance in an account is determined by summing all the amounts on the left side of the account, summing all the amounts on the right side of the account, and calculating the difference. If the sum of amounts on the left side of the account is greater than the sum of amounts on the right side of the account, the account has a debit balance equal to the difference. If the sum of amounts on the right side of the account is greater than the sum of amounts on the left side of the account, the account has a credit balance. A T-account is created for each asset account, liability account, and owners’ equity account. The collection of these T-accounts at the beginning of the year for a fictitio







#biochem #biology #cell
or every 5.94 kJ/mole difference in free energy at 37°C, the equilibrium constant changes by a factor of 10
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#biochem #biology #cell
More generally, for a reaction that has multiple reactants and products, such as A + B → C + D, K = [C][D] [A][B] The concentrations of the two reactants and the two products are multiplied because the rate of the forward reaction depends on the collision of A and B and the rate of the backward reaction depends on the collision of C and D.
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#biochem #biology #cell
energy is stored as chemical-bond energy in a small set of activated “carrier molecules,” which contain one or more energy- rich covalent bonds. These molecules diffuse rapidly throughout the cell and thereby carry their bond energy from sites of energy generation to the sites where the energy will be used for biosynthesis and other cell activities
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#biochem #biology #cell
The activated carriers store energy in an easily exchangeable form, either as a readily transferable chemical group or as electrons held at a high energy level, and they can serve a dual role as a source of both energy and chemical groups in biosynthetic reactions. For historical reasons, these molecules are also sometimes referred to as coenzymes.
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#biochem #biology #cell
Hydrolysis of the terminal phosphate of ATP yields between 46 and 54 kJ/mole of usable energy
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#biochem #biology #cell
The large negative ΔG of the ATP hydrolysis reaction arises from several factors: release of the terminal phosphate group removes an unfavorable repulsion between adjacent negative charges, and the inorganic phosphate ion (P i ) released is stabilized by resonance and by favorable hydrogen-bond formation with water.
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#biochem #biology #cell
The simplest possible mecha- nism involves the transfer of a phosphate from ATP to B–OH to make B–O–PO 3 , in which case the reaction pathway contains only two steps: 1. B–OH + ATP → B–O–PO 3 + ADP 2. A–H + B–O–PO 3 → A–B + P i Net result: B–OH + ATP + A–H → A–B + ADP + P
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#biochem #biology #cell
During a special set of energy-yielding catabolic reactions, two hydrogen atoms are removed from a substrate molecule. Both electrons but just one proton (that is, a hydride ion, H – ) are added to the nicotinamide ring of NADP + to form NADPH; the second proton (H + ) is released into solution. This is a typical oxidation–reduc- tion reaction, in which the substrate is oxidized and NADP + is reduced.
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Flashcard 1476399861004

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#cfa-level-1 #reading-22-financial-statement-analysis-intro
Question

What is the most common increase for retained earnings?

Answer
Income

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For retained earnings, income is the most common increase and a dividend payment is the most common decrease.

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3.1.3. Statement of Changes in Equity
nce, any increases during the period, any decreases during the period, and the ending balance. For paid-in capital, an example of an increase is a new issuance of equity and an example of a decrease is a repurchase of previously issued stock. <span>For retained earnings, income (both net income as reported on the income statement and other comprehensive income) is the most common increase and a dividend payment is the most common decrease. Volkswagen’s balance sheet in Exhibit 3 shows that equity at the end of 2009 totaled €37,430 million, compared with €37,388 million at the end of 2008. The company’s statem







#biochem #biology #cell
Why should there be this division of labor? The answer lies in the need to regulate two sets of electron-transfer reactions independently. NADPH operates chiefly with enzymes that catalyze anabolic reactions, supplying the high-energy electrons needed to synthesize energy-rich biological molecules. NADH, by con- trast, has a special role as an intermediate in the catabolic system of reactions that generate ATP through the oxidation of food molecules
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Flashcard 1476404579596

Tags
#cfa-level-1 #reading-22-financial-statement-analysis-intro
Question

What is the most common decrease for retained earnings?

Answer
Dividends

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For retained earnings, income is the most common increase and a dividend payment is the most common decrease.

Original toplevel document

3.1.3. Statement of Changes in Equity
nce, any increases during the period, any decreases during the period, and the ending balance. For paid-in capital, an example of an increase is a new issuance of equity and an example of a decrease is a repurchase of previously issued stock. <span>For retained earnings, income (both net income as reported on the income statement and other comprehensive income) is the most common increase and a dividend payment is the most common decrease. Volkswagen’s balance sheet in Exhibit 3 shows that equity at the end of 2009 totaled €37,430 million, compared with €37,388 million at the end of 2008. The company’s statem







#biochem #biology #cell
The genesis of NADH from NAD + , and of NADPH from NADP + , occur by different pathways and are independently regulated, so that the cell can adjust the supply of electrons for these two contrasting purpose
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#biochem #biology #cell
Inside the cell the ratio of NAD + to NADH is kept high, whereas the ratio of NADP + to NADPH is kept low. This pro- vides plenty of NAD + to act as an oxidizing agent and plenty of NADPH to act as a reducing agent
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#biochem #biology #cell
The extra phosphate group on NADPH has no effect on the electron-trans- fer properties of NADPH compared with NADH, being far away from the region involved in electron transfer
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#biochem #biology #cell
It does, however, give a molecule of NADPH a slightly different shape from that of NADH, making it possible for NADPH and NADH to bind as substrates to completely different sets of enzymes.
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#biochem #biology #cell
Acetyl CoA (Figure 2–38) is used to add two carbon units in the biosynthesis of larger molecules.
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#biochem #biology #cell
In acetyl CoA, as in other carrier molecules, the transferable group makes up only a small part of the molecule. The rest consists of a large organic portion that serves as a convenient “handle,” facilitating the recognition of the carrier mole- cule by specific enzymes.
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#biochem #biology #cell
It is tempting to speculate that many of the car- rier molecules that we find today originated in this earlier RNA world, where their nucleotide portions could have been useful for binding them to RNA enzymes (ribozymes)
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#biochem #biology #cell
Thus, ATP transfers phosphate, NADPH transfers electrons and hydrogen, and acetyl CoA transfers two-carbon acetyl groups
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#biochem #biology #cell
TABLE 2–3 Some Activated Carrier Molecules Widely Used in Metabolism Activated carrier Group carried in high-energy linkage ATP Phosphate NADH, NADPH, FADH 2 Electrons and hydrogens Acetyl CoA Acetyl group Carboxylated biotin Carboxyl group S-Adenosylmethionine Methyl group Uridine diphosphate glucose Glucose
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#biochem #biology #cell
Each activated carrier has limits in its ability to drive a biosynthetic reaction. The ∆G for the hydrolysis of ATP to ADP and inorganic phosphate (P i ) depends on the concentrations of all of the reactants, but under the usual conditions in a cell it is between –46 and –54 kJ/mole. In principle, this hydrolysis reaction could drive an unfavorable reaction with a ∆G of, perhaps, +40 kJ/mole, provided that a suitable reaction path is available.
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#biochem #biology #cell
For some biosynthetic reactions, however, even –50 kJ/mole does not provide enough of a driving force. In these cases, the path of ATP hydrolysis can be altered so that it initially produces AMP and pyrophos- phate (PP i ), which is itself then hydrolyzed in a subsequent step (Figure 2–42). The whole process makes available a total free-energy change of about –100 kJ/ mole.
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#biochem #biology #cell
In tail polymerization, the reactive bond carried by each monomer is instead used immediately for its own addition
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#biochem #biology #cell
The synthesis of polynucleotides and some simple polysaccharides occurs by tail polymerization, for example, whereas the synthesis of proteins occurs by a head polymerization process growing polymer, and it must therefore be regenerated each time that a monomer is added.
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#biochem #biology #cell
In so-called head polymerization, the reactive bond required for the condensation reaction is carried on the end of the
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#deeplearning #neuralnetworks
Sev eral artificial in telligence pro jects hav e sought to hard-co de knowledge ab out the worl d in formal languages. A computer can reason ab out statements in these formal languages automatically using logical inference rules. This is known as the kno wledge base approac h to artificial in telligence.
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#deeplearning #neuralnetworks
he difficulties faced by systems relying on hard-co ded knowledge suggest that AI systems need the ability to acquire their own kno wledge, b y extracting patterns from ra w data. This capability is known as mac hine learning
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#deeplearning #neuralnetworks
A simple mac hine learning algorithm called logistic regression can determine whether to recommend cesarean delivery ( Mor-Y osef 1990 et al. , ). A simple machine learning algorithm called naiv e Ba y es can separate legitimate e-mail from spam e-mail.
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#deeplearning #neuralnetworks
The p erformance of these simple machine learning algorithms dep ends heavily on the represen tation of the data they are giv en
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#deeplearning #neuralnetworks
Each piece of information included in the representation of the patient is kno wn as a feature
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#deeplearning #neuralnetworks
One solution to this problem is to use machine learning to disco v er not only the mapping from represen tation to output but also the representation itself. This approac h is kno wn as represen tation learning .
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#deeplearning #neuralnetworks
A representation learning algorithm can disco v er a go o d set of features for a simple task in min utes, or a complex task in hours to mon ths. Manually designing features for a complex task requires a great deal of h uman time and effort; it can take decades for an en tire communit y of researchers
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#deeplearning #neuralnetworks
he quin tessen tial example of a representation learning algorithm is the au- to enco der . An autoenco der is the com bination of an enco der function that con v erts the input data into a differen t representation, and a deco der function that conv erts the new representation back into the original format
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#deeplearning #neuralnetworks
Auto enco ders are trained to preserv e as muc h information as p ossible when an input is run through the enco der and then the deco der, but are also trained to make the new represen tation hav e v arious nice prop erties. Different kinds of auto enco ders aim to ac hiev e differen t kinds of prop erties.
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#deeplearning #neuralnetworks
When designing features or algorithms for learning features, our goal is usually to separate the factors of v ariation that explain the observ ed data. In this con text, we use the w ord “factors” simply to refer to separate sources of influence
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#deeplearning #neuralnetworks
A ma jor source of difficult y in many real-w orld artificial intelligence applications is that many of the factors of v ariation influence ev ery single piece of data we are able to observe.
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#deeplearning #neuralnetworks
Most applications require us to the factors of v ariation and discard the disentangle ones that we do not care ab out.
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#deeplearning #neuralnetworks
Deep learning solv es this cen tral problem in representation learning by intro- ducing representations that are expressed in terms of other, simpler representations.
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#deeplearning #neuralnetworks
The quin tessen tial example of a deep learning mo del is the feedforw ard deep net w ork or m ultila y er p erceptron (MLP). A multila y er p erceptron is just a mathematical function mapping some set of input v alues to output v alues. The function is formed b y comp osing many simpler functions. W e can think of eac h application of a differen t mathematical function as providing a new representation of the input.
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#deeplearning #neuralnetworks
The idea of learning the right represen tation for the data provides one p ersp ec- tiv e on deep learning. Another p ersp ective on deep learning is that depth allows the computer to learn a m ulti-step computer program. Eac h lay er of the represen tation can b e thought of as the state of the computer’s memory after executing another set of instructions in parallel. Netw orks with greater depth can execute more instructions in sequence.
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#deeplearning #neuralnetworks
The input is presented at the visible la y er , so named b ecause it contains the v ariables that w e are able to observ e. Then a series of hidden lay ers extracts increasingly abstract features from the image. These la y ers are called “hidden” b ecause their v alues are not given in the data; instead the model must determine whic h concepts are useful for explaining the relationships in the observed data.
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#deeplearning #neuralnetworks
Depth is the length of the longest path from input to output but dep ends on the definition of what constitutes a p ossible computational step
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#deeplearning #neuralnetworks
According to this view of deep learning, not all of the information in a lay er’s activ ations necessarily enco des factors of v ariation that explain the input.
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#deeplearning #neuralnetworks
The representation also stores state information that helps to execute a program that can make sense of the input. This state information could b e analogous to a counter or p oin ter in a traditional computer program. It has nothing to do with the con ten t of the input sp ecifically , but it helps the mo del to organize its pro cessing
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#deeplearning #neuralnetworks
Another approac h, used b y deep probabilistic mo dels, regards the depth of a mo del as b eing not the depth of the computational graph but the depth of the graph describing how concepts are related to each other.
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#deeplearning #neuralnetworks
How ev er, deep learning can safely b e regarded as the study of mo dels that either inv olv e a greater amount of comp osition of learned functions or learned concepts than traditional mac hine learning do es
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#deeplearning #neuralnetworks
deep learning dates bac k to the 1940s
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#deeplearning #neuralnetworks
Broadly sp eaking, there ha v e b een three wa ves of dev elopmen t of deep learning: deep learning kno wn as cyb ernetics in the 1940s–1960s, deep learning kno wn as connectionism in the 1980s–1990s, and the curren t resurgence under the name deep learning b eginning in 2006.
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#deeplearning #neuralnetworks
one of the names that deep learning has gone b y is artificial neural netw orks (ANNs). The corresp onding p ersp ectiv e on deep learning mo dels is that they are engineered systems inspired b y the biological brain
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#deeplearning #neuralnetworks
The second w a v e started with the connectionist approach of the 1980–1995 p erio d, with bac k-propagation ( , ) to train a neural netw ork with one or tw o Rumelhart et al. 1986a hidden la yers.
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#deeplearning #neuralnetworks
The current and third wa v e, deep learning, started around 2006
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#deeplearning #neuralnetworks
The earliest predecessors of mo dern deep learning were simple linear mo dels motiv ated from a neuroscientific p ersp ective. These mo dels w ere designed to tak e a set of n input v alues x 1 , . . . , x n and asso ciate them with an output y . These mo dels w ould learn a set of w eigh ts w 1 , . . . , w n and compute their output f ( x w , ) = x 1 w 1 + · · · + x n w n .
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#ir #peds
1) • Identification: • Name • Date • Supine or erect
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Approach to xray
1) • Identification: • Name • Date • Supine or erect 2) quality: rotation, penetration (intervertebral spaces through the heart shadow), Inspiration (when the 8-9th posterior rib is visible or 6th anterior rib) -Hyperinfla




#ir #peds
2) quality: rotation, penetration (intervertebral spaces through the heart shadow), Inspiration (when the 8-9th posterior rib is visible or 6th anterior rib)
-Hyperinflation – > 9 posterior ribs
-Poor inspiration – < 8 posterior ribs
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Approach to xray
1) • Identification: • Name • Date • Supine or erect 2) quality: rotation, penetration (intervertebral spaces through the heart shadow), Inspiration (when the 8-9th posterior rib is visible or 6th anterior rib) -Hyperinflation – > 9 posterior ribs -Poor inspiration – < 8 posterior ribs 3) white: -soft tissue -bones -heart (size, shape, position) 4) black structures -Trachea and bronchi -Lungs – Size – Compare 3 lung field




#ir #peds
3) white:
-soft tissue
-bones
-heart (size, shape, position)
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Approach to xray
on, penetration (intervertebral spaces through the heart shadow), Inspiration (when the 8-9th posterior rib is visible or 6th anterior rib) -Hyperinflation – > 9 posterior ribs -Poor inspiration – < 8 posterior ribs <span>3) white: -soft tissue -bones -heart (size, shape, position) 4) black structures -Trachea and bronchi -Lungs – Size – Compare 3 lung fields – Hilum and vascular structure (» Size » Shape » Density) - Stomach bell &#




#ir #peds
4) black structures
-Trachea and bronchi
-Lungs – Size – Compare 3 lung fields – Hilum and vascular structure (» Size » Shape » Density)
- Stomach bell
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Approach to xray
8-9th posterior rib is visible or 6th anterior rib) -Hyperinflation – > 9 posterior ribs -Poor inspiration – < 8 posterior ribs 3) white: -soft tissue -bones -heart (size, shape, position) <span>4) black structures -Trachea and bronchi -Lungs – Size – Compare 3 lung fields – Hilum and vascular structure (» Size » Shape » Density) - Stomach bell 5) Other structures – Diaphragm – Costrophrenic angles and pleura – Mediastinal structures<span><body><html>




#ir #peds
5) Other structures
– Diaphragm
– Costrophrenic angles and pleura
– Mediastinal structures
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Approach to xray
issue -bones -heart (size, shape, position) 4) black structures -Trachea and bronchi -Lungs – Size – Compare 3 lung fields – Hilum and vascular structure (» Size » Shape » Density) - Stomach bell <span>5) Other structures – Diaphragm – Costrophrenic angles and pleura – Mediastinal structures<span><body><html>




Flashcard 1476561079564

Tags
#ir #peds
Question
observation is the best initial diagnostic
tool. The degree of [...] and
interaction, responsiveness to parents and
respiratory status are all valuable measures
of illness that may either suggest or
eliminate concerns of toxicity.
Answer
alertness

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity.</sp

Original toplevel document

Tricking Kids into the Perfect Exam: Tips for Evaluating the Pediatric Patient
xam a game – play with the instruments. Finally, consider having something fun in your pocket such as stickers or a bubble-blowing pen to make the experience more enjoyable. In general, when evaluating any child, <span>observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity. After observation, it is important to begin the exam with auscultation of the heart and lungs as this is usually when the child is calm, quiet and most cooperative.







Flashcard 1476562652428

Tags
#ir #peds
Question
observation is the best initial diagnostic
tool. The degree of alertness and
[...], responsiveness to parents and
respiratory status are all valuable measures
of illness that may either suggest or
eliminate concerns of toxicity.
Answer
interaction

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity.</ht

Original toplevel document

Tricking Kids into the Perfect Exam: Tips for Evaluating the Pediatric Patient
xam a game – play with the instruments. Finally, consider having something fun in your pocket such as stickers or a bubble-blowing pen to make the experience more enjoyable. In general, when evaluating any child, <span>observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity. After observation, it is important to begin the exam with auscultation of the heart and lungs as this is usually when the child is calm, quiet and most cooperative.







Flashcard 1476564225292

Tags
#ir #peds
Question
observation is the best initial diagnostic
tool. The degree of alertness and
interaction, [...] to parents and
respiratory status are all valuable measures
of illness that may either suggest or
eliminate concerns of toxicity.
Answer
responsiveness

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity.

Original toplevel document

Tricking Kids into the Perfect Exam: Tips for Evaluating the Pediatric Patient
xam a game – play with the instruments. Finally, consider having something fun in your pocket such as stickers or a bubble-blowing pen to make the experience more enjoyable. In general, when evaluating any child, <span>observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity. After observation, it is important to begin the exam with auscultation of the heart and lungs as this is usually when the child is calm, quiet and most cooperative.







Flashcard 1476565798156

Tags
#ir #peds
Question
observation is the best initial diagnostic
tool. The degree of alertness and
interaction, responsiveness to parents and
[...] status are all valuable measures
of illness that may either suggest or
eliminate concerns of toxicity.
Answer
respiratory

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

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observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity.

Original toplevel document

Tricking Kids into the Perfect Exam: Tips for Evaluating the Pediatric Patient
xam a game – play with the instruments. Finally, consider having something fun in your pocket such as stickers or a bubble-blowing pen to make the experience more enjoyable. In general, when evaluating any child, <span>observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity. After observation, it is important to begin the exam with auscultation of the heart and lungs as this is usually when the child is calm, quiet and most cooperative.







Flashcard 1476567371020

Tags
#ir #peds
Question
observation is the best initial diagnostic
tool. The degree of alertness and
interaction, responsiveness to parents and
respiratory status are all valuable measures
of illness that may either suggest or
eliminate concerns of [...].
Answer
toxicity

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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tion is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of <span>toxicity.<span><body><html>

Original toplevel document

Tricking Kids into the Perfect Exam: Tips for Evaluating the Pediatric Patient
xam a game – play with the instruments. Finally, consider having something fun in your pocket such as stickers or a bubble-blowing pen to make the experience more enjoyable. In general, when evaluating any child, <span>observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity. After observation, it is important to begin the exam with auscultation of the heart and lungs as this is usually when the child is calm, quiet and most cooperative.







Flashcard 1476568943884

Tags
#ir #peds
Question
Failure to Thrive: cross [...] %-tiles, wt <3%-tile, <80% ideal body wt
Answer
2

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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Failure to Thrive: cross 2 %-tiles, wt <3%-tile, <80% ideal body wt

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Growth
GROWTH Failure to Thrive: cross 2 %-tiles, wt <3%-tile, <80% ideal body wt A 14yo ♂ with 1y Hx of FTT. He is pale and has diffuse abdominal pain. What are possible causes? What are 5 tests you would do to narrow your differential? &#







Flashcard 1476572613900

Tags
#ir #peds
Question
  • 14yo ♂ with weight of 67 kg, height 150cm.
  • Calculate BMI: [...]
Answer
29.8 kg/m2

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2

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Growth
ganic , GERD, structural, CNS, genetic ↓absorption: CF, CMPA, short gut, biliary atresia, GI ↑loss: gastroenteritis ↑demand: cardiac, ↑THY, infection, respiratory Ineffective use: inborn error of metabolism Obesity <span>14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S Newborn Growth Parameters&#







Flashcard 1476574186764

Tags
#ir #peds
Question
Newborn Growth Parameters
Weight
• At birth = [...]kg (avg)
• Normal to lose up to 10% of birth weight in first 4‐7 days
o BUT should return to birth weight no later than 10‐14 days
• Doubles birth weight by 4‐6 months; triples birth weight by 1 year
• Quadruples birth weight by 2 years
Answer
3.0‐3.5

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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Open it
Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; tr

Original toplevel document

Growth
14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin







Flashcard 1476576546060

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Question
Newborn Growth Parameters
Weight
• At birth = 3.0‐3.5kg (avg)
• Normal to lose up to [...]% of birth weight in first 4‐7 days
o BUT should return to birth weight no later than 10‐14 days
• Doubles birth weight by 4‐6 months; triples birth weight by 1 year
• Quadruples birth weight by 2 years
Answer
10

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Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Qua

Original toplevel document

Growth
14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin







Flashcard 1476578118924

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Question
Newborn Growth Parameters
Weight
• At birth = 3.0‐3.5kg (avg)
• Normal to lose up to 10% of birth weight in first [...] days
o BUT should return to birth weight no later than 10‐14 days
• Doubles birth weight by 4‐6 months; triples birth weight by 1 year
• Quadruples birth weight by 2 years
Answer
4‐7

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Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 year

Original toplevel document

Growth
14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin







Flashcard 1476579691788

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Question
Newborn Growth Parameters
Weight
• At birth = 3.0‐3.5kg (avg)
• Normal to lose up to 10% of birth weight in first 4‐7 days
o BUT should return to birth weight no later than [...] days
• Doubles birth weight by 4‐6 months; triples birth weight by 1 year
• Quadruples birth weight by 2 years
Answer
10‐14

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Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years

Original toplevel document

Growth
14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin







Flashcard 1476581264652

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Question
Newborn Growth Parameters
Weight
• At birth = 3.0‐3.5kg (avg)
• Normal to lose up to 10% of birth weight in first 4‐7 days
o BUT should return to birth weight no later than 10‐14 days
• Doubles birth weight by [...] months; triples birth weight by 1 year
• Quadruples birth weight by 2 years
Answer
4‐6

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n>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years<span><body><html>

Original toplevel document

Growth
14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin







Flashcard 1476582837516

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Question
Newborn Growth Parameters
Weight
• At birth = 3.0‐3.5kg (avg)
• Normal to lose up to 10% of birth weight in first 4‐7 days
o BUT should return to birth weight no later than 10‐14 days
• Doubles birth weight by 4‐6 months; triples birth weight by [...] year
• Quadruples birth weight by 2 years
Answer
1

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3; Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by <span>1 year • Quadruples birth weight by 2 years<span><body><html>

Original toplevel document

Growth
14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin







Flashcard 1476584410380

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Question
Newborn Growth Parameters
Weight
• At birth = 3.0‐3.5kg (avg)
• Normal to lose up to 10% of birth weight in first 4‐7 days
o BUT should return to birth weight no later than 10‐14 days
• Doubles birth weight by 4‐6 months; triples birth weight by 1 year
• Quadruples birth weight by [...] years
Answer
2

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g) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by <span>2 years<span><body><html>

Original toplevel document

Growth
14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin







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<32cm 􀃆 small head = small brain until proven otherwise
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Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth

Original toplevel document

Growth
mal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years <span>Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth Height • At birth = 50cm (avg) • Doubles height by 4 years • Measure recumbent length until 2 years, then standing height Normal Growth Velocity &#13




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0‐3mths = +2cm/mth
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Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth

Original toplevel document

Growth
mal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years <span>Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth Height • At birth = 50cm (avg) • Doubles height by 4 years • Measure recumbent length until 2 years, then standing height Normal Growth Velocity &#13




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3‐6mths =+1cm/mth
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ead> Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth<html>

Original toplevel document

Growth
mal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years <span>Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth Height • At birth = 50cm (avg) • Doubles height by 4 years • Measure recumbent length until 2 years, then standing height Normal Growth Velocity &#13




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6‐12mths = +0.5cm/mth
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3; Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • <span>6‐12mths = +0.5cm/mth<span><body><html>

Original toplevel document

Growth
mal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years <span>Head Circumference • At birth = 35cm (avg) o <32cm 􀃆 small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth Height • At birth = 50cm (avg) • Doubles height by 4 years • Measure recumbent length until 2 years, then standing height Normal Growth Velocity &#13




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Inadequate intake: insufficient provision of food, vomiting, oro‐motor
dysfunction
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Etiology of FTT • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disord

Original toplevel document

Growth
onditions Factors Affecting Physical Growth • Genetics • Intrauterine factors • "Internal time clock" • Nutrition • Endocrine hormones • Chronic infections/diseases • Psychosocial factors <span>Etiology • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses Differential Diagnosis Nonorganic/ Psychosocial Most common cause of FTT, often seen in conjunction with organic FTT Specific Organic Diseases • Genetic: T




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Inadequate absorption: pancreatic insufficiency, celiac disease
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Etiology of FTT • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses</s

Original toplevel document

Growth
onditions Factors Affecting Physical Growth • Genetics • Intrauterine factors • "Internal time clock" • Nutrition • Endocrine hormones • Chronic infections/diseases • Psychosocial factors <span>Etiology • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses Differential Diagnosis Nonorganic/ Psychosocial Most common cause of FTT, often seen in conjunction with organic FTT Specific Organic Diseases • Genetic: T




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Increased utilization: chronic diseases, hyperthyroidism
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Etiology of FTT • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses

Original toplevel document

Growth
onditions Factors Affecting Physical Growth • Genetics • Intrauterine factors • "Internal time clock" • Nutrition • Endocrine hormones • Chronic infections/diseases • Psychosocial factors <span>Etiology • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses Differential Diagnosis Nonorganic/ Psychosocial Most common cause of FTT, often seen in conjunction with organic FTT Specific Organic Diseases • Genetic: T




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Ineffective utilization: chromosomal disorders
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f FTT • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • <span>Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses<span><body><html>

Original toplevel document

Growth
onditions Factors Affecting Physical Growth • Genetics • Intrauterine factors • "Internal time clock" • Nutrition • Endocrine hormones • Chronic infections/diseases • Psychosocial factors <span>Etiology • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses Differential Diagnosis Nonorganic/ Psychosocial Most common cause of FTT, often seen in conjunction with organic FTT Specific Organic Diseases • Genetic: T




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Increased losses: chronic diarrhea, urinary losses
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of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • <span>Increased losses: chronic diarrhea, urinary losses<span><body><html>

Original toplevel document

Growth
onditions Factors Affecting Physical Growth • Genetics • Intrauterine factors • "Internal time clock" • Nutrition • Endocrine hormones • Chronic infections/diseases • Psychosocial factors <span>Etiology • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses Differential Diagnosis Nonorganic/ Psychosocial Most common cause of FTT, often seen in conjunction with organic FTT Specific Organic Diseases • Genetic: T




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Child Factors
• Premature, low birth weight
• Feeding, sleep or elimination problems
• Recurrent illness
• Developmental delay
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Risk Factors Child Factors • Premature, low birth weight • Feeding, sleep or elimination problems • Recurrent illness • Developmental delay Parental Factors • Parents abused or neglected as children • Unwanted, unplanned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexpe

Original toplevel document

Growth
perthyroidism, hypopituitarism, DM‐1, DI • CNS: Difficulty coordinating swallow, MR, CP, Diencephalic Syndrome • Haematology: Chronic hematologic disorders, malignancies • Inflammatory/Immune: SLE, immunodeficiencies <span>Risk Factors Child Factors • Premature, low birth weight • Feeding, sleep or elimination problems • Recurrent illness • Developmental delay Parental Factors • Parents abused or neglected as children • Unwanted, unplanned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexperienced parents • Unwell/stressed parent • Poor follow‐up, uncooperative parents • Misconceptions of eating habits and nutrition Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and respond to child’s cues Environmental Factors • Low SES, unemployment • Lack of support, social isolation • Lack of access to consistent medical care History • Duration of problem, detailed dietary and feeding history, appetite, behavior before and after feeds, BM history, vomiting • Pregnancy, birth, birth




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Parental Factors
• Parents abused or neglected as children
• Unwanted, unplanned pregnancy
• Marital problems, single parent
• Drugs/alcohol
• Young inexperienced parents
• Unwell/stressed parent
• Poor follow‐up, uncooperative parents
• Misconceptions of eating habits and nutrition
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Risk Factors Child Factors • Premature, low birth weight • Feeding, sleep or elimination problems • Recurrent illness • Developmental delay Parental Factors • Parents abused or neglected as children • Unwanted, unplanned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexperienced parents • Unwell/stressed parent • Poor follow‐up, uncooperative parents • Misconceptions of eating habits and nutrition Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and r

Original toplevel document

Growth
perthyroidism, hypopituitarism, DM‐1, DI • CNS: Difficulty coordinating swallow, MR, CP, Diencephalic Syndrome • Haematology: Chronic hematologic disorders, malignancies • Inflammatory/Immune: SLE, immunodeficiencies <span>Risk Factors Child Factors • Premature, low birth weight • Feeding, sleep or elimination problems • Recurrent illness • Developmental delay Parental Factors • Parents abused or neglected as children • Unwanted, unplanned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexperienced parents • Unwell/stressed parent • Poor follow‐up, uncooperative parents • Misconceptions of eating habits and nutrition Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and respond to child’s cues Environmental Factors • Low SES, unemployment • Lack of support, social isolation • Lack of access to consistent medical care History • Duration of problem, detailed dietary and feeding history, appetite, behavior before and after feeds, BM history, vomiting • Pregnancy, birth, birth




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Child and Parental Factors
• Difficulty feeding, refusal to feed
• Colic, sleep problems
• Behavioural issues
• Parent not able to recognize child’s needs and respond to child’s cues
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nned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexperienced parents • Unwell/stressed parent • Poor follow‐up, uncooperative parents • Misconceptions of eating habits and nutrition <span>Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and respond to child’s cues Environmental Factors • Low SES, unemployment • Lack of support, social isolation • Lack of access to consistent medical care<span><body><html>

Original toplevel document

Growth
perthyroidism, hypopituitarism, DM‐1, DI • CNS: Difficulty coordinating swallow, MR, CP, Diencephalic Syndrome • Haematology: Chronic hematologic disorders, malignancies • Inflammatory/Immune: SLE, immunodeficiencies <span>Risk Factors Child Factors • Premature, low birth weight • Feeding, sleep or elimination problems • Recurrent illness • Developmental delay Parental Factors • Parents abused or neglected as children • Unwanted, unplanned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexperienced parents • Unwell/stressed parent • Poor follow‐up, uncooperative parents • Misconceptions of eating habits and nutrition Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and respond to child’s cues Environmental Factors • Low SES, unemployment • Lack of support, social isolation • Lack of access to consistent medical care History • Duration of problem, detailed dietary and feeding history, appetite, behavior before and after feeds, BM history, vomiting • Pregnancy, birth, birth




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Environmental Factors
• Low SES, unemployment
• Lack of support, social isolation
• Lack of access to consistent medical care
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f eating habits and nutrition Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and respond to child’s cues <span>Environmental Factors • Low SES, unemployment • Lack of support, social isolation • Lack of access to consistent medical care<span><body><html>

Original toplevel document

Growth
perthyroidism, hypopituitarism, DM‐1, DI • CNS: Difficulty coordinating swallow, MR, CP, Diencephalic Syndrome • Haematology: Chronic hematologic disorders, malignancies • Inflammatory/Immune: SLE, immunodeficiencies <span>Risk Factors Child Factors • Premature, low birth weight • Feeding, sleep or elimination problems • Recurrent illness • Developmental delay Parental Factors • Parents abused or neglected as children • Unwanted, unplanned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexperienced parents • Unwell/stressed parent • Poor follow‐up, uncooperative parents • Misconceptions of eating habits and nutrition Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and respond to child’s cues Environmental Factors • Low SES, unemployment • Lack of support, social isolation • Lack of access to consistent medical care History • Duration of problem, detailed dietary and feeding history, appetite, behavior before and after feeds, BM history, vomiting • Pregnancy, birth, birth




Flashcard 1476610362636

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#ir #peds
Question
  • 5yo has been developing normally, but his father has been concerned he's been showing poor speech. What's the first Ix to do?
  • MCQ: [...] testing, NOT genetic testing
Answer
audiology

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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5yo has been developing normally, but his father has been concerned he's been showing poor speech. What's the first Ix to do? MCQ: audiology testing, NOT genetic testing

Original toplevel document

Development
ee chart] NORMAL Case on child not toilet training: what is the likely reason? Not yet interested in learning how, i.e. few signs present (requires physiologic, communication, psychologic) <span>5yo has been developing normally, but his father has been concerned he's been showing poor speech. What's the first Ix to do? MCQ: audiology testing, NOT genetic testing Developmental milestones for 6mo. Normal: tripod sits, pivots in prone position, reaches/grasps objects, brings toy to mouth, babbles, squeals when excited, g







Flashcard 1476611935500

Tags
#ir #peds
Question
  • 5yo has been developing normally, but his father has been concerned he's been showing poor speech. What's the first Ix to do?
  • MCQ: audiology testing, NOT [...] testing
Answer
genetic

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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5yo has been developing normally, but his father has been concerned he's been showing poor speech. What's the first Ix to do? MCQ: audiology testing, NOT genetic testing

Original toplevel document

Development
ee chart] NORMAL Case on child not toilet training: what is the likely reason? Not yet interested in learning how, i.e. few signs present (requires physiologic, communication, psychologic) <span>5yo has been developing normally, but his father has been concerned he's been showing poor speech. What's the first Ix to do? MCQ: audiology testing, NOT genetic testing Developmental milestones for 6mo. Normal: tripod sits, pivots in prone position, reaches/grasps objects, brings toy to mouth, babbles, squeals when excited, g







Flashcard 1476614032652

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Question
[...mnemonic]
•Gross Motor
•Fine Motor
•Speech/ Language
•Cognitive
•Social Emotional, Behaviour
•(Adaptive Skills)
Answer
Gotta Find Strong Coffee Soon

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills)

Original toplevel document

Development
actose free diet, soy formulas • If there is a concern about cow’s milk protein allergy, a time limited (two week) trial of hypoallergenic formula or elimination of cow’s milk from the maternal diet can be undertaken <span>Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding&#







Flashcard 1476616391948

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Question
Gotta Find Strong Coffee Soon
[...]
•Fine Motor
•Speech/ Language
•Cognitive
•Social Emotional, Behaviour
•(Adaptive Skills)
Answer
Gross Motor

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills)

Original toplevel document

Development
actose free diet, soy formulas • If there is a concern about cow’s milk protein allergy, a time limited (two week) trial of hypoallergenic formula or elimination of cow’s milk from the maternal diet can be undertaken <span>Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding&#







Flashcard 1476617964812

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Question
Gotta Find Strong Coffee Soon
•Gross Motor
[...]
•Speech/ Language
•Cognitive
•Social Emotional, Behaviour
•(Adaptive Skills)
Answer
Fine Motor

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills)

Original toplevel document

Development
actose free diet, soy formulas • If there is a concern about cow’s milk protein allergy, a time limited (two week) trial of hypoallergenic formula or elimination of cow’s milk from the maternal diet can be undertaken <span>Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding&#







Flashcard 1476619537676

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Question
Gotta Find Strong Coffee Soon
•Gross Motor
•Fine Motor
[...]
•Cognitive
•Social Emotional, Behaviour
•(Adaptive Skills)
Answer
Speech/ Language

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills)

Original toplevel document

Development
actose free diet, soy formulas • If there is a concern about cow’s milk protein allergy, a time limited (two week) trial of hypoallergenic formula or elimination of cow’s milk from the maternal diet can be undertaken <span>Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding&#







Flashcard 1476621110540

Tags
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Question
Gotta Find Strong Coffee Soon
•Gross Motor
•Fine Motor
•Speech/ Language
[...]
•Social Emotional, Behaviour
•(Adaptive Skills)
Answer
Cognitive

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills)

Original toplevel document

Development
actose free diet, soy formulas • If there is a concern about cow’s milk protein allergy, a time limited (two week) trial of hypoallergenic formula or elimination of cow’s milk from the maternal diet can be undertaken <span>Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding&#







Flashcard 1476622683404

Tags
#ir #peds
Question
Gotta Find Strong Coffee Soon
•Gross Motor
•Fine Motor
•Speech/ Language
•Cognitive
[...]
•(Adaptive Skills)
Answer
Social Emotional, Behaviour

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills)

Original toplevel document

Development
actose free diet, soy formulas • If there is a concern about cow’s milk protein allergy, a time limited (two week) trial of hypoallergenic formula or elimination of cow’s milk from the maternal diet can be undertaken <span>Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding&#







#ir #peds
Approach to Developmental History
-History of presenting illness
-Perinatal history (TORCH inf's)
-Past medical history
-Hearing, vision, sleep, feeding
-Developmental history (-start asking from several age groups lower than current age; observe child)
-Family history (developmental delay, learning disabilities
metabolic/genetic conditions
consanguinity)
-Social history (typical day, language spoken at home, other children at home, daycare/preschool, child maltx/CAS, income, etc)
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


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Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding -Developmental history (-start asking from several age groups lower than current age; observe child) -Family history (developmental delay, learning disabilities metabolic/genetic conditions consanguinity) -Social history (typical day, language spoken at home, other children at home, daycare/preschool, child maltx/CAS, income, etc) physical exam •Weight, height and head circumference at 50th percentile (want to know if macro/microcephaly, any dysmoprhic ft's make sure to undress & look at

Original toplevel document

Development
f cow’s milk from the maternal diet can be undertaken Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) <span>Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding -Developmental history (-start asking from several age groups lower than current age; observe child) -Family history (developmental delay, learning disabilities metabolic/genetic conditions consanguinity) -Social history (typical day, language spoken at home, other children at home, daycare/preschool, child maltx/CAS, income, etc) physical exam •Weight, height and head circumference at 50th percentile (want to know if macro/microcephaly, any dysmoprhic ft's make sure to undress & look at skin) •Low, posteriorly rotated ears but no other dysmorphic features or unusual birth marks •Normal general and neurologic examinations GLOBAL DEVELOPMENTAL DELAY Significant delay (at least two standard deviations below the mean with standardized tests) in at least two developmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years:




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physical exam
•Weight, height and head circumference at 50th percentile (want to know if macro/microcephaly, any dysmoprhic ft's
make sure to undress & look at skin)
•Low, posteriorly rotated ears but no other dysmorphic features or unusual birth marks
•Normal general and neurologic examinations
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


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(developmental delay, learning disabilities metabolic/genetic conditions consanguinity) -Social history (typical day, language spoken at home, other children at home, daycare/preschool, child maltx/CAS, income, etc) <span>physical exam •Weight, height and head circumference at 50th percentile (want to know if macro/microcephaly, any dysmoprhic ft's make sure to undress & look at skin) •Low, posteriorly rotated ears but no other dysmorphic features or unusual birth marks •Normal general and neurologic examinations GLOBAL DEVELOPMENTAL DELAY Significant delay (at least two standard deviations below the mean with standardized tests) in at least two developmental domains from t

Original toplevel document

Development
f cow’s milk from the maternal diet can be undertaken Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) <span>Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding -Developmental history (-start asking from several age groups lower than current age; observe child) -Family history (developmental delay, learning disabilities metabolic/genetic conditions consanguinity) -Social history (typical day, language spoken at home, other children at home, daycare/preschool, child maltx/CAS, income, etc) physical exam •Weight, height and head circumference at 50th percentile (want to know if macro/microcephaly, any dysmoprhic ft's make sure to undress & look at skin) •Low, posteriorly rotated ears but no other dysmorphic features or unusual birth marks •Normal general and neurologic examinations GLOBAL DEVELOPMENTAL DELAY Significant delay (at least two standard deviations below the mean with standardized tests) in at least two developmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years:




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GLOBAL DEVELOPMENTAL DELAY
Significant delay (at least two standard deviations below the mean with standardized tests) in at least two developmental domains from the following:
Gross or fine motor
Speech/ language
Cognition
Social/ personal
Activities of Daily Living
-Child must be less than 5 years old
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


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acro/microcephaly, any dysmoprhic ft's make sure to undress & look at skin) •Low, posteriorly rotated ears but no other dysmorphic features or unusual birth marks •Normal general and neurologic examinations <span>GLOBAL DEVELOPMENTAL DELAY Significant delay (at least two standard deviations below the mean with standardized tests) in at least two developmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID <span><body><html>

Original toplevel document

Development
f cow’s milk from the maternal diet can be undertaken Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) <span>Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding -Developmental history (-start asking from several age groups lower than current age; observe child) -Family history (developmental delay, learning disabilities metabolic/genetic conditions consanguinity) -Social history (typical day, language spoken at home, other children at home, daycare/preschool, child maltx/CAS, income, etc) physical exam •Weight, height and head circumference at 50th percentile (want to know if macro/microcephaly, any dysmoprhic ft's make sure to undress & look at skin) •Low, posteriorly rotated ears but no other dysmorphic features or unusual birth marks •Normal general and neurologic examinations GLOBAL DEVELOPMENTAL DELAY Significant delay (at least two standard deviations below the mean with standardized tests) in at least two developmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years:




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Causes of GDD/ID
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


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dardized tests) in at least two developmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old <span>Causes of GDD/ID <span><body><html>

Original toplevel document

Development
f cow’s milk from the maternal diet can be undertaken Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) <span>Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding -Developmental history (-start asking from several age groups lower than current age; observe child) -Family history (developmental delay, learning disabilities metabolic/genetic conditions consanguinity) -Social history (typical day, language spoken at home, other children at home, daycare/preschool, child maltx/CAS, income, etc) physical exam •Weight, height and head circumference at 50th percentile (want to know if macro/microcephaly, any dysmoprhic ft's make sure to undress & look at skin) •Low, posteriorly rotated ears but no other dysmorphic features or unusual birth marks •Normal general and neurologic examinations GLOBAL DEVELOPMENTAL DELAY Significant delay (at least two standard deviations below the mean with standardized tests) in at least two developmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years:




Flashcard 1476634217740

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Question
Pediatric milestones in development
1 year:
-
[...] 2 years:
-2 word sentences
-understands 2 step commands
3 years:
-3 word combos
-repeats 3 digits
-rides tricycle
4 years:
-draws square
-counts 4objects

Stairs mnemonic. Two at two. One at four.
Two feet on each step at two years. One foot per step at four years.
Answer
single words

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -

Original toplevel document

Development
lopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th







Flashcard 1476635790604

Tags
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Question
Pediatric milestones in development
1 year:
-single words
2 years:
-[...]
-understands 2 step commands
3 years:
-3 word combos
-repeats 3 digits
-rides tricycle
4 years:
-draws square
-counts 4objects

Stairs mnemonic. Two at two. One at four.
Two feet on each step at two years. One foot per step at four years.
Answer
2 word sentences

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

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Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects&#1

Original toplevel document

Development
lopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th







Flashcard 1476637363468

Tags
#ir #peds
Question
Pediatric milestones in development
1 year:
-single words
2 years:
-2 word sentences
-
[...] 3 years:
-3 word combos
-repeats 3 digits
-rides tricycle
4 years:
-draws square
-counts 4objects

Stairs mnemonic. Two at two. One at four.
Two feet on each step at two years. One foot per step at four years.
Answer
understands 2 step commands

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two

Original toplevel document

Development
lopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th







Flashcard 1476638936332

Tags
#ir #peds
Question
Pediatric milestones in development
1 year:
-single words
2 years:
-2 word sentences
-understands 2 step commands
3 years:
-[...]
-repeats 3 digits
-rides tricycle
4 years:
-draws square
-counts 4objects

Stairs mnemonic. Two at two. One at four.
Two feet on each step at two years. One foot per step at four years.
Answer
3 word combos

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

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Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each s

Original toplevel document

Development
lopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th







Flashcard 1476640509196

Tags
#ir #peds
Question
Pediatric milestones in development
1 year:
-single words
2 years:
-2 word sentences
-understands 2 step commands
3 years:
-3 word combos
-[...]
-rides tricycle
4 years:
-draws square
-counts 4objects

Stairs mnemonic. Two at two. One at four.
Two feet on each step at two years. One foot per step at four years.
Answer
repeats 3 digits

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foo

Original toplevel document

Development
lopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th







Flashcard 1476642082060

Tags
#ir #peds
Question
Pediatric milestones in development
1 year:
-single words
2 years:
-2 word sentences
-understands 2 step commands
3 years:
-3 word combos
-repeats 3 digits
-
[...] 4 years:
-draws square
-counts 4objects

Stairs mnemonic. Two at two. One at four.
Two feet on each step at two years. One foot per step at four years.
Answer
rides tricycle

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
head>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four year

Original toplevel document

Development
lopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th







Flashcard 1476643654924

Tags
#ir #peds
Question
Pediatric milestones in development
1 year:
-single words
2 years:
-2 word sentences
-understands 2 step commands
3 years:
-3 word combos
-repeats 3 digits
-rides tricycle
4 years:
-[...]
-counts 4objects

Stairs mnemonic. Two at two. One at four.
Two feet on each step at two years. One foot per step at four years.
Answer
draws square

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
ones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -<span>draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years.<span><body><html>

Original toplevel document

Development
lopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th







Flashcard 1476645227788

Tags
#ir #peds
Question
Pediatric milestones in development
1 year:
-single words
2 years:
-2 word sentences
-understands 2 step commands
3 years:
-3 word combos
-repeats 3 digits
-rides tricycle
4 years:
-draws square
-

[...]tairs mnemonic. Two at two. One at four.
Two feet on each step at two years. One foot per step at four years.
Answer
counts 4objects

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -<span>counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years.<span><body><html>

Original toplevel document

Development
lopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th







Flashcard 1476647062796

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#ir #peds
Question
Pediatric milestones in development
1 year:
-single words
2 years:
-2 word sentences
-understands 2 step commands
3 years:
-3 word combos
-repeats 3 digits
-rides tricycle
4 years:
-draws square
-counts 4objects

Stairs mnemonic. [...]
Two feet on each step at two years. One foot per step at four years.
Answer
Two at two. One at four.

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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Open it
years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. <span>Two at two. One at four. Two feet on each step at two years. One foot per step at four years.<span><body><html>

Original toplevel document

Development
lopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th







Flashcard 1476648635660

Tags
#ir #peds
Question
Pediatric milestones in development
1 year:
-single words
2 years:
-2 word sentences
-understands 2 step commands
3 years:
-3 word combos
-repeats 3 digits
-rides tricycle
4 years:
-draws square
-counts 4objects

Stairs mnemonic. Two at two. One at four.
[...] on each step at two years. One foot per step at four years.
Answer
Two feet

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
s -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. <span>Two feet on each step at two years. One foot per step at four years.<span><body><html>

Original toplevel document

Development
lopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th







Flashcard 1476650208524

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#ir #peds
Question
Pediatric milestones in development
1 year:
-single words
2 years:
-2 word sentences
-understands 2 step commands
3 years:
-3 word combos
-repeats 3 digits
-rides tricycle
4 years:
-draws square
-counts 4objects

Stairs mnemonic. Two at two. One at four.
Two feet on each step at [...] years. One foot per step at four years.
Answer
two

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
tep commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at <span>two years. One foot per step at four years.<span><body><html>

Original toplevel document

Development
lopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th







Flashcard 1476651781388

Tags
#ir #peds
Question
Pediatric milestones in development
1 year:
-single words
2 years:
-2 word sentences
-understands 2 step commands
3 years:
-3 word combos
-repeats 3 digits
-rides tricycle
4 years:
-draws square
-counts 4objects

Stairs mnemonic. Two at two. One at four.
Two feet on each step at two years. [...] per step at four years.
Answer
One foot

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
s 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. <span>One foot per step at four years.<span><body><html>

Original toplevel document

Development
lopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th







Flashcard 1476653354252

Tags
#ir #peds
Question
Pediatric milestones in development
1 year:
-single words
2 years:
-2 word sentences
-understands 2 step commands
3 years:
-3 word combos
-repeats 3 digits
-rides tricycle
4 years:
-draws square
-counts 4objects

Stairs mnemonic. Two at two. One at four.
Two feet on each step at two years. One foot per step at [...] years.
Answer
four

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
; - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at <span>four years.<span><body><html>

Original toplevel document

Development
lopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th







#peds
Head Circumference
• At birth = 35cm (avg)
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last reprioritisation on suggested re-reading day
started reading on finished reading on




#ir #peds
Remember that the goal of the first year is to be able to walk (walk at 12 months)
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


Parent (intermediate) annotation

Open it
Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. S

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
At six months you are halfway there (remember “sit at six”)
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


Parent (intermediate) annotation

Open it
Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you ch

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking.
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


Parent (intermediate) annotation

Open it
span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. <span>Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
In Review:
2 months: lift head 45 degrees
4 months: roll over (front to back first, then back to front, easier if you can push off with hands)
6 months: sit (halfway to goal, halfway through year, “sit at six”)
9 months: crawl, stand (halfway between sitting and goal)
12 months: walk (the goal)
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last reprioritisation on suggested re-reading day
started reading on finished reading on


Parent (intermediate) annotation

Open it
fting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. <span>In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help yo

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you.
15 months: walks well
18 months: throws objects
24 months/2 years: up and down stairs (one foot at a time); run
3 years: Tricycle (3 wheels, 3 years), jump in place
4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop
5 years: skip (5 looks like an “S”kips)
Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away
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rst, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) <span>15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile
Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline
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last reprioritisation on suggested re-reading day
started reading on finished reading on


Parent (intermediate) annotation

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across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: <span>2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs
Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


Parent (intermediate) annotation

Open it
; 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline <span>4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewa

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces
Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


Parent (intermediate) annotation

Open it
for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth <span>6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger i

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety
Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents.
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


Parent (intermediate) annotation

Open it
, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes <span>9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains)

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo
Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye.
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


Parent (intermediate) annotation

Open it
9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. <span>12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imi

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
15 months: walks well, imitates, controlled release of blocks (can stack 2)
Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


Parent (intermediate) annotation

Open it
alk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. <span>15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body
Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


Parent (intermediate) annotation

Open it
e waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower <span>18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play
Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other.
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


Parent (intermediate) annotation

Open it
s of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face <span>2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of m

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I”
James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line.
statusnot read reprioritisations
last reprioritisation on suggested re-reading day
started reading on finished reading on


Parent (intermediate) annotation

Open it
rs: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. <span>3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




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4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play
Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time.
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cle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. <span>4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas<span><body><html>

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
5 years: Skip, Tie shoes, Difference between reality/fantasy
Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas
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started reading on finished reading on


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foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. <span>5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas<span><body><html>

Original toplevel document

Development
-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton




#ir #peds
The normal heart rate for a 5-year-old is 80 to 100 beats per minute
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Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute

Original toplevel document

CLIPP 11 - Kawasaki
Irritability in a Child Irritability may be the only way that a young child can express pain or discomfort from any source, including: Meningeal irritation Headache from intracranial irritation Simple exhaustion <span>Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashe




Flashcard 1476701064460

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#ir #peds
Question
Remember that stranger anxiety starts around [...] months of age, peaking at 15 months.
Answer
9

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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Remember that stranger anxiety starts around 9 months of age, peaking at 15 months.

Original toplevel document

Pediatrics for Dummies (Or Med Students)
ll often cry for what appears to be no reason at all. Many students worry that the parents will think they are incompetent, but most parents will be too embarrassed about their child's behavior to focus on you. Also, don't take it personally: <span>Remember that stranger anxiety starts around 9 months of age, peaking at 15 months. Incidentally, auscultating lungs while a child is crying is indeed possible. Just remember that even when screaming at the top of their lungs, all children have to pause to t







Flashcard 1476702637324

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#ir #peds
Question
Remember that stranger anxiety starts around 9 months of age, peaking at [...] months.
Answer
15

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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Remember that stranger anxiety starts around 9 months of age, peaking at 15 months.

Original toplevel document

Pediatrics for Dummies (Or Med Students)
ll often cry for what appears to be no reason at all. Many students worry that the parents will think they are incompetent, but most parents will be too embarrassed about their child's behavior to focus on you. Also, don't take it personally: <span>Remember that stranger anxiety starts around 9 months of age, peaking at 15 months. Incidentally, auscultating lungs while a child is crying is indeed possible. Just remember that even when screaming at the top of their lungs, all children have to pause to t







#ir #peds
Calm, declarative statements are best -- and feel free to give children choice where it doesn't matter to you. "Which ear shall I look in first?"
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No shots" even if you know they'll be receiving immunizations later. Also, be careful with inadvertently asking permission. What do you do if you ask, "I'm going to look in your ear now, okay?" and the answer is "No!" <span>Calm, declarative statements are best -- and feel free to give children choice where it doesn't matter to you. "Which ear shall I look in first?" is just fine.<span><body><html>

Original toplevel document

Pediatrics for Dummies (Or Med Students)
iety. Crouching down to say hello at the beginning is great, and asking the child to "give you 5" works well. While not all will do so at the outset, many will do so at the end once they've discovered you're not so scary. <span>Don't ask, don't...lie. Don't lie to children. They won't forget it if you say "No shots" even if you know they'll be receiving immunizations later. Also, be careful with inadvertently asking permission. What do you do if you ask, "I'm going to look in your ear now, okay?" and the answer is "No!" Calm, declarative statements are best -- and feel free to give children choice where it doesn't matter to you. "Which ear shall I look in first?" is just fine. Be infantile. Be willing to quickly change a diaper instead of leaving it, or swaddling a baby properly in a receiving blanket: You'll win friends among staff and parents. If




Flashcard 1476705783052

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#ir #peds
Question
A common concern among parents is the "rattling chest." Remember that upper airway congestion in a young child can easily transmit noise down the respiratory tree and can even be felt as "rattling." Don't minimize or ignore parents' concerns. Instead, explain how [...] can "echo" throughout the entire chest. Also, ask your preceptor to help you differentiate between transmitted upper airway noises and signs of actual lung pathology
Answer
upper airway congestion

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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ot;rattling chest." Remember that upper airway congestion in a young child can easily transmit noise down the respiratory tree and can even be felt as "rattling." Don't minimize or ignore parents' concerns. Instead, explain how <span>upper airway congestion can "echo" throughout the entire chest. Also, ask your preceptor to help you differentiate between transmitted upper airway noises and signs of actual lung pathology</s

Original toplevel document

Pediatrics for Dummies (Or Med Students)
s the effect of drawing the child's attention away from the stethoscope (and perhaps trying to push it away) as well as entertaining them. Practice making faces in the mirror -- most of us are capable of being fairly funny-looking. <span>A common concern among parents is the "rattling chest." Remember that upper airway congestion in a young child can easily transmit noise down the respiratory tree and can even be felt as "rattling." Don't minimize or ignore parents' concerns. Instead, explain how upper airway congestion can "echo" throughout the entire chest. Also, ask your preceptor to help you differentiate between transmitted upper airway noises and signs of actual lung pathology. Stunt palpation. Tell children that you're going to figure out what they had for lunch (or breakfast or whatever). Palpate their abdomen gently and then stop. Claim it's som







Flashcard 1476707355916

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Question
A common concern among parents is the "rattling chest." Remember that upper airway congestion in a young child can easily transmit noise down the respiratory tree and can even be felt as "rattling." Don't minimize or ignore parents' concerns. Instead, explain how upper airway congestion can "[...]" throughout the entire chest. Also, ask your preceptor to help you differentiate between transmitted upper airway noises and signs of actual lung pathology
Answer
echo

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

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that upper airway congestion in a young child can easily transmit noise down the respiratory tree and can even be felt as "rattling." Don't minimize or ignore parents' concerns. Instead, explain how upper airway congestion can "<span>echo" throughout the entire chest. Also, ask your preceptor to help you differentiate between transmitted upper airway noises and signs of actual lung pathology<span><body></ht

Original toplevel document

Pediatrics for Dummies (Or Med Students)
s the effect of drawing the child's attention away from the stethoscope (and perhaps trying to push it away) as well as entertaining them. Practice making faces in the mirror -- most of us are capable of being fairly funny-looking. <span>A common concern among parents is the "rattling chest." Remember that upper airway congestion in a young child can easily transmit noise down the respiratory tree and can even be felt as "rattling." Don't minimize or ignore parents' concerns. Instead, explain how upper airway congestion can "echo" throughout the entire chest. Also, ask your preceptor to help you differentiate between transmitted upper airway noises and signs of actual lung pathology. Stunt palpation. Tell children that you're going to figure out what they had for lunch (or breakfast or whatever). Palpate their abdomen gently and then stop. Claim it's som







Flashcard 1476709190924

Tags
#ir #peds
Question
solid food introduction – do not delay beyond [...] mo
Answer
9

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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solid food introduction – do not delay beyond 9 mo

Original toplevel document

Nutrition
/kg/d) For a 9mo, select which foods can be introduced at this age? What are the normal feeding stages for a child? 0-6mo: breast milk or formula, 2-4oz (60-120ml) per feed, 8-12 feeds/day, 20-25min per feed 6-8mo: <span>solid food introduction – do not delay beyond 9 mo 2 to 3 new foods/wk with few days in between (monitoring allergies) Suggested order: meat/alternatives/iron enriched cereal (rice cereal is least allergenic)àpureed vegetablesàfr







Flashcard 1476714171660

Tags
#clerk
Question
What does AD DAVID stand for, in re: to admission orders?
Answer
Admit to .. under ..
Diagnosis
Diet
Activity
Vitals
IVF, Investigations, Ins & outs
Drugs

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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admission orders
For this, you can use of the mnemonic AD DAVID. A dmit to (ward/department/nicu), under Dr. Surgeon D iagnosis: confirmed or suspected (UTI w/ 2ndary dehydration) D iet: DAT (diet as tolerated), NPO (if surg/p







Flashcard 1476717579532

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Question

Jaundice Associated with Breastfeeding

Some clinicians divide this into two separate entities--[...] jaundice and breast-milk jaundice.

Answer
breastfeeding

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

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Jaundice Associated with Breastfeeding Some clinicians divide this into two separate entities--breastfeeding jaundice and breast-milk jaundice.

Original toplevel document

CLIPP 8 - neonatal jaundice
ora to metabolize bile High levels of β-glucuronidase in meconium Minimal oral (enteral) intake in the first 2-4 days of life, resulting in slow excretion of meconium (especially common with breastfed infants). 3/22 <span>Jaundice Associated with Breastfeeding Some clinicians divide this into two separate entities--breastfeeding jaundice and breast-milk jaundice. There is probably overlap, where a combination of both of these problems occurs simultaneously. 1. Breastfeeding jaundice Happens early in the first week of li







Flashcard 1476719152396

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Question

Jaundice Associated with Breastfeeding

Some clinicians divide this into two separate entities--breastfeeding jaundice and [...] jaundice.

Answer
breast-milk

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Jaundice Associated with Breastfeeding Some clinicians divide this into two separate entities--breastfeeding jaundice and breast-milk jaundice.

Original toplevel document

CLIPP 8 - neonatal jaundice
ora to metabolize bile High levels of β-glucuronidase in meconium Minimal oral (enteral) intake in the first 2-4 days of life, resulting in slow excretion of meconium (especially common with breastfed infants). 3/22 <span>Jaundice Associated with Breastfeeding Some clinicians divide this into two separate entities--breastfeeding jaundice and breast-milk jaundice. There is probably overlap, where a combination of both of these problems occurs simultaneously. 1. Breastfeeding jaundice Happens early in the first week of li







Flashcard 1476721773836

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Question

These additional factors can also contribute to hyperbilirubinemia:

[...]
Bowel obstruction
Birth at high altitude

Answer
Prematurity

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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These additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude

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CLIPP 8 - neonatal jaundice
; These congenital disorders are detected by neonatal screening. Ethnicity Hyperbilirubinemia is more common in Asian newborn infants than in Caucasian infants and is less common in black infants. <span>These additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude See the associated reference ranges in conventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breast







Flashcard 1476723346700

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#ir #peds
Question

These additional factors can also contribute to hyperbilirubinemia:

Prematurity
[...]
Birth at high altitude

Answer
Bowel obstruction

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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These additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude

Original toplevel document

CLIPP 8 - neonatal jaundice
; These congenital disorders are detected by neonatal screening. Ethnicity Hyperbilirubinemia is more common in Asian newborn infants than in Caucasian infants and is less common in black infants. <span>These additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude See the associated reference ranges in conventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breast







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These additional factors can also contribute to hyperbilirubinemia:

Prematurity
Bowel obstruction

[...]
Answer
Birth at high altitude

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These additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude

Original toplevel document

CLIPP 8 - neonatal jaundice
; These congenital disorders are detected by neonatal screening. Ethnicity Hyperbilirubinemia is more common in Asian newborn infants than in Caucasian infants and is less common in black infants. <span>These additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude See the associated reference ranges in conventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breast







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A successfully breastfed baby typically nurses [...] times in 24 hours.
Answer
8-12

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A successfully breastfed baby typically nurses 8-12 times in 24 hours.

Original toplevel document

CLIPP 8 - neonatal jaundice
ction Birth at high altitude See the associated reference ranges in conventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern <span>A successfully breastfed baby typically nurses 8-12 times in 24 hours. Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding







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Feedings may initially last up to [...] minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)
Answer
60

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Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if th

Original toplevel document

CLIPP 8 - neonatal jaundice
ventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern A successfully breastfed baby typically nurses 8-12 times in 24 hours. <span>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.) Benefits of Breastfeeding For Infants Maternal-infant bonding Protection against some infections (e.g. otitis media, respiratory infections, diarr







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Feedings may initially last up to 60 minutes but gradually become [...] in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)
Answer
shorter

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Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)</spa

Original toplevel document

CLIPP 8 - neonatal jaundice
ventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern A successfully breastfed baby typically nurses 8-12 times in 24 hours. <span>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.) Benefits of Breastfeeding For Infants Maternal-infant bonding Protection against some infections (e.g. otitis media, respiratory infections, diarr







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Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~[...] minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)
Answer
10-15

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Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)</ht

Original toplevel document

CLIPP 8 - neonatal jaundice
ventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern A successfully breastfed baby typically nurses 8-12 times in 24 hours. <span>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.) Benefits of Breastfeeding For Infants Maternal-infant bonding Protection against some infections (e.g. otitis media, respiratory infections, diarr







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Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. ([...] or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)
Answer
Increasingly frequent

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Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)

Original toplevel document

CLIPP 8 - neonatal jaundice
ventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern A successfully breastfed baby typically nurses 8-12 times in 24 hours. <span>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.) Benefits of Breastfeeding For Infants Maternal-infant bonding Protection against some infections (e.g. otitis media, respiratory infections, diarr







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Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or [...] feeding sessions may indicate a problem, especially if the infant is not gaining weight.)
Answer
consistently lengthy

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Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)

Original toplevel document

CLIPP 8 - neonatal jaundice
ventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern A successfully breastfed baby typically nurses 8-12 times in 24 hours. <span>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.) Benefits of Breastfeeding For Infants Maternal-infant bonding Protection against some infections (e.g. otitis media, respiratory infections, diarr







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Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is [...].)
Answer
not gaining weight

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an>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)<span><body><html>

Original toplevel document

CLIPP 8 - neonatal jaundice
ventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern A successfully breastfed baby typically nurses 8-12 times in 24 hours. <span>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.) Benefits of Breastfeeding For Infants Maternal-infant bonding Protection against some infections (e.g. otitis media, respiratory infections, diarr







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Because many causes of hemolysis are hereditary, a family history of [...] or jaundice can provide important information.
Answer
anemia

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Because many causes of hemolysis are hereditary, a family history of anemia or jaundice can provide important information.

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CLIPP 8 - neonatal jaundice
odified cow milk contains approximately three times the protein content of human milk and has ~80% casein and 20% whey proteins. As mentioned above, it is not suitable for young infants. Hereditary Forms of Hemolysis <span>Because many causes of hemolysis are hereditary, a family history of anemia or jaundice can provide important information. 7/22 Hemolysis leading to elevated circulating bilirubin and possible jaundice can be caused by a variety of disorders in the red blood cell, including:







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Because many causes of hemolysis are hereditary, a family history of anemia or [...] can provide important information.
Answer
jaundice

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Because many causes of hemolysis are hereditary, a family history of anemia or jaundice can provide important information.

Original toplevel document

CLIPP 8 - neonatal jaundice
odified cow milk contains approximately three times the protein content of human milk and has ~80% casein and 20% whey proteins. As mentioned above, it is not suitable for young infants. Hereditary Forms of Hemolysis <span>Because many causes of hemolysis are hereditary, a family history of anemia or jaundice can provide important information. 7/22 Hemolysis leading to elevated circulating bilirubin and possible jaundice can be caused by a variety of disorders in the red blood cell, including:







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Treatment:
When diagnosed early, biliary atresia can be treated surgically with the [...] procedure (anastomosis of the intrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile flow and prevent liver damage.

Answer
Kasai

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Treatment: When diagnosed early, biliary atresia can be treated surgically with the Kasai procedure (anastomosis of the intrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile fl

Original toplevel document

CLIPP 8 - neonatal jaundice
ust be evaluated with fractionated bilirubin (i.e., total and direct bilirubin levels). A patient suspected of having biliary atresia generally will be referred to a pediatric gastroenterologist or pediatric surgeon. <span>Treatment When diagnosed early, biliary atresia can be treated surgically with the Kasai procedure (anastomosis of the i ntrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile flow and prevent liver damage. Voiding and Stooling Patterns in the Newborn Voiding Urination changes in the first days after birth: Day 3: The baby should be voidi







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If done early, the Kasai procedure will restore [...] and prevent liver damage.

Answer
bile flow

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early, biliary atresia can be treated surgically with the Kasai procedure (anastomosis of the intrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore <span>bile flow and prevent liver damage. <span><body><html>

Original toplevel document

CLIPP 8 - neonatal jaundice
ust be evaluated with fractionated bilirubin (i.e., total and direct bilirubin levels). A patient suspected of having biliary atresia generally will be referred to a pediatric gastroenterologist or pediatric surgeon. <span>Treatment When diagnosed early, biliary atresia can be treated surgically with the Kasai procedure (anastomosis of the i ntrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile flow and prevent liver damage. Voiding and Stooling Patterns in the Newborn Voiding Urination changes in the first days after birth: Day 3: The baby should be voidi







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If done early, the Kasai procedure will restore bile flow and prevent [...].

Answer
liver damage

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a can be treated surgically with the Kasai procedure (anastomosis of the intrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile flow and prevent <span>liver damage. <span><body><html>

Original toplevel document

CLIPP 8 - neonatal jaundice
ust be evaluated with fractionated bilirubin (i.e., total and direct bilirubin levels). A patient suspected of having biliary atresia generally will be referred to a pediatric gastroenterologist or pediatric surgeon. <span>Treatment When diagnosed early, biliary atresia can be treated surgically with the Kasai procedure (anastomosis of the i ntrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile flow and prevent liver damage. Voiding and Stooling Patterns in the Newborn Voiding Urination changes in the first days after birth: Day 3: The baby should be voidi







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Whenever there is concern about hyperbilirubinemia, a [...] level should be obtained.
Answer
serum total bilirubin

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Whenever there is concern about hyperbilirubinemia, a serum total bilirubin level should be obtained.

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CLIPP 8 - neonatal jaundice
serum bilirubin levels. Serum Bilirubin Measurement A visual estimate of bilirubin level is not a substitute for serum bilirubin levels as it can easily understimate the true level of hyperbilirubinemia. <span>Whenever there is concern about hyperbilirubinemia, a serum total bilirubin level should be obtained. Transcutaneous Bilirubin Measurement Devices that measure transcutaneous bilirubin are effective tools for monitoring jaundice, although they cannot substitute







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[...] history

Aids in distinguishing among possible causes of jaundice.

Answer
Feeding

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Feeding history Aids in distinguishing among possible causes of jaundice.

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CLIPP 8 - neonatal jaundice
st days after birth or delayed weight gain mandates further assessment and intervention. Inadequate weight gain indicates a potential insufficient fluid and calorie intake making a diagnosis of breastfeeding jaundice more likely. <span>Feeding history Aids in distinguishing among possible causes of jaundice. Pregnancy history Maternal infections may affect the fetus in utero, resulting in congenital infection and intrauterine growth restriction (IUGR). The conseque







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Physiologic jaundice

jaundice typically appears earlier than on day [...]. The level of hyperbilirubinemia and the time course helps to distinguish physiologic from breast milk jaundice.

Answer
4

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Physiologic jaundice jaundice typically appears earlier than on day 4. The level of hyperbilirubinemia and the time course helps to distinguish physiologic from breast milk jaundice.

Original toplevel document

CLIPP 8 - neonatal jaundice
3; Diagnosis Comment Breast milk jaundice Begins in the middle of the first week of life (usually day 4 through 7) but may not reach its peak until the second week. 15/22 Physiologic <span>Physiologic jaundice jaundice typically appears earlier than on day 4. The level of hyperbilirubinemia and the time course helps to distinguish physiologic from breast milk jaundice. Hemolysis Possible reasons for hemolysis include: ABO incompatibility Rh incompatibility G6PD deficiency To completely investigate th







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Physiologic jaundice

jaundice typically appears earlier than on day 4. The [...] and the time course helps to distinguish physiologic from breast milk jaundice.

Answer
level of hyperbilirubinemia

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Physiologic jaundice jaundice typically appears earlier than on day 4. The level of hyperbilirubinemia and the time course helps to distinguish physiologic from breast milk jaundice.

Original toplevel document

CLIPP 8 - neonatal jaundice
3; Diagnosis Comment Breast milk jaundice Begins in the middle of the first week of life (usually day 4 through 7) but may not reach its peak until the second week. 15/22 Physiologic <span>Physiologic jaundice jaundice typically appears earlier than on day 4. The level of hyperbilirubinemia and the time course helps to distinguish physiologic from breast milk jaundice. Hemolysis Possible reasons for hemolysis include: ABO incompatibility Rh incompatibility G6PD deficiency To completely investigate th







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Physiologic jaundice

jaundice typically appears earlier than on day 4. The level of hyperbilirubinemia and the [...] helps to distinguish physiologic from breast milk jaundice.

Answer
time course

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Physiologic jaundice jaundice typically appears earlier than on day 4. The level of hyperbilirubinemia and the time course helps to distinguish physiologic from breast milk jaundice.

Original toplevel document

CLIPP 8 - neonatal jaundice
3; Diagnosis Comment Breast milk jaundice Begins in the middle of the first week of life (usually day 4 through 7) but may not reach its peak until the second week. 15/22 Physiologic <span>Physiologic jaundice jaundice typically appears earlier than on day 4. The level of hyperbilirubinemia and the time course helps to distinguish physiologic from breast milk jaundice. Hemolysis Possible reasons for hemolysis include: ABO incompatibility Rh incompatibility G6PD deficiency To completely investigate th







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Biliary atresia

Typically presents after [...] weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia.

Answer
2

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Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia.

Original toplevel document

CLIPP 8 - neonatal jaundice
galactosemia or urea cycle defects-present with liver dysfunction, including jaundice, in addition to other features (like seizures, sepsis, ascites) depending on the defect. The newborn screen can help rule out these diagnoses. <span>Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia. Intrinsic liver disease Very rare cause of neonatal jaundice Birth trauma (cephalohematoma or other bruising) Reabsorption of blood a







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Biliary atresia

Typically presents after 2 weeks of age with [...] and acholic stools. Causes a direct hyperbilirubinemia.

Answer
progressive jaundice

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Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia.

Original toplevel document

CLIPP 8 - neonatal jaundice
galactosemia or urea cycle defects-present with liver dysfunction, including jaundice, in addition to other features (like seizures, sepsis, ascites) depending on the defect. The newborn screen can help rule out these diagnoses. <span>Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia. Intrinsic liver disease Very rare cause of neonatal jaundice Birth trauma (cephalohematoma or other bruising) Reabsorption of blood a







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Biliary atresia

Typically presents after 2 weeks of age with progressive jaundice and [...]. Causes a direct hyperbilirubinemia.

Answer
acholic stools

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Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia.

Original toplevel document

CLIPP 8 - neonatal jaundice
galactosemia or urea cycle defects-present with liver dysfunction, including jaundice, in addition to other features (like seizures, sepsis, ascites) depending on the defect. The newborn screen can help rule out these diagnoses. <span>Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia. Intrinsic liver disease Very rare cause of neonatal jaundice Birth trauma (cephalohematoma or other bruising) Reabsorption of blood a







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Biliary atresia causes a [...] hyperbilirubinemia.

Answer
direct

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Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia.

Original toplevel document

CLIPP 8 - neonatal jaundice
galactosemia or urea cycle defects-present with liver dysfunction, including jaundice, in addition to other features (like seizures, sepsis, ascites) depending on the defect. The newborn screen can help rule out these diagnoses. <span>Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia. Intrinsic liver disease Very rare cause of neonatal jaundice Birth trauma (cephalohematoma or other bruising) Reabsorption of blood a







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Intrinsic liver disease

[...common/rare] cause of neonatal jaundice

Answer
Very rare

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Intrinsic liver disease Very rare cause of neonatal jaundice

Original toplevel document

CLIPP 8 - neonatal jaundice
the defect. The newborn screen can help rule out these diagnoses. Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia. <span>Intrinsic liver disease Very rare cause of neonatal jaundice Birth trauma (cephalohematoma or other bruising) Reabsorption of blood and metabolism of red blood cells can cause jaundice. Sepsis W







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    1. Diabetes mellitus

  • Best marker for insulin resistance?

  • MCQ: acanthosis nigricans

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endo (day 8)
ENDOCRINOLOGY Diabetes mellitus Best marker for insulin resistance? MCQ: acanthosis nigricans Puberty 13yo ♀, no onset of menarche. What questions would you ask on Hx (6)? What would you do O/E? When and




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  • 13yo ♀, no onset of menarche. What questions would you ask on Hx (6)? What would you do O/E? When and how would you investigate?

  • Hx: Breast development, weight loss, pubic hair development, short stature, FHx, athlete, medical illness, high performance athlete

  • O/E: assess nutritional status, dysmorphism, evidence of chronic disease, signs of abuse or neglect, sexual development (“boobs→pubes→grow→flow”)

  • Ix (if no menarche >16 or pubertal >12): always (bone age, CBC/lytes, CRP, FSH/LH, EST/TEST, TSH/T4, IGF, U/A), consider (IBD panel, Celiac panel, etc.)

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endo (day 8)
Diabetes mellitus Best marker for insulin resistance? MCQ: acanthosis nigricans Puberty <span>13yo ♀, no onset of menarche. What questions would you ask on Hx (6)? What would you do O/E? When and how would you investigate? Hx: Breast development, weight loss, pubic hair development, short stature, FHx, athlete, medical illness, high performance athlete O/E: assess nutritional status, dysmorphism, evidence of chronic disease, signs of abuse or neglect, sexual development (“boobs→pubes→grow→flow”) Ix (if no menarche >16 or pubertal >12): always (bone age, CBC/lytes, CRP, FSH/LH, EST/TEST, TSH/T4, IGF, U/A), consider (IBD panel, Celiac panel, etc.) Precocious puberty in ♀: when are you worried and which tests would you order? Ix (if bone age > height age, <6, OR psychological issues




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  • Precocious puberty in ♀: when are you worried and which tests would you order?

Ix (if bone age > height age, <6, OR psychological issues): always (bone age, FSH/LH, EST/TEST, DHEAs/17-hydroxyPRO, TSH/T4), consider (pelvic U/S, MRI head, β-hCG, GnRH/ACTH stimulation)
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endo (day 8)
development (“boobs→pubes→grow→flow”) Ix (if no menarche >16 or pubertal >12): always (bone age, CBC/lytes, CRP, FSH/LH, EST/TEST, TSH/T4, IGF, U/A), consider (IBD panel, Celiac panel, etc.) <span>Precocious puberty in ♀: when are you worried and which tests would you order? Ix (if bone age > height age, <6, OR psychological issues): always (bone age, FSH/LH, EST/TEST, DHEAs/17-hydroxyPRO, TSH/T4), consider (pelvic U/S, MRI head, β-hCG, GnRH/ACTH stimulation) Hypoglycemia (Infants and Children) Definition Plasma glucose (PG) ≤2.8 mmol/L Etiology • Endocrine causes: Ketotic hypoglycemia, GH deficiency, panh




#ir #peds
Hypoglycemia (Infants and Children)
Definition
Plasma glucose (PG) ≤2.8 mmol/L
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endo (day 8)
tests would you order? Ix (if bone age > height age, <6, OR psychological issues): always (bone age, FSH/LH, EST/TEST, DHEAs/17-hydroxyPRO, TSH/T4), consider (pelvic U/S, MRI head, β-hCG, GnRH/ACTH stimulation) <span>Hypoglycemia (Infants and Children) Definition Plasma glucose (PG) ≤2.8 mmol/L Etiology • Endocrine causes: Ketotic hypoglycemia, GH deficiency, panhypopituitarism, ACTH deficiency, Addisons disease, excess exogenous insulin • Nonendocrine




#ir #peds
Etiology
• Endocrine causes: Ketotic hypoglycemia, GH deficiency,
panhypopituitarism, ACTH deficiency, Addisons disease, excess
exogenous insulin
• Nonendocrine
causes: Sepsis/shock, liver disease, ingestion (e.g.
ethanol, salicylates, beta‐blockers), inborn error of metabolism
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endo (day 8)
issues): always (bone age, FSH/LH, EST/TEST, DHEAs/17-hydroxyPRO, TSH/T4), consider (pelvic U/S, MRI head, β-hCG, GnRH/ACTH stimulation) Hypoglycemia (Infants and Children) Definition Plasma glucose (PG) ≤2.8 mmol/L <span>Etiology • Endocrine causes: Ketotic hypoglycemia, GH deficiency, panhypopituitarism, ACTH deficiency, Addisons disease, excess exogenous insulin • Nonendocrine causes: Sepsis/shock, liver disease, ingestion (e.g. ethanol, salicylates, beta‐blockers), inborn error of metabolism Clinical Presentation • Autonomic symptoms: Sweating, weakness, tachycardia, tremor, feelings of nervousness and/or hunger • Neuroglycopenic symptoms: Lethargy, irri




#ir #peds
Clinical Presentation
• Autonomic symptoms: Sweating, weakness, tachycardia, tremor,
feelings of nervousness and/or hunger
• Neuroglycopenic symptoms: Lethargy, irritability, confusion, unusual
behaviour, hypothermia, seizure and coma
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endo (day 8)
#13; panhypopituitarism, ACTH deficiency, Addisons disease, excess exogenous insulin • Nonendocrine causes: Sepsis/shock, liver disease, ingestion (e.g. ethanol, salicylates, beta‐blockers), inborn error of metabolism <span>Clinical Presentation • Autonomic symptoms: Sweating, weakness, tachycardia, tremor, feelings of nervousness and/or hunger • Neuroglycopenic symptoms: Lethargy, irritability, confusion, unusual behaviour, hypothermia, seizure and coma Investigations Send critical labs (prior to initiating treatment) if PG ≤2.8 mmol/L: Serum glucose, blood gas, electrolytes, insulin, GH, cortisol, free fatty acids,




Flashcard 1476779707660

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Question
[...] may be the only way that a young child can express pain or discomfort from any source
Answer
Irritability

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Irritability may be the only way that a young child can express pain or discomfort from any source

Original toplevel document

CLIPP 11 - Kawasaki
11. 5-year-old with fever and adenopathy - Jason January 27, 2017 2:09:56 PM EST Knowledge Irritability in a Child Irritability may be the only way that a young child can express pain or discomfort from any source, including: Meningeal irritation Headache from intracranial irritation Simple exhaustion Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal hea







Flashcard 1476782066956

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Question
[...] disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth.
Answer
Hand-foot-and-mouth

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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Hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth.

Original toplevel document

CLIPP 11 - Kawasaki
; Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. <span>Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days. Erythema infectiosum Also called fifth disease, this is caused by parvovirus B19. There is frequently an associated low-grade fever (37.8-38.3 degrees C, or 100







Flashcard 1476783639820

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#ir #peds
Question
Hand-foot-and-mouth disease (caused by [...] virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth.
Answer
Coxsackie

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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Hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth.

Original toplevel document

CLIPP 11 - Kawasaki
; Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. <span>Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days. Erythema infectiosum Also called fifth disease, this is caused by parvovirus B19. There is frequently an associated low-grade fever (37.8-38.3 degrees C, or 100







Flashcard 1476785212684

Tags
#ir #peds
Question
Hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a [...] rash on the hands and feet and with ulcers in the mouth.
Answer
vesicular

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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Hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth.

Original toplevel document

CLIPP 11 - Kawasaki
; Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. <span>Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days. Erythema infectiosum Also called fifth disease, this is caused by parvovirus B19. There is frequently an associated low-grade fever (37.8-38.3 degrees C, or 100







Flashcard 1476786785548

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#ir #peds
Question
Hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with [...] in the mouth.
Answer
ulcers

statusnot learnedmeasured difficulty37% [default]last interval [days]               
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scheduled repetition interval               last repetition or drill

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Open it
Hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth.

Original toplevel document

CLIPP 11 - Kawasaki
; Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. <span>Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days. Erythema infectiosum Also called fifth disease, this is caused by parvovirus B19. There is frequently an associated low-grade fever (37.8-38.3 degrees C, or 100







Flashcard 1476788358412

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#ir #peds
Question
While the fever associated with enteroviruses may be high, it usually lasts
[...] days.
Answer
only
a few

statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

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Open it
While the fever associated with enteroviruses may be high, it usually lasts only a few days.

Original toplevel document

CLIPP 11 - Kawasaki
; Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. <span>Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days. Erythema infectiosum Also called fifth disease, this is caused by parvovirus B19. There is frequently an associated low-grade fever (37.8-38.3 degrees C, or 100







#bayes #programming #r #statistics
\(p(c|r) = \frac{p(r, c )}{ p(r)} \) In words, the definition simply says that the probability of c given r is the probability that they happen together relative to the probability that r happens at all
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#bayes #programming #r #statistics
In summary, the key idea is that conditionalizing on a known row value is like restricting attention to only the row for which that known value is true, and then normalizing the probabilities in that row by dividing by the row’s total probability.
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週の前半はいい天気になります。
月曜日の最高気温は15度ぐらいで、暖かいです。
でも、火曜日から寒くなります。
木曜日と金曜日は天気が悪いです。
木曜日は曇り一時雨の予報ですが、
雪が降るかもしれません。
週末は晴れ時々曇り。
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æ—¥æœ¬èªžã§æ›¸ã‹ã‚ŒãŸå¤©æ°—äºˆå ±ã‚’ä½¿ã£ã¦æ—¥æœ¬èªžã‚’å­¦ç¿’ã—ã¾ã—ã‚‡ã†
でも、火曜日から寒くなります。 木曜日と金曜日は天気が悪いです。 くも 木曜日は 曇 り一時雨の予報ですが、 雪が降るかもしれません。 くも 週末は晴れ時々 曇 り。 いい天気になるでしょう。 けん ねん なお、11日の土曜日は「 建 国記 念 の日」で、 しゅく 祝日 です。 火曜日以降の最高気温は7度から11度。 最低気温は1度から2度ぐらいでしょう。 <span>週の前半はいい天気になります。 月曜日の最高気温は15度ぐらいで、暖かいです。 でも、火曜日から寒くなります。 木曜日と金曜日は天気が悪いです。 木曜日は曇り一時雨の予報ですが、 雪が降るかもしれません。 週末は晴れ時々曇り。 いい天気になるでしょう。 なお、11日の土曜日は「建国記念の日」で、 祝日です。 火曜日以降の最高気温は7度から11度。 最低気温は1度から2度ぐらいでしょう。 Practice Each Sentence [imagelink] 1. しゅう ぜんはん てん き 週