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Posted on: Nutrition -- Edited...
Tuesday, Apr 1, 2025
What is nutrition and why is nutrition important?
At the most basic level, nutrition is about eating a regular, balanced diet. Good nutrition helps fuel your body. The foods you eat supply the nutrients your body needs to maintain your brain, muscle, bone, nerves, skin, blood circulation, and immune system. Proper nutrition also helps protect you from illness and disease such as heart disease, diabetes, cancer, and osteoporosis.

There are two major classes of nutrients in food: macronutrients and micronutrients. Macronutrients are carbohydrates, protein, and fat. They supply energy (in the form of calories) and serve as the building blocks for muscles and tissues.

In comparison, micronutrients are individual vitamins and minerals. They are divided into four categories: water-soluble vitamins, fat-soluble vitamins, microminerals, and trace minerals.
Authored by: Shravya Mhetre
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Posted on 1: Nutrition -- Edited...
What is nutrition and why is nutrition important?
At the most basic level, nutrition is about eating a regular, balanced diet. Good nutrition helps fuel your body. The foods you eat supply the nutrients your body needs to maintain your brain, muscle, bone, nerves, skin, blood circulation, and immune system. Proper nutrition also helps protect you from illness and disease such as heart disease, diabetes, cancer, and osteoporosis.

There are two major classes of nutrients in food: macronutrients and micronutrients. Macronutrients are carbohydrates, protein, and fat. They supply energy (in the form of calories) and serve as the building blocks for muscles and tissues.

In comparison, micronutrients are individual vitamins and minerals. They are divided into four categories: water-soluble vitamins, fat-soluble vitamins, microminerals, and trace minerals.
Authored by: Shravya Mhetre
Tuesday, Apr 1, 2025
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Posted on: #iteachmsu
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Posted by 6 months ago
Caring for children with ADHD may be challenging, but it is important to remember that these children can learn successfully. It is critical that parents remember that some of their child's disruptive behavior is a manifestation of the disability and that the challenge is finding ways to help their child change the inappropriate behavior. Key to this is remembering to focus on the need for structure and routine for your child's daily schedule and thereby reinforcing the importance of learning self-control and self-regulation. The following are suggestions for parents:
Introduction_to_ML.pdf

Posted on: 9 Proven Time Management Techniques and Tools | USAHS
Wednesday, Jan 8, 2025
Poor Listening Skills
Do you zone out during long business meetings? Did your husband forget to pick up your child at baseball practice, even though you called to remind him on his way home? Problems with attention result in poor listening skills in many adults with ADHD, leading to a lot of missed appointments and misunderstandings.
Authored by: Chathuri Super admin
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Posted on 1: 9 Proven Time Management Techniques and Tools | USAHS
Poor Listening Skills
Do you zone out during long business meetings? Did your husband forget to pick up your child at baseball practice, even though you called to remind him on his way home? Problems with attention result in poor listening skills in many adults with ADHD, leading to a lot of missed appointments and misunderstandings.
Authored by: Chathuri Super admin
Wednesday, Jan 8, 2025
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Posted on: #iteachmsu
Wednesday, Jul 3, 2024
A management system describes the way in which companies organize themselves in their structures and
A management system describes the way in which companies organize themselves in their structures and processes in order to act systematically, ensure smooth processes and achieve planned results Modern management systems usually follow the PDCA cycle of planning, implementation, review and improvement (Plan-Do-Check-Act).
An effective management system is based on and controls structured and optimized processes. Thus, it establishes the systematic and continuous improvement of the organization through clear rules, roles and processes.
Management systems can be used in all areas - depending on where your company operates and what goals are to be achieved. This can be in a specific industry, such as transport and logistics, the automotive industry or healthcare, or even across industries.
Modern management systems according to ISO standards follow the same logic, the so-called High Level Structure, but cover different aspects. The most widely used is the internationally known ISO 9001 standard for a quality management system.
Posted by: Super Admin
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Posted on: #iteachmsu
Tuesday, May 14, 2024
A heart attack is also called a myocardial infarction.
Symptoms of a heart attack vary. Some people have mild symptoms. Others have severe symptoms. Some people have no symptoms.
Common heart attack symptoms include:

Chest pain that may feel like pressure, tightness, pain, squeezing or aching
Pain or discomfort that spreads to the shoulder, arm, back, neck, jaw, teeth or sometimes the upper belly
Cold sweat
Fatigue
Heartburn or indigestion
Lightheadedness or sudden dizziness
Nausea
Shortness of breath

Women may have atypical symptoms such as brief or sharp pain felt in the neck, arm or back. Sometimes, the first symptom sign of a heart attack is sudden cardiac arrest.
Some heart attacks strike suddenly. But many people have warning signs and symptoms hours, days or weeks in advance. Chest pain or pressure (angina) that keeps happening and doesn't go away with rest may be an early warning sign. Angina is caused by a temporary decrease in blood flow to the heart.



When to see a doctor





Get help right away if you think you're having a heart attack. Take these steps:

Call for emergency medical help. If you think you're having a heart attack, immediately call 911 or your local emergency number. If you don't have access to emergency medical services, have someone drive you to the nearest hospital. Drive yourself only if there are no other options.
Take nitroglycerin, if prescribed to you by a health care provider. Take it as instructed while awaiting emergency help.

Take aspirin, if recommended. Taking aspirin during a heart attack may reduce heart damage by preventing blood clotting.
Aspirin can interact with other drugs. Don't take an aspirin unless your care provider or emergency medical personnel say to do so. Don't delay calling 911 to take an aspirin. Call for emergency help first.






What to do if you see someone who might be having a heart attack
If someone is unconscious and you think they're having a heart attack, first call 911 or your local emergency number. Then check if the person is breathing and has a pulse. If the person isn't breathing or you don't find a pulse, only then should you begin cardiopulmonary resuscitation (CPR).

If you're untrained in CPR, do hands-only CPR. That means push hard and fast on the person's chest — about 100 to 120 compressions a minute.
If you're trained in CPR and confident in your ability, start with 30 chest compressions before giving two rescue breaths.
Authored by: Vijaya
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Posted on: #iteachmsu
Monday, May 6, 2024
Web Content Accessibility Guidelines (WCAG) 2.2
Web Content Accessibility Guidelines (WCAG) 2.2 defines how to make Web content more accessible to people with disabilities. Accessibility involves a wide range of disabilities, including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general.

WCAG 2.2 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.2 builds on WCAG 2.0 [WCAG20] and WCAG 2.1 [WCAG21], which in turn built on WCAG 1.0 [WAI-WEBCONTENT] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview.

Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more.

Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:

Essential Components of Web Accessibility
User Agent Accessibility Guidelines (UAAG) Overview
Authoring Tool Accessibility Guidelines (ATAG) Overview
Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.
Authored by: Vijaya
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Posted on 1: #iteachmsu
Web Content Accessibility Guidelines (WCAG) 2.2
Web Content Accessibility Guidelines (WCAG) 2.2 defines how to make Web content more accessible to people with disabilities. Accessibility involves a wide range of disabilities, including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general.

WCAG 2.2 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.2 builds on WCAG 2.0 [WCAG20] and WCAG 2.1 [WCAG21], which in turn built on WCAG 1.0 [WAI-WEBCONTENT] and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation. For an introduction to WCAG, see the Web Content Accessibility Guidelines (WCAG) Overview.

Significant challenges were encountered in defining additional criteria to address cognitive, language, and learning disabilities, including a short timeline for development as well as challenges in reaching consensus on testability, implementability, and international considerations of proposals. Work will carry on in this area in future versions of WCAG. We encourage authors to refer to our supplemental guidance on improving inclusion for people with disabilities, including learning and cognitive disabilities, people with low-vision, and more.

Web accessibility depends not only on accessible content but also on accessible Web browsers and other user agents. Authoring tools also have an important role in Web accessibility. For an overview of how these components of Web development and interaction work together, see:

Essential Components of Web Accessibility
User Agent Accessibility Guidelines (UAAG) Overview
Authoring Tool Accessibility Guidelines (ATAG) Overview
Where this document refers to WCAG 2 it is intended to mean any and all versions of WCAG that start with 2.
Authored by: Vijaya
Monday, May 6, 2024
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Posted on: #iteachmsu
Thursday, Mar 14, 2024
How does generative AI work? -- 935
Generative AI starts with a prompt that could be in the form of a text, an image, a video, a design, musical notes, or any input that the AI system can process. Various AI algorithms then return new content in response to the prompt. Content can include essays, solutions to problems, or realistic fakes created from pictures or audio of a person.

Early versions of generative AI required submitting data via an API or an otherwise complicated process. Developers had to familiarize themselves with special tools and write applications using languages such as Python.

Now, pioneers in generative AI are developing better user experiences that let you describe a request in plain language. After an initial response, you can also customize the results with feedback about the style, tone and other elements you want the generated content to reflect.
Authored by: Vijayalaxmi Vishavnathkam Santosh Mali Mhetre 935
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Posted on 1: #iteachmsu
How does generative AI work? -- 935
Generative AI starts with a prompt that could be in the form of a text, an image, a video, a design, musical notes, or any input that the AI system can process. Various AI algorithms then return new content in response to the prompt. Content can include essays, solutions to problems, or realistic fakes created from pictures or audio of a person.

Early versions of generative AI required submitting data via an API or an otherwise complicated process. Developers had to familiarize themselves with special tools and write applications using languages such as Python.

Now, pioneers in generative AI are developing better user experiences that let you describe a request in plain language. After an initial response, you can also customize the results with feedback about the style, tone and other elements you want the generated content to reflect.
Authored by: Vijayalaxmi Vishavnathkam Santosh Mali Mhetre 935
Thursday, Mar 14, 2024
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Posted on: #iteachmsu
Thursday, Mar 14, 2024
How does generative AI work? -- 935
Generative AI starts with a prompt that could be in the form of a text, an image, a video, a design, musical notes, or any input that the AI system can process. Various AI algorithms then return new content in response to the prompt. Content can include essays, solutions to problems, or realistic fakes created from pictures or audio of a person.
Early versions of generative AI required submitting data via an API or an otherwise complicated process. Developers had to familiarize themselves with special tools and write applications using languages such as Python.
Now, pioneers in generative AI are developing better user experiences that let you describe a request in plain language. After an initial response, you can also customize the results with feedback about the style, tone and other elements you want the generated content to reflect.
Authored by: Vaishu
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