Persian Medicine Standard Terminology

Persian Medicine (PM) is an ancient and holistic healthcare approach that has been practiced for thousands of years. While PM is often considered to be a traditional or alternative form of medicine, it has a rich history and a wealth of knowledge that can be of great value in contemporary medical practice. It encompasses a wide range of medical practices, including herbal medicine, dietary therapy, manual intervention, and lifestyle modification. Despite its long history and widespread use, there is a lack of standardized terminology in PM, which can lead to confusion and miscommunication among practitioners and patients. The Persian Medicine standard terminology provides a framework for understanding Persian medical concepts and terminology and can serve as a bridge between traditional and modern medicine. Therefore, to systematize the use of Persian medicine standard terminology, a working group was formed in the Persian Medicine Office of the Iranian Ministry of Health. After gathering opinions from experts in Persian medicine and the English language, a set of commonly used words was identified for the project. The first step of the project includes 100 standardized terms which are presented in this paper

Is a cerebellar deficit the underlying cause of reading disabilities?

This thesis critically appraised the Cerebellar Deficit Theory (CDT) which claims to provide a parsimonious explanation of the two most prominent existing cognitive deficit theories of dyslexia, namely the phonological and the speed naming deficit theories. Specifically, a mild congenital cerebellar deficit is proposed to give rise to a series of impairments that eventually lead to difficulties in rapid naming, phonological processing and reading. Conceptual problems with the theoretical model behind the CDT were first identified and discussed. The behavioral evidence related to CDT was then evaluated. Following this evaluation, four major questions related to CDT were examined: (1) Was there a relationship between word reading as measured by word identification task and (a) phonological awareness, (b) reading fluency and rapid automatized naming, and (c) purported cerebellar processing tasks?; (2) Did a subgroup of children with dyslexia selected from the sample for this thesis differ in their performance on any of the motor, cerebellar, reading, phonological, and rapid naming measures when compared to a reading-age (RA) and chronological-age (CA) match control subgroup selected from the same sample?; (3) Did any of these group differences remain when the effect of attention was controlled statistically?; and (4) Did a cerebellar deficit provide a good explanatory model at the individual level? Participants were 85 children attending mainstream English schools in Quebec. All participants completed a series of motor and cerebellar-related tasks. Their intellectual functioning, single word reading, word reading efficiency, speed naming, and phonological awareness skills were also assessed. Altogether, results did not seem to support a cerebellar deficit account of dyslexia. Specifically, findings did not reveal a significant relationship between any of the literacy measures and those related to motor and cerebellar tasks. Motor and cerebellar tasks were also not successful in differentiating between 17 participants in the dyslexia subgroup and those in the RA- and CA-match control at either a group or an individual level. This pattern persisted after attention was controlled statistically. A phonological deficit, independent from a cerebellar deficit, seemed to provide the best-supported account of reading difficulties for the dyslexia subgroup in contrast with the typical readers.Cette thèse a offert une appréciation critique de la théorie du déficit cérébelleux (TDC) qui prétend fournir une explication parcimonieuse des deux théories du déficit cognitif les plus répandues sur la dyslexie, à savoir la théorie du déficit phonologique et celle du déficit de dénomination rapide. Plus précisément, un déficit cérébelleux congénital léger est réputé causer un ensemble de défaillances qui, à terme, génèrent des troubles de dénomination rapide, de traitement phonologique et de lecture. La thèse a d'abord identifié et commenté les problèmes conceptuels du modèle théorique à la base de la TDC. Les données comportementales liées à la TDC ont ensuite été évaluées. À la suite de cette évaluation, la thèse s'est penchée sur quatre questions d'importance portant sur la TDC : (1) Y a-t-il un lien entre la lecture des mots telle que mesurée par l'identification des mots et (a) la conscience phonologique, (b) la fluence de lecture et la dénomination rapide automatisée, et (c) les soi-disant tâches liées au traitement cérébelleux?; (2) Est-ce qu'un sous-groupe d'enfants dyslexiques choisis parmi l'échantillon utilisé pour cette thèse s'est distingué par ses résultats à l'une ou l'autre des mesures de motricité, d'activité cérébelleuse, de lecture, d'habileté phonologique et de dénomination rapide lorsqu'on l'a comparé à un sous-groupe témoin d'âge correspondant sur le plan de ses capacités de lecture et sur le plan chronologique et choisi parmi le même échantillon?; (3) Est-ce que certaines de ces différences entre les groupes ont subsisté après que l'effet d'attention a été statistiquement géré?; et (4) Le déficit cérébelleux a-t-il offert un bon modèle explicatif au niveau individuel? Les participants furent un groupe de 85 enfants fréquentant l'école anglaise régulière au Québec. Tous ont accompli un ensemble de tâches motrices et cognitives. Leur fonctionnement intellectuel, leur habileté à lire un mot, leur efficacité en lecture, leur aptitude à la dénomination rapide et leur conscience phonologique ont aussi été évalués. Les résultats globaux n'ont pas vraiment renforcé l'idée que la dyslexie s'explique par le déficit cérébelleux. Plus précisément, les conclusions n'ont pas permis d'établir de lien étroit entre l'une ou l'autre des mesures de littératie et celles concernant les tâches motrices ou cognitives. Ces dernières tâches n'ont pas davantage permis de distinguer les 17 participants du sous-groupe de dyslexiques de ceux des groupes témoins, au niveau tant collectif qu'individuel. Cette tendance s'est maintenue après la gestion statistique de l'attention. Un déficit phonologique, indépendant de tout déficit cérébelleux, a semblé fournir l'explication la plus convaincante des difficultés en lecture du sous-groupe de dyslexiques par rapport aux lecteurs typiques

Readiness for change and alliance

The present study examined the predictive ability of the stage model in the establishment of an alliance in adolescent counselling. The relationship between readiness for change and the three dimensions of the working alliance was also further explored. Fifty-one students between the ages of 14 and 18, who were seeking counselling in their schools, were recruited through two school boards in a large eastern Canadian city. The results provided empirical support for a relationship between adolescents' readiness for change and the quality of their working alliance. In comparison to students who were resistant to change, those who were ready to actively change were more likely to develop positive alliances with their counsellors, and were in more agreement with their counsellors on the goals and tasks of counselling. The theoretical and practical implications of these findings for counsellors and other researchers, limitations of this study, and future research directions are discussed