Section 1: Resources for Support 1. What is Research and Why do it? 2. Research Process 3. Criteria of Good Research 4. Research in Office Practice 5. Problems Faced by Researchers in India Section 2: Formulating the Research Question and Hypothesis 6. Origins of a Research Question and Characteristics of a Good Research Question 7. Literature Search and Review 8. Hypothesis in Research Section 3: Study Design 9. Study Design: Observational Studies 10. Studies of Diagnostic Accuracy 11. Experimental Study Designs: Clinical Trials 12. Validity of Epidemiological Studies 13. Qualitative Research Methods 14. Systematic Reviews and Meta-Analysis: A Guide for Beginners Section 4: Implementation 15. Study Planning and Project management 16. Sampling Methods 17. Estimating Sample Size and Power 18. Conducting Clinical Trials 19. Addressing Ethical Issues in Research Concerning Children Section 5: Data Management 20. Data Management - Data Entry, Correcting Errors, Creating a Dataset for Analysis 21. Basics of Statistical Comparisons 22. Data Analysis: Basics 23. Data Analysis: Hypothesis Testing Section 6: Scientific Writing 24. Elements of Protocol of a Research Project 25. Publishing your Research Section 7: Resources for Support 26. Funded Research and Funding Agencies 27. Unfunded Research - Its Possibility and Contribution DNB Question Paper Bibliography

IAP Textbook of Pediatrics is the latest edition of this extensive textbook, which highlights the substantial advances in preventive and therapeutic care in paediatrics since the last edition. This edition has been thoroughly revised and reorganised into a single volume, enhanced by nearly 1200 full colour images and illustrations which allow for quick and easy reference. New content and topics in this edition include new IAP growth charts, human milk banking, and survival of childhood cancer.

Section 1: Basics in Pediatric Endocrinology Section 2: Clinical Pointers to Endocrine Disorders in Pediatric Practice Section 3: Growth and Growth Disorders Section 4: Disorders of Puberty Section 5: Thyroid Gland and its Disorders Section 6: The Adrenal Gland and its Disorders Section 7: Disorders of Sexual Development Section 8: Disorders of Water, Electrolytes and Acid Base Section 9: Disorders of Calcium, Phosphorus and Bone Metabolism Section 10: Disorders of Parathyroid Hormone Section 11: Polyglandular Syndromes Section 12: Hypoglycemia Section 13: Diabetes Mellitus Section 14: Lipid Disorders in Children Section 15: Obesity in Children Section 16: Low Birth Weight and Endocrine Dysfunction in Postnatal Life Section 17: Miscellaneous Section 18: Biochemistry of Endocrinology Section 19: Practical Protocols for Dynamic Testing in Children Section 20: Radiology in Pediatric Endocrinology Section 21: Drugs in Pediatric Endocrinology Index

Chapter 1. Approach to Neurological Assessment in Children Chapter 2. Approach to Localization of Neurological Disorders Chapter 3. Approach to Congenital Malformation of Brain Chapter 4. Approach to Abnormal Head: Size and Shape Chapter 5. Approach to Developmental Delay in Children Chapter 6. Approach to Intellectual Disability and Specific Learning Disorder Chapter 7. Approach to Autism Chapter 8. Approach to Inborn Errors of Metabolism in Neonate, Infant, and Children Chapter 9. Approach to Neuronal Migration Disorders Chapter 10. Approach to Acute Febrile Chapter 11. Approach to Acute Encephalitis (Indian Scenario) Chapter 12. Approach to Childhood Neurotuberculosis in Children Chapter 13. Approach to Cerebral Malaria Chapter 14. Approach to Neurocysticercosis in Children Chapter 15. Approach to Fungal Infections of Central Nervous System Chapter 16. Approach to Altered Sensorium Chapter 17. Approach to Acute Stroke Syndrome Chapter 18. Approach to Febrile Seizures and Fever-related Epilepsies Chapter 19. Approach to a Child with Epilepsy Chapter 20. Approach to Self-limited Focal Epilepsies of Childhood Chapter 21. Approach to Intractable Seizures Chapter 22. Approach to Seizures Imitator and Seizure Mimics Chapter 23. Approach to Dizziness and Vertigo in Children Chapter 24. Approach to Neonatal Seizures Chapter 25. Approach to Management of Status Epilepticus Chapter 26. Current Guidelines for Diagnosis and Management of Childhood Epilepsy Chapter 27. Approach to Neurological Emergencies in Children Chapter 28. Approach to Child with Cerebral Palsy Chapter 29. Approach to Early Intervention Therapy in Cerebral Palsy Chapter 30. Approach to Neurodegenerative Disorders Chapter 31. Approach to Demyelinating Disorders of Central Nervous System Chapter 32. Approach to Movement Disorders in Children Chapter 33. Approach to Opsoclonus Myoclonus Syndrome Chapter 34. Approach to a Child with Ataxia Chapter 35. Approach to Neuromuscular Diseases Chapter 36. Approach to Child with Acute Flaccid Paralysis Chapter 37. Approach to Paraplegia Chapter 38. Approach to Floppy Infant Chapter 39. Approach to a Child with Myopathy and Myositis Chapter 40. Approach to Headache in Children Chapter 41. Approach to Neurocutaneous Syndrome Chapter 42. Approach to Nutritional Disorders of Nervous System Chapter 43. Approach to Rabies Chapter 44. Approach to Neurotoxic Snake Envenomation Chapter 45. Fundus Examination in Children Chapter 46. Approach to Cerebrospinal Fluid Interpretation in Children Chapter 47. Approach to Neurophysiological Investigations Chapter 48. Approach to Basics of MRI and CT Scan Drugs Appendix Index

Section 1 Pediatric Emergency-an introduction 1.1Medicolegal issues in Pediatric emergency 1.2Organisation of Pediatric emergency services 1.3Child abuse 1.4Communication In Ped Emergency 1.5Procedural Sedation and Analgesia Section 2 Pediatric Resuscitation and Acute life support 2.1Cardiopulmonary Resuscitation and Systemic Approach to Manage a Sick Child 2.2Airway Management and positive pressure ventilation 2.3Oxygen Therapy 2.4Respiratory Insufficiency 2.5Circulatory Failure: Shock 2.6Circulatory Failure: Arrhythmias 2.7Cardiac arrest and post Resuscitation Management 2.8Heart Failure in Children 2.9Fluid and Electrolytes 2.1Neonatal Resuscitation 2.11Anaphylaxis Section 3 Cardio Respiratory Emergencies 3.1Upper airway emergencies 3.2Acute Asthma 3.3Acute Bronchiolitis 3.4Acute Chest Pain 3.5Respiratory Failure in Children 3.6Lower Respiratory tract Infection 3.7Foreign Body 3.8Sore Throat Section 4 Renal Section 4.1Pediatric Acute Kidney Injury 4.2Acid Base disturbances 4.3Approach to edema 4.4Approach to hematuria 4.5Hypertensive urgencies 4.6Renal Replacement Therapy for Acute Kidney Injury 4.7Acute Peritoneal Dialysis in Children with Acute Kidney Injury 4.8Drug dosing in renal dysfunction Section 5 Neurological 5.1Fluid and electrolytes in Neurological disorders 5.2Acute seizure and Status epilepticus 5.3Acute headache and status migrainosus 5.4Approach to acute onset movement disorder, Status Dystonicus 5.5Approach to acute ataxia 5.6Approach to COMA 5.7Approach to acute vision loss 5.8Brain death 5.9Childhood Stroke 5.1Pediatric Neuro-immunological Emergencies Section 6 Gastroenterological emergencies-(Medical) 6.1Acute abdomen 6.2Approach to Diarrhoea & Dysentery 6.3Approach to upper GI Bleed 6.4Acute Liver failure Section 7 Other Systemic Emergencies 7.1Approach to Rheumatological emergencies 7.2Approach to Oncological emergencies 7.3Approach to hematological emergencies 7.4Approach to metabolic emergencies 7.5Approach to Tropical disease in emergencies 7.6Diabetic Ketoacidosis 7.7Adrenal Emergencies Section 8 Neonatal Section 8.1Neonatal shock and hemodynamic monitoring 8.2Respiratory Failure in newborn 8.3Neonatal cardiac emergencies 8.4Neonatal Jaundice 8.5Neonatal Seizures 8.6Neonatal Acute Kidney Injury 8.7Neonatal Hyperglycemia 8.8Neonatal Hypoglycemia 8.9Management of bleeding neonate 8.1Neonatal Transport Section 9 Surgical Emergencies 9.1Acute Abdomen in children 9.2Urological emergencies 9.3Ophthalmological Emergencies 9.4ENT emergencies 9.5 Orthopaedic emergencies 9.6Oral emergencies Section 10 Environmental Emergencies 10.1Electrical Burns 10.2 Drowning 10.3Heat Stroke Section 11 Toxicology 11.1General Approach to Child with Poisoning 11.2Analgesics 11.3Common Drugs 11.4Household products and Pesticides 11.5Natural Toxins and Envenomation's 11.6Foods, Dietary & Metals Section 12 Procedures 12.1Vascular access 12.2Pulse Oximetry 12.3Urinary catheterization 12.4Thoracocentesis 12.5Suprapubic aspiration 12.6Heimlich Manoeuver 12.7Cervical spine stabilization Appendix -1 13Approaches (Algorithm) Appendix -2 14Drugs

Mathematics and Science education have both grown in fertile directions in different geographic regions. Yet, the mainstream discourse in international handbooks does not lend voice to developments in cognition, curriculum, teacher development, assessment, policy and implementation of mathematics and science in many countries. Paradoxically, in spite of advances in information technology and the “flat earth” syndrome, old distinctions and biases between different groups of researcher’s persist. In addition limited accessibility to conferences and journals also contribute to this problem. The International Sourcebooks in Mathematics and Science Education focus on under-represented regions of the world and provides a platform for researchers to showcase their research and development in areas within mathematics and science education. The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India provides the first synthesized treatment of mathematics education that has both developed and is now prominently emerging in the Asian and South Asian world. The book is organized in sections coordinated by leaders in mathematics education in these countries and editorial teams for each country affiliated with them. The purpose of unique sourcebook is to both consolidate and survey the established body of research in these countries with findings that have influenced ongoing research agendas and informed practices in Europe, North America (and other countries) in addition to serving as a platform to showcase existing research that has shaped teacher education, curricula and policy in these Asian countries. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside Asia, and complement the Nordic and NCTM perspectives.

Governments and organizations of all shapes and sizes espouse values of equity and social justice. Yet, there are many examples of unfair social arrangements and employment conditions, dysfunctional government practices, and growing income inequality in both developed and developing countries worldwide. The profession and transdiscipline of evaluation is well equipped to address issues of inequality and social injustice, but until recently has been much more focused on primary stakeholder and donor satisfaction (being as useful as possible to funders of interventions and evaluations) and accountability concerns. The authors in this volume challenge the field of evaluation to become more concerned about using evaluation to develop more equitable organizations, governments, and societies. Leading evaluation theorists and practitioners including Michael Scriven, Jennifer Greene, Thomas Schwandt, Emily Gates, Sandra Mathison, Karen Kirkhart, Saville Kushner, Lois-Ellin Datta, Ernest House, Robert Stake, Patricia Rogers, Robert Picciotto and Stewart Donaldson, provide a range of visions for how evaluation can play a much larger role in facilitating social justice across the globe. Evaluation for an Equitable Society will be of great interest to evaluation practitioners, students and scholars. It will be of interest to those teaching and taking introductory evaluation courses, as well as advanced courses focused on improving evaluation theory and practice.

This book examines the evolving representations of the colonial past from the mid-19th century up to decolonization in the 1960s and 70s ? the so-called era of Modern Imperialism – in post-war history textbooks from across the world. The aim of the book is to examine the evolving outlook of colonial representations in history education and the underpinning explanations for the specific outlook in different – former colonizer and colonized – countries (to be found in collective memory, popular historical culture, social representations, identity-building processes, and the state of historical knowledge within academia). The approach of the book is novel and innovative in different ways. First of all, given the complexity of the research, an original interdisciplinary approach has been implemented, which brings together historians, history educators and social psychologists to examine representations of colonialism in history education in different countries around the world while drawing on different theoretical frameworks. Secondly, given the interest in the interplay between collective memory, popular historical culture, social representations, and the state of historical knowledge within academia, a diachronic approach is implemented, examining the evolving representations of the colonial past, and connecting them to developments within society at large and academia. This will allow for a deeper understanding of the processes under examination. Thirdly, studies from various corners of the world are included in the book. More specifically, the project includes research from three categories of countries: former colonizer countries – including England, Spain, Italy, France, Portugal and Belgium –, countries having been both colonized and colonizer – Chile – and former colonized countries, including Zimbabwe, Malta and Mozambique. This selection allows pairing up the countries under review as former colonizing-colonized ones (for instance Portugal-Mozambique, United Kingdom-Malta), allowing for an in-depth comparison between the countries involved. Before reaching the research core, three introductory chapters outline three general issues. The book starts with addressing the different approaches and epistemological underpinnings history and social psychology as academic disciplines hold. In a second chapter, evolutions within international academic colonial historiography are analyzed, with a special focus on the recent development of New Imperial History. A third chapter analyses history textbooks as cultural tools and political means of transmitting historical knowledge and representations across generations. The next ten chapters form the core of the book, in which evolving representations of colonial history (from mid-19th century until decolonization in the 1960s and 1970s) are examined, explained and reflected upon, for the above mentioned countries. This is done through a history textbook analysis in a diachronic perspective. For some countries the analysis dates back to textbooks published after the Second World War; for other countries the focus will be more limited in time. The research presented is done by historians and history educators, as well as by social psychologists. In a concluding chapter, an overall overview is presented, in which similarities and differences throughout the case studies are identified, interpreted and reflected upon.