Laxman Basel presented a journal club on the article "A study of occupational stress on job satisfaction among teachers with particular reference to corporate, higher secondary school of Nepal". The presentation summarized the article, which examined the relationship between occupational stress and job satisfaction in 268 teachers in Kathmandu and Lalitpur districts. It found that over 50% of teachers reported high occupational stress, mainly due to heavy workload. Stress was negatively associated with job satisfaction. The presentation critically reviewed the article's methodology, findings, and relevance to research on healthy workplaces and teacher job satisfaction.
journal club, journal club presentation, public health, medicine, health care, epidemiology, health system, health policy, health management, health economics, critical appraisal, online journal club, article appraisal, bachelor of public health, nursing, allied health sciences
journal club, journal club presentation, public health, medicine, health care, epidemiology, health system, health policy, health management, health economics, critical appraisal, online journal club, article appraisal, bachelor of public health, nursing, allied health sciences
journal club, journal club presentation, public health, medicine, health care, epidemiology, health system, health policy, health management, health economics, critical appraisal, online journal club, article appraisal, bachelor of public health, nursing, allied health sciences
Journal club, journal club presentation, public health, medicine, critical appraisal, journal, epidemiology, nursing, health care, health management, health system
Journal club, journal club presentation, public health, medicine, critical appraisal, journal, epidemiology, nursing, health care, health management, health system
journal club, journal club presentation, public health, medicine, health care, epidemiology, health system, health policy, health management, health economics, critical appraisal, online journal club, article appraisal, bachelor of public health, nursing, allied health sciences
journal club, journal club presentation, public health, medicine, health care, epidemiology, health system, health policy, health management, health economics, critical appraisal, online journal club, article appraisal, bachelor of public health, nursing, allied health sciences
Journal club, journal club presentation, public health, medicine, critical appraisal, journal, epidemiology, nursing, health care, health management, health system
Concordia University Page 3 of 3
Concordia University Page 1 of 3
CAPSTONE PROJECTDOCUMENTATION FORM
Action Research is an exciting, disciplined process of discovery designed to integrate theory into one’s daily practice in a way that improves educational practices and the individual conducting the research. Action Research is the Capstone Project in the Master’s of Education program for Concordia University online. It gives the educator, as a scholarly practitioner, the opportunity to examine relevant issues in his or her own classroom or school which may complicate, compromise, or complement the learning process—and to find meaningful, practical, research-based answers.
In Action Research, teachers are empowered to design a research-based plan, identify learning issues or problems, review relevant literature that examines identified problems, implement specific, research-based strategies, and discover convincing evidence that supports or contravenes their teaching strategies. The most exciting part of Action Research is the teacher can often observe student improvement during the project and can demonstrate, in a quantitative manner, the improvement of student learning. Sagor notes, “Seeing students grow is probably the greatest joy educators can experience” (2002, p. 5).
The steps to the Capstone Project are detailed below. Read through all of the steps before creating your implementation plan. Save this form as a draft until all Action Research steps have been completed and all responses are documented. You will submit this form at different stages of completion throughout EDU 698.
ACTION RESEARCH PROJECT
Name:
Insert text here.
Title of Project:
Insert text here.
Date Completed:
Insert text here.
IMPLEMENTATION TIME FRAME:
Number of weeks:
Insert text here.
TIMELINE of ACTION RESEARCH PROJECT:
Start Date:
Insert text here.
End Date:
Insert text here.
AREA OF FOCUS: What is your chosen area of focus? Why did you choose this area? How does it directly impact you?
Insert text here.
RESEARCH QUESTION:
Insert text here.
DEMOGRAPHICS
DEMOGRAPHIC DATA: Where/What is the research site? Who is directly involved? What statistics will give a clear understanding of the context and culture of the research site? (Do not use name as an identifier.) Provide references for sources used.
Insert text here.
TARGET GROUP: Who are the students you are trying to impact? (Do not use names - you must use another identifier.) How do you think this strategy or content focus will benefit the target group?
Insert text here.
BASELINE DATA: What are the baseline data that support your choice for this area of focus? What patterns or trends do you see in the data? What is your proof that.
journal club, journal club presentation, public health, medicine, health care, epidemiology, health system, health policy, health management, health economics, critical appraisal, online journal club, article appraisal, bachelor of public health, nursing, allied health sciences
Journal club, journal club presentation, public health, medicine, critical appraisal, journal, epidemiology, nursing, health care, health management, health system
Journal club, journal club presentation, public health, medicine, critical appraisal, journal, epidemiology, nursing, health care, health management, health system
journal club, journal club presentation, public health, medicine, health care, epidemiology, health system, health policy, health management, health economics, critical appraisal, online journal club, article appraisal, bachelor of public health, nursing, allied health sciences
journal club, journal club presentation, public health, medicine, health care, epidemiology, health system, health policy, health management, health economics, critical appraisal, online journal club, article appraisal, bachelor of public health, nursing, allied health sciences
Journal club, journal club presentation, public health, medicine, critical appraisal, journal, epidemiology, nursing, health care, health management, health system
Concordia University Page 3 of 3
Concordia University Page 1 of 3
CAPSTONE PROJECTDOCUMENTATION FORM
Action Research is an exciting, disciplined process of discovery designed to integrate theory into one’s daily practice in a way that improves educational practices and the individual conducting the research. Action Research is the Capstone Project in the Master’s of Education program for Concordia University online. It gives the educator, as a scholarly practitioner, the opportunity to examine relevant issues in his or her own classroom or school which may complicate, compromise, or complement the learning process—and to find meaningful, practical, research-based answers.
In Action Research, teachers are empowered to design a research-based plan, identify learning issues or problems, review relevant literature that examines identified problems, implement specific, research-based strategies, and discover convincing evidence that supports or contravenes their teaching strategies. The most exciting part of Action Research is the teacher can often observe student improvement during the project and can demonstrate, in a quantitative manner, the improvement of student learning. Sagor notes, “Seeing students grow is probably the greatest joy educators can experience” (2002, p. 5).
The steps to the Capstone Project are detailed below. Read through all of the steps before creating your implementation plan. Save this form as a draft until all Action Research steps have been completed and all responses are documented. You will submit this form at different stages of completion throughout EDU 698.
ACTION RESEARCH PROJECT
Name:
Insert text here.
Title of Project:
Insert text here.
Date Completed:
Insert text here.
IMPLEMENTATION TIME FRAME:
Number of weeks:
Insert text here.
TIMELINE of ACTION RESEARCH PROJECT:
Start Date:
Insert text here.
End Date:
Insert text here.
AREA OF FOCUS: What is your chosen area of focus? Why did you choose this area? How does it directly impact you?
Insert text here.
RESEARCH QUESTION:
Insert text here.
DEMOGRAPHICS
DEMOGRAPHIC DATA: Where/What is the research site? Who is directly involved? What statistics will give a clear understanding of the context and culture of the research site? (Do not use name as an identifier.) Provide references for sources used.
Insert text here.
TARGET GROUP: Who are the students you are trying to impact? (Do not use names - you must use another identifier.) How do you think this strategy or content focus will benefit the target group?
Insert text here.
BASELINE DATA: What are the baseline data that support your choice for this area of focus? What patterns or trends do you see in the data? What is your proof that.
This is a Walden University course (EDUC 8102-6), LG7: Self Analysis of RKA Quiz #6 . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Research Question Which socioeconomic factors increase the likeli.docxWilheminaRossi174
Research Question: Which socioeconomic factors increase the likelihood of developing type 2 diabetes?
Hypothesis: I hypothesize low access to nutritious food is the number one contributor to type 2 diabetes.
Testable variables:
· Nutritious food
· Cost of housing
· Education
· Income
Please read the other attachment to understand the totality of the project and overall expectations.
The biggest focus for this project is making sure we have testable data.
The finished project submitted will contain the following sections, in the following order.
1. Title page (must adhere to Graduate College guidelines)
2. Abstract (a 200 word summary that includes topic, major findings, and conclusions)
3. Table of Contents (with page numbers)
4. Introduction (a statement of purpose and organization of the paper, including the expected contribution to knowledge in the field of public administration)
5. Literature Review (a review of the most important documents from related scholarly research and professional sources)
6. Research Design and Methodology
7. Data Analysis and Findings
8. Conclusions and Recommendations (summary of findings, conclusions drawn, recommendations for action or further study)
9. APA-style Reference List (not bibliography)
It will have everything you need to it complete this.
Capstone Paper Overview and Requirements for POL 688[footnoteRef:1] [1: Note: I must highlight that most of the information contained in these documents has been acquired from outside sources and adapted for the purposes of my classes over the years. I take no credit for anything in this document as my original work and have attempted to give credit where possible
]
The MPA Capstone Project (Project here after) is constructed over two courses POL 688 and POL 689. This document will detail the expectations of required work in POL 688, as well as overall expectations of the Project that will be submitted in POL 689.
The Capstone Project is required for students in all concentrations. It provides an opportunity for students to integrate theory and practice in a significant problem-solving exercise. For this project students will conduct an original, analytical research project consisting of professional analysis of a management problem leading to practical implementation in governmental, health care, or nonprofit settings, or theoretical inquiry in the field of public administration. The project, in other words, will produce either academic research that provides new generalized knowledge in the field or a solution to a public management problem, often within the context of a specified agency.
All projects must entail
original research and writing, defined as meeting the following criteria:
· The research project has not been previously conducted. If the study is a replication study, it must not have been previously conducted on the project subjects or the agency unless the project involves longitudinal studi.
Journal articles are critically important research products that share new knowledge with the research community, both locally and internationally. However, writing journal articles can be a daunting task for both students and faculty. This presentation shares an approach to writing scholarly academic papers that use a standard and formal structure. The presentation places emphasis on delivering value to the selected target audience with clarity and conciseness.
14Dissertation ProspectusInsert Prospectus Title Sub.docxaulasnilda
14
Dissertation Prospectus
<Insert Prospectus Title >
Submitted by
<Insert Name>
<Insert Submission Date>
<Insert Chair Name>
The Prospectus Overview and Instructions
The prospectus is brief document that serves as a road map for the dissertation. It provides the essential framework to guide the development of the dissertation proposal. The prospectus builds on the 10 Strategic Points (shown in Appendix A) and should be no longer than 6-10 pages, excluding the criteria tables and the appendices. The prospectus will be expanded to become the dissertation proposal (Chapters 1, 2 and 3 of the dissertation), which will, in turn, be expanded to become the complete dissertation (Chapters 1-5). In short, the prospectus is a plan for the proposal. Prior to developing the prospectus, the 10 Strategic points should be reviewed with the chair and committee to ensure the points are aligned and form a clear, defined, and doable study. The10 Strategic Points should be included in Appendix A of this prospectus document.
It is important to ensure the prospectus is well written from the very first draft. The most important consideration when writing the prospectus is using the required criteria specified in the criterion table below each section and writing specifically to each criterion! Also critical is for learners to follow standard paragraph structure: (1) contains a topic sentence defining the focus of the paragraph, (2) discusses only that single topic, (3) contains three to five sentences, and (4) includes a transition sentence to the next paragraph or section. The sentences should also be structurally correct, short, and focused. Throughout the dissertation process, learners are expected to always produce a well-written document as committee members and peer reviewers will not edit writing. If prospectus it is not well written, reviewers may reject the document and require the learner to address writing issues before they will review it again. Remove this page and the sample criterion table below upon submission for review.
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your sco ...
Research Monograph On Job Satisfaction of University Library Professionals:...Md. Rezwanul Haque
Research Monograph, Job Satisfaction of University Library Professionals, Job Satisfaction, A Study on Public University Libraries in Rajshahi Division
PurposeThe purpose of this paper is to interpret the two artic.docxsimonlbentley59018
Purpose
The purpose of this paper is to interpret the two articles identified as most important to the group topic.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 200 points
Preparing the assignment
1. Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
2. Please make sure you do not duplicate articles within your group.
3. The paper will include the following:
a. Clinical Question (30 points/15%)
1. Describe the problem: What is the focus of your group’s work?
2. Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations.
3. Purpose of the paper: What will your paper do or describe?
***Please note that although most of these questions are the same as you addressed in paper 1, the purpose of this paper is different. You can use your paper 1 for items 1 & 2 above, including any faculty suggestions for improvement provided as feedback.
b. Use Evidence Matrix Table Template: Data Summary - (60 points/30%)
Categorize items in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.
1. References (recent publication within the last 5 years)
2. Purpose/Hypothesis/Study Question(s)
3. Variables: Independent (I) and Dependent (D)
4. Study Design
5. Sample Size and Selection
6. Data Collection Methods
7. Major Findings (Evidence)
c. Description of Findings (60 points/30%)
Describe the data in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.
1. Compare and contrast variables within each study.
2. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, etc.?
3. Participant demographics and information.
4. Instruments used, including reliability and validity.
5. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question?
6. Next steps: Identify two questions that can help guide the group’s work.
d. Conclusion (20 points/10%)
Review major findings in a summary paragraph.
1. Evidence to address your clinical problem.
2. Make a connection back to all the included sections.
3. Wrap up the assignment and give the reader something to think about.
e. Format (30 points/15%)
1. Correct grammar and spelling
2. Include a title and ref.
EDUC 701Course Project Final Paper Draft Grading RubricCriterEvonCanales257
EDUC 701
Course Project: Final Paper Draft Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Organization
27 to 29 points
• An excellent overview of the paper’s contents is provided by the introduction that includes a clear thesis statement identifying the problem and the research question(s).
• An excellent title page, abstract page, body, and reference list are included in the paper.
• The body comprises the literature review, learning theories associated with the problem and research question(s), key term definitions, the identification of gaps and inconsistencies, a biblical worldview perspective, and proper headings and subheadings.
• An excellent, one-paragraph summary of the issues discussed in the paper is provided by the conclusion.
24 to 26 points
• A very good overview of the paper’s contents is provided by the introduction that includes a thesis statement identifying the problem and the research question(s).
• A very good title page, abstract, body, and reference list are included in the paper.
• The body comprises the literature review, learning theories associated with the problem and research question(s), key term definitions, the identification of gaps and inconsistencies, a biblical worldview perspective, and somewhat proper headings and subheadings.
• A very good, one-paragraph summary of the issues discussed in the paper is provided by the conclusion.
1 to 23 points
• A good overview of the paper’s contents is provided by the introduction that includes a thesis statement identifying the problem and the research question(s).
• A good title page, abstract, body, and reference list are included in the paper.
• The body comprises the literature review, learning theories associated with the problem and research question(s), key term definitions, the identification of gaps and inconsistencies, a biblical worldview perspective proper headings and subheadings are missing.
• A good, one-paragraph summary of issues discussed in the paper is provided by the conclusion.
0 points
Not present
Content
18 to 20 points
• The problem and research question(s) are clearly addressed.
• Excellent insight is provided regarding best practices/strategies to address the problem, improve the learning environment, and improve student achievement/motivation.
• Excellent differing viewpoints are considered.
17 points
• The problem and research question(s) are somewhat addressed.
• Good insight is provided regarding best practices/strategies to address the problem, improve the learning environment, and improve student achievement/motivation.
• Good differing viewpoints are considered.
1 to 16 points
• The problem and research question(s) are minimally addressed.
• Minimal insight is provided regarding best practices/strategies to address the problem, improve the learning environment, and improve student achievement/motivation.
• Minimal differing viewpoints are considered.
0 points
Not present
Materials/S ...
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Scholarly communication competencies: An analysis of confidence among Austral...Danny Kingsley
These slides are from a talk given on 19 January 2022 CISC Research Seminar at Charles Sturt University.
The paper to which these slides talk is available at: https://dx.doi.org/10.25911/45BB-9Y24
ABSTRACT: This talk will discuss the results from a nationwide survey of the level of confidence that librarians working in scholarly communication in Australia and New Zealand have in their current competencies. The work showed that while respondents were generally confident across seven competency areas (Institutional repository management, Publishing services, Research practice, Copyright services, Open access policies and scholarly communication landscape, Data management services, and Assessment and impact metrics), the majority combined their scholarly communication tasks with other roles. There are challenges across the sector in updating skills and knowledge to keep abreast of current trends and developments were identified. This work has significant implications for improving both the education provision in this area and creating more professional development opportunities.
Similar to 13 laxman basel journal club presentation (20)
journal club, journal club presentation, public health, medicine, health care, epidemiology, health system, health policy, health management, health economics, critical appraisal, online journal club, article appraisal, bachelor of public health, nursing, allied health sciences
Journal club, journal club presentation, public health, medicine, critical appraisal, journal, epidemiology, nursing, health care, health management, health system
Journal club, journal club presentation, public health, medicine, critical appraisal, journal, epidemiology, nursing, health care, health management, health system
Journal club, journal club presentation, public health, medicine, critical appraisal, journal, epidemiology, nursing, health care, health management, health system
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
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2. Presented for the partial fulfillment of requirement
of
PHA 451 Journal Club/Health Seminar
of
Bachelor of Public Health, VIII Semester,
School of Health and Allied Sciences, Pokhara University
under the cardinal supervision of
Assistant Professor Dr. Hari Prasad Kaphle
By
Laxman Basel
Symbol numbe:17370190
2016-1-37-0114
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3. Selected Article for Presentation
• D P Kayastha, R Kayastha .
• A study of occupational stress on job satisfaction among teachers with
particular reference to corporate, higher secondary school of Nepal
• Asian Journal of Management Sciences & Education (AJMSE) .
2012; Volume: 1; page no. 52-62
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4. Journal Information
• Asian Journal of Management Sciences & Education (AJMSE)
• aims to serve researchers and scholars throughout prompt publications of
significant advances in any branch of science and management.
• major objective of AJMSE is to help professionals working in fields, educators,
training providers and policy makers to disseminate informations and to learn
from each others performance.
• http://ajmse.leena-luna.co.jp
• Publisher of Journal: Leena and Luna International, Japan.
• Online ISSN:2186-845X, Print ISSN:2186-8441
• Vol 2, July 2012
• Impact factor: 0.895 (Global Impact Factor)
• Publication Fee: 4000 words, 100 US$
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5. Publishing history: Leena and Luna International, was established as in
April 2010 to contribute in research culture. In 2012, this organization
launched the Asian Journal of Management Sciences and Education to
promote a research culture of open communication, continuous learning
improvement.
Editors-in-chief:
• Dr. Houshmand E. Masoumi, Center for Technology and Society, Technical
University of Berlin, GER
• Dr. Muhammad Ashraf Malik, President, Leena and Luna International,
Oyama, Japan
• editor.ajmse@leena-luna.co.jp
editor2.ajmse@gmail.com
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6. Indexed in:
• Index Copernicus
• Open Academics Journal Index
• Genmics
• Electronic Journal Service
• SJIF
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7. • Reduction of occupational stress is an important factor for creation of
healthy workplace. This article presents some of the causes of
occupational stress, and also the measures how to reduce it, which can
help to conduct my study on related topic.
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8. Critical Appraisal of Journal
• Facilitates the knowledge enhancement in the field of management
sciences and educational sciences.
• Indexed in several databases.
• Has regular publication schedule.
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9. Tittle of Article
• A study of occupational stress on job satisfaction among teachers with
particular reference to corporate, higher secondary school of Nepal.
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10. Critical Appraisal of Tittle
• Title is meaningful and complete.
• It focuses one of the emerging issues in these days.
• It gives a glance of the study population.
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11. Authors
• Deepak Kayastha
• Department of Chemistry, Budhanilkantha School
• deepakkayastha@bnks.edu.np
• Rabindra Kayastha
• Department of Natural Sciences (Mathematics),
School of science, Kathmandu University.
• rkayastha@ku.edu.np
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12. Critical Appraisal of Authors
• Number of authors: 2
• Expertise of author is also not mentioned clearly.
• Authors' respective workplace are mentioned.
• Authors credentials is not mentioned clearly.
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14. Critical Appraisal of Abstract
• It provides a short summary of the article.
• It is appropriate in length.
• The total sample size in not mentioned in the abstract section.
• It'd be better if the instruments used to determine the occupational
stress and job satisfaction were also mentioned.
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15. Introduction
• Occupational stress often stems from the pressure that do not align with a
person's knowledge, skills or expectations.
• Job satisfaction is a pleasurable or positive emotional state resulting from
the appraisal of one's job or job experience.
• Job stress and job satisfaction both can have economic and personal
implications as it can lead to stress related negative impacts.
• This study is likely to examine the extent of interrelation between the job
stress and job satisfaction among higher secondary school teachers.
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16. Critical Appraisal of Introduction
• The key words are clearly described, and also their interrelationships
are established.
• The hypothesis and research questions are not mentioned
• Citations were followed with correct references.
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17. Materials and methods
• Selective sampling, site selection at district level in discussion with DEO
• Sample size: 268
• Study area: Kathmandu and Lalitpur districts
• Data gathered via self-administered questionnaire.
• Tools used:
i) Job Descriptive Index (JDI)
ii) Occupational Stress Index questionnaire (OSI)
iii) SPSS Version 15.0 to analyze the data.
• To determine the reliability of the scale, the internal consistency was
measured using Cronbach’s Alpha value.
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18. Critical Appraisal of Materials and Methods
• Ethical approval was taken.
• Inclusion criteria is defined.
• Data collection tools have been described properly.
• Non response rate is not given.
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19. Results
• respondent male: 80.6%, female: 19.4%
• 51.03%(n=133) of the respondents scored above the mean score on the
OSI indicating high levels of occupational stress.
• The study shows that higher occupational stress is resulted due to
heavy workload .
• The top three facets which were found to be satisfactory by the
respondents were; peers in present job, Job in general and work in
present job.
• both instruments used in this study indicated Cronbach’s alpha values
greater than .80 indicating good internal consistency and could be seen
to be more reliable.
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20. Critical Appraisal of Results
• Presented in both tabulated and textual form.
• A lot of missing data in the findings may not determine the correct
result.
• Based on aim and objectives of the study.
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22. Critical Appraisal of Discussion
• The limitations of the study is not clearly mentioned.
• All the obtained findings are logically reviewed.
• Important findings are highlighted with enough explanations.
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23. Conclusion and recommendations
• The findings indicate that occupational stress have a significant relationship
with overall job satisfaction.
• Occupational stress is negatively associated with satisfaction towards work
pressure, pays, supervision, promotion and peer group during jobs.
• Self-administered questionnaires are based entirely on the respondents
honesty and how they perceived their attitudes towards the variables used in
this study.
• These findings are not a prediction of the actual study to be conducted but
the data will be useful when developing a research hypothesis for the study.
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24. Critical Appraisal of Conclusion
• Conclusion is meaningful and believable.
• It'd be better, if it had open new doors for further research.
• No new hypothesis is generated and presented as conclusion.
• No specific recommendations are made based on the research.
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26. Critical Appraisal of References
• References are easily accessible.
• All the references are accurate and enough for the study.
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27. Strengths
• This study is able to provide some insights that can be considered as
intervening elements of occupational stress and job satisfaction,
• The abstract of study is clearly described so that the interpretation of
the relation among given components could be understandable.
• Studied on one of the most critical issues in these days.
• Written or verbal consent was taken from every respondent.
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28. Weaknesses
• Operated only among the teachers of higher secondary level.
• Hypothesis of the study is not mentioned.
• Research questions are not mentioned in the study.
• Lots of missing results in demographic variables.
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29. Overall significance of the article
• The findings are believable because standard tools for findings were
used by experts.
• The findings of this study is applicable to various sectors ranging from
an educational institute to policy makers.
• This study can be useful for a broader group of population in not only
the teaching sectors, but also in other working sectors, to reduce the
occupational stress and increasing the job satisfaction.
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30. Contribution of article to my research:
"A study of knowledge and attitudes regarding the healthy workplace on
job satisfaction among the secondary level teachers of Gorkha
Municipality."
• This article gives information about some of the causes of
occupational stress and the instruments to measure them.
• References of this article could be helpful.
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