The document discusses educational objectives and how to write them. It defines objectives as statements that describe the desired changes in learner behavior and knowledge. There are three types of objectives - central, contributory, and indirect. Objectives can target the cognitive, affective, or psychomotor learning domains. Bloom's Taxonomy provides verbs to write objectives for different levels of each domain. Well-written objectives should include the performance, condition, and criterion. Common mistakes in objectives are not specifying the learner's behavior, including multiple behaviors, or leaving out components.
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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
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The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
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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
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Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
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- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
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- Link to NephroTube website: www.NephroTube.com
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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:
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- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
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- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
2. Objectives
O Educational Objectives are the statements of
those that changes behavior which are desired
as a result of learner and teacher activity.
O A well- stated educational objective has 2
aspects:
O Behavior- a student should know and able to do.
O Content- about which subject matter or area of
life experience in which the behavior is to
operate.
3. TYPES OF OBJECTIVES
O Central Objective- it is of supreme
importance in any unit of teaching and
learning. It gives clarity, design, meaning and
unity to the learning activities.
O Contributory Objectives- the attainment of
the central objectives is dependent on certain
understandings, skills, attitudes and
appreciations which are known as
contributory.
O Indirect Objectives- are important and should
always be kept in mind. They are the unifying
agents that integrate the fragments in a
whole pattern of life for the individual.
4. Types of Learning Domains
The types of objectives can be divided into three learning
domains:
1.Cognitive Domain- it is known as the “thinking domain”.
Learning in this domain involves the acquisition of the
information and refers to the learner’s intellectual abilities ,
mental capacities and thinking process.
2.Affective Domain- known as the “feeling domain”.
Learning in this domain involves an increasing
internalization or commitment to feelings expressed
3.Psychomotor Domain- the skills domain. Learning in this
domain involves acquiring fine and gross motor abilities
with increasing complexity of neuromuscular coordination
to carry out physical movement; such as working, hand
writing , manipulating of equipment or carrying out a
procedure.
5. Taxonomy of Objectives
O Bloom’s Taxonomy- a way of distinguishing
the fundamental questions within the
education system. It is named after
Benjamin Bloom, who chaired the
committee of educators that devised the
taxonomy.
COGNITIVE DOMAIN
O Knowledge- ability of the learner to recall,
define, recognize, or identify specific
information such as facts, rules, principles,
conditions and terms presented during
instruction.
O Comprehension- ability of the learner to
demonstrate an understanding or
appreciation of what is communicated by
translating.
6. O Application- ability of the learner to
use ideas, principles, abstractions, or
theories in particular situations such
as figuring, writing reading, or
handling equipment.
O Analysis- ability of the learner to
recognize and structure information
by breaking it down into its
constituent parts and specifying the
relationship between parts.
O Synthesis- ability of the learner to put
together parts and elements into a
unified whole by creating a unique
product that is written, oral, pictorial
and so on.
7. Affective domain
• Receiving- ability of the learner to
show awareness of an idea or fact
or a consciousness, of a situation
or event in the environment.
• Responding- ability of the learner
to respond to an experience at first
obediently and later willingly and
with satisfaction.
• Valuing- Ability of the learner to
regard or accept the worth of a
theory, idea or event,
demonstrating sufficient
commitment or preference.
8. O Organization- ability of the
learner to organize, classify
and prioritize values by
integrating of new value into a
general set of values.
O Characterization- ability of the
learner to integrate values into
a total philosophy or world
view. Showing firm
commitment consistency of
responses to values or attitude
cluster.
9. Psychological Domain
O Perceptions- ability of
the client show sensory
awareness of objects or
ones associated with
some task to be
performed.
O Set- ability of the
learner to exhibit
readiness to take a
particular kind of action,
such as following
directions, through
expressions of
willingness.
10. O Guided Response- ability
of the learner to exert
effort via overt actions
under the guidance of an
instructor.
O Mechanism- ability of the
learner to repeatedly
perform steps of a
desired skill with a certain
degree of confidence.
11. O Complex overt
Response- ability of the
learner to automatically
perform a complex
motor act with
independence and high
degree of skill, without
hesitation and with
minimum expenditure f
time and energy.
12. Why do we need to have an
Objective?
O To provide direction to
an instruction.
O To provide guidelines for
assessment.
O To convey instructional
intent to others.
14. Form of Statement of
Objectives
O Teacher - Centered Objective- objectives that
can be stated in the form of activities which
the teachers is to do. E.g. to demonstrate a
bed bath.
O Subject-Matter-Centered Objectives-
objectives can be stated in the form of topics,
concepts, generalizations or other elements of
content to be taught. E.g. The Symptoms of
Diabetes.
15. O Behavior-Centered Objectives- this type of
objective indicates desired changes in
behavior patterns in such generalized
patterns of behavior that do not serve as
guides in selection of learning activities. E.g.
to develop skills in health teaching.
O Learner-Centered Objectives- it can be
stated in relation to the learner either in terms
of what the learner is to do or in terms of
desired outcomes of the learner.
16. O According to Mager (1997), the format
for writing concise and useful
behavioral objectives includes the
following three (3) important
characteristics:
O 1. Performance – Describes what the
learner is expected to do or perform to
demonstrate the kinds of behaviors the
teacher will accept as evidence that the
objectives have been achieved
O 2. Condition – describes the testing
situation or constraints under which the
behavior will to be observed.
O 3. Criterion- describes how well or with
what accuracy the learner must be able
to perform for the behavior to be
considered acceptable.
17. Answering the Following
Questions:
O WHAT should the learner
be able to do?
O UNDER what conditions
should the learner be able
to do it?
O HOW well must the learner
be able to do it?
18. In order to link the objectives together the
following steps are recommended
OIdentify the testing
situation(condition)
OState the learner and the
learner’s
behaviour.(Performance)
OState the performance
(Criterions)
19. Three Part Method of writing
an Objective
CONDITION
(Testing Situation)
Performance
(Learner Behaviour)
Criterion
(Quality of
Accuracy)
Without Using the
Calculator
The learner will be
able to:
5 out of 6 Problems
Using a model Solve
Demonstrate
The correct
procedure
Following Group
discussions
After watching a
video
List
Select
At least two reasons
With 100% accuracy
20. Common Mistakes when
Writing Objectives
O To describe what the instructor rather
than the learner is expected to do.
O Including more than one expected
behavior in a single objective. (avoid
using and)
O To forget to include all three components
of condition, performance and criterion.
O To write objectives is unattainable given
the ability level of the learner.
21. Some commonly used verbs
Knowledg
e
Compreh
ension
Applicati
on
Analysis Synthesi
s
Evaluatio
n
List, Name,
Identify,
Show, Define,
Recognize,
Recall, State,
Visualize
Summarize,
Explain,
Interpret,
Describe,
Compare,
Paraphrase,
Differentiate,
Demonstrate
, Classify
Solve,
Illustrate,
Calculate,
Use,
Interpret,
Relate,
Manipulate.
Analyze,
Organize,
Deduce,
Contrast,
Compare,
Distinguish,
Discuss,
Plan,
Devise
Design,
Hypothesi
ze,
Support,
Schematiz
e, Write,
Report,
Justify.
Evaluate,
Choose,
Estimate,
Judge,
Defend,
Criticize.
22. Objective Examples
O After watching a demonstration on
suctioning, the staff member will be able
to correctly suction a tracheostomy tube
using aseptic technique. CORRECT
O Given a list of exercises to relieve low
back pain, the patient will understand
how to control low back pain.
(performance not stated in measurable
terms, criterion missing)
23. REFERENCES
O References: Bastable (2003),
Nurse as Educators: Principles of
Teaching and Learning for Nursing
Practice 2nd Edition, pgs. 320-337.
O Heidgerken (1971), Teaching and
learning in schools of Nursing 3rd
Edition, pgs. 295-298.