The content presented in the slides is mainly emphasizing on developing holistic perspective about the process of curriculum development in a broader manner.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
Group Learning versus Individual Learning Pros and Cons.pdfExplain Learning
Discover the benefits and drawbacks of group learning and individual learning. Make an informed choice for your preferred learning style and maximize educational outcomes. Read full article https://explainlearning.com/blog/group-learning-versus-individual-learning-pros-and-cons/
The content presented in the slides is mainly emphasizing on developing holistic perspective about the process of curriculum development in a broader manner.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
Group Learning versus Individual Learning Pros and Cons.pdfExplain Learning
Discover the benefits and drawbacks of group learning and individual learning. Make an informed choice for your preferred learning style and maximize educational outcomes. Read full article https://explainlearning.com/blog/group-learning-versus-individual-learning-pros-and-cons/
A workshop focused on aligning your course objectives to your assessments and activities planned for your course. Includes a discussion of the value of Bloom's Taxonomy within each domain to help you choose objectives that best match what you want students to learn. Also covers Quality Matters standards 2, 3, 4 and points to the online QM self-review tool.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
Classroom or Clashroom? Learners’ Diversity and Construction of LearnersArdian Setiawan
We [teachers] tend to perceive classroom as a homogeneous venue consisting of homogeneous individuals. It's not! The presentation aims to make us [teachers] aware that classroom is a complex discourse which shapes the identity of learners and that teachers have 'power' to manage/direct the discourse.
John Goodlad's Contribution to American Curriculumferdametric
A historical perspective detailing John Goodlad's contributions. Eventually, he authored an award winning book in support of education called "A Place Called School" in 1984.
This presentation is basically intended for teachers and educators towards enhancing their quality at all stages of teaching and thereby improving the quality of learning.
A workshop focused on aligning your course objectives to your assessments and activities planned for your course. Includes a discussion of the value of Bloom's Taxonomy within each domain to help you choose objectives that best match what you want students to learn. Also covers Quality Matters standards 2, 3, 4 and points to the online QM self-review tool.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
Classroom or Clashroom? Learners’ Diversity and Construction of LearnersArdian Setiawan
We [teachers] tend to perceive classroom as a homogeneous venue consisting of homogeneous individuals. It's not! The presentation aims to make us [teachers] aware that classroom is a complex discourse which shapes the identity of learners and that teachers have 'power' to manage/direct the discourse.
John Goodlad's Contribution to American Curriculumferdametric
A historical perspective detailing John Goodlad's contributions. Eventually, he authored an award winning book in support of education called "A Place Called School" in 1984.
This presentation is basically intended for teachers and educators towards enhancing their quality at all stages of teaching and thereby improving the quality of learning.
Carriers have historically been backwards-focused and have tended to maintain established processes without question. They also have the propensity to be risk-averse. These characteristics need to change. Carriers must be willing to try new things without betting the ranch or subjecting the company to undue risk.
1Person-Centered Approach to Group WorkSmall GroupTatianaMajor22
1
Person-Centered Approach
to Group Work
Small Group Process for the Health
Professional
Fall 2016
Laurette Olson Ph.D. OTR/L FAOTA
Key concepts and Assumptions of
the Person-Centered Approach to
Groups
Clients are basically trustworthy and have the
potential for self-direction. Because of this, there
is a minimum of directions on the part of the
leader. Too much direction would undermine
respect for group members.
Emphasizes personal qualities of group leader
rather than techniques for leading the group.
The leader creates a CLIMATE where healing
can occur.
Key concepts and assumptions
continued
Genuineness, unconditional positive regard and
empathic understanding of members’ subjective
world are the core therapeutic conditions for
growth.
External measures such as diagnosis, testing,
interpretation, advice giving are not useful for
group work.
Group members are the central focus of the
group. Group members are as facilitative or
more facilitative of the group process than the
group leader.
(Corey, 2000)
2
Leader Functions
Conveying Warmth and Empathy
Attending to Others
Understanding Meaning and Intents
Conveying Acceptance
Linking
The Leader adopts what Rogers called "the therapist's
hypothesis". This is the belief that the capacity for self-
insight, problem-solving, and growth resides in the
clients. This means that the central questions for the
therapist are not 'What can I do for the person or group
members? or even "How do I see these group members"
but rather "How does these group members see
themselves and their situation?"
.
Fundamental Components of
Leader/therapist attributes
Empathy
Acceptance, Respect and Positive Regard
Being Authentic and Congruent
3
EMPATHY
Expressed verbally and nonverbally though
messages such as "I follow you," "I’m with you"
or "I understand," empathy is the Therapist’s
(listener's) effort to hear the other person deeply,
accurately, and non-judgmentally. A person who
sees that a therapist (listener) is really trying to
understand his or her meanings will be willing to
explore his or her problems and self more
deeply.
Empathy is surprisingly difficult to achieve. We
all have a strong tendency to advise, tell, agree,
or disagree from our own point of view.
Empathy in a group
Is a shared responsibility and a resource for the
group.
Primary task of a group leader to model empathy
and encourage members to be empathic. It
contributes to the development of cohesion and
for a group to be productive by building trust and
safety, forging connections among members,
making members feel included, encouraging
emotional expression and promoting a
willingness to engage in self-exploration.
If a leader want to build
therapeutic alliances, help
members feel better, solve
problems, improve
relationships, and change
behavior,
the leader needs to demonstrate high
levels of empathy for group members.
...
Every individual is unique with different IQ levels. Some students have the capability of grabbing fast and memorizing for long. Others have less picking capacity. In an organization, school or college, both the active and weak students study.Teachers and professors are supposed to take care of each and everybody as per their specific needs. Weak students or slow learners require extra attention. Punishing a weak student won’t provide the necessary solution.
Guiding you through the proper teaching methods for the weak students:
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
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
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
3. POSSIBLE REASONS
The
teacher may be an excellent and successful
practitioner but have limited pedagogical skills
and teaching experience.
The
learner may be underprepared for what is
being taught.
The
learner may learn comparatively slowly .
4. POSSIBLE REASONS
The
learner may be insecure, as manifested by
behaviors as disparate as hostility,
overconfidence, disorganization, or
dependence.
Less
commonly, the learner may be impaired
by mental illness or substance abuse.
5.
6. Types of Difficult Learners
Withdrawers
Arguers
Supertalkers
Monopolizers
7. Withdrawers
Aloof,
quiet, and disinterested are words
commonly used to describe withdrawers.
At
first glance, withdrawers may not display
inappropriate behaviors, but they're considered
difficult because they don't provide feedback to
help you gauge your effectiveness as a trainer.
8. Supertalkers
People
who engage in side conversations or
monopolize class time are supertalkers.
Their
actions distract both you and the other
course members.
To
discourage supertalkers, establish guidelines
at the beginning of the course for example,
explain that you will give everyone an
opportunity to participate.
9. .Arguers
Proving that they know more than the trainer is the
favorite pastime of arguers.
Usually, they believe there's nothing a trainer can
teach them that they don't already know.
Uncooperative and domineering arguers like to
engage the trainer in time-consuming debates.
If you identify such a culprit, control your emotions. If
you consent to argue, you lose focus and credibility.
10. Monopolizers
Constantly
trying to provide all of the answers.
Monopolizers
think they have more knowledge
about the course content than anyone else in
the room, including the trainer.
They
believe that they know enough content to
take over the class, and that's what they'd like
to do.
11.
12. ?Dealing with Difficult Learner
Group 1
Withdrawers
Arguers
Group 2
Supertalkers
Monopolizers
13. ?WHAT WOULD YOU DO
A) Do nothing, and let the other participants deal
with the disrupter.
B) Dismiss class, pack your bags, and treat
yourself to a much-needed vacation.
C) Take a break, and ask the arguer whether you
can address his or her concerns before or after
class.
15. REFERENCES
A HANDBOOK FOR MEDICAL TEACHERS,
DAVID NEWBLE, FOURTH EDITION 1996.
DEALING WITH PROBLEM LEARNER,
NORMAN KAHN, Fam Med 2001;33(9):655-7
THE DIFFICULT LEARNER, QIANA CHARLES,
AMERICAN SOCIETY FOR TRAINING AND
DEVELOPMENT 2002.
