The International Classification of Functioning, Disability and Health, provides a standard language and framework for classification of health and health-related domains
It throws light on certain points-
What changes in body function and structure have occurred in a person with a health condition?
What a person with a health condition can do in a standard environment -their level of function
What can be done to maximize function?
Avoiding Risk & Harmful Habits
Characteristics of health compromising behaviors, Recognizing and avoiding of
addictions, How addiction develops, Types of addictions, influencing factors of addictions, Differences between addictive
people and non addictive people & their behaviors. Effects of addictions
ICF as Catalyst for Interprofessional Collaborative PracticeStefanus Snyman
A 2-hour ICF workshop was conducted at 5th International Conference on Disability and Rehabilitation (1 April 2018, Riyadh, Saudi Arabia) with the title:
The International Classification of Functioning, Disability and Health: Catalyst for Interprofessional Collaborative Practice
Mandatory to learn to classify various sorts of disabilities and dysfunctions occurring due to impairment and making physically handicapped either due to hampering in the physical functions.
The International Classification of Functioning, Disability and Health, provides a standard language and framework for classification of health and health-related domains
It throws light on certain points-
What changes in body function and structure have occurred in a person with a health condition?
What a person with a health condition can do in a standard environment -their level of function
What can be done to maximize function?
Avoiding Risk & Harmful Habits
Characteristics of health compromising behaviors, Recognizing and avoiding of
addictions, How addiction develops, Types of addictions, influencing factors of addictions, Differences between addictive
people and non addictive people & their behaviors. Effects of addictions
ICF as Catalyst for Interprofessional Collaborative PracticeStefanus Snyman
A 2-hour ICF workshop was conducted at 5th International Conference on Disability and Rehabilitation (1 April 2018, Riyadh, Saudi Arabia) with the title:
The International Classification of Functioning, Disability and Health: Catalyst for Interprofessional Collaborative Practice
Mandatory to learn to classify various sorts of disabilities and dysfunctions occurring due to impairment and making physically handicapped either due to hampering in the physical functions.
International Classification of Functioning, Disability and Health - From Pat...Olaf Kraus de Camargo
Presentation at the First Conference of the National Developmental and Behavioral Disorders Program in Riyadh, Saudi Arabia, on November 15th 2022. It provides an overview of the ICF, its uses in clinical care, patient engagement and health systems design.
Whole Health in Your Practice Day 1/3 MorningCristalyne Bell
Whole Health is part of collaborative effort by the Pacific Institute for Research and Evaluation, VA Office of Patient Care and Cultural Transformation, and University of Wisconsin Integrative Health Program to transform healthcare and help people live healthier, happier lives, and more purpose-driven lives.
Learn more: https://wholehealth.wisc.edu/courses-training/whole-health-in-your-practice/
This PPT is prepared for the basic understanding of third year physiotherapy students in the field of ICF. It describes the reasons for use of ICF, basic terminology and its meanings, relationship between different domains of ICF with relevant clinical examples.
Overview Write 5–6 pages in which you examine how conditioning cha.docxkarlacauq0
Overview
Write 5–6 pages in which you examine how conditioning changes some of your own behaviors.
While modern research in psychology is not explicitly behaviorist in its approach, behaviorism is still relevant in certain areas today. For example, it is often taken for granted today that objective, quantitative measures will be used, as opposed to the introspective reports that were used in many types of research in the early 1900s.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 1: Use information technology and tools to identify information in the domain of learning and cognition.
▪
Summarize a scholarly research article regarding the treatment of phobias.
•
Competency 2: Assess the important theories, paradigms, research findings, and conclusions in human learning and cognition.
▪
Describe aspects of a scholarly research article that reflects behaviorist principles.
▪
Analyze how behaviorism is relevant today.
•
Competency 5: Apply knowledge of theory and research in learning and cognition to inform personal behavior, professional goals, and values in order to understand social policy.
▪
Apply behaviorist theory and research to personal learning experiences.
•
Competency 6: Communicate effectively in a variety of formats.
▪
Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and
mechanics as expected of a psychology professional.
•
Context
•
Stimulus Learning
Psychologists who study learning in humans and other animals examine an event's relationship (or association) to a stimulus or stimuli. Some argue that this associative relationship underlies all instances of learning; others make distinctions between associative and non-associative, or stimulus, learning. This assessment focuses on the latter—single-event, non-associative learning and the waxing and waning of habituation.
Show More
The
Assessment 2 Context
document contains additional key information about stimulus learning, covering the following topics:
• Classical Conditioning.
• Instrumental Conditioning
•
Questions To Consider
•
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
Show More
•
How do non-associative learning and associative learning differ? That is, how is each defined, studied, and
exemplified?
How has associative learning (that is, stimulus learning), including habituation and sensitization, been studied?
•
What is the difference between habitual learning and perceptual learning?
•
Is habituation a form of learning?
•
What is the connection between exposure therapies and habituation?
•
How is classical conditioning defined, and how is it different from other forms of conditioning?
•
Wha.
GUIDELINEPURPOSE As you learned in NR302, before any nursing.docxshericehewat
GUIDELINE
PURPOSE
As you learned in NR302, before any nursing plan of care or intervention can be implemented or evaluated, the nurse conducts an assessment, collecting subjective and objective data from an individual. The data collected are used to determine areas of need or problems to be addressed by the nursing care plan. This assignment will focus on collecting both subjective and objective data, synthesizing the data, and identifying health and wellness priorities for the person. The purpose of the assignment is twofold.
• To recognize the interrelationships of subjective data (physiological, psychosocial, cultural and spiritual values, and developmental) and objective data (physical examination findings) in planning and implementing nursing care
• To reflect on the interactive process that takes place between the nurse and an individual while conducting a health assessment and a physical examination
COURSE OUTCOMES
CO1: CO1. Explain expected client behaviors while differentiating between normal findings, variations and abnormalities. (PO1)
CO 2: Utilize prior knowledge of theories and principles of nursing and related disciplines to integrate clinical judgment in professional decision-making and implementation of nursing process while obtaining a physical assessment. (POs 4, 8)
CO 3: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO 1)
CO 4: Utilize effective communication when performing a health assessment. (PO 3)
CO5: Demonstrate beginning skill in performing a complete physical examination using the techniques of inspection, palpation, percussion, and auscultation. (PO 2
CO 6: Identify teaching/learning needs from the health history of an individual. (POs 2, 5)
CO 7: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO 6, 7)
PREPARING THE ASSIGNMENT
There are four graded parts to this assignment: (1) Obtain a health history and conduct a physical examination on an individual of your choosing (not a patient), (2) compile a health education needs assessment, (3) self-reflection, and (4) writing style and format.
Health History Assessment and Physical Assessment (50 points)
Using the following subjective and objective components, as well as your textbook for explicit details about each category, complete a health history and physical examination on an individual. You may choose to complete portions of this assignment as you obtain the health history and perform the physical examination associated with the body systems covered
NR304. Please be sure to avoid the use of any identifiers in preparing the assignment. Students may seek input from the course instructor on securing an individual for this assignment. Keep notes on each part of the health history and physical examination as you complete them so that you can refer to the notes as you write the paper ...
Chamberlain College of Nursing NR304 Health Assessment II .docxsleeperharwell
Chamberlain College of Nursing NR304 Health Assessment II
1 NR 304 RUA Grading Rubric and Grading Criteria V1.docx 10_16 SMa Revised 05/31/17 SP/nlh
REQUIRED UNIFORM ASSIGNMENT GUIDELINES
THE HEALTH HISTORY AND PHYSICAL EXAMINATION
PURPOSE
As you learned in NR302, before any nursing plan of care or intervention can be implemented or
evaluated, the nurse conducts an assessment, collecting subjective and objective data from an
individual. The data collected are used to determine areas of need or problems to be addressed by the
nursing care plan. This assignment will focus on collecting both subjective and objective data,
synthesizing the data, and identifying health and wellness priorities for the person. The purpose of the
assignment is twofold.
• To recognize the interrelationships of subjective data (physiological, psychosocial, cultural and
spiritual values, and developmental) and objective data (physical examination findings) in
planning and implementing nursing care
• To reflect on the interactive process that takes place between the nurse and an individual while
conducting a health assessment and a physical examination
COURSE OUTCOMES
CO 2: Utilize prior knowledge of theories and principles of nursing and related disciplines to
integrate clinical judgment in professional decision-making and implementation of
nursing process while obtaining a physical assessment. (POs 4, 8)
CO 3: Recognize the influence that developmental stages have on physical, psychosocial,
cultural, and spiritual functioning. (PO 1)
CO 4: Utilize effective communication when performing a health assessment. (PO 3)
CO 6: Identify teaching/learning needs from the health history of an individual. (POs 2, 5)
DUE DATE
Please see the Course Calendar.
TOTAL POINTS POSSIBLE 100 points
PREPARING THE ASSIGNMENT
There are four graded parts to this assignment: (1) Obtain a health history and conduct a physical
examination on an individual of your choosing (not a patient), (2) compile a health education needs
assessment, (3) self-reflection, and (4) writing style and format.
Instructions for each part follow.
Health History Assessment and Physical Assessment (50 points)
Using the following subjective and objective components, as well as your textbook for explicit
details about each category, complete a health history and physical examination on an
individual. You may choose to complete portions of this assignment as you obtain the health
history and perform the physical examination associated with the body systems covered in
Chamberlain College of Nursing NR304 Health Assessment II
2 NR 304 RUA Grading Rubric and Grading Criteria V1.docx 10_16 SMa Revised 05/31/17 SP/nlh
NR304. Please be sure to avoid the use of any identifiers in preparing the assignment. Students
may seek input from the course instructor on securing an individual for this assignment. Keep
notes on each part of .
Phi 413 v Exceptional Education / snaptutorial.comBaileya70
For more classes visit
www.snaptutorial.com
PHI 413V Week 1 Assignment Personal Worldview Inventory
Write an 800-1,000 word essay on your personal worldview. Briefly discuss the various possible meanings of the term “spirituality,” and your understanding of the concepts of pluralism, scientism, and postmodernism. Primarily, address the following seven basic worldview questions:
Creating Healthy & Caring Relationships
Building communication skills, Friends and friendship - Education,
the value of relationship and communication skills, Relationships for Better or worsening of life, understanding of basic
instincts of life (more than a biology), Changing health behaviours through social engineering
The purpose of this workshop is to enhance teachers' skills for improving students' attitudes towards their learning and work. The workshop is designed for healthcare educators.
International Classification of Functioning, Disability and Health - From Pat...Olaf Kraus de Camargo
Presentation at the First Conference of the National Developmental and Behavioral Disorders Program in Riyadh, Saudi Arabia, on November 15th 2022. It provides an overview of the ICF, its uses in clinical care, patient engagement and health systems design.
Whole Health in Your Practice Day 1/3 MorningCristalyne Bell
Whole Health is part of collaborative effort by the Pacific Institute for Research and Evaluation, VA Office of Patient Care and Cultural Transformation, and University of Wisconsin Integrative Health Program to transform healthcare and help people live healthier, happier lives, and more purpose-driven lives.
Learn more: https://wholehealth.wisc.edu/courses-training/whole-health-in-your-practice/
This PPT is prepared for the basic understanding of third year physiotherapy students in the field of ICF. It describes the reasons for use of ICF, basic terminology and its meanings, relationship between different domains of ICF with relevant clinical examples.
Overview Write 5–6 pages in which you examine how conditioning cha.docxkarlacauq0
Overview
Write 5–6 pages in which you examine how conditioning changes some of your own behaviors.
While modern research in psychology is not explicitly behaviorist in its approach, behaviorism is still relevant in certain areas today. For example, it is often taken for granted today that objective, quantitative measures will be used, as opposed to the introspective reports that were used in many types of research in the early 1900s.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 1: Use information technology and tools to identify information in the domain of learning and cognition.
▪
Summarize a scholarly research article regarding the treatment of phobias.
•
Competency 2: Assess the important theories, paradigms, research findings, and conclusions in human learning and cognition.
▪
Describe aspects of a scholarly research article that reflects behaviorist principles.
▪
Analyze how behaviorism is relevant today.
•
Competency 5: Apply knowledge of theory and research in learning and cognition to inform personal behavior, professional goals, and values in order to understand social policy.
▪
Apply behaviorist theory and research to personal learning experiences.
•
Competency 6: Communicate effectively in a variety of formats.
▪
Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and
mechanics as expected of a psychology professional.
•
Context
•
Stimulus Learning
Psychologists who study learning in humans and other animals examine an event's relationship (or association) to a stimulus or stimuli. Some argue that this associative relationship underlies all instances of learning; others make distinctions between associative and non-associative, or stimulus, learning. This assessment focuses on the latter—single-event, non-associative learning and the waxing and waning of habituation.
Show More
The
Assessment 2 Context
document contains additional key information about stimulus learning, covering the following topics:
• Classical Conditioning.
• Instrumental Conditioning
•
Questions To Consider
•
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
Show More
•
How do non-associative learning and associative learning differ? That is, how is each defined, studied, and
exemplified?
How has associative learning (that is, stimulus learning), including habituation and sensitization, been studied?
•
What is the difference between habitual learning and perceptual learning?
•
Is habituation a form of learning?
•
What is the connection between exposure therapies and habituation?
•
How is classical conditioning defined, and how is it different from other forms of conditioning?
•
Wha.
GUIDELINEPURPOSE As you learned in NR302, before any nursing.docxshericehewat
GUIDELINE
PURPOSE
As you learned in NR302, before any nursing plan of care or intervention can be implemented or evaluated, the nurse conducts an assessment, collecting subjective and objective data from an individual. The data collected are used to determine areas of need or problems to be addressed by the nursing care plan. This assignment will focus on collecting both subjective and objective data, synthesizing the data, and identifying health and wellness priorities for the person. The purpose of the assignment is twofold.
• To recognize the interrelationships of subjective data (physiological, psychosocial, cultural and spiritual values, and developmental) and objective data (physical examination findings) in planning and implementing nursing care
• To reflect on the interactive process that takes place between the nurse and an individual while conducting a health assessment and a physical examination
COURSE OUTCOMES
CO1: CO1. Explain expected client behaviors while differentiating between normal findings, variations and abnormalities. (PO1)
CO 2: Utilize prior knowledge of theories and principles of nursing and related disciplines to integrate clinical judgment in professional decision-making and implementation of nursing process while obtaining a physical assessment. (POs 4, 8)
CO 3: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO 1)
CO 4: Utilize effective communication when performing a health assessment. (PO 3)
CO5: Demonstrate beginning skill in performing a complete physical examination using the techniques of inspection, palpation, percussion, and auscultation. (PO 2
CO 6: Identify teaching/learning needs from the health history of an individual. (POs 2, 5)
CO 7: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO 6, 7)
PREPARING THE ASSIGNMENT
There are four graded parts to this assignment: (1) Obtain a health history and conduct a physical examination on an individual of your choosing (not a patient), (2) compile a health education needs assessment, (3) self-reflection, and (4) writing style and format.
Health History Assessment and Physical Assessment (50 points)
Using the following subjective and objective components, as well as your textbook for explicit details about each category, complete a health history and physical examination on an individual. You may choose to complete portions of this assignment as you obtain the health history and perform the physical examination associated with the body systems covered
NR304. Please be sure to avoid the use of any identifiers in preparing the assignment. Students may seek input from the course instructor on securing an individual for this assignment. Keep notes on each part of the health history and physical examination as you complete them so that you can refer to the notes as you write the paper ...
Chamberlain College of Nursing NR304 Health Assessment II .docxsleeperharwell
Chamberlain College of Nursing NR304 Health Assessment II
1 NR 304 RUA Grading Rubric and Grading Criteria V1.docx 10_16 SMa Revised 05/31/17 SP/nlh
REQUIRED UNIFORM ASSIGNMENT GUIDELINES
THE HEALTH HISTORY AND PHYSICAL EXAMINATION
PURPOSE
As you learned in NR302, before any nursing plan of care or intervention can be implemented or
evaluated, the nurse conducts an assessment, collecting subjective and objective data from an
individual. The data collected are used to determine areas of need or problems to be addressed by the
nursing care plan. This assignment will focus on collecting both subjective and objective data,
synthesizing the data, and identifying health and wellness priorities for the person. The purpose of the
assignment is twofold.
• To recognize the interrelationships of subjective data (physiological, psychosocial, cultural and
spiritual values, and developmental) and objective data (physical examination findings) in
planning and implementing nursing care
• To reflect on the interactive process that takes place between the nurse and an individual while
conducting a health assessment and a physical examination
COURSE OUTCOMES
CO 2: Utilize prior knowledge of theories and principles of nursing and related disciplines to
integrate clinical judgment in professional decision-making and implementation of
nursing process while obtaining a physical assessment. (POs 4, 8)
CO 3: Recognize the influence that developmental stages have on physical, psychosocial,
cultural, and spiritual functioning. (PO 1)
CO 4: Utilize effective communication when performing a health assessment. (PO 3)
CO 6: Identify teaching/learning needs from the health history of an individual. (POs 2, 5)
DUE DATE
Please see the Course Calendar.
TOTAL POINTS POSSIBLE 100 points
PREPARING THE ASSIGNMENT
There are four graded parts to this assignment: (1) Obtain a health history and conduct a physical
examination on an individual of your choosing (not a patient), (2) compile a health education needs
assessment, (3) self-reflection, and (4) writing style and format.
Instructions for each part follow.
Health History Assessment and Physical Assessment (50 points)
Using the following subjective and objective components, as well as your textbook for explicit
details about each category, complete a health history and physical examination on an
individual. You may choose to complete portions of this assignment as you obtain the health
history and perform the physical examination associated with the body systems covered in
Chamberlain College of Nursing NR304 Health Assessment II
2 NR 304 RUA Grading Rubric and Grading Criteria V1.docx 10_16 SMa Revised 05/31/17 SP/nlh
NR304. Please be sure to avoid the use of any identifiers in preparing the assignment. Students
may seek input from the course instructor on securing an individual for this assignment. Keep
notes on each part of .
Phi 413 v Exceptional Education / snaptutorial.comBaileya70
For more classes visit
www.snaptutorial.com
PHI 413V Week 1 Assignment Personal Worldview Inventory
Write an 800-1,000 word essay on your personal worldview. Briefly discuss the various possible meanings of the term “spirituality,” and your understanding of the concepts of pluralism, scientism, and postmodernism. Primarily, address the following seven basic worldview questions:
Creating Healthy & Caring Relationships
Building communication skills, Friends and friendship - Education,
the value of relationship and communication skills, Relationships for Better or worsening of life, understanding of basic
instincts of life (more than a biology), Changing health behaviours through social engineering
The purpose of this workshop is to enhance teachers' skills for improving students' attitudes towards their learning and work. The workshop is designed for healthcare educators.
Communique issued at the end of the Second Interprofessional Education and C...Stefanus Snyman
The Second Interprofessional Education and Collaborative Practice for Africa conference took place at the Amref International University, Nairobi, Kenya from July 30 to August 2 2019. The conference was a collaboration between the WHO Regional Office for Africa, the Africa Interprofessional Education Network (AfrIPEN), Sigma Theta Tau’s International Tau Lambda at Large Chapter, Anglophone Africa APN Coalition, WONCA Africa, the WHO Interprofessional Education Collaborating Centre, the WHO-FIC Collaborating Centre for the African region and Amref International University, with the support of AFREhealth.
Student volunteers’ interprofessional learning experiences at an inner-city s...Stefanus Snyman
Background:
Trinity Health Services is a free inner-city clinic that serves a homeless community in Johannesburg. The clinic is run by pharmacy and medical students registered in the Faculty of Health Sciences at the University of the Witwatersrand. They are assisted by academic staff employed in the faculty. This setting provides an ideal space to document the interprofessional experiences between these two groups outside of formalized lectures or experiential learning activities. Therefore, the research question for this study was: What are the learning experiences of medical and pharmacy students working at an inner-city student-driven clinic?
Methodology:
A convenience sampling method was employed and all students who volunteered at the clinic were invited to participate in a discipline specific focus group. The recordings of the focus group discussions (FGDs) were transcribed verbatim and analyzed using thematic analysis to identify common themes. Ethics approval was attained from the Human Research Ethics Committee of the university (M161140).
Results:
Themes emerged related to serving of the community, interprofessional and peer-learning as well as working as a team in an environment conducive to learning. Both FGDs described the primary purpose of the clinic being to serve the community. Participants felt that they work synergistically in the clinic and have self-identified their clinical roles through understanding their scope of practice. They expressed their appreciation of working together and being able to learn with and from each other. Participants also described the interaction between students in different years of study within a discipline, providing a setting where they both learn from and teach fellow students. The clinic is seen as a safe learning environment where students can practice and apply concepts taught in lectures such as the biopsychosocial approach to patient care as well as practising communication and counselling skills.
Conclusion:
The importance of student-driven primary health care facilities was highlighted. This experience differs from their clinical exposures as students are submerged in the clinic helping to build their confidence as future pharmacists and doctors
Impact of the formation of interprofessional teams on systems for healthStefanus Snyman
Opening keynote address by Stefanus Snyman at the 2nd Regional Technical Meeting Interprofessional Education hosted by the Pan American Health Organization (PAHO/WHO) in Brasilia (Brazil) on 5 December 2017
FIRST SYMPOSIUM FOR INTERPROFESSIONAL EDUCATION IN AFRICA.Stefanus Snyman
FIRST SYMPOSIUM FOR INTERPROFESSIONAL EDUCATION IN AFRICA.
Africa Interprofessional Education Network (AfrIPEN)
University of Namibia, Windhoek, Namibia
21-22 SEPTEMBER 2017
SYMPOSIUM PRESENTATIONS
WELCOME TO THE AFRICA INTERPROFESSIONAL EDUCATION NETWORK’S 1ST SYMPOSIUM FOR INTERPROFESSIONAL EDUCATION IN AFRICA
21 – 22 September 2017, University of Namibia, Windhoek
New Drug Discovery and Development .....NEHA GUPTA
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.
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
Title: Sense of Smell
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 primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
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
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
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
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
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
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journey
ICF in taking a history 2017
1. Fakulteit Geneeskunde en Gesondheidswetenskappe Faculty of Medicine and Health Sciences
The F-Words in history taking
26 September 2017
Dr Stefanus Snyman
2. Write down and discuss
1. 5 months later: What do you remember of the
ICF?
2. Why do you think it is of value to revisit the
ICF when we talk about taking a medical
history?
3. Outcomes
• Demonstrate how to take a patient’s history by
using the International Classification of
Functioning, Disability and Health (ICF).
4. Outline of this session
• Recap the ICF
• The ICF as framework to think about your
patient
• Taking a spiritual history
5. Resources
• Prescribed:
• Notes: Health in Context notes / podcast (ICF
and Worldview).
• Notes: Taking a spiritual history (pdf & mp3)
(SUNLearn)
• Recommended:
• Overview: ICF Practical Manual (see
SUNLearn).
(Read Chapter 1-2)
• ICF Checklist (scan to give you the bigger
picture) (See SUNLearn)
6. Resources
• Background resources
• Want to know something specific to describe
the various ICF domains:
http://apps.who.int/classifications/icfbrowser/
• Now each chapter up to level 3
7.
8.
9. Patient-centred
By using ICF, patient outcomes are highlighted
through interprofessional activity that
conceptualises the complex interrelatedness of
functioning as a ‘dynamic interaction between a
person’s health condition, environmental factors
and personal factors.
10.
11.
12. Body function and structure domains:
Impairment
1. Mental status
2. Sensory functions (vision, hearing, vestibular,
pain)
3. Voice and speech
4. Vascular and circulatory system
5. Respiratory system
6. Endocrine, digestive and metabolic
7. Genito-urinary and reproductive systems
8. Skin and related structures
13.
14. Activity & Participation domain:
Life areas (tasks and actions)
1. Learning and applying knowledge
2. General tasks and demands
3. Communication
4. Mobility
5. Self care
6. Domestic life
7. Interpersonal interactions
8. Major life
9. Community, social and civic life
Want to know something specific to
describe the various ICF domains:
http://apps.who.int/classifications/icfbrows
er/
15.
16. Personal factors [Positive / Negative]
• Age
• Gender
• Race
• Education
• Worldview
• Experiences
• Personality
• Aptitude
• Coping styles
• Lifestyle
• Fitness, etc.
17.
18. Environmental factors
[Barriers or Facilitators]
1. Products and technology
2. Natural environment and man
made changes
3. Support & relationships
4. Attitudes
5. Services, systems & policies
19. Taking a spiritual history
• Why would you take a spiritual history?
• When would you take a spiritual history?
• Resources:
• Notes on SUNLearn
• Review worldview notes from health in context
• Simply Ask booklet for future reference about
religions
20. Good opportunity to take a spiritual
history:
• When someone is suffering from major illness,
terminal disease or dying
• In the peri-operative period
• At registration or health maintenance check
• In a social crisis or time of loss
21. Belief, Practice and Faith Community.
• Belief:
• ‘Do you have a faith which helps you (in a time
like this)?’
• ‘Do you have a personal faith?’
• ‘What is important to you (in life)?’
22. Belief, Practice and Faith Community.
• Practice:
• ‘How does it affect your life?’
• ‘Have you ever prayed about your situation?’
23. Belief, Practice and Faith Community.
• Faith Community:
• ‘Do you belong to a faith community?’
• ‘Who gives you support?’
• ‘What keeps you going?’