This document discusses various definitions and concepts of education from different perspectives. It provides definitions of education from ancient Indian philosophers like the Upanishads, Kannada, and Shankaracharya, focusing on self-realization. Western thinkers like Plato and Aristotle emphasized developing the mind and contemplating truth. Redden's definition encompasses the harmonious development of an individual. Learning involves mental processes like observation, description, analysis and evaluation. Educational objectives should specify what students can do after learning that they couldn't do before. Objectives are classified into domains like cognitive, affective and psychomotor. The cognitive domain involves knowledge and intellectual skills, while the affective domain encompasses attitudes and values. The psychomotor domain
The document discusses educational objectives and taxonomy of learning. It defines educational objectives as bringing about desirable changes in learner behavior through acquiring knowledge, skills, and attitudes. Objectives should be specific, measurable, achievable, relevant and time-bound. Bloom's taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thinking skills and has levels from knowledge to evaluation. The affective domain involves attitudes and has levels from receiving to characterization. The psychomotor domain involves physical skills and has levels from perception to origination. Well-formulated objectives are essential for effective teaching and evaluation.
Aims and Objectives of Teaching Science.pdfCarloManguil2
The document discusses the aims and objectives of teaching science at various levels of education. It begins by defining the difference between aims, which are long-term goals, and objectives, which are more specific and immediate goals. It then covers Bloom's Taxonomy, which categorizes objectives into cognitive, affective, and psychomotor domains. The document provides detailed descriptions and examples of objectives for each category. Finally, it outlines the specific objectives of teaching science at the primary, secondary, and higher secondary levels of education. The objectives focus on developing skills, knowledge, reasoning abilities, and preparing students for further education or work.
R.D. Sivakumar gave an inaugural address on life skills for students. He defined life skills as psychosocial abilities that enable individuals to deal effectively with everyday demands according to the World Health Organization. He discussed why life skills are important for students to develop including being aware citizens. Key life skills discussed include critical thinking, creative thinking, decision making, empathy, effective communication, interpersonal relationships, and coping with stress and emotions. He provided examples and steps for developing these skills and concluded with best e-learning websites for students.
Bloom’s Taxonomy is a classification of learning objectives within education.
It is named after Benjamin Bloom.
He edited the standard text ‘Taxonomy of Educatonal Objectives: The Classification of Educational Goals’.
1948: Benjamin Bloom and a group of
psychologists namely Krath Wehl, Masia and
Simpson studied classroom activities and
goals teachers has while planning these
activities.
Through this study three domains were
concluded:
Cognitive Domain
Affective Domain
Psychomotor Domain
Educational objectives are the statements of those desired changes in behavior as a result of specific teaching-learning activities or specific teacher-learner activity
(MST) The Teaching and Learning Process in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
The document discusses educational objectives and outlines several key points:
1. Educational objectives are statements that express what a teacher hopes students will be able to accomplish and provide a foundation for the educational structure.
2. Objectives can be categorized as institutional, departmental, specific/instructional, cognitive, affective, or psychomotor depending on their scope and domain.
3. Objectives should be relevant, unambiguous, feasible, observable, and measurable. Taxonomies like Bloom's taxonomy provide frameworks to help formulate objectives within different domains.
Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains.
The document discusses educational objectives and taxonomy of learning. It defines educational objectives as bringing about desirable changes in learner behavior through acquiring knowledge, skills, and attitudes. Objectives should be specific, measurable, achievable, relevant and time-bound. Bloom's taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thinking skills and has levels from knowledge to evaluation. The affective domain involves attitudes and has levels from receiving to characterization. The psychomotor domain involves physical skills and has levels from perception to origination. Well-formulated objectives are essential for effective teaching and evaluation.
Aims and Objectives of Teaching Science.pdfCarloManguil2
The document discusses the aims and objectives of teaching science at various levels of education. It begins by defining the difference between aims, which are long-term goals, and objectives, which are more specific and immediate goals. It then covers Bloom's Taxonomy, which categorizes objectives into cognitive, affective, and psychomotor domains. The document provides detailed descriptions and examples of objectives for each category. Finally, it outlines the specific objectives of teaching science at the primary, secondary, and higher secondary levels of education. The objectives focus on developing skills, knowledge, reasoning abilities, and preparing students for further education or work.
R.D. Sivakumar gave an inaugural address on life skills for students. He defined life skills as psychosocial abilities that enable individuals to deal effectively with everyday demands according to the World Health Organization. He discussed why life skills are important for students to develop including being aware citizens. Key life skills discussed include critical thinking, creative thinking, decision making, empathy, effective communication, interpersonal relationships, and coping with stress and emotions. He provided examples and steps for developing these skills and concluded with best e-learning websites for students.
Bloom’s Taxonomy is a classification of learning objectives within education.
It is named after Benjamin Bloom.
He edited the standard text ‘Taxonomy of Educatonal Objectives: The Classification of Educational Goals’.
1948: Benjamin Bloom and a group of
psychologists namely Krath Wehl, Masia and
Simpson studied classroom activities and
goals teachers has while planning these
activities.
Through this study three domains were
concluded:
Cognitive Domain
Affective Domain
Psychomotor Domain
Educational objectives are the statements of those desired changes in behavior as a result of specific teaching-learning activities or specific teacher-learner activity
(MST) The Teaching and Learning Process in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
The document discusses educational objectives and outlines several key points:
1. Educational objectives are statements that express what a teacher hopes students will be able to accomplish and provide a foundation for the educational structure.
2. Objectives can be categorized as institutional, departmental, specific/instructional, cognitive, affective, or psychomotor depending on their scope and domain.
3. Objectives should be relevant, unambiguous, feasible, observable, and measurable. Taxonomies like Bloom's taxonomy provide frameworks to help formulate objectives within different domains.
Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains.
This document discusses examination and evaluation in education. It defines key concepts like tests, measurement, and evaluation. It outlines Bloom's taxonomy of educational objectives, which categorizes learning objectives into cognitive, affective, and psychomotor domains. The document also discusses different types of tests, evaluation techniques, characteristics of good evaluation tools, and challenges in examinations like mass copying. It emphasizes using a variety of evaluation techniques to assess different domains of learning beyond just cognitive skills.
The document discusses the objectives and classification of educational objectives. It outlines Bloom's Taxonomy, which categorizes educational objectives into cognitive, affective, and psychomotor domains. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain ranges from receiving to valuing to characterizing. The psychomotor domain involves skills from perception to articulation to naturalization. The document also discusses the aims of teaching science at different educational levels from primary to higher secondary, focusing on developing knowledge, understanding, application, skills, attitude, and interest.
- Benjamin Bloom was an educational psychologist who developed Bloom's Taxonomy, a classification of learning objectives.
- Bloom's Taxonomy categorizes educational goals from lower order thinking skills, such as remembering facts, to higher order thinking skills, such as evaluating and creating.
- The taxonomy contains three domains: cognitive, affective, and psychomotor. The cognitive domain contains six categories from lowest to highest - knowledge, comprehension, application, analysis, synthesis, and evaluation.
This document discusses instructional objectives and learning outcomes. It defines objectives as specific, measurable behaviors that students will exhibit after instruction. Objectives provide direction for instruction and assessment. Learning outcomes describe the knowledge, skills, and expertise learners will gain. The document outlines different types of objectives and outcomes and provides tips for writing objectives and outcomes, including using action verbs and focusing on observable behaviors.
The document discusses curriculum goals, objectives, and products. It defines curriculum goals as broad descriptions of educational purposes stated generally without specific criteria for achievement. Curriculum objectives are more specific and measurable. Curriculum products provide guidance for teaching and include curriculum guides, course of study outlines, syllabi, and resource units. The document also discusses Bloom's taxonomy of learning domains - cognitive, affective, and psychomotor - which progress from basic to more complex levels of learning.
The document discusses the key elements of curriculum - aims/goals/objectives, content, and learning activities. It provides details on:
1) Definitions and examples of aims, goals, and learning objectives, which should be measurable, specific statements of what learners will be able to do.
2) Sources and criteria for selecting curriculum content, which should be relevant to learners' needs and experiences, as well as consistent with social realities.
3) The importance of learning activities in putting curriculum goals and content into action through instructional strategies and methods to produce learning.
This document provides information on several instructional design models and concepts. It discusses the ADDIE model which consists of five phases: analysis, design, development, implementation, and evaluation. It also covers Bloom's Taxonomy, a classification of learning objectives, and the ASSURE instructional design model. Finally, it summarizes the Dick and Carey systems approach model of instructional design.
This document discusses educational objectives and instructional objectives. It defines educational objectives as broad goals that provide direction for an educational program, while instructional objectives are more specific and measurable outcomes for classroom learning. The document also describes Benjamin Bloom's taxonomy, which classifies objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain, Bloom's taxonomy arranges learning objectives from simple to complex, including knowledge, comprehension, application, analysis, synthesis, and evaluation. The document provides examples of objectives for each of Bloom's levels.
This document discusses reflection and reflective practice in education. It defines reflection as critically examining experiences to learn from them and improve practice. Reflective practice involves thoughtfully considering one's teaching methods and determining what works best for students. The benefits of reflection include increased learning, deep learning, identifying strengths and areas for growth. The document outlines models of reflective practice and provides steps for engaging in reflection, including describing experiences, examining feelings, evaluating what went well and poorly, analyzing key factors, and developing an action plan for improvement. Reflection is important for teachers as it helps them take informed actions, develop rationales for their practices, and continuously improve.
The document discusses principles of teaching methods and lesson planning. It covers traditional, time-tested, and progressive teaching methods, as well as characteristics of good methods. Variables that affect teaching methods are outlined, including objectives, students, subject matter, teachers, technology, and environment. Learning objectives and goals are defined, with objectives guiding content selection, instructional strategies, materials, and assessment. Steps for writing learning objectives are provided, focusing on observable student behaviors, conditions, and criteria. Bloom's taxonomy of cognitive, affective, and psychomotor domains is summarized, with definitions and examples of assessing the different levels.
This document discusses reflective practice and defines a reflective practitioner. It provides three definitions of reflective practice, emphasizing examining practice reflectively and reflexively to lead to continuous learning and improvement. Reflective practice allows practitioners to develop greater awareness of how their performance impacts others. The document also outlines three models of reflective teaching: technical reflection focuses on classroom techniques, practical reflection examines student learning experiences, and critical reflection questions assumptions and ethical issues.
Introduction
Objectives
Teaching Skills
Set Induction
Presentation
Identifying Learning Difficulties of Students
Preparing Lessons According to the Individual Needs
Students’ Evaluation
Self Assessment Questions
Suggested Readings
References
The document discusses affective assessment and various methods for measuring attitudes and values in the affective domain. It begins by explaining affective assessment and its place within Bloom's Taxonomy, specifically measuring a student's attitudes, interests, and values. It then describes several common methods for measuring the affective domain, including Likert scales, semantic differential scales, Thurstone scales, checklists, and Guttman scales. Examples are provided for each method. The goal of affective assessment is to evaluate aspects of learning beyond just cognitive knowledge, focusing on a student's underlying emotions, feelings, and values.
Critical thinking and clinical reasoning are essential skills for nurses. There are three levels of critical thinking - basic, complex, and commitment. Critical thinking involves reflection, language skills, and intuition developed through experience. It also relies on general thinking competencies like the scientific method, problem solving, and decision making. Clinical reasoning uses these skills to gather patient information and decide on appropriate nursing interventions. A model by Kataoka-Yahiro and Saylor outlines five components of critical thinking for nursing judgement - knowledge base, experience, critical thinking competencies, attitudes, and standards.
This document discusses various tools and techniques for developing critical thinking and reflective practice. It describes mind mapping as a tool to organize information graphically and activate different areas of the brain. Portfolio development encourages self-monitoring and reflection by compiling work over time to demonstrate growth. Assessment schedules involve periodic reviews to support improvement. Mentoring and peer support provide career guidance and new perspectives through relationships. Overall, the document outlines techniques like mind mapping, portfolios, assessments, and mentoring to promote critical analysis and self-reflection.
TOOLS AND TECHNIQUES OF CRITICAL THINKING AND REFLECTIVE PRACTICES-8611-UNIT 8EqraBaig
This document discusses various tools and techniques for developing critical thinking and reflective practice. It describes mind mapping as a tool to organize information graphically and activate different areas of the brain. Portfolio development encourages self-monitoring and reflection by compiling work over time to demonstrate growth. Assessment schedules involve periodic reviews to facilitate improvement. Mentoring and peer support provide career guidance and new perspectives to enhance development. Overall, the document outlines techniques like mind mapping, portfolios, assessments, and mentoring that can promote critical analysis and self-reflection.
Professional Education 6 - Assessment of Learning 1JerryJunCuizon
The documents discuss the evolution of perspectives on education from a content-focused, teacher-centered approach to a student-centered, learning outcomes-based approach. It notes that historically education focused on the teacher imparting knowledge to passive students. However, with increased access to information through technology, the teacher's role has shifted to facilitating student learning rather than being the sole source of knowledge. The documents advocate for an education system focused on clearly defined learning outcomes and one that is student-centered, faculty-driven, and aimed at continuous improvement.
Summer is a time for fun in the sun, but the heat and humidity can also wreak havoc on your skin. From itchy rashes to unwanted pigmentation, several skin conditions become more prevalent during these warmer months.
This document discusses examination and evaluation in education. It defines key concepts like tests, measurement, and evaluation. It outlines Bloom's taxonomy of educational objectives, which categorizes learning objectives into cognitive, affective, and psychomotor domains. The document also discusses different types of tests, evaluation techniques, characteristics of good evaluation tools, and challenges in examinations like mass copying. It emphasizes using a variety of evaluation techniques to assess different domains of learning beyond just cognitive skills.
The document discusses the objectives and classification of educational objectives. It outlines Bloom's Taxonomy, which categorizes educational objectives into cognitive, affective, and psychomotor domains. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain ranges from receiving to valuing to characterizing. The psychomotor domain involves skills from perception to articulation to naturalization. The document also discusses the aims of teaching science at different educational levels from primary to higher secondary, focusing on developing knowledge, understanding, application, skills, attitude, and interest.
- Benjamin Bloom was an educational psychologist who developed Bloom's Taxonomy, a classification of learning objectives.
- Bloom's Taxonomy categorizes educational goals from lower order thinking skills, such as remembering facts, to higher order thinking skills, such as evaluating and creating.
- The taxonomy contains three domains: cognitive, affective, and psychomotor. The cognitive domain contains six categories from lowest to highest - knowledge, comprehension, application, analysis, synthesis, and evaluation.
This document discusses instructional objectives and learning outcomes. It defines objectives as specific, measurable behaviors that students will exhibit after instruction. Objectives provide direction for instruction and assessment. Learning outcomes describe the knowledge, skills, and expertise learners will gain. The document outlines different types of objectives and outcomes and provides tips for writing objectives and outcomes, including using action verbs and focusing on observable behaviors.
The document discusses curriculum goals, objectives, and products. It defines curriculum goals as broad descriptions of educational purposes stated generally without specific criteria for achievement. Curriculum objectives are more specific and measurable. Curriculum products provide guidance for teaching and include curriculum guides, course of study outlines, syllabi, and resource units. The document also discusses Bloom's taxonomy of learning domains - cognitive, affective, and psychomotor - which progress from basic to more complex levels of learning.
The document discusses the key elements of curriculum - aims/goals/objectives, content, and learning activities. It provides details on:
1) Definitions and examples of aims, goals, and learning objectives, which should be measurable, specific statements of what learners will be able to do.
2) Sources and criteria for selecting curriculum content, which should be relevant to learners' needs and experiences, as well as consistent with social realities.
3) The importance of learning activities in putting curriculum goals and content into action through instructional strategies and methods to produce learning.
This document provides information on several instructional design models and concepts. It discusses the ADDIE model which consists of five phases: analysis, design, development, implementation, and evaluation. It also covers Bloom's Taxonomy, a classification of learning objectives, and the ASSURE instructional design model. Finally, it summarizes the Dick and Carey systems approach model of instructional design.
This document discusses educational objectives and instructional objectives. It defines educational objectives as broad goals that provide direction for an educational program, while instructional objectives are more specific and measurable outcomes for classroom learning. The document also describes Benjamin Bloom's taxonomy, which classifies objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain, Bloom's taxonomy arranges learning objectives from simple to complex, including knowledge, comprehension, application, analysis, synthesis, and evaluation. The document provides examples of objectives for each of Bloom's levels.
This document discusses reflection and reflective practice in education. It defines reflection as critically examining experiences to learn from them and improve practice. Reflective practice involves thoughtfully considering one's teaching methods and determining what works best for students. The benefits of reflection include increased learning, deep learning, identifying strengths and areas for growth. The document outlines models of reflective practice and provides steps for engaging in reflection, including describing experiences, examining feelings, evaluating what went well and poorly, analyzing key factors, and developing an action plan for improvement. Reflection is important for teachers as it helps them take informed actions, develop rationales for their practices, and continuously improve.
The document discusses principles of teaching methods and lesson planning. It covers traditional, time-tested, and progressive teaching methods, as well as characteristics of good methods. Variables that affect teaching methods are outlined, including objectives, students, subject matter, teachers, technology, and environment. Learning objectives and goals are defined, with objectives guiding content selection, instructional strategies, materials, and assessment. Steps for writing learning objectives are provided, focusing on observable student behaviors, conditions, and criteria. Bloom's taxonomy of cognitive, affective, and psychomotor domains is summarized, with definitions and examples of assessing the different levels.
This document discusses reflective practice and defines a reflective practitioner. It provides three definitions of reflective practice, emphasizing examining practice reflectively and reflexively to lead to continuous learning and improvement. Reflective practice allows practitioners to develop greater awareness of how their performance impacts others. The document also outlines three models of reflective teaching: technical reflection focuses on classroom techniques, practical reflection examines student learning experiences, and critical reflection questions assumptions and ethical issues.
Introduction
Objectives
Teaching Skills
Set Induction
Presentation
Identifying Learning Difficulties of Students
Preparing Lessons According to the Individual Needs
Students’ Evaluation
Self Assessment Questions
Suggested Readings
References
The document discusses affective assessment and various methods for measuring attitudes and values in the affective domain. It begins by explaining affective assessment and its place within Bloom's Taxonomy, specifically measuring a student's attitudes, interests, and values. It then describes several common methods for measuring the affective domain, including Likert scales, semantic differential scales, Thurstone scales, checklists, and Guttman scales. Examples are provided for each method. The goal of affective assessment is to evaluate aspects of learning beyond just cognitive knowledge, focusing on a student's underlying emotions, feelings, and values.
Critical thinking and clinical reasoning are essential skills for nurses. There are three levels of critical thinking - basic, complex, and commitment. Critical thinking involves reflection, language skills, and intuition developed through experience. It also relies on general thinking competencies like the scientific method, problem solving, and decision making. Clinical reasoning uses these skills to gather patient information and decide on appropriate nursing interventions. A model by Kataoka-Yahiro and Saylor outlines five components of critical thinking for nursing judgement - knowledge base, experience, critical thinking competencies, attitudes, and standards.
This document discusses various tools and techniques for developing critical thinking and reflective practice. It describes mind mapping as a tool to organize information graphically and activate different areas of the brain. Portfolio development encourages self-monitoring and reflection by compiling work over time to demonstrate growth. Assessment schedules involve periodic reviews to support improvement. Mentoring and peer support provide career guidance and new perspectives through relationships. Overall, the document outlines techniques like mind mapping, portfolios, assessments, and mentoring to promote critical analysis and self-reflection.
TOOLS AND TECHNIQUES OF CRITICAL THINKING AND REFLECTIVE PRACTICES-8611-UNIT 8EqraBaig
This document discusses various tools and techniques for developing critical thinking and reflective practice. It describes mind mapping as a tool to organize information graphically and activate different areas of the brain. Portfolio development encourages self-monitoring and reflection by compiling work over time to demonstrate growth. Assessment schedules involve periodic reviews to facilitate improvement. Mentoring and peer support provide career guidance and new perspectives to enhance development. Overall, the document outlines techniques like mind mapping, portfolios, assessments, and mentoring that can promote critical analysis and self-reflection.
Professional Education 6 - Assessment of Learning 1JerryJunCuizon
The documents discuss the evolution of perspectives on education from a content-focused, teacher-centered approach to a student-centered, learning outcomes-based approach. It notes that historically education focused on the teacher imparting knowledge to passive students. However, with increased access to information through technology, the teacher's role has shifted to facilitating student learning rather than being the sole source of knowledge. The documents advocate for an education system focused on clearly defined learning outcomes and one that is student-centered, faculty-driven, and aimed at continuous improvement.
Summer is a time for fun in the sun, but the heat and humidity can also wreak havoc on your skin. From itchy rashes to unwanted pigmentation, several skin conditions become more prevalent during these warmer months.
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdfOsvaldo Bernardo Muchanga
GASTROINTESTINAL INFECTIONS AND GASTRITIS
Osvaldo Bernardo Muchanga
Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
Among the factors that lead to the occurrence of gastrointestinal infections are the hygienic and sanitary deficiencies that characterize our markets and other places where raw or cooked food is sold, poor environmental sanitation in communities, deficiencies in water treatment (or in the process of its plumbing), risky hygienic-sanitary habits (not washing hands after major and/or minor needs), among others.
These are generally consequences (signs and symptoms) resulting from gastrointestinal infections: diarrhea, vomiting, fever and malaise, among others.
The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
To prevent this, it is necessary to promote health education, improve the hygienic-sanitary conditions of markets and communities in general as a way of promoting, preserving and prolonging PUBLIC HEALTH.
Gastritis and Gastric Health
Gastric Health is one of the most relevant concerns in human health, with gastrointestinal infections being among the main illnesses that affect humans.
Among gastric problems, we have GASTRITIS AND GASTRIC ULCERS as the main public health problems. Gastritis and gastric ulcers normally result from inflammation and corrosion of the walls of the stomach (gastric mucosa) and are generally associated (caused) by the bacterium Helicobacter pylor, which, according to the literature, this bacterium settles on these walls (of the stomach) and starts to release urease that ends up altering the normal pH of the stomach (acid), which leads to inflammation and corrosion of the mucous membranes and consequent gastritis or ulcers, respectively.
In addition to bacterial infections, gastritis and gastric ulcers are associated with several factors, with emphasis on prolonged fasting, chemical substances including drugs, alcohol, foods with strong seasonings including chilli, which ends up causing inflammation of the stomach walls and/or corrosion. of the same, resulting in the appearance of wounds and consequent gastritis or ulcers, respectively.
Among patients with gastritis and/or ulcers, one of the dilemmas is associated with the foods to consume in order to minimize the sensation of pain and discomfort.
Computer in pharmaceutical research and development-Mpharm(Pharmaceutics)MuskanShingari
Statistics- Statistics is the science of collecting, organizing, presenting, analyzing and interpreting numerical data to assist in making more effective decisions.
A statistics is a measure which is used to estimate the population parameter
Parameters-It is used to describe the properties of an entire population.
Examples-Measures of central tendency Dispersion, Variance, Standard Deviation (SD), Absolute Error, Mean Absolute Error (MAE), Eigen Value
Travel Clinic Cardiff: Health Advice for International TravelersNX Healthcare
Travel Clinic Cardiff offers comprehensive travel health services, including vaccinations, travel advice, and preventive care for international travelers. Our expert team ensures you are well-prepared and protected for your journey, providing personalized consultations tailored to your destination. Conveniently located in Cardiff, we help you travel with confidence and peace of mind. Visit us: www.nxhealthcare.co.uk
Giloy in Ayurveda - Classical Categorization and SynonymsPlanet Ayurveda
Giloy, also known as Guduchi or Amrita in classical Ayurvedic texts, is a revered herb renowned for its myriad health benefits. It is categorized as a Rasayana, meaning it has rejuvenating properties that enhance vitality and longevity. Giloy is celebrated for its ability to boost the immune system, detoxify the body, and promote overall wellness. Its anti-inflammatory, antipyretic, and antioxidant properties make it a staple in managing conditions like fever, diabetes, and stress. The versatility and efficacy of Giloy in supporting health naturally highlight its importance in Ayurveda. At Planet Ayurveda, we provide a comprehensive range of health services and 100% herbal supplements that harness the power of natural ingredients like Giloy. Our products are globally available and affordable, ensuring that everyone can benefit from the ancient wisdom of Ayurveda. If you or your loved ones are dealing with health issues, contact Planet Ayurveda at 01725214040 to book an online video consultation with our professional doctors. Let us help you achieve optimal health and wellness naturally.
How to Control Your Asthma Tips by gokuldas hospital.Gokuldas Hospital
Respiratory issues like asthma are the most sensitive issue that is affecting millions worldwide. It hampers the daily activities leaving the body tired and breathless.
The key to a good grip on asthma is proper knowledge and management strategies. Understanding the patient-specific symptoms and carving out an effective treatment likewise is the best way to keep asthma under control.
Nano-gold for Cancer Therapy chemistry investigatory projectSIVAVINAYAKPK
chemistry investigatory project
The development of nanogold-based cancer therapy could revolutionize oncology by providing a more targeted, less invasive treatment option. This project contributes to the growing body of research aimed at harnessing nanotechnology for medical applications, paving the way for future clinical trials and potential commercial applications.
Cancer remains one of the leading causes of death worldwide, prompting the need for innovative treatment methods. Nanotechnology offers promising new approaches, including the use of gold nanoparticles (nanogold) for targeted cancer therapy. Nanogold particles possess unique physical and chemical properties that make them suitable for drug delivery, imaging, and photothermal therapy.
Are you looking for a long-lasting solution to your missing tooth?
Dental implants are the most common type of method for replacing the missing tooth. Unlike dentures or bridges, implants are surgically placed in the jawbone. In layman’s terms, a dental implant is similar to the natural root of the tooth. It offers a stable foundation for the artificial tooth giving it the look, feel, and function similar to the natural tooth.
Know the difference between Endodontics and Orthodontics.Gokuldas Hospital
Your smile is beautiful.
Let’s be honest. Maintaining that beautiful smile is not an easy task. It is more than brushing and flossing. Sometimes, you might encounter dental issues that need special dental care. These issues can range anywhere from misalignment of the jaw to pain in the root of teeth.
5-hydroxytryptamine or 5-HT or Serotonin is a neurotransmitter that serves a range of roles in the human body. It is sometimes referred to as the happy chemical since it promotes overall well-being and happiness.
It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.
3. • “Education is that whose end-product is
salvation”.
UPANISHADS.
• “Education means development of self- content”.
KANNADA
(The Famous Philosopher)
• “Education is the realization of the self.”
SHANKARACHARYA
• “Education is the manifestation of divine
perfection, already existing in man.” According to
him, “The aim of all education, of all training,
should be man-making.”
VIVEKANANDA
4. WESTERN CONCEPT OF
NURSING
“Education is the capacity to feel pleasure and pain at
the right moment. It develops in the body and in the
soul of the pupil all the beauty and all the perfection
which he is capable of”.
PLATO.
“Education is the creation of a sound mind in a sound
body. It develops man’s faculty especially his mind,
so that he may be able to enjoy the contemplation of
supreme truth, goodness and beauty of which perfect
happiness essentially consists”.
ARISTOTLE.
5. REDDEN’S DEFINITION OF
EDUCATION
“Education is the deliberate and systematic
influence, exerted by the mature person upon
the immature through instruction, discipline
and harmonious development of physical,
intellectual, aesthetic, social and spiritual
powers of the human being, according to
individual and social needs directed towards
the union of the educate with his creator as
the final end”.
7. PRINCIPLES OF TEACHING
The first principle is using the experience already
acquired.
The second important principle of teaching which
should be emphasized is that knowledge and
skills are for use.
The third important principle is to provide for
individual differences.
The fourth important principle is of readiness.
The fifth principle of teaching is that the
objectives of the lesson should be specifically
defined.
The teacher should follow the psychological
principles which have been developed by great
educators.
8. THE IMPORTANT PRINCIPLES
ARE:
Proceed from simple to complex
Proceed from concrete to abstract
Proceed from general to complex
Proceed from known to unknown
Proceed from induction to deduction
or vice versa
Arrange for frequent reinforcement
9. LEARNING
Learning is the mental activity by means of which
the following things are acquired.
Knowledge
Skills
Attitudes
Appreciation
Ideals
10. Learning Involves
Observation: Noting details of events, situations,
seeing what is going on in the course of
experiences
Description: Recalling the event, telling it to some
one, writing it down, i.e., it is the collection of the
data of experience
Analysis: Comparing and noting similarities and
dissimilarities, identifying possible and significant
meanings, abstracting the essence from variety of
details
11. LEARNING : PROCESS
Learning is described in terms of its process. It is a
process of internal organization within the
learners of
Complex of thought patterns
Perception
Skills
Habits
Attitudes Ascertaining the truth of learning
products – checking the meaning and the
inferences derived by the learner with others to
see if there is agreement
Evaluation: Testing the learning products through
usage
12. EDUCATIONAL
OBJECTIVES
If you are not certain of where you are going you
may very well end up somewhere else (and not
even know it)
MAGER
13. • Every individual should have access to a type
of education that permits maximum
development of his potential and capabilities.
Education is a process, the chief goal of which
is to bring about change in human behaviour
The result of education is an expected
change in the behaviour of the student in the
course of a given period.
15. • What the students should be able to do at the end
of a learning period that they could not do
beforehand.
•Educational objectives are also called
“learning objectives” as opposed to
“teaching objectives”.
•They defined what the student, not the teacher,
should be to do.
The definition of the objectives of a course
is that of the result sought, not the
description or summary of the programme.
16. TYPES OF EDUCATIONAL
OBJECTIVES
1. General objectives :
correspond to the functions of the type(s) of
health personnel trained in an
establishment.
Eg: Providing preventive and curative care to
the individual and the community in health
and in sickness.
17. 2. “Intermediate” objective :
Arrived at by breaking down professional
functions into the components (activities)
which together indicate the nature of those
functions.
Eg: Planning and carrying out blood sampling
session for a group of adults in the
community.
18. 3.Specific (or instructional)
objectives :
corresponding to (or derived from)
precise professional tasks whose
results are observable and
measurable against given criteria.
Eg: Using the syringe to take blood
sample(5ml) from the cubital vein of an adult
(criteria; absence of haematoma; amount of
blood taken within 10% of the amount
required; not more than two attempts).
19. Words often used but open to
many interpretations
to know
to discuss
to understand
to really understand
to appreciate
to fully appreciate
to believe
to have faith in
20. Words open to fewer
interpretations
to write
to identify
to differentiate
to solve
to construct
to list
to compare
to contrast
21. Elements of a specific
educational objective
•The act
•The content
•The condition
•The criteria
The task
R F Mager.
22. •Act and content
The act is the description of the task aimed at,
express by an active verb.
The content specifies the subject, the theme or
substance in relation to which the act is to be
performed.
•Condition
This is the description of the circumstances in
which the act must take place (data, restrictions and
limitations).
•Criterion
The definition of the acceptable level of
performance expected from the student.
23. Eg:
Let us take up a specific educational objective and identify
each of its elements:
“Identify on frontal X-ray films of the thorax the presence or
absence of opacities of the pulmonary parenchyma, of
more than 2 cm diameter in 80% of cases”.
ACT: “Identify the presence”
CONTENT: “Opacities of the pulmonary parenchyma”
CONDITION: “Frontal X-ray film of thorax”.
CRITERION: “In 80% of cases any opacity of over 2 cm
diameter”.
24. Mager Stated That There Are Three Parts
to Any Objective,namely a verb indicating
the learners observable behaviour, an
indication of the conditions under which
she will demonstrate her achievement,and
a standard of criterion by which her
performance is evaluated.
25. Eg- The Student administer intramuscular
injection on deltoid using strict aseptic
technique, without causing much pain to
the patient. Here the action verb is
adminster I.M.Injection on deltoid which is
an observable behaviour,strict aseptic
technique is the standard and without
causing much pain are the condition. This
objective has all the three parts
necessary for statement of an objective.
26. Classification of educational
objectives into “domains”
Taxonomy of educational objectives(Bloom)
Cognitive(Knowing) Domain is concerned
with knowledge and intellectual abilities
Affective (Feeling) Domain concerned with
attitude, values, interests and appreciation
Psychomotor (Conation) Domain concerned
with motor skills and general skills, adaptive
abilities and mental skills.
27. COGNITIVE DOMAIN
Sub levels of cognitive domain:
Level 1: Knowledge - Lowest level may be learning specific
facts or terminology. Typical verbs used in formulating
objectives at this level are define, describe and identify.
Level 2: Comprehension – refers to understanding which is
demonstrated by the learner making limited use of the
information such as interpretation, explaining and
paraphrasing. Verbs used are: explain, give examples and
convert.
Level 3: Application – The learner is able to apply principles,
rules and concepts to real situations in life. Verbs used
are demonstrate, relate, prepare and discover.
Level 4: Analysis - The learner is able to breakdown
information into its component parts, find out relationship
between parts. Verbs used are: differentiate, discriminate
and distinguish.,
28. COGNITIVE DOMAIN Contd…
Level 5: Synthesis - Learner is creative, the parts are put
together as a whole, produces something unique on his
own, planning and designing etc.,
Level 6: Evaluation – Highest level of cognitive domain. The
learner is able to value, to make judgement about the value
of something and use criteria for evaluation. Verbs used are
compare, criticise, judge and appraise etc.,
30. AFFECTIVE DOMAIN
It deals with the realm of feelings,
attitudes and values, which cannot be
measured or observed accurately. Beliefs,
attitudes and values are regarded as
private and no one can force anyone to
develop certain beliefs or values and
these are developed relatively slowly and
could be appraised only over long periods
of time.It consists five levels:
31. AFFECTIVE DOMAIN Contd..
Level 1: Receiving(Attending) – The learner become sensitive
or become aware which lead to controlled or selected
attention and the best indicator of this level is verbal
behaviour. Verbs used are asks, chooses, selects, replies
etc.,
Level 2: Responding – Concerned with active response by the
learner, reaching to a suggestion to experiencing a feeling
of satisfaction in responding. Verbs used are answers,
assists, conforms, helps etc.,
Level 3: Valuing – It indicates internalization of values or
attitudes in question. Verbs used are Alters, combines,
modifies etc.,
32. Level 4: Organization – Concerned with
ability to organize values and to arrange
them in proper order. Verbs used are
arranges, combines, modifies etc.,
Level 5: Characterization – The highest level
and learners internalized value system
becomes her philosophy of life and
becomes characteristics of the individual.
Verbs used are: acts, discriminate, listens
etc.,
Development of behaviours in this
affective domain are very important to
professionals like, nurses and doctors in
their career.
33. III THE PSYCHOMOTOR DOMAIN.
This is concerned with motor skills. Taxonomy
in this domain have been developed by Harrow
and Simpson (1972). Objectives in this domain
are developed so that the learners acquire
certain motor skills in the area of learning they
choose.
34. Eg. Nursing students are to attain skills
in doing certain procedures, in
positioning patient and administering
Intramuscular injections etc.
35. Levels of Psychomotor domain
Level – 1. Perception
This basic level is concerned with the
perception of sensory cues that guide actions
and range from awareness of stimuli to
translation into action. Typical verbs are
choose, differentiate, distinguish, identify,
detect etc.
Level – 2. Set
This is concerned with cognitive, affective and
psychomotor readiness to act; verbs used are
begins, moves, reacts, shows, starts etc.
36. Level – 3. Guided response
These objectives refer to the early stages in skills
acquisition where skills are performed following
demonstration by the teacher. Verbs used are carries
out, makes, performs, calculates etc.
Level – 4. Mechanism
At this level, performance become habitual, but not so
complex. Verbs used are demonstrate, perform,
makes, carried out etc
37. Level – 5. Complex overt response
At this level the learner caries out skilled
performance, saving time and effort and with
smoothness of action,accuracy and efficiency.
Verbs used are perform, carries out etc. The
performance is of a high level.
Level – 6. Adaptation
Here the skills are internalized to such an extent
that the learner can adapt to newer situations or in
special circumstances. Verbs that may be used are
adapts, alters, modifies etc.
38. Level – 7. Origination
This is the highest level, the learner makes his own
patterns or methods in other circumstances, becomes
creative and originates new movements. Typical verbs
are, composes, creates, designs, originates etc.
While objectives are formulated in the psychomotor
domain, one should be aware that the learner develop
certain attitudes, (negative or positive) interests and
values along with skill as well as knowledge aspects
related to the skill. But the most important outcome of a
particular experience be identified and planned for the
learners.
39. CONCLUSION:
The most basic principle of stating objectives is
to see that it is stated in terms of expected
changes in pupil’s behaviour outcomes clearly
indicating what the pupil is like who has
satisfactorily completed the learning experience
precisely describing the learning product in terms
of behaviour.