Learning involves a relatively permanent change in behavior or knowledge as a result of experience. There are several principles and theories of learning. Classical conditioning associates a stimulus with a response. Operant conditioning is based on consequences, where behaviors followed by reinforcement increase in likelihood. Cognitive and social learning theories posit that observation and thinking also influence learning. In organizations, managers can shape behaviors using strategies like positive and negative reinforcement, as well as punishment and extinction.
This slides are related to the Perception and Learning Concepts relating to the understanding, prediction and control of behaviour of an individual in and organization.
Perception and Learning in Organization BehaviorShambhavi Sharma
The slides are related to concept and description related to the perception and learning in an organization. I composes the theory of learning in depth knowledge of organizational behavior.
This slides are related to the Perception and Learning Concepts relating to the understanding, prediction and control of behaviour of an individual in and organization.
Perception and Learning in Organization BehaviorShambhavi Sharma
The slides are related to concept and description related to the perception and learning in an organization. I composes the theory of learning in depth knowledge of organizational behavior.
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!
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
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.
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
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
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
2. LEARNING
Learning is any permanent change in behaviour of a
person that occurs as result of experience. It is accompanied
by acquisition of knowledge, skills & expertise which are
relatively permanent.
3. FEATURES OF LEARNING
1) Learning involves change in behaviour of a person :
The change may be good or bad from organisation’s point of view.
For example : bad habits, prejudice, etc may be learnt by an individual.
2) Change in behaviour must be relatively permanent :
To constitute learning, change should be relatively permanent.
Temporary changes may be only reflective and fail to represent any
learning . This rules out behavioural changes caused by fatigue or
drugs.
4. 3) The change in behaviour should occur as a result of
experience, practice or training:
It implies that behaviour caused from maturity, disease, or physical
damages does not constitute learning.
4) The practice or experience must be reinforced in order for
learning to occur:
If reinforcement does not accompany the practice or experience, the
behaviour will eventually disappear.
5) Learning is reflected in behaviour :
A change in an individual’s thought process or attitudes, not
accompanied by behaviour, is no learning.
5. PRINCIPLES OF LEARNING
1) TRAINEE MUST BE MOTIVATED TO LEARN:
An employee must see a purpose in learning the information
presented & have a clear understanding of what is presented. If
these two factors are considered, there will be a greater chance of
satisfaction.
2) INFORMATION MUST BE MEANINGFUL :
The training material must relate to the purpose of the training
programme or it will stop being a motivator. The material should
be presented in a sequential manner & should provide variety to
prevent boredom & fatigue. Material can be presented through
case studies, lectures, films etc.
6. 3) Learning must be reinforced :
In organizations, both positive & negative reinforcements should
be used.If behaviour is undesirable, the negative reinforcement such
as denial of a pay raise, promotion or transfer can be effective.
However, during the orientation & training period, positive
reinforcement is more effective than negative reinforcement.
4) Organization of material :
Trainer must remember that well organised material will help
the trainees to remember the things taught to him. A
completeoutline of the whole course should be made with the main
topics included under each heading. The training material should be
distributed among trainees
well in advance so that they may come prepared in the lectures,
understand operations quickly & remove their doubts by asking
questions from the instructor.
7. 5) FEEDBACK ON LEARNING :
People like to know how much they have learnt &
how well they are doing. The sooner employees
know the results of a quiz test, the sooner they can
assess their progress.
Self graded tests & programmed learning kits provide
the necessary feedback to a person on his progress
on a particular subject.
10. CLASSICAL CONDITIONING
• Classical Conditioning deals with the
association of one event with another
desired event resulting in a desired
behaviour or learning.
• Classical conditioning was given by Ivan
Pavlov, a famed Nobel prize winning
physiologist.
11. CLASSICAL CONDITIONING
Pavlov conducted an experiment on a dog to study the relation
between the dog’s salivation & ringing of a bell. When he
presented a piece of meat to the dog, he noticed a great deal of
salivation. He called the food as unconditioned response. During
the second stage, he merely rang the bell, but the dog did not
salivate in response to ringing of the bell. He subsequently
introduced the sound of the bell each time the meat was given to
the dog. Thus, eventually the dog learnt to salivate in response to
the ringing of the bell even when there was no meat. This is how
Pavlov conditioned the dog to respond to a learned stimulus.
12.
13. OPERANT CONDITIONING
Operant conditioning is based on the work of B.F.
Skinner. It is based on the premise that behaviour is a
function of its consequences.
Individuals emit responses that are rewarded & will
not emit responses that are either not rewarded or
are punished. Behaviour is likely to be repeated if
the responses are favourable & it is not likely to be
repeated if the consequeces are unfavourable.
14. OPERANT CONDITIONING
Operant conditioning is a powerful tool for people in the
organisations. Most behaviours in organisations are
learned, controlled & altered by consequences.
Management can use this process to control & influence
the behaviour of employees by manipulating the
reward system. Thus, behavioural consequences that
are rewarding increase the rate of response , while
the aversive consequences decrease the rate of
response.
15. COGNITIVE LEARNING
Cognition refers to an individual’s ideas, thoughts, knowledge, interpretations,
understandings, etc about himself & his environment.
The theory states that when people observe a model performing a behavior
and the consequences of that behavior, they remember the sequence of
events and use this information to guide subsequent behaviors.
16. SOCIAL LEARNING
• Social learning theory is extension of operant
conditioning
• The view that we can learn through both
observation and direct experience is called social
learning
17. SHAPING BEHAVIOUR
In any organisation, managers are concerned
with making then subordinates learn those
behaviours that are most beneficial to the
organisation. When a manager moulds
individuals by guiding their learning, he is
shaping behaviour.
18. SHAPING BEHAVIOUR
THE LAW OF EFFECT:
The operant conditioning is based on the law of effect
propounded by Thorndike. The law states that the
behaviour that has rewarding consequence is likely to be
repeated, whereas the behaviour that leads to negative
consequences tends not to be repeated.
Example : If Employees work hard to achieve organizational
objectives & are directly rewarded with bonus , they will
tend to repeat their efforts when new objectives are set.
19.
20. STRATEGIES OF REINFORCEMENT
Reinforcement may be defined as anything that both
increases the strength of response and tends to
induce repetitions of the behaviour that preceded the
reinforcement.
21.
22. Positive reinforcement is a reward or other desirable
consequence that follows a particular behaviour or activity. Its
used to increase the frequency of action or behaviour.
23.
24. Negative reinforcement takes place when
individuals learn to escape or avoid from unpleasant
consequences.
For example : people learn to drive carefully to avoid
accidents.
25. PUNISHMENT
Punishment is a means of reducing a desired behavior
by introducing a potentially undesirable
consequence. For e.g. salary cuts, termination, loss
of privileges and layoffs.
26. EXTINCTION
Extinction is an effective method of controlling undesirable behaviour. It
is based on the principle that if a response is not reinforced, it will
eventually disappear.
For example : A disruptive employee who fights & is punished by the
supervisor for doing so may continue the disruptions because of the
attention they bring. By ignoring the employee, attention is withheld &
also the motivation for fighting.