This document discusses stress management in the context of supervision. It defines stress and identifies common stressors like work load, people, mind, and body stressors. It then discusses the impact of supervision, distinguishing between eustress (positive stress) and distress (negative stress). Good supervision helps maintain eustress by guiding employees, while bad supervision causes distress through behaviors like being absent, overly controlling, or abusive. The document provides tips for coping with different types of difficult supervisors and improving relationships by showing respect, communicating issues, and suggesting solutions. Overall, it emphasizes the importance of managing relationships with supervisors for career success.
Stress & Burnout Presentation April 2014Emma Hamel
A stress and burnout presentation which gives the signs of both and tools to deal with each. For more information contact Emma on emma@time2beme.co.za.
Stress & Burnout Presentation April 2014Emma Hamel
A stress and burnout presentation which gives the signs of both and tools to deal with each. For more information contact Emma on emma@time2beme.co.za.
Burnout occurs when the demands and stress placed on us exceed our physical and mental abilities to deal with them. We deprive ourselves out of the rest we need because we assume we can push past our breaking points. The bad news is, this is happening more frequently.
No matter how well we know mathematics, we will never master the classroom before mastering both ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey's world-renowned habits for professional effectiveness directly to our roles as teachers and to student-teacher relationships in the classroom.
Explore how chronic conditions can cause a traumatizing loss of a sense of independence, hope or self and how to use CPT tools to help people accept what is and still live a rich and meaningful life
ADD/ADHD makes life challenging, both for the person struggling with the problem, and family members. Because of its genetic basis, it is frequently found in several members of a family. It may co-occur with depression, anxiety or bipolar disorder, making diagnosis and treatment complex. However, it need not stop people from having happy and successful lives. Our speakers will discuss symptoms of ADD/ADHD in children and adults and frequently used medication and behavioral therapies. Coping mechanisms for the parents and sibs of ADD children and partners of ADD adults will be reviewed.
Attitudinal change for improved productivityFaakor Agyekum
The training focuses on improving employee attitude at the workplace. It identifies good and bad workplace attitudes, explores how attitudes are formed and/or influenced and proposes measures to personally address your own bad attitude or address that of colleagues at work.
Burnout occurs when the demands and stress placed on us exceed our physical and mental abilities to deal with them. We deprive ourselves out of the rest we need because we assume we can push past our breaking points. The bad news is, this is happening more frequently.
No matter how well we know mathematics, we will never master the classroom before mastering both ourselves and our relationships with students. During this interactive workshop, we adapt Stephen Covey's world-renowned habits for professional effectiveness directly to our roles as teachers and to student-teacher relationships in the classroom.
Explore how chronic conditions can cause a traumatizing loss of a sense of independence, hope or self and how to use CPT tools to help people accept what is and still live a rich and meaningful life
ADD/ADHD makes life challenging, both for the person struggling with the problem, and family members. Because of its genetic basis, it is frequently found in several members of a family. It may co-occur with depression, anxiety or bipolar disorder, making diagnosis and treatment complex. However, it need not stop people from having happy and successful lives. Our speakers will discuss symptoms of ADD/ADHD in children and adults and frequently used medication and behavioral therapies. Coping mechanisms for the parents and sibs of ADD children and partners of ADD adults will be reviewed.
Attitudinal change for improved productivityFaakor Agyekum
The training focuses on improving employee attitude at the workplace. It identifies good and bad workplace attitudes, explores how attitudes are formed and/or influenced and proposes measures to personally address your own bad attitude or address that of colleagues at work.
An able supervisor can make or break the performance of a team. A herd of sheep lead by a lion wins, while a pride of lions lead by a sheep fails. The management has to invest in developing their supervisors to excel in their managerial skills. This presentation lists the skills that are required to excel as a supervisor.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
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.
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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
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Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- 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
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
- 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
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
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
2. What is Stress? Stress is your mind and body’sresponse or reaction to a real or imaginedthreat, event or change.
3. What are your stressors? Work Load Stressors People Stressors Mind Stressors Body Stressors
4. Work Load Stressors Always too much work; never able to relax Excessive workload; over-lapping deadlines Tedious or meaningless tasks. Unreasonable performance demands One or two difficult tasks take all my time; no time left for anything else
5. Work Load Stressors Seems like I have a lot more work than my colleagues I have to work harder than my colleagues and to get the same results Efforts often seem for nothing – Don’t get satisfying results My stress is complicated by commitments I can’t get out of!
6. People Stressors Distant, uncommunicative supervisors. Poor performance from subordinates. Office politics, competition, and other conflicts among staff. Bullying or harassment. Problems caused by excessive time away from family. Conflicting job demands. Multiple supervisors.
7. Mind Stressors Worry about what people think? No time to think, always having to do Tendency to get too worked up when under pressure or in a crisis Tendency to get down, dwell on how bad things are
8. Body Stressors Insufficient sleep Frequent colds, sickness Negative effects from caffeine, nicotine, etc. Uncomfortable chair, poor posture, excessive time hunched over desk or computer.
9. Body Stressors Eye Strain(small fonts, poor lighting, computer screen overload) Inadequate nutrition, missed meals, reliance on junk food Lack of exercise Aversive environment
12. Recognize what You can change Can you change your stressors by avoiding or eliminating the source? Can you reduce their intensity? (manage them over time instead of immediately) Can you shorten your exposure to stress? (take a break, leave) Can you devote the time necessary to make a change?
13. Build your physical reserve Exercise or Jogging Eat well-balanced, nutritious meals Avoid nicotine, excessive caffeine and other stimulants Mix leisure with work. Take breaks and get away Get enough sleep. Be consistent with your sleep schedule
14. Maintain your emotional reserves Develop mutually supportive friendships/relationships. Pursue realistic goals which are meaningful to you, rather than goals other have for you that you do not share. Expect some frustrations, failures and sorrows. Always be kind and gentle with yourself – be a friend to yourself.
15. Eliminating stress from environment Improve your air quality Adjust lightning intensity Manage decoration and tidiness Eliminate noise Maintain personal space Breathing and meditation Focusing on object / sound Imagery
16. Personal Improvements Personal improvements you consider necessary to manage your stress factors Personally handling your stressors and improving yourself is enough to eliminate it? Might be possible for Mind and Body stressors But Work and People stressors are mainly caused due to reasons not in your control
17. Supervision Supervision is the supervisor’scontrolling behaviortowards the work or task being done by his/her subordinate.
18. Controlling Behavior EUSTRESS Eustress or ‘positive’ stress occurs when your level of stress is high enough to motivate you to move into action to get things accomplished. DISTRESS Distress or ‘negative’ stress occurs when your level of stress is either too high or too low and your body and/or mind begin to respond negatively to the stressors.
19. Impact of supervision on stressors Good supervision helps maintain eustress, which motivates employee to work efficiently. Bad supervision causes distress, which raises conflict in supervisor/subordinate relationship eventually results disruption in work.
20. Good supervision A good supervisor maintains a good relationship with his/her subordinates. A supervisor’s job is not to control you, but to guide you and your peers to do the best possible work that helps whole organization to benefit & fulfill its purpose.
21. Good supervision A supervisor’s job is different than of his/her subordinates task or assignments. A good supervisor coaches you, notices when you have done well, identifies you to be an integral part, and motivates you to do even better.
22. Good supervision:Your responsibility Value Gain knowledge Communicate Be a friend or a son Manage your negative reactions Rid yourself of destructive thoughts Be honest Hard times behavior Think it through Introduce the topic Ask for some feedback Practice the rules of fair fighting Listen more than talk
23. Bad supervision A ‘difficult’ supervisor impose unrealistic ideals which makes the work more demanding. A ‘difficult’ supervisor can either be a hands off (absentee manager) when you need regular direction in work, OR can be hands on (ever-present manager) when you need strong autonomy in work (self-government)
24. Bad supervision:‘Difficult’ or ‘Hard’ supervisor The weak supervisor The political supervisor The black and white supervisor The obsessive micro-supervisor The invisible supervisor The task master The nasty supervisor The bullying supervisor
25. The Weak Supervisor Characteristics Aggressively avoids taking risks He’s vague – not clearly understood or felt May also be ill-trained, and lacking management skills He won’t stand up for you How to cope with? Work around him Give yourself the feedback you need Only talk to him on critical issues and to the point
26. The Political Supervisor Characteristics Ability to portray himself worthy or good Only involve you on issues that serves his agenda He’s sneaky and plays favorites Doesn’t sympathize with you in any way How to cope with? Support his need of recognition on strategic tasks Focus your own efforts on ‘high value’ tasks Don’t trust to consider your interests
27. The Black & White Supervisor Characteristics Doesn’t get it, may be because he is very concrete Doesn’t understand slight difference in meaning, context, logic, or high-level ideas How to cope with? Ignore his intellectual deficiency Shape communications to his needs Maintain fact-oriented discussion rather than arguments based on ideas
28. The Obsessive Micro-Supervisor Characteristics Severe trust issues; just like a trusting a ten year old to drive a car No matter how much detail you give him, how many time redo a piece of work, it’s still not right Makes you completely de-motivated and lose your sense of confidence and competence How to cope with? Write down the issues you are facing Try taking those issue in account with higher supervision
29. The Invisible Supervisor Characteristics You have no one to go for directions; no idea of the pending task and work load No feedback on the effort you put in He/She may be invisible because of a busy schedule, reluctant to work or an unskilled supervisor How to cope with? Take all possible steps at your end, do the task even if you consider it wrongfully done Try to set standards for your own self, make regular follow-ups on tasks to be completed
30. The Task Master Characteristics He/She doesn’t have a life and doesn’t expect you to either You’re loaded with work but he/she keeps giving more His/Her time-lines are ridiculous So focused on getting the work done that he/she isn’t aware of the impact of his/her behavior How to cope with? Create your own realistic standards Don’t be apologetic for creating work-life balance
31. The Nasty Supervisor Characteristics Ruthless and enjoys you moving around twisted in discomfort Apparently so task-focused that he is blind to see how his behavior makes you feel How to cope with? You face him directly, if he apologizes, then try to accommodate and cooperate for the work benefit
32. Good vs. Bad Supervision It is a joy to work with a supervisor who is understanding, caring, and supportive. Such association adds to the pleasure of pursuing a career, not just working for a steady paycheck. The situation is not always constructive. Adverse feelings arises when supervisors lack feedback, clear guidelines and expectation, recognition or trust.
33. Good vs. Bad Supervision No matter how bad the situation be, try to: Speak with him, about the behavior in case if he/she is unaware of Avoid judgments about his/her personality If you love your job and enjoy the people you are working then just ignore your supervisor “Smile and the world will smile with you.” Try to find a mentor or co-worker who can improve your psychological potential
34. Bad Supervision:Improve your relationship Show respect Don’t be afraid of your boss Do your best Give honest feedback Don’t try to hide problems Break important news fast Maintain your boundaries Manage your anger Embrace your strengths Face your shortcomings Say thanks for recognition Ask for more information Suggest a solution, new ideas Respond to criticism Be positive Be able to joke around
35. Golden Words(Final Thought) It’s nice to imagine that success of your career rests upon your basic competence at doing your job, but that’s only half the picture Raises, promotions, and other perks depend directly on how well you can manage your supervisor Marinating a healthy relationship builds a personal rapport and he/she will keep your best interest in mind