This desktop research commissioned by the Higher Education Academy set out to consult with the academic community about which references on assessment and feedback with technology enhancement were most useful to practitioners. While all the recommended publications may be characterised as reputable and the majority were peer-reviewed (67.7%), only a minority provided quantitative data (28.2%), of which relatively few provided appropriate experimental designs or statistical analysis (18.5%). The majority of publications were practitioner-led case studies. The references that were recommended to us are clearly having an impact on current practice and are found valuable by practitioners. The key messages from these sources are consistent and often give detailed and practical guidance for other academics. We found that most of the recommended literature focused on the goals that technology enhancement can enable assessment and feedback to meet and how assessment and feedback can be designed to make best use of the technology.
Apps for teaching and learning: An institutional approachJisc
Here at Manchester Metropolitan University we have recently completed the roll out of an apps for teaching and learning project that is centrally licencing and supporting 5 apps (Vevox, Mentimeter, Kahoot, Padelt and Nearpod) that we believe promote and enhance active learning practices for our students.
To do this we developed a learning activities frame work based on some research we undertook into the types of activities teaching staff were employing in their practice. This framework has allowed us to select a relative small, but we think, well mapped set of tools to enable colleagues to design and deliver a broad range of learning activities in their practice.
By Rod Cullen, Senior lecturer at Manchester Metropolitan University
Rossiter and Biggs (2008) - Development of Online Quizzes to Support Problem-...cilass.slideshare
Presentation given by Dr Diane Rossiter and Dr Catherine Biggs of the Department of Department of Chemical and Process Engineering at the University of Sheffield at the 2008 International Blended Learning Conference (University of Hertfordshire), entitled: "Development of online quizzes to support problem-based learning in chemical engineering"
Apps for teaching and learning: An institutional approachJisc
Here at Manchester Metropolitan University we have recently completed the roll out of an apps for teaching and learning project that is centrally licencing and supporting 5 apps (Vevox, Mentimeter, Kahoot, Padelt and Nearpod) that we believe promote and enhance active learning practices for our students.
To do this we developed a learning activities frame work based on some research we undertook into the types of activities teaching staff were employing in their practice. This framework has allowed us to select a relative small, but we think, well mapped set of tools to enable colleagues to design and deliver a broad range of learning activities in their practice.
By Rod Cullen, Senior lecturer at Manchester Metropolitan University
Rossiter and Biggs (2008) - Development of Online Quizzes to Support Problem-...cilass.slideshare
Presentation given by Dr Diane Rossiter and Dr Catherine Biggs of the Department of Department of Chemical and Process Engineering at the University of Sheffield at the 2008 International Blended Learning Conference (University of Hertfordshire), entitled: "Development of online quizzes to support problem-based learning in chemical engineering"
RALF (Redesigning Assessment and Learning with feedback in the VLEs) ProjectDiogo Casanova
The RALF (Redesigning Assessment and Learning with feedback in the VLEs) project aims at clarifying the role of VLEs in assessment and feedback, understanding students’ perceptions of feedback and how they are being addressed in the VLE and, as importantly, understanding teachers’ perceptions of the constraints they have in their assessment and feedback practice in using the VLE. See further information at https://campuspress.uwl.ac.uk/ralf/
Using Learning Analytics to Assess Innovation & Improve Student Achievement John Whitmer, Ed.D.
Presentation about Learning Analytics for JISC network event; discussion of research findings and implications for individual and institutions considering a Learning Analytics project. Also discuss implications for my work with Blackboard on "Platform Analytics."
Land of The Learning Giants: The Rise of MOOCsEamon Costello
Massive Open Online Courses (MOOCs) have been heralded and decried in something of equal measure over the last four years. Their ultimate purpose and the effect they are having are still uncertain but given the level of maturity that has now reached we ought now to be able to attempt to answer some questions of this phenomenon. Following an overview of key issues for educational research on the topic of MOOCs this paper presents findings from studies we have conducted into
* Representations of MOOCs in the Irish Print Media: What are the narratives, who is telling it and why?
* Quality of education in MOOCs in particular regarding online testing
* The strategic drivers for higher education institutions in Ireland to develop MOOCs
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
A reflection on where we are with learning analytics as a new multi-discipline research area. Reflections from the Learning Analytics Conference 2013 with respect to Assessment.
RALF (Redesigning Assessment and Learning with feedback in the VLEs) ProjectDiogo Casanova
The RALF (Redesigning Assessment and Learning with feedback in the VLEs) project aims at clarifying the role of VLEs in assessment and feedback, understanding students’ perceptions of feedback and how they are being addressed in the VLE and, as importantly, understanding teachers’ perceptions of the constraints they have in their assessment and feedback practice in using the VLE. See further information at https://campuspress.uwl.ac.uk/ralf/
Using Learning Analytics to Assess Innovation & Improve Student Achievement John Whitmer, Ed.D.
Presentation about Learning Analytics for JISC network event; discussion of research findings and implications for individual and institutions considering a Learning Analytics project. Also discuss implications for my work with Blackboard on "Platform Analytics."
Land of The Learning Giants: The Rise of MOOCsEamon Costello
Massive Open Online Courses (MOOCs) have been heralded and decried in something of equal measure over the last four years. Their ultimate purpose and the effect they are having are still uncertain but given the level of maturity that has now reached we ought now to be able to attempt to answer some questions of this phenomenon. Following an overview of key issues for educational research on the topic of MOOCs this paper presents findings from studies we have conducted into
* Representations of MOOCs in the Irish Print Media: What are the narratives, who is telling it and why?
* Quality of education in MOOCs in particular regarding online testing
* The strategic drivers for higher education institutions in Ireland to develop MOOCs
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
A reflection on where we are with learning analytics as a new multi-discipline research area. Reflections from the Learning Analytics Conference 2013 with respect to Assessment.
OpenEssayist: Feedback and moving forward with draft essaysDenise Whitelock
The presentation assists users when submitting draft essays for analysis by OpenEssayist to make full use of the feedback in order to draft another version of their essay.
Designing and testing visual representations of draft essays for Higher Educa...Denise Whitelock
This presentation reports the findings of an empirical investigation which set out to test a set of rainbow exercises. The rainbow diagrams are pictorial representations of formal graphs that are derived automatically from student essays. They were designed to allow students to discover how key concepts in a well written essay are connected together. The students would then be able to compare a rainbow diagram of their own essay with a good essay and make changes to it before submission to their tutor. A trial was undertaken with academics, teaching and learning staff, doctoral students at The Open University of Catalonia and the Open University UK, before implementation into the web application known as OpenEssayist.
The challenges of Assessment and Feedback: findings from an HEA projectDenise Whitelock
The challenges of Assessment and Feedback: findings from an HEA project – Denise Whitelock (IET)
This project was undertaken by IET and colleagues from the University of Southampton and is just producing its final report. The project's aim was to produce a synthesis of evidence based research which throws light on the progress made in the practice of Assessment and Feedback in H.E. This presentation will highlight findings with respect to authentic assessment, e-portfolios, peer assessment, feedback for language learning and Advice for Action.
CHALLENGES OF ENGAGING STUDENTS THROUGH VIRTUAL LEARNING ENVIRONMENTS. A NEW ...Andy Lima
Presentation given for the 13th Conference on Social Science at University of Vienna, October 6th/7th.
Paper published on the EUROPEAN JOURNAL OF SOCIAL SCIENCES EDUCATION AND RESEARCH September-December 2017, Volume 11, Nr. 2, pg 39-51
“Many Universities manage billions in research funding, but there is usually no R&D budget for their own product, namely delivering education to willing buyers” (Michael Stanton, 2014) Education are missing on an explosive growth sector: Their Own. (Harvard Business Review)
Education has undoubtedly been commoditised and as a good. As suggested by American entrepreneur Peter Theil (Cited in Hellweg, 2013), it may function as both learning and insurance access platform.
Another aspect of HE is that, in contrast to most other industries that have faced disruption, the top 10 providers are still the same for the last 40 decades or so. The question is how much longer will they be there? Not even Coursera’s founder Daphne Koller could anticipate the scale and impact of the MOOCs.
Udacity, Coursera and edX, aka ‘The Big Three’ have crossed the barrier of 40 million active students. What does it mean for traditional universities? MIT’s president Raphael Reif struggles to see how his institution can carry on justifying charging $50,0000 for tuition much longer and that is a big problem not only for them for many other universities that are starting to see their numbers dwindling.
This paper is the first in a series of five papers looking at the future of higher education and learning
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
This paper summarises recent findings from UCISA case study and survey research on the pace of change in the institutional adoption of technology enhanced learning tools across the UK higher education sector, and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The paper discusses the impact these technological developments are having on the delivery of campus-based courses – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a presentation of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students.
Research in Distance Learning: from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Stylianos Hatzipanagos, King's Institute of
Learning and Teaching, King's College London
Using Activity theory to study the factors influencing the sustained adoption of e-portfolio curricula by secondary school Visual arts educators in South Africa.
Latest Trends in Standards and Benchmarking for Technology Enhanced Learning:...Charles Darwin University
As TEQSA ramps-up its interest in how higher education institutions are mediating a level of quality in online courses, it is timely for our institutions to understand what options they have at their disposal to help meet, what will eventually become, obligatory reporting. This will predictably involve being able to provide evidence of quality processes across three levels; the unit/course level, the course/program level and at an institutional level. To help an institution establish, or initiate practices to assist them in meeting these requirements, there are a number of existing and emerging tools that are now being used and trialled within the sector. There are also a number of professional bodies who are really keen to get involved in this space, mainly as a way of supporting their members and member institutions.
This presentation will present a systematic review of the literature and a sector scan of the current tools and methodologies being used by a range of institutions and professional bodies. It will also provide some insights into what tools are emerging in this space. To support, or augment these tools and methodologies, there are also a range of support, or scaffolding activities institutions can, or have been be involved in, as they seek to support their internal quality improvement practices.
Examples of current practices will be drawn on to illustrate the main points in this presentation along with a brief report on the most recent ACODE Inter-institutional Benchmarking Summit, held in June 2018 at Griffith University. At this event 25 Australasian Institutions undertook a rigorous benchmarking activity using some or all of the eight benchmarks focusing on technology enhanced learning and teaching.
In conclusion this presentation will challenge institutions to take seriously their mandate to provide their students with learning environments that meet the highest possible quality, particularly now in a higher education setting that will come under increased scrutiny by regulatory bodies. More importantly, it will reflect on what the potential implications are for institutions in moderating their learning management and associated systems.
Should feedback be at the centre of Personalised Learning?Denise Whitelock
Should feedback be at the centre of Personalised Learning?
The advent of e-Learning has prompted the development of web-based learning systems, recognising there is no fixed learning pathway that will be appropriate for all learners. However, most learning platforms with personalised learning sequencing rely on a learner’s preferences.
However if we want students to be able to learn to make reliable judgements about their learning and to identify any further support they require to meet their learning goals, then personalised automatic feedback should play an important role. This presentation explores the role that technology enhanced feedback can play in the pursuit of a personalised learning agenda.
References
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015). Feedback on academic essay writing through pre-emptive hints: Moving towards ‘advice for action’. Winner of Best Research Paper Award. Special Issue of European Journal of Open, Distance and E-Learning, Best of EDEN RW8, 8th EDEN Research Workshop (eds. U. Bernath and A. Szucs). Published by European Distance and E-Learning Network, 1-15. ISSN 1027 5207
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015). OpenEssayist: A supply and demand learning analytics tool for drafting academic essays. The 5th International Learning Analytics and Knowledge (LAK) Conference, Poughkeepsie, New York, USA. 16-20 March 2015. ISBN 978-1-4503-3417-4
Technology Enhanced Assessment: Do we have a wolf in sheep's clothing?Denise Whitelock
Technology Enhanced Assessment: Do we have a wolf in sheep’s clothing?
A sea change in assessment, precipitated by both researchers and practitioners alike, was crystallised by a statement issued by the Assessment Reform Group, who have rejected the notion of Assessment that foregrounds cognitive ability tests that are valued for their predicted validity (Broadfoot, Daugherty, Gardner, Harlen, James & Stobart, 2002). The ARG set out to promote better alignment between teaching, learning & assessment and endorsed the term ‘Assessment for Learning’. This presentation explores the role that technology enhanced assessment can play in encouraging the assessment for learning agenda. It presents a number of cases of peer, self and computer assessments that display a range of characteristics for the next generation of assessment tasks.
The discussion of the cases reveals a missing characteristic, which is a form of feedback to the students that will take their learning forward which I refer to as “Advice for Action” (Whitelock, 2011). Recent developments in automatic feedback systems for essay writing (Whitelock, Twiner, Richardson, Field & Pulman, 2015a and 2015b) will be presented and the role of visualisations and socio-emotive feedback in conveying meaningful feedback will also be discussed.
Since any feedback that is not understood or cannot be acted upon is likely to be ignored it will not facilitate learner improvement or confidence. This will always be a challenge – but how can technology enhanced assessment pursue this agenda?
References
Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M. & Stobart, G. (2002). Assessment for learning: 10 principles, Research-based principles to guide classroom practice. London: Assessment Reform Group. Retrieved 4 April 2017, from http://sunnyspelles.co.uk/Pedagogy%20Resources/A4L/10principles.pdf
Whitelock, D. (2011). Activating Assessment for Learning: are we on the way with Web 2.0? In M.J.W. Lee & C. McLoughlin (Eds.) Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary Teaching. IGI Global. 319-342.
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015a). Feedback on academic essay writing through pre-emptive hints: Moving towards ‘advice for action’. Winner of Best Research Paper Award. Special Issue of European Journal of Open, Distance and E-Learning, Best of EDEN RW8, 8th EDEN Research Workshop (eds. U. Bernath and A. Szucs). Published by European Distance and E-Learning Network, 1-15. ISSN 1027 5207
Whitelock, D., Twiner, A., Richardson, J.T.E., Field, D. & Pulman, S. (2015b). OpenEssayist: A supply and demand learning analytics tool for drafting academic essays. The 5th International Learning Analytics and Knowledge (LAK) Conference, Poughkeepsie, New York, USA. 16-20 March 2015. ISBN 978-1-4503-3417-4
Who has the crystal ball for moving forward with Digital Assessment?Denise Whitelock
Who has the crystal ball for moving forward with Digital Assessment?
Digital assessment is an evolving construct used in education to enrich, inform and complement the teaching process. Using automatic feedback however, has been under-utilised and under-valued throughout this process and further highlighted with the introduction of electronic teaching and assessments.
This presentation will discuss the issues raised by teachers and students in this arena. It will provide exemplars of how their concerns are currently being addressed by both researchers and software developers in order to support educator feedback to students. Finally, the issue of potential disrupters will be raised which moves us into the realm of crystal ball gazing.
Keynote address presented at WISEflow Conference, Brunel University
Good pedagogical practice driving learning analytics: OpenMentor, Open Commen...Denise Whitelock
OpenMentor, Open Comment are two systems that provide immediate feedback to tutors and students about their learning and support of learning. All these systems were built on the formalisation of sound pedagogical practice. SAFeSEA is a new EPSRC funded project with Oxford University investigating summarisation techniques to give feedback on draft essays.
Academics' Understanding of Authentic AssessmentDenise Whitelock
This paper reports on a project undertaken at The Open University which set out to explore academics’ notion and practice of authentic assessment through the exploration of the following research objectives:
1. To understand what is meant by authentic assessment in the literature by examining a set of examples of authentic assessments.
2. To construct a questionnaire which could be used by Open University academics to explore their understanding of authentic assessment.
3. To investigate through means of a questionnaire the types of assessment academics were currently undertaking and whether they fitted into a broad definition of authentic assessment.
The findings from the electronic survey suggest that Open University academics are on the way to designing meaningful assessments for their students. Although many of the courses were employing assessment tasks that could be considered as ‘authentic’, only 25% of the academics had heard of the terms ‘authentic learning’ and ‘authentic assessment’, which is a low response compared with ‘learning design’. However, there has been a well publicised Learning Design initiative taking place across the University.
Technology Enhanced Activities for Learning Science for Children in Hospital ...Denise Whitelock
This research set out to construct a Roadmap for the role that technology can play in the teaching of science to chronically ill children. The modus operandi employed for this study was adapted from Gordon & Glenn's (2003) range of roadmap methodologies.
Supporting Science Studies for children with long term health problems using ...Denise Whitelock
Children with long term health problems cannot always maintain their schooling and keep up with the curriculum (Prevatt et al., 2000; McDougall et al., 2004). They also spend prolonged periods in hospital where access to science teaching is very limited (Sobrino, Lizasoain & Ochoa, 2001). In order to address this problem, the Nefreduca project was designed to develop a short science curriculum for children in Spain with chronic kidney disease. The Nefreduca project was designed to develop a series of open source science inquiry based web learning materials for children with chronic kidney disease. In this paper the learning design strategies employed to build the Nefreduca platform are described , together with how the students’ conceptions of the Kidney’s role in the nutrition process were extended whilst trialling the Nefreduca materials. The students’ notions of the kidney also changed after using the Nefreduca programme. Their answers illustrated a deeper understanding of the urine production process, it’s constituency; and its connection to the blood filtration that occurs in the kidney. These findings suggest that the Nefreduca activities could serve as appropriate teaching material for scaffolding the students’ mental models of the kidney.
Synthesis Report onAssessment and Feedback with Technology Enhancement (SRAFTE)Denise Whitelock
Presentation of key findings from Synthesis Report on Assessment and Feedback with Technology Enhancement (SRAFTE) project conducted for the HEA by University of Southampton and The Open University.
This presentation models the feedback teachers give to students who are using an interactive computer tutorial (Nefreduca) to help them understand key biological concepts related to the kidney. Nefreduca consists of a series of open source science inquiry based web learning materials targeted at children with chronic kidney disease. It utilises a scenario based approach drawing on the work of Lijnse (1995) and Buty, Tiberghien & Le Marechal (2004). The hospital teachers who assisted the children with their use of Nefreduca reported learning gains with the system but there is no automatic feedback for autonomous learning with Nefreduca when children are unsupported by a teacher. An ethnographic approach was adopted to then understand how teachers provided feedback to the students in order to devise a model of supportive feedback to the chronically ill students, which can be implemented in the next version of Nefreduca.
Framing Feedback for Formative Assessment, Denise WhitelockDenise Whitelock
Presentation given to formative e-assessment project group at the Institute of Education, 3rd July 2008. Synopsis of projects at The Open University, UK.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
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
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!
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
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
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
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Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
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
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Technology-Enhanced Assessment and Feedback: How is evidence-based literature informing practice?
1. Technology-Enhanced Assessment and Feedback: How is evidence-based literature informing practice? Denise Whitelock 1 , Lester Gilbert 2 , and Veronica Gale 2 1 Institute of Educational Technology, The Open University, UK 2 Learning Societies Lab in the School of Electronics and Computing Sciences, University of Southampton [email_address] DMW - CAA 2011 - July 2011
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3. I hate marking but want the tasks and feedback to assist student learning DMW - CAA 2011 - July 2011
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6. Categories of evidence used DMW - CAA 2011 - July 2011 Category Description 1a Peer reviewed generalizable study providing effect size estimates and which includes (i) some form of control group or treatment (may involve participants acting as their own control, such as before and after), and / or (ii) blind or preferably double-blind protocol. 1b Peer reviewed generalizable study providing effect size estimates, or sufficient information to allow estimates of effect size. 2 Peer reviewed ‘generalizable’ study providing quantified evidence (counts, percentages, etc) short of allowing estimates of effect sizes. 3 Peer-reviewed study. 4 Other reputable study providing guidance.
7. Number of references recommended in each evidence category DMW - CAA 2011 - July 2011 Evidence category Number of references recommended (a) Cumulative % 1a 15 12.1% 1b 8 18.5% 2 12 28.2% 3 49 67.7% 4 40 100.00% Total 124
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10. CAP peer assessment system, BSc. Network Management & Security (Intl.), Glamorgan, Phil Davies DMW - CAA 2011 - July 2011
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12. Authentic assessments :e-portfolios Electronic NVQ portfolio cover contents page, OCR IT Practitioner, EAIHFE, Robert Wilsdon DMW - CAA 2011 - July 2011
14. Building e-portfolios on a chef’s course food preparation for e-portfolio, Modern Apprenticeship in Hospitality and Catering, West Suffolk College, Mike Mulvihill Evidence of food preparation skill for e-portfolio, Modern Apprenticeship in Hospitality and Catering, West Suffolk College, Mike Mulvihill DMW - CAA 2011 - July 2011
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16. MCQs: Variation on a theme (1) The question is an example of a COLA assessment used at the Reid Kerr College, Paisley. It is a Multiple response Question used in one of their modules. The question was developed using Questionmark Perception at the University of Dundee. It is part a set of formative assessment for medical students. DMW - CAA 2011 - July 2011
17. MCQs: Variation on a theme (2) Example of LAPT Certainty-Based Marking, UK cabinet ministers demo exercise showing feedback, University College, Tony Gardner-Medwin Drug Chart Errors and Omissions, Medicines Administration Assessment, Chesterfield Royal Hospital DMW - CAA 2011 - July 2011
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28. Elliott’s characteristics of Assessment 2.0 activities A d v i c e f o r A c t i o n DMW - CAA 2011 - July 2011 Characteristics Descriptor Authentic Involving real-world knowledge and skills Personalised Tailored to the knowledge, skills and interests of each student Negotiated Agreed between the learner and the teacher Engaging Involving the personal interests of the students Recognise existing skills Willing to accredit the student’s existing work Deep Assessing deep knowledge – not memorization Problem oriented Original tasks requiring genuine problem solving skills Collaboratively produced Produced in partnership with fellow students Peer and self assessed Involving self reflection and peer review Tool supported Encouraging the use of ICT