Dave Jay S. Manriquez completed a self-assessment of his participation in the Professional Communication class. He rated himself highly in all criteria, scoring a total of 40 out of 40. Manriquez provided examples to support his high ratings, such as always preparing for class by reading materials in advance, never being absent, actively participating in all class discussions and activities like role plays and group works, giving and receiving constructive feedback, and adhering to classroom policies by being respectful and using English.
415. So, You are a Beginning Male Teacher!
This session will focus on the roles of males in the school environment. How are the expectations different from female teachers?
Presenter(s): Brandon Wilson, Trent Mauney
Location: Heritage
415. So, You are a Beginning Male Teacher!
This session will focus on the roles of males in the school environment. How are the expectations different from female teachers?
Presenter(s): Brandon Wilson, Trent Mauney
Location: Heritage
This reflective journal is about English Legal System oral presentation for the first semester in my university' life. Along the preparations, we learn how to use technology to make presentation slide. My group members always spend time together to discuss about the assessment. In this assignment, I have learnt how the statutory interpretation works under the english legal system. I know how crucial and important of english language play part of interpreting the meaning of the context. We done a lot of research from textbook materials and internet. We share our idea and thought to resolve the questions of the topic. Throughout this assignment, my group members and I improved on communication skills.
Aquil Akhtar ID-1601746
Assignment 2A – Reflective Essay
Introduction
In this essay, I will be reflecting on my personal development throughout my time at the university while studying my course computer networking. I will be discussing my performance in various activities that have taken place in the first half of the year, and aim to develop an understanding of how I approach to different situations. Additionally, I will develop an action plan to discuss my goals and how to improve the way I approach certain situations.
Oral Presentation Skills
Firstly, I will be talking about my oral presentation skills. In week 10, I and my group members had to give a group presentation discussing possible solutions to a problem that was presented to us. From this, I discovered that I needed to improve on my confidence in speaking to the audience, this is because I felt that I could have elaborated on what I was saying and felt that my point was not explained effectively. For this reason, in other group presentations I will prepare myself by speaking more and ensuring that my explanation is understood by the audience, rather than simply reading of the PowerPoint slide. This will eventually give me more confidence to engage with the audience as I will be fully prepared and organised.
Written Communication Skills
My written communication skills in the formal report come across clearly and I believe I have done a good job. I have been able to set the report out in a structure which was effective in ensuring a good flow throughout the report. In my report there are simple construction errors in some sentences and grammar problems. The way to improve these are by getting a fellow class member to proof read my work before I submit my work. As looking back to my report and getting feedback it is simple and brief and some content was missing. I should have added more detail in my report and read the assignment brief to see what content I had to add in my report before submitting. I should also have elaborated when talking about various skills in my report.
Team Role Preference (Belbin)
There are many Belbin roles which people can choose to be or when they complete the questionnaire they will get to know what they are. My Belbin role was a chairperson, this means that someone who is in charge and the leader for a group. The evidence of me being a chairperson is when I and my group members had to give a presentation in one of our seminars regarding a problem and how to find many solutions to the problem. In my group I was chosen the role of a chairperson due to my leadership and commitment towards the presentation. When the group activities were taking place in my seminars I was relaxed and had no problem being the chairperson. I am most comfortable when organising my group members for a presentation as I told them what to do a.
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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
- 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
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
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
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
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.
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.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
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
Template for self assessment - Professional Communication 3
1. ASDoherty PC-3, Participation Self-Assessment May 2015
Professional Communication -3
ParticipationSelf-Assessment
Class # 201509 Name: Dave Jay S. Manriquez
Frequently Occasionally Seldom Almost never
Mark 4 3 2 1
Criteria Qualify your mark WITH Examples and Comments
Does pre-reading and
comes to class prepared 4 Every night prior to a Professional Communication Class, I
make sure that I already read the slides that are posted in
Moodle for a particular class, so that I will know what will be
the topic and I can participate during the discussion.
Attends class and is
punctual 4 I do not have any absences. I have one late during the first
class for the reason that I met my doctor on that day.
Contributes thoughts,
ideas, examples in
classroom discussion,
group work, role plays
4 I always participate in class. I always do raise my hands to
give example and ask questions. I also participate during
class activities such as role plays, clickers, and group works.
Gives constructive
feedback to peers in role
play and group activities
4 Yes, I did give a constructive feedback to my classmate in a
role play when we have the mental health class and SBAR.
Engages in role play,
group work, pair-share
with various classmates
not just table mate.
4 I always participate in group activities, for example, when we
did a case study on a mentally ill patient. I also participate in
role plays when we have the mental health class and
communication to children. I portray as a nurse in our group
mini documentary assignment.
2. ASDoherty PC-3, Participation Self-Assessment May 2015
Listens and reflects on
feedback received from
peers and instructor
4 Yes, I did listen to one feedback given by my classmate when
we have our role play by peers on mental health class.
Adheres to and
promotes others to
follow the classroom
agreement
4 Yes, I always adheres to the classroom rules and policy that
was established by our class. Like, I do respect if someone is
already talking. I always raise my hand if I want to answer. I
do not talk to my neighbors during class. I am also telling my
classmates to listen and be quiet.
Uses language
appropriate in the
classroom, respectful of
others, speaks English
4 Inside the room I always speak in English. I always do
observe and be mindful that when I speak my native tongue
that there are people who cannot understand and might get
offended.
Exhibits and practices
active listening skills,
clarifying, validating,
paraphrasing etc during
discussions, group work,
role plays
4 I am always attentive and participate in class discussion. I
always have opinion and sometimes I share it in the class. If I
do not understand something from what is being discussed I
always clarify by asking questions.
Shares classroom
‘airtime’, encourages
other students to
contribute
4 If someone is already talking, I kept quiet and wait for my
turn to participate. I always raise my hand if I want to
participate.
Total 40 / 40 40