Learning Objectives. 🛠Understand sociotechnical systems complexities of a construction work system 🛠Understand different sectors, delivery systems, and cultures 🛠Understand project and industry supply chain and work system complexities
Learning Objectives. Upon completion of this program the successful student will have a comprehensive overview in the field of holistic nutrition, it includes the use of whole, nutrient-dense foods, natural source supplements, and sustainable lifestyle modifications, devising menu plans; as it relates to whole food nutrition, applied science, the body-mind-spirit connection, the ecology as it relates to environmental health and nutritional criteria. - Graduates gain competence to educate, guide, and support clients to achieve optimal health and productivity; to empower themselves, clients and communities. - Course work fosters competence in understanding the vital role of holistic nutrition. - Case study field work and practical sessions provide hands on practice to apply material learned and implement individualized health supportive protocols to demonstrate competency. - Elective practical topics are also available to provide comprehensive knowledge of the Holistic Industry, e.g. use of essential oils, whole food preparations, etc. - Emphasis is on both academic and case based learning to render a quality and well-rounded comprehensive Program. All Program features are designed to reinforce and enhance each other for an enriching learning experience Methods of Evaluation: Students are evaluated within each of the 18 courses of the program, which may include a combination of a quizzes, tests, presentations and /or research project. At the end of the program students must submit the required case studies and write a cumulative exam set by the Academic Director. It includes true/false, multiple choice, short answer essay questions, and two written case studies.
Learning Objectives. The Significance of Agreement The core of a legal contract is the agreement between the parties. This is not a necessary ingredient; in Communist nations, contracts were (or are, in the few remaining Communist countries) routinely negotiated between parties who had the terms imposed on them. But in the West, and especially in the United States, agreement is of the essence. That is not merely a matter of convenience; it is at the heart of our philosophical and psychological beliefs. As the great student of contract law Xxxxxx Xxxxxxxxx put it, “It was a consequence of the emphasis laid on the ego and the individual will that the formation of a contract should seem impossible unless the xxxxx of the parties concurred. Accordingly we find at the end of the eighteenth century, and the beginning of the nineteenth century, the prevalent idea that there must be a “meeting of the minds” (a new phrase) in order to form a contract.”Xxxxxx Xxxxxxxxx, “Freedom of Contract,” Cornell Law Quarterly 6 (1921), 365. Although agreements may take any form, including unspoken conduct between the parties, they are usually structured in terms of an offer and an acceptance.Uniform Commercial Code, Section 2-204(1). These two components will be the focus of our discussion. Note, however, that not every agreement, in the broadest sense of the word, need consist of an offer and an acceptance, and that it is entirely possible, therefore, for two persons to reach agreement without forming a contract. For example, people may agree that the weather is pleasant or that it would be preferable to go out for Chinese food rather than to see a foreign film; in neither case has a contract been formed. One of the major functions of the law of contracts is to sort out those agreements that are legally binding—those that are contracts—from those that are not. The Objective Test In interpreting agreements, courts generally apply an objective standard1 (outwardly, as an observer would interpret; not subjectively). The Restatement (Second) of Contracts defines agreement as a “manifestation of mutual assent by two or more persons to one another.”Uniform Commercial Code, Section 3. The Uniform Commercial Code defines agreement as “the bargain of the parties in fact as found in their language or by implication from other circumstances including course of dealing or usage of trade or course of performance.”Uniform Commercial Code, Section 1-201(3). The critical question is what the parties said or did, ...
Learning Objectives. General Definition of Acceptance To result in a legally binding contract, an offer must be accepted by the offeree. Just as the law helps define and shape an offer and its duration, so the law governs the nature and manner of acceptance10. The Restatement defines acceptance of an offer as “a manifestation of assent to the terms thereof made by the offeree in a manner invited or required by the offer.”Restatement (Second) of Contracts, Section 24.The assent may be either by the making of a mutual promise or by performance or partial performance. If there is doubt about whether the offer requests a return promise or a return act, the Restatement, Section 32, provides that the offeree may accept with either a promise or performance. The Uniform Commercial Code (UCC) also adopts this view; under Section 2-206(1)(a), “an offer to make a contract shall be construed as inviting acceptance in any manner and by any medium reasonable in the circumstances” unless the offer unambiguously requires a certain mode of acceptance. Who May Accept?
Learning Objectives. Describe the role a pharmacist can fill in the hospital discharge process Identify characteristics that put a patient at high risk for unplanned readmission Self Assessment Questions: Which responsibility is most appropriate to be performed by a discharge pharmacist? A Fax the discharge summary to the primary care physician B: Perform medication reconciliation at dicharge C: Arrange for appropriate outpatient follow up D: Coordinate patient transportation Which of the following is a risk factor for unplanned readmissions? A Errors on medication reconciliation B Counseling a patient on new medications C Scheduling outpatient appointments D Allowing the patient to set up their own transportation Q1 Answer: B Q2 Answer: A REDEFINING REFEEDING SYNDROME IN BURN PATIENTS Xxxxxxx X. Xxxx, PharmD*; Xxxx X. Xxxxxxxx, PharmD, BCNSP, FCCP; Xxxx X. Xxxxx, PharmD, BCPS, BCCCP; Xxxx X. Xxxxxx, PharmD, FCCP; Xxxxxx X. Xxxxxx, PharmD, BCPS, BCCCP; Xxxxxxx X. Xxxxxxx, PharmD, BCPS, BCCCP; Xxxx X. Xxxxxxx, PharmD, BCPS, BCCCP Eskenazi Health,720 Xxxxxxxx Xxxxxx,Xxxxxxxxxxxx,XX,00000 xxxxxxx.xxxx@xxxxxxxxxxxxxx.xxx Purpose: Refeeding syndrome describes metabolic changes, including fluid shifts and fluctuations in glucose, protein, and electrolytes, when initiating nutrition. Refeeding hypophosphatemia, however, describes phosphorus depletion upon nutrition initiation. The objective of this study is to classify electrolyte deficiencies in burn patients as either refeeding syndrome or refeeding hypophosphatemia and to define risk factors for each. Methods: This retrospective chart review includes adult burn patients admitted from 10/1/16 to 8/31/17 with at least a day length of stay. The primary outcome is to assess and classify electrolyte deficiencies including hypophosphatemia, hypokalemia, and hypomagnesemia. Refeeding syndrome is defined as deficiencies in all three electrolytes at any point, with refeeding hypophosphatemia defined as isolated hypophosphatemia.Preliminary Results: Data collection is on-going with 20 patients reviewed. On Day 0, patients had average potassium, magnesium, and phosphorus levels within normal ranges. Median (IQR) nadir potassium and magnesium levels were within xxxxx ranges. Nadir phosphorus was markedly low [1.8 mg/dL (1.4-2.8), range 1-6.4]. By Day 7, all levels had returned to normal. Overall, 10 patients were classified as refeeding hypophosphatemia, 4 met refeeding criteria and 6 had neither deficiency. The median (IQR) total body surfac...
Learning Objectives. (Identify three objectives that the student should accomplish during the internship or practicum. The objectives should indicate skills/knowledge that are specific, measurable, realistic, and achievable. The purpose is to show what portions of the student’s discipline will be incorporated into the internship or practicum.)
Learning Objectives. Describe what YOU intend to learn through this internship experience. Be specific in identifying your PERSONAL learning goals for the semester, i.e., improving your communication skills, gaining experience, exploring possible career fields, etc.
Learning Objectives. The specific goals toward which the Trainee’s efforts are directed are as follows:
Learning Objectives. The purpose of your internship for academic credit is to help you better understand the theories, ideas, and practices of your discipline or major by actively engaging in a hands-on, work-based, learning experience. Your learning objectives are your learning targets, what you want to learn, and be able to do by the end of your experience. First write your general area of learning and then write specific learning objectives below.
Learning Objectives. Discuss why increasing age is a cause of increased risk for adverse drugs reactions. Identify medications that may be considered potentially inappropriate in the elderly population as defined by the 2015 American Geriatric Societ Beers Criteria. Self Assessment Questions: Why are elderly patients more susceptible to adverse drug reactions? A Increase in hepatic and renal blood flow B: Decreased first-pass clearance in the liver C: Increase in levels of serum proteins D: Increase in the ratio of lean body weight to body fat Which Beers Criteria medication is correctly matched to the rationale fo EVALUATING THE SAFETY AND EFFICACY OF A NEW PROTOCOL FOR VANCOMYCIN DOSING IN HEMODIALYSIS Xxxxxxxxx X. Xxxxxxx, PharmD*; Xxxxx X. Xxxxxxx, PharmD, BCPS Deaconess Health System,600 Xxxx Xxxxxx,Xxxxxxxxxx,XX,00000 xxxxxxxxx.xxxxxxx@xxxxxxxxx.xxx Purpose: Vancomycin is an antibiotic commonly used for a wide variety of bacterial infections. Although renal function plays a major role in the dosing of vancomycin, guidelines do not exist for vancomycin dosing in patients undergoing hemodialysis. The purpose of this study is to compare the safety and efficacy of a newly implemented dosing protoco for vancomycin in hemodialysis patients to a previously used protocol.Methods: Vancomycin usage data for patients receiving hemodialysis while admitted to the hospital was reviewed. Data from on year prior to implementation of the new dosing protocol and one year after implementation were gathered from the electronic medical record. Information gathered, including vancomycin dosing, serum vancomycin levels, and timing of administration, were used to compare the effectiveness of the updated protocol to the previously used protocol. In addition, reported errors involving vancomycin usage in hemodialysis were gathered from the hospital’s error reporting system to compare the safety of the original protocol to the safety of the new protocol. Patient identifiers have been removed from all data in order to maintain patient confidentiality. Results/Conclusions: Results and conclusions will be presented at the Great Lakes Pharmacy Resident Conference Learning Objectives: Identify common causes of missed doses in patients receiving vancomycin per the hemodialysis protocol. Select a plan of action for a patient with a subtherapeutic or supratherapeutic vancomycin level using the institutiton's vancomycin in hemodialysis protocol. Self Assessment Questions: Which of the following may have co...
