Learning Objectives Sample Clauses

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 classes of the different NNITs and their mechanisms of action. Discuss the efficacy of antidiabetic medications, including NNITs, when being prescribed for type 2 diabetes management. Self Assessment Questions: Which of the following medications and drug classes are paired correctly? A Dapagliflozin and PPAR activator B: Glyburide and DPP-4 inhibitor C: Linagliptin and SGLT2 inhibitor D: Dulaglutide and GLP-1 agonist Which of the following has shown the best overall HbA1c reduction? A Pioglitazone B Metformin Q1 Answer: D Q2 Answer: B IMMUNIZATION RATES OF PATIENTS RECEIVING ANTIRETROVIRAL THERAPY IN A COMMUNITY PHARMACY SETTING Xxxxxxx Xxxxxxx, PharmD*, Xxxxxxxx Xxxxxxxxxx, PharmD, BCPS, BCACP, Xxxxxxx Xxxxxx, Pharm, Xxxxxxx Hamper, PharmD, BCACP, Xxxxxxx Xxxxxx, PharmD Jewel-Osco Pharmacies / University of Illinois at Chicago,6107 X Xxxxxx Xxx,Chciago,IL,60638 xxxxxxx.xxxxxxx@xxxxxxxxx.xxx Purpose: Immunizations are critical in reducing the risks of vaccine- preventable diseases. Several studies have demonstrated that adherence to specific immunization recommendations are low in patients receiving antiretroviral (ARV) therapy; however, limited data exists to describe trends in overall immunization status for this population. The primary objective of this study is to identify patients who have received ARV therapy and the Centers for Disease Control and Prevention (CDC) recommended immunizations at community pharmacies specializing in Human Immunodeficiency Virus (HIV) patien care. The secondary objectives are to determine if the above-identified patients received immunizations at a different healthcare facility, and to determine trends in patient characteristics including age, gender, insurance coverage, and how often therapy has changed.Methods: A retrospective cohort study is being conducted within four grocery store chain pharmacies in Chicago, IL as advanced HIV patient care services were initiated at the selected study sites in 2013. Patients 18 years and older currently on ARV therapy components recommended by the United States Department of Health and Human Services 2017 HIV guidelines were included. Eligible patients were identified using dispensing reports for National Drug Codes of specified ARVs filled at each study location. Baseline characteristics and the CDC recommended immunization histories were recorded. Recommended immunizations include hepatitis B, influenza, pneumococcal, human papilloma virus, and tetanus, diphtheria an...

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. Describe the significance of medication errors and adverse drug events. Identify outcomes of pharmacist involvement in medication reconciliatio Self Assessment Questions: Which of the following is true? A Transitions of care do not include transferring inpatient floors or g B: Medication discrepancies are less common in patients with compl C: A majority of adverse events after discharge are medication relate D: Medication errors earn the US billions of dollars each year. Pharmacist involvement in medication reconciliation has been shown to result in: A Less medication discrepancies identified B Higher rates of hospital readmissions C Reductions in emergency department visits D All of the above Q1 Answer: C Q2 Answer: C IDOC PORT: THE IMPACT OF DRUG COMPLEXITY ON PROSPECTIVE ORDER REVIEW TIME David S. Dakwa, PharmD, MBA* & Bruce W. Chaffee, PharmD, FASHP University of Michigan Health System,1030 Island Drive Court #107,Ann Arbor,MI,48105 davidsd@med.umich.edu Purpose: Many patient care demands require the attention of a pharmacist and a substantial amount of pharmacist time is devoted to prospective order review and verification. Currently, there is no established evidence evaluating how much time could potentially be saved if standardized, low-risk orders were automatically verified, allowing the pharmacist to optimize their time to the most important patient-related activities. The study objective is to quantify the time required to verify medication orders and characterize pharmacist behaviors affiliated with order verification and information retrieval behavior. Reallocation of time could allow pharmacists to focus their efforts on more complex patient-related activities. Representation of the order verification process will illustrate how pharmacists review drug orders stratified into low to high complexity categories, while documenting the time utilized to complete the task at UMHS.Methods: This study analyzes the order-review time of experienced pharmacists verifying medications in real-life environments. All experienced (>1 year of pharmacist experience and >6 months of University of Michigan or Epic experience) pharmacists verifying medication orders within a determined 30-day period at the adult, cardiovascular, and children’s hospitals will be observed in the study. The pharmacists are monitored via Morae usability software but blinded to which computers are performing the data collection and retrieval. Complexity is prospectively defined by usin...

Learning Objectives. What skills/knowledge do you hope to gain from this experience? Check all that apply; describe succinctly. develop problem solving skills work independently, setting goals and managing time work effectively with a team develop communication skills improve knowledge of your discipline and/or future profession acquire discipline-specific skills (e.g., computer, research skills): other: Please attach a typed 1-page document that addresses the following questions. Discuss your responses with your research mentor (and faculty sponsor, if applicable).  Describe your responsibilities and time commitment.  How do you expect this activity will contribute to your development‐‐academic, professional, intellectual, other?  How do you expect to contribute to the goals of the organization or project?  How will you record what you are doing and reflect upon what you are learning? (e.g. notebooks, journal, blog, emails to academic and/or on‐site supervisor or mentor)  How will you synthesize/present outcomes and reflect upon what you have learned? (e.g. final paper of at least 2500 words, poster presentation at URECA, presentation at professional society meeting) Signature of Research Mentor Date Printed Name of Research Mentor Department (if applicable) Title Email Address Phone Number Signature of Faculty Sponsor (if research is not at SBU) Date Printed Name of Faculty Sponsor