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. Review published literature discussing efficacy and economic costs of using filgrastim-sndz Recognize the decrease in costs associated with switching to a biosimilar from the reference product Self Assessment Questions: What is the definition of a biosimilar? A A biological product that is highly similar to and has no clinically m B: A biological product that is slightly similar to and has some clinical C: A biological product that is highly similar to and has many clinicall D: A biological product that is slightly similar to and has no clinically Which resource can you use to determine if a biosimilar is interchangeable with the reference product? A Red Book B Yellow Book C Purple Book D Orange Book ACPE Universal Activity Number 0121-9999-18-378-L01-P Q1 Answer: A Q2 Answer: C Activity Type: Knowledge-based Contact Hours: 0.5 (if ACPE number listed above) ACPE Universal Activity Number 0121-9999-18-379-L01-P Activity Type: Knowledge-based Contact Hours: 0.5 (if ACPE number listed above) EVALUATION OF THE INCIDENCE, RISK FACTORS, AND MANAGEMENT OF HYPERTENSION IN PATIENTS RECEIVING IBRUTINIB FOR HEMATOLOGIC MALIGNANCIES Tyler Dickerson*, PharmD; Tracy Wiczer, PharmD, BCOP; Allyson Waller, PharmD; Jennifer Philippon; Daniel Addison, MD; Avirup Guha, MBBS; Farrukh Awan, MBBS The Ohio State University Wexner Medical Center,1220 Chambers Rd.,#426B,Columbus,OH,43212 tylerdickerson.91@gmail.com Ibrutinib is a Bruton’s tyrosine kinase (BTK) inhibitor that is Food and Drug Administration approved to treat several hematologic malignancies. In addition to its effect on its target kinase, ibrutinib may inhibit off-target kinases, leading to potential adverse effects. New or worsening hypertension (HTN) has been reported in 10-29% of patients receiving ibrutinib on clinical trials. Recent observational data suggest that this rate may be as high as 40% in clinical practice and resistant to treatment with multiple agents. The purpose of this study is to better characterize the development of HTN in patients treated with ibrutinib, describe the management and complications of ibrutinib-associated HTN, and define risk factors for the development of HTN while on ibrutinib xxxxxxx.Xx order to describe the incidence and management of HTN in patients treated with ibrutinib, a retrospective, single-center cohort study was conducted of patients who started ibrutinib for hematologic malignancies from December 1, 2009 to March 30, 2016. Prisoners, pregnant females, and patients ...

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. The specific goals toward which the Trainee’s efforts are directed are as follows:

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

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...

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.