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. Define acute kidney injury in a pediatric population using the pRIFLE criteria Recognize factors that may increase the risk of AKI in children receiving vancomycin Self Assessment Questions: What percent decrease in estimated creatinine clearance defines pediatric acute kidney Injury category per the pRIFLE criteria? A 20% B: 25% C: 50% D: 75% Which of the following has been correlated with increased AKI incidence in children receiving vancomycin therapy? A Higher vancomycin daily doses B Lower vancomycin troughs C Use of concomitant cephalosporins D Use of concomitant IV fluids Q1 Answer: C Q2 Answer: A ACPE Universal Activity Number 0121-9999-18-318-L01-P Activity Type: Knowledge-based Contact Hours: 0.5 (if ACPE number listed above) IMPACT OF INAPPROPRIATELY PRESCRIBED DIRECT ORAL ANTICOAGULANTS ON ADVERSE EVENT RATES Xxxxxxx X Xxxxxx, PharmD*; Xxxxxx Xxxxxx, PharmD BCPS; Xxxxx Xxxxx, PharmD BCPS University of Chicago Medical Center,5841 X Xxxxxxxx Xxx,Xxxxxxx,XX,00000 xxxxxxx.xxxxxx@xxxxxxxxxxx.xxx Purpose: Direct oral anticoagulants (DOACs) offer benefits over standard-of-care warfarin for the treatment of venous thromboembolism (VTE) or stroke prevention in non-valvular atrial fibrillation (NVAF) due to lack of routine laboratory monitoring requirements, dietary restrictions, and reduced incidence of drug-drug interactions. However, dose adjustments of DOACs may be necessary based on certain clinical criteria which may lead to inappropriate prescribing and the potential for increased rates of adverse events. Methods: A single-center, retrospective observational cohort study was conducted to evaluate the adverse event rates of inappropriately dosed dabigatran, rivaroxaban, and apixaban in adult patients with a diagnosis of VTE or NVAF. The primary objective was the composite rate of bleeding and thrombosis between patients who were prescribed an inappropriately dosed DOAC compared to patients who were appropriately dosed. Secondary objectives include rates of thrombosis, rates of bleeding, prescribing services, reasons for inappropriate dosing, and rates of inappropriate dose adjustment for each DOAC.Results: Among the 158 patients included, the rate of inappropriately dosed DOACs was 10.8%. The most common indication for DOAC prescribing was NVAF (55.7%). Rivaroxaban was the most frequently prescribed DOAC (53.8%). Inappropriately dosed DOACs occurred most frequently with apixaban (52.9%).The primary endpoint found no significant difference in compos...

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. Review the current literature that supports the use of a 2-bag fluid system for the management of DKA Identify monitoring parameters for patients presenting with DKA Self Assessment Questions: Which of the following is considered an indicative parameter of DKA? A Serum bicarbonate < 15 mmol/L B: Serum potassium < 3 mEq/L C: Venous pH > 7.3 D: Serum glucose > 200 mg/dL Which of the following is predicted to be affected by implementation of a 2-bag fluid system for management of DKA? A Incidences of DKA B Number of hospital admissions C Time to acidosis correction D A delay in fluid adjustment administration ANALYZING OUTPATIENT DIRECT ORAL ANTICOAGULANT (DOAC UTILIZATION IN A COMMUNITY HEALTH SYSTEM Lucas Canter*, PharmD; Sean Patterson, PharmD; Todd Super, PharmD; James Curtis, PharmD, BCPS; Troy Shirley, PharmD, MBA; Amanda Ackerman, PharmD, BCPS Bronson Battle Creek,5366 Glenn Valley Drive,Apt. 3B,Battle Creek,MI,49015 canterl@bronsonhg.org Purpose: The use of direct oral anticoagulants (DOACs), such as apixaban, rivaroxaban, edoxaban, and dabigatran, has been increasing in clinical care since their introduction in 2010. These medications offer benefits such as an improved safety profile, similar efficacy, standard dosing regimens, and a lack of routine and necessary monitoring when compared to warfarin, which has been the standard of venous thromboembolism (VTE) and atrial fibrillation therapy since its development over 60 years ago. However, there are some factors which can compromise safe use that must be considered. Increased prices often confer a higher out of pocket cost, which can impact adherence. Because these medications do not require frequent monitoring, patients may develop worsening liver and/or kidney function which may go unnoticed for long periods of time. This can lead to inappropriate dosing The purpose of this study was to assess DOAC use in a small health system and to determine whether patients are being appropriately dosed and monitored while taking these medications. Methods: In this retrospective study, patients initiated on a DOAC during the study period were identified and categorized based on various criteria, including renal and liver function, age, relevant past medical history, and concurrent medications that increase bleeding risk. Patients who met all inclusion criteria were identified using ICD-9/10 codes. The primary outcome of this study was to determine the prescribing and monitoring accuracy of DOAC dosing in the out...

Learning Objectives. What skills/knowledge to you hope to gain from this experience. Check all that apply; describe succinctly. Develop problem solving skills Work independently, setting goals Time management Work effectively with a team Improve knowledge of discipline/profession Acquire discipline‐specific 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, etc.)? • 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 or professional meeting, 15‐minute oral presentation, etc.)? 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) and Date Printed name of Faculty Sponsor