A00-280 mission - Clinical Trials Programming Using SAS 9 Updated: 2024
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A00-280 Clinical Trials Programming Using SAS 9
The A00-280 Clinical Trials Programming Using SAS 9 test is administered by SAS Institute. It is designed to assess the knowledge and skills of individuals in clinical trials programming using SAS software. Here is a detailed overview of the test, including the number of questions and time, course outline, test objectives, and test syllabus.
Number of Questions and Time:
The A00-280 test consists of multiple-choice and short-answer questions that evaluate your understanding of clinical trials programming using SAS 9. The total number of questions and the time limit for the test may vary, but typically, the test includes:
- Number of Questions: Approximately 55 to 65 questions
- Time Limit: 105 to 120 minutes
The A00-280 course covers a wide range of Topics related to clinical trials programming using SAS 9. The course outline may include, but is not limited to, the following areas:
1. Introduction to SAS and Clinical Trials:
- SAS programming basics and syntax
- Introduction to clinical trials and the role of programming
2. Data Manipulation and Management:
- Importing and exporting data using SAS
- Data cleaning and validation
- Combining and merging datasets
3. Data Analysis and Reporting:
- Creating summary statistics and tables
- Generating patient profiles and listings
- Creating graphs and charts
4. Clinical Trials Programming Concepts:
- Clinical trial terminology and regulations
- CDISC (Clinical Data Interchange Standards Consortium) standards
- Quality control and validation of clinical trial data
5. SAS Macros:
- Introduction to SAS macros and macro variables
- Creating and using macros in clinical trials programming
- Automation and efficiency techniques using macros
The objectives of the A00-280 test include:
- Assessing the candidate's knowledge of SAS programming fundamentals and syntax.
- Evaluating the ability to manipulate and manage clinical trial data using SAS.
- Testing the proficiency in analyzing and reporting clinical trial data using SAS.
- Assessing the understanding of clinical trials programming concepts and standards, including CDISC.
The A00-280 test syllabus covers various Topics related to clinical trials programming using SAS 9, including, but not limited to:
- SAS programming fundamentals
- Importing and exporting data
- Data cleaning and validation
- Combining and merging datasets
- Creating summary statistics and tables
- Generating patient profiles and listings
- Creating graphs and charts for data visualization
- CDISC standards and implementation
- Quality control and validation of clinical trial data
- SAS macros and automation techniques
Note: The specific content and emphasis within each Topic may vary, and it is recommended to consult the official SAS Institute materials or authorized study resources for the most accurate and up-to-date syllabus.
|Clinical Trials Programming Using SAS 9
SASInstitute Programming mission
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A00-280 Clinical Trials Programming Using SAS 9
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Clinical Trials Programming Using SAS 9
A Statistical Analysis Plan (SAP) defines the selection process for baseline records. This
instructs the programmer to choose the last non-missing analyte value prior to first study drug
administration (date/time). The DEMO data set contains the date/time of first study drug
administration for subject:
What will be the resulting baseline values, as selected per the SAP instructions?
A. Option A
B. Option B
C. Option C
D. Option D
From the Statistical Analysis Plan, patients age is calculated as an integer relative to date
randomized divided by 365.25. Given the following annotated CRF:
Which programming code defines the patient's age?
A. age = int((birthdt-randdt)/365.25);
B. age = int((randdt-birthdt)/365.25);
C. age= int(yrdif(birthdt,randdt, "act/365.25" ));
D. age = int((today()-birthdt)/365.25);
An action plan that describes what will be done in a drug study, how it will be conducted, and
why each part of the study is necessary is called:
A. a clinical trial plan
B. a protocol
C. a data management plan
D. a statistical analysis plan
What is the main focus of 21 CFR Part 11?
A. electronic submission requirements
B. trial safety requirements
C. statistical calculation requirements
D. trial protocol requirements
What is an international ethical and scientific quality standard for designing, conducting,
recording and reporting trials that involve the participation of human subjects?
A. 21 CFR Part 11
B. Good Clinical Practices
A patient received at least one dose of study medication prior to withdrawing from a study.
Which analysis population would always include this patient?
B. intent to treat
C. per protocol
A Statistical Analysis Plan describes a clinical trial as "A 12 week, double-blind, placebo-
controlled, randomized, multi-center study." Double-blind refers to which groups in this study?
A. treatment and control group
B. investigator and subjects
C. statistician and sponsor
D. sponsor and investigator
Given the following SAS program:
Which statement correctly identifies invalid values in the variable TRT, if only the values 'A',
B', 'C are valid?
A. if indexc(TRT, 'ABC') eq 0 then output;
B. if index(TRT, 'ABC') eq 0 then output;
C. if find(TRT, 'ABC') eq 0 then output;
D. if indexw(TRT, 'ABC') eq 0 then output;
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Ignatius Loyola, the founder of the Society of Jesus, sought and saw God in all things and believed himself called to be a co-laborer with God. His vision of the world lies at the heart of the Jesuit method of teaching, research and service in place at Saint Louis University.
Saint Louis University’s Division for Mission and Identity invites you to discover what it means to work at a Jesuit university and the difference it makes to your profession and field of study.
Experience: A launch point to the mission formation opportunities through short presentations, workshops, service immersions, prayer experiences, retreats, and more.
Time Commitment: Varies from one hour to a full day.
Outcome: No specific project or follow-up.
New Employee Orientation
For each new employee, these mission video modules serve as an introduction to the Catholic Jesuit educational mission of Saint Louis University. Extending through the first year of employment, this program also offers opportunities for community-building through the formation of cohorts and the accompaniment of a mission mentor.
Advent and Lenten Twilight Retreats
Once each semester, in preparation for Christmas (fall semester) and Easter (spring semester), an evening retreat is offered for all SLU colleagues to come away for quiet reflection and prayer during hectic holiday preparations to re-center and refresh.
Each semester, a mission-focused book is available to read, reflect on, and discuss for a month. An introductory gathering sets the tone for the read, optional small group discussions are offered, and a final luncheon with a related keynote presentation provides opportunities to reflect on SLU’s Jesuit, Catholic mission.
Immersion Trip Panel
Soon after spring break, students, faculty and staff who participated in spring break immersion trips speak about their experiences through the lens of the Jesuit mission.
Every week during campus Masses and during the year at liturgical services, various ministries are needed to enhance the spiritual experience of the SLU community.
Campus Kitchen and Billiken Bounty
Operating year-round, these student-led organizations rely on volunteers to help prepare, package, and deliver meals to SLU students and neighbors who are food insecure.
One-time Volunteer Opportunities
Various service opportunities coordinated by the Saint Louis University Center for Social Action allow for short-term investment in becoming people for and with others.
Ignatian Pedagogy Institute
Each spring, the Reinert Center for Transformative Teaching and Learning offers this one-day workshop to faculty to link teaching to Ignatian principles. A three-year Topic cycle allows for more in-depth participation if desired.
Magis Brown Bag Lunches
Once a month, a Topic that connects the Jesuit mission to SLU’s current reality will be presented by SLU faculty, staff or leadership. Offered during the lunch hour, each session treats a different aspect of the Ignatian identity at SLU:
• Experience: A deeper dive into the mission formation areas through multi-session seminars, community engagement, retreats, and more.
• Time Commitment: Typically ongoing short-term commitments through the academic year.
• Outcome: No specific project or follow-up.
Once each semester, an Ignatian retreat is offered off-campus, beginning on Friday evening and concluding on Saturday evening. This allows participants to sink more deeply into Ignatian spirituality personally and professionally. In coordination with the Billiken Teacher Corps, faculty or staff members meet monthly with a Billiken Teacher Corps participant, serving as a mentor for teaching in the Jesuit tradition.
In coordination with the Billiken Teacher Corps, faculty or staff members meet monthly with a Billiken Teacher Corps participant, serving as a mentor for teaching in the Jesuit tradition.
Center for Ignatian Service
Committed volunteers for the academic year (weekly or monthly) offer help at a local site dedicated to helping our under-served SLU neighbors, usually in an educational setting.
Staff Mission Liaison
Staff members from departments across the university meet monthly to liaise with the Division of Mission and Identity. They provide input, gain ideas for more purposeful and meaningful integration of the mission, and convey mission initiatives in their departments.
Faculty Mission Liaison
Faculty members from differing departments meet monthly to serve as liaisons to the Division of Mission and Identity, providing input and gaining ideas for more purposeful and meaningful integration of the mission and conveying mission initiatives in their departments.
SLU colleagues who are well-versed in the mission and identity of the university can be trained as mission mentors to new employees. Mentors meet monthly during the academic year with a new colleague (ideally in the same department), starting after completing the first three mission modules from the new employee orientation.
Experience: An immersion into the mission formation areas through program participation, service projects, extended retreat experiences, and more.
Time Commitment: Typically ongoing monthly commitments of an hour to a day to overnight.
Outcome: Varies by activity, but generally a short-term personal or professional development project.
ICP @ SLU
For two years, participants commit to monthly meetings, an annual retreat, and an annual service experience with a diverse SLU cohort (staff, faculty, leadership.) Modeled on the national Ignatian Colleagues Program of the Association of Jesuit Colleges and Universities, the ICP @ SLU allows participants to be immersed in Ignatian spirituality, the faith that does justice (service,) and Ignatian pedagogy in ways that further the mission for themselves personally and professionally.
Mentoring for Mission in Teaching
In collaboration with the Reinert Center, full-time faculty members commit to a year of study and small group work to develop interdisciplinary and mission-driven courses.
19th Annotation Retreat
Participants commit to weekly meetings with a spiritual director for the academic year, immersing themselves in the Spiritual Exercises of St. Ignatius as a “contemplative in action.”
Participants join an alternative spring break student group in collaboration with Campus Ministry.
Prison Education Instructor/Volunteer
In collaboration with the Prison Education Program, participants commit to a year of service with our brothers and sisters who are incarcerated or working with the incarcerated.
Mentor for the Transformative Workforce Academy
Collaborating with the Transformative Workforce Academy, participants commit to a year of personal and/or professional accompaniment for persons returning to the workforce after incarceration.
Cura Personalis Course
In collaboration with the University Undergraduate Core, faculty or staff teach a section of Cura Personalis 1, 2, or 3.
In collaboration with the University Undergraduate Core, faculty teach an Ignite First Year Seminar.
In collaboration with the College of Philosophy and Letters, faculty register one (or more) of their courses for inclusion in the Ignatian Service Minor.
A year-long capstone program after completion of the ICP @ SLU, culminating in an Ignatian pilgrimage in Spain with colleagues from other Jesuit universities in the AJCU.
Ignatian Colleagues Program
An expansion of the Jesuit mission and identity through participation in a national mission program with other Jesuit universities in the AJCU.
A year-long professional development program designed for the mission formation of administrators and faculty in leadership positions, offered in collaboration with colleagues from other Jesuit universities in the AJCU.
THE CENTER FOR ARMY ANALYSIS
Mission The CAA conducts decision support analyses across the spectrum of conflict in a Joint, Interagency, Intergovernmental, and Multinational (JIIM) context to inform critical senior level decisions for current and future national security issues. Roles The CAA is a Field Operating Agency of the Chief of Staff, Army, reporting to the G-8. Within the overall Army analytical framework, CAA is an analysis organization that supports HQDA and Army Commands. By regulation CAA performs the following functions: Theater-level analyses to assist the CSA to evaluate, plan, and execute the Army’s strategic force mission; establishing requirements and objectives for joint and combined theater, regional, low-intensity, and contingency forces Assessments of strategic concepts, alternative strategies, and military options Evaluations of force structure, design, capabilities, and requirements in the context of joint/combined forces for theater, low-intensity, and contingency operations Quick-reaction planning and operational assessments, which address pressing issues and the conduct of war Studies of the Army’s capabilities to mobilize, deploy, employ, and sustain Assessments of force modernization programs, affordability, requirements, and tradeoffs supporting Army inputs to the Planning, Programming, Budgeting and Execution System Analysis of combat support and service support systems, logistics, and personnel Conducting workshops and political-military gaming to address emerging issues Development of strategies and program guidelines that address energy, pollution, and environmental concerns Applying optimization methods to evaluate installation and stationing problems Development and maintenance of scenarios, models, databases, and techniques necessary to support CAA’s analytical mission and functions Serves as lead agency for the RAND Arroyo Center The Army Modeling Simulation Office serves as HQDA’s lead activity to: Develops the strategy and policy for Army Modeling and Simulation (M&S) Enterprise Executes effective governance and resource management through leadership and synchronization Leads coordination of the Army modeling and simulation enterprise and cross-community areas including JIIM environments Trains, Educates, and Manages the Army Analysis, M&S Workforce (Military and Civilian) The DCS G-8 serves as the Functional Area 57 (FA57) Proponent and CAA serves as the Executive Agent for FA57 Functional Area 57 (FA57) The FA57 provides the Army with officers who specialize in creating realistic simulation environments in support of readiness, modernization, and data-driven decision making. These simulation environments allow leaders to plan, train, test, and experiment, in support of the Army of 2030. The FA57s are the Army’s experts at translating complex concepts into viable readiness and modernization solutions by leveraging new and emerging simulation technologies. The FA57 Core Competencies are: Readiness – Applying the Art and Science of modeling and simulation technologies in support of training, exercises, and wargaming Modernization– Applying the Art and Science of modeling and simulation technologies in support of concept development, research and analysis, and experimentation Decision Support – Assess, design, develop, and implement systems and procedures to Strengthen efficiency, shared understanding, and decision-making
Every academic or co-curricular department or program should have a mission statement that aligns with the mission of Santa Clara University and, as applicable, the mission of its school or division. The mission statement should define the purpose of the program, the audience the program is intended to serve and the values of the academic program.
More about Mission Statements
A program (e.g., department, school, or program) mission statement includes a description of the broad purposes the program is aiming to achieve, the primary functions or activities of the program or unit, the community and stakeholders the program is designed to serve, and the values and principles that guide the program purposes and activities.
A program mission statement should distinguish the program from other units and should be consistent with the principles and values in both the university mission, and any other unit (e.g., school) in which the program is a part. Mission Statements help us see what the educational purpose of the program is and what its signature features are.
Mission statements are important for assessment because they serve as a foundation for program goals and learning outcomes.
Program Mission Statements will include these elements:
Who Should Know About the Mission Statement?
All stakeholders should be aware of the program mission. At a minimum, this includes full- and part-time faculty, students, staff, fieldwork and internship supervisors, and student support personnel who work with the program. Other stakeholders could include parents, employers, and alumni/ae of the program. Programs can post their program mission on their SCU websites. Often programs are also asked to include their mission statement in academic program review reports.
Checklist for a Mission Statement
Once a Program’s Mission, Always its Mission?
A program mission should be reviewed periodically to ensure that there is alignment between the mission and current program purposes and activities. If the mission statement, purpose, and activities of the program are misaligned, this is usually a signal to the program that either 1) the mission is no longer reflective of the program and needs to be modified or 2) the program purpose and activities have drifted and need to be modified to align with the intended mission. Either scenario is possible; reflection by the program is needed to determine which is the case.
Mission Versus Vision Statements
Mission statements are sometimes confused with vision statements. A vision statement is a short, aspirational and inspirational statement describing your program's image of the future you seek to create, whereas a mission statement describes what your program is going to do and why it's going to do it. Mission statements are more concrete and action-oriented than vision statements. One way of thinking about mission and vision statements is: "Your vision statement should inspire people to dream; your mission statement should inspire them to action" (Network of STEM Education Centers, 201).
Based on material from the University of Central Florida, “UCF Academic Program Assessment Handbook,” 2005, and Office of Assessment, University of Northern Colorado.
Mission Statement Examples:
NASA’s robotic Mars exploration program is in crisis. A recent review of the plan of its flagship Mars trial Return (MSR) mission pegged its cost at $10 billion, a price tag that threatens to preclude funding any other exploration missions to the Red Planet for the next decade and a half.
While the decadal plan issued by a National Academy of Science committee identifies the MSR mission as the top priority for NASA’s Mars exploration program, given the cost and schedule numbers now available, it is time for the rest of us to question whether the program of record still makes sense.
Let us consider the alternative. For the same $10 billion now projected to be spent on the MSR mission over the next 15 years, we could send 20 missions averaging $500 million each in cost. These could include landers, rovers, orbiters, drillers, highly capable helicopters, and possibly balloons or other more novel exploration vehicles as well. Instead of being limited to one exploration site, these could be targeted to 20 sites and carry a vast array of new instruments provided by hundreds of teams of investigators from around the world.
NASA claims that its Mars exploration program aims to search for life. However, the agency last flew a life detection experiment to Mars in 1976. With a robust program of this type, we could fly a dozen life detection missions to various locations and not only test the surface soil in various new ways for life but drill down to search much more life-favorable strata beneath the surface.
With a robust program of this type, we could do many other things. Helicopters of other aircraft could carry sniffers to search for methane vents, and study thousands of surface locations each time they land. Such craft could also scan the subsurface of the planet for caverns and hydrothermal systems using ground penetrating radars (GPR). The power of a radar return signal goes as the inverse fourth power of the distance from the transmitter to the target, providing an eight-order of magnitude advantage to aircraft over orbiters for this type of exploration. Most of Mars is underground. We should see what’s there.
These are just a couple of examples. For every instrument flown on Curiosity or Perseverance, there were 10 other good ones proposed that had to be excluded for lack of payload capacity. With a robust program of this type, many more instruments would get a chance to be flown. Not only that, but with plentiful missions in the queue, it would be possible to use the information provided by early missions to Strengthen the engineering design of the exploration vehicles and identify the best instruments and target locations for follow-up investigations.
The science return from such a rich and varied program of this type would vastly exceed that offered by returning a few samples from one location on Mars. The authors of the National Academies of Science committee report apparently disagree. But there is another issue: Mission risk.
To be remotely competitive with the varied program, the MSR needs to actually return the samples it collects to Earth. What is the chance that will occur?
Let’s look at the numbers. In its history, NASA has flown 25 spacecraft to Mars, of which (if we include the Ingenuity helicopter in the count) 20 have been successful. That is a mission success probability of 0.8. The European Space Agency’s Mars spacecraft track record is two out of four, for a mission success probability of 0.5. The MSR mission, as currently conceived, includes two new NASA spacecraft (the trial return lander and the ascent vehicle), and one ESA spacecraft (the orbiter that will collect the trial in Mars orbit and return it to Earth.) If any of those three spacecraft fails, the mission fails. That means that to calculate the probability of mission success, one must put the success probability of each into series, and multiply them together. That means that, based on the individual risk presented by each of the principal flight elements alone, the overall probability of mission would be 0.8 x 0.8 x 0.5 = 0.32 or about one in three.
That estimate, however, does not include the additional risk associated with the interface between the flight elements, most importantly the success of the autonomous rendezvous and dock and trial transfer in Mars orbit between the Mars ascent vehicle and the trial return orbiter, which has never been done. Furthermore, the 0.32 estimate for the probability of MSR mission success only includes technical risk. It ignores programmatic risk, which in the case of the ESA orbiter is extremely high, as that program could easily be canceled should any one of a dozen governments have a change of heart about funding it any time over the next decade. Indeed, even if the ESA orbiter is funded, the probability is extremely high that it won’t arrive on time, as witnessed by the ongoing travails of ESA’s Rosalind Franklin Mars rover, which, while originally planned for 2018 launch, is now scheduled for flight in 2028.
In short, the MSR program of record is extremely high risk. It could very well not produce any science at all.
In contrast, the success of the varied program is virtually guaranteed. With 20 independent missions, each with a success probability of 0.8, the odds are that at least 16 of the 20 will succeed – most probably more, since later missions can take advantage of lessons learned on earlier flights.
Given these realities, it would be irresponsible for NASA to unquestioningly accept the National Academies of Science recommendations and put all its Mars exploration program eggs in the single high-risk basket of the trial return mission. At the very least, a study should be done comparing both the scientific return and risk of the MSR program of record against that of the varied program, assuming both are funded at the same level.
What is the best Mars exploration program that the American people can buy for their $10 billion? All options should be on the table. Congress should insist that NASA provide the numbers.
Robert Zubrin is an aerospace engineer and president of the Mars Society (www.marssociety.org). His next book, “The New World on Mars: What Can We Create on the Red Planet,” will be published in February by Diversion Books.
This article first appeared in the December 2023 issue of SpaceNews magazine.
The Shared Mission program offers an in-depth, community-based opportunity for faculty, staff, administrators and trustees of Saint Louis University. This foundational program opens the door for deeper participation in the wide variety of mission programs offered by SLU's Division for Mission and Identity. The ongoing formation of our community strengthens the Catholic Jesuit mission of the university, a mission steeped in over five centuries of history in the Ignatian tradition yet arguably more vital now than ever before.
Over the course of an academic year, six Ignatian luncheons bring together small group cohorts to meet, learn, discuss, and integrate the history, impact and lived reality of the Jesuit mission and Ignatian identity of Saint Louis University. Participants in the Shared Mission program come from diverse academic, professional and religious backgrounds. All are welcome to participate as we seek to form an Ignatian “band of companions” centered on mission as we build a community of belonging. Register here for the Ignatian luncheons.
Session 1: The Mission of Saint Louis University
Session 2: Saint Ignatius of Loyola
A focus on Jesuit identity by telling the story of St. Ignatius, and an invitation to find parallels in our own life stories:
Session 3: The Society of Jesus Throughout History
Session 4: The Universal Apostolic Preferences
A sense of the global Jesuit mission by providing an overview of the four Universal Apostolic Preferences:
Session 5: Jesuit Higher Education
The distinctiveness of Jesuit education:
Session 6: The Ignatian Pedagogical Paradigm
A sense of Ignatian service, scholarship, and spirituality through use of the Ignatian Pedagogical Paradigm:
The mission of the Radiological Sciences Program is to provide students with a quality higher education in radiological sciences and serve the community through research, teaching, and outreach.
The program educational objectives of the Radiological Sciences Program are stated in terms of what all program graduates will be qualified to practice at the time of graduation and what most graduates will be able to achieve a few years after graduation.
Graduates of the B.S. degree in Physics with the Radiological Health Physics option are expected to:
Graduates of the M.S. degree in Radiological Sciences and Protection are expected to:
Graduates with a Ph.D. degree in Physics under the Radiological Sciences option have:
Empowering tomorrow’s nurse leaders to become exceptional, caring professionals
As a program of choice, Miami nursing will provide a student-centered, vibrant, diverse, and inclusive learning environment driven by our department values
The Department of Nursing supports the University mission to serve society and further knowledge by providing high quality nursing education. As a department, faculty are committed to providing and promoting opportunities for students to continue their formal education. The nursing faculty’s commitment to nursing education is based upon beliefs about humanity, the environment, health, teaching-learning, and nursing.
A. HUMANITY is composed of individuals who are living systems with biopsychosocial spiritual attributes. Human beings are unique and ever changing as they progress through stages of growth and development. Individuals’ behavior patterns and ability to function may be affected by many variables. Some behaviors are predictable, based on developmental, social and biological norms, while others are specific to the individual. Human beings are accountable for their own actions and decisions. An individual can be part of a family, group, or community system. Culture refers to the values, beliefs, norms, and practices of these systems. Culturally diverse nursing care appreciates the variability in nursing approaches needed to provide culturally competent care.
B. The ENVIRONMENT consists of an individual’s internal and external systems which are in constant interaction. The internal system is composed of the person’s psychological, spiritual, and biological components, while the external system is composed of other individuals, families, groups, and communities as well as the circumstances and physical conditions surrounding the individual.
C. HEALTH is a process of balancing internal and external systems through the optimal use of available resources to achieve one’s maximum potential. Attainment of this maximum potential results in optimal health whereas imbalance of internal and external systems results in illness. Care that optimizes health is the right of all individuals, families, and communities and is the shared responsibility of health professionals and clients.
D. TEACHING-LEARNING. Teaching is a form of scholarship that includes pedagogical and role modeling activities that serve to communicate the teacher’s knowledge effectively to students. Effective teaching empowers learners to think critically, apply knowledge to clinical situations, become competent, and have a desire for lifelong learning. Reflecting the belief that students learn differently, good teaching incorporates a variety of pedagogical activities and provides flexibility to accommodate different learning styles. While learning sometimes involves careful sequencing of learning that directly build on prior content, students also learn through experiences that help them relate new knowledge into their professional and clinical repertoire. In a rapidly changing world such as health care, where content becomes quickly outdated, learning experiences must develop students’ abilities to be self-directed, gather and analyze information, and integrate knowledge in the pursuit of answers or creative solutions to intellectual and clinical problems. Consistent with the philosophy of Miami University, the scholarship of teaching is of utmost importance in the Department of Nursing, followed by scholarly activities related to discovery and research, and those scholarly activities that build bridges between theory and practice, such as involvement in clinical practice and professional service linkages to the community.
E. NURSING integrates biological principles, research, theories of behavior, caring, and nursing, to assist individuals, families, and communities to reach optimal health. Nursing is an art and a science. The nursing process, a method of inquiry and decision making, is used by nurses to assess, diagnose, plan, implement, and evaluate nursing care. Therapeutic communication skills are essential components to the art of nursing which also includes the attitude and approach in which care is delivered. Through genuine caring and sensitivity to the individual’s uniqueness in a culturally diverse society the nurse assists individuals, families, aggregates, and communities throughout the lifespan. The goal is to promote, maintain, and/or restore health to the clients.
F. NURSING PRACTICE is defined as the diagnosis and treatment of human responses to genuine or potential health problems. There are three roles used by nurses to practice nursing. They include: provider of care, manager of care, and member of the discipline of nursing. The roles of the nurse at the baccalaureate degree level include the following:
Our mission is "to act in the public interest, serving all audiences through the provision of impartial, high-quality and distinctive output and services which inform, educate and entertain".
The Charter also sets out our five public purposes:
1. To provide impartial news and information to help people understand and engage with the world around them
The BBC should provide duly accurate and impartial news, current affairs and factual programming to build people’s understanding of all parts of the United Kingdom and of the wider world. Its content should be provided to the highest editorial standards. It should offer a range and depth of analysis and content not widely available from other United Kingdom news providers, using the highest calibre presenters and journalists, and championing freedom of expression, so that all audiences can engage fully with major local, regional, national, United Kingdom and global issues and participate in the democratic process, at all levels, as active and informed citizens.
2. To support learning for people of all ages
The BBC should help everyone learn about different subjects in ways they will find accessible, engaging, inspiring and challenging. The BBC should provide specialist educational content to help support learning for children and teenagers across the United Kingdom. It should encourage people to explore new subjects and participate in new activities through partnerships with educational, sporting and cultural institutions.
3. To show the most creative, highest quality and distinctive output and services
The BBC should provide high-quality output in many different genres and across a range of services and platforms which sets the standard in the United Kingdom and internationally. Its services should be distinctive from those provided elsewhere and should take creative risks, even if not all succeed, in order to develop fresh approaches and innovative content.
4. To reflect, represent and serve the diverse communities of all of the United Kingdom’s nations and regions and, in doing so, support the creative economy across the United Kingdom
The BBC should reflect the diversity of the United Kingdom both in its output and services. In doing so, the BBC should accurately and authentically represent and portray the lives of the people of the United Kingdom today, and raise awareness of the different cultures and alternative viewpoints that make up its society. It should ensure that it provides output and services that meet the needs of the United Kingdom’s nations, regions and communities. The BBC should bring people together for shared experiences and help contribute to the social cohesion and wellbeing of the United Kingdom. In commissioning and delivering output the BBC should invest in the creative economies of each of the nations and contribute to their development.
5. To reflect the United Kingdom, its culture and values to the world
The BBC should provide high-quality news coverage to international audiences, firmly based on British values of accuracy, impartiality, and fairness. Its international services should put the United Kingdom in a world context, aiding understanding of the United Kingdom as a whole, including its nations and regions where appropriate. It should ensure that it produces output and services which will be enjoyed by people in the United Kingdom and globally.
We have established a set of values for everyone working at the BBC. They represent the expectations we have for ourselves and each other, they guide our day-to-day decisions and the way we behave.
Our values are:
Annual report and accounts
View The Royal Charter and agreement
The CLIMB Program at UB is devoted to helping trainees develop into leaders in the sciences.
The CLIMB Program is predicated on the vision that the future of science rests with those who are most adept at communicating and working with others across diverse scientific, intellectual, ethnic, socioeconomic, and cultural domains. The CLIMB Program offers research opportunities, mentoring, and professional development workshops to help its scholars develop into well-rounded professionals who will be leaders in their chosen field.
There are three divisions to the CLIMB Program at UB.
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