Examine the importance of professional associations in nursing. Ch.docx

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Examine the importance of professional associations in nursing. Choose a professional nursing organization that relates to your specialty area, or a specialty area in which you are interested. In a 750-1,000 word paper, provide a detailed overview the organization and its advantages for members. Include the following: 1. Describe the organization and its significance to nurses in the specialty area. Include its purpose, mission, and vision. Describe the overall benefits, or "perks," of being a member. 2. Explain why it is important for a nurse in this specialty field to network. Discuss how this organization creates networking opportunities for nurses. 3. Discuss how the organization keeps its members informed of health care changes and changes to practice that affect the specialty area. 4. Discuss opportunities for continuing education and professional development. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. RUBRICS Professional organization associated with a specialty area is clearly described. The purpose, mission, vision, and overall benefits of being a member are described in detail. The overall description demonstrates a clear understanding of the importance of professional associations. Importance of nurses networking in a specialty field, and how the professional association creates networking opportunities for nurses to network, are thoroughly described. Narrative demonstrates insight into the overall importance of networking as a nurse. A thorough description of how the organization keeps its members informed of health care changes and changes to practice that affect the specialty area is presented. An accurate and detailed discussion of the opportunities for continuing education and professional development is presented. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. ...

Education

A thorough description of how the organization keeps its
members informed of health care changes and changes to
practice that affect the specialty area is presented.
An accurate and detailed discussion of the opportunities for
continuing education and professional development is
presented.
Thesis is comprehensive and contains the essence of the paper.
Thesis statement makes the purpose of the paper clear.
Clear and convincing argument that presents a persuasive claim
in a distinctive and compelling manner. All sources are
authoritative.

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EXPEDIA VS. PRICELINE -- WHOSE MEDIA PLAN TO BOOK Optim.docx

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Experiments with duckweed–moth systems suggest that global warming may reduce rather than promote herbivory TJISSE VAN DER HEIDE, RUDI M. M. ROIJACKERS, EDWIN T. H. M. PEETERS AND EGBERT H. VAN NES Department of Environmental Sciences, Aquatic Ecology and Water Quality Management group, Wageningen University, Wageningen, The Netherlands SUMMARY 1. Wilf & Labandeira (1999) suggested that increased temperatures because of global warming will cause an increase in herbivory by insects. This conclusion was based on the supposed effect of temperature on herbivores but did not consider an effect of temperature on plant growth. 2. We studied the effect of temperature on grazing pressure by the small China-mark moth (Cataclysta lemnata L.) on Lemna minor L. in laboratory experiments. 3. Between temperatures of 15 and 24 �C we found a sigmoidal increase in C. lemnata grazing rates, and an approximately linear increase in L. minor growth rates. Therefore, an increase in temperature did not always result in higher grazing pressure by this insect as the regrowth of Lemna changes also. 4. At temperatures below 18.7 �C, Lemna benefited more than Cataclysta from an increase in temperature, causing a decrease in grazing pressure. 5. In the context of global warming, we conclude that rising temperatures will not necessarily increase grazing pressure by herbivorous insects. Keywords: Cataclysta, grazing, herbivory, Lemna, temperature Introduction Duckweeds (Lemnaceae) are often abundant in dit- ches and ponds (Landolt, 1986). Especially when nitrogen and phosphorus concentrations in the water column are high, the surface area can become covered with dense floating mats of duckweed (Lüönd, 1980, 1983; Portielje & Roijackers, 1995). These mats have large impacts on freshwater ecosystems, restricting oxygen supply (Pokorny & Rejmánková, 1983), light availability of algae and submerged macrophytes (Wolek, 1974) and temperature fluxes (Dale & Gillespie, 1976; Landolt, 1986; Goldsborough, 1993). These changed conditions often have a negative effect on the biodiversity of the ecosystem (Janse & van Puijenbroek, 1998). Other free-floating plants such as red water fern (Azolla filiculoides), water hyacinth (Eichhornia crassipes) and water lettuce (Pistia stratiotes) often cause serious problems in tropical and sub- tropical regions (Mehra et al., 1999; Hill, 2003). Various species of herbivorous insects consume free-floating macrophytes. Several species of weevils (Coleoptera: Curculionidae) are able to consume large amounts of red water fern, water hyacinth and water lettuce (Cilliers, 1991; Hill & Cilliers, 1999; Aguilar et al., 2003), while the larvae of the semi-aquatic Small China-mark moth (Cataclysta lemnata) are capable of removing large parts of floating cover of Lemnaceae covers (Wesenberg-Lund, 1943). Duckweed is not only used as food source, but also as building material Correspondence: Rudi M. M. Roijacker ...

Experiments with duckweed–moth systems suggest thatglobal wa.docx

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EXP4304.521F19: Motivation 1 EXP4304.521F19: Motivation: Further Study Summaries (FSS); Version 1; Last modified August 22, 2019 Overview: Reeve’s textbook provides “readings for further study” at the end of most chapters. Choose readings of interest throughout the course; then, for five select readings, compose a 1-3 page “further study summary” (FSS). FSS instructions are posted under “Files” on CANVAS. Deadline: Each FSS is worth up to 25 points. Final drafts of FSS #1-5 due by Monday, December 9. Relation of FSS to DRP: Students may choose any “readings for further study” from the textbook for their FSS. Some students find it helpful to select readings that are relevant to the directed research proposal (DRP; details below). Questions and Feedback: Please email with any requests for developmental feedback, requests for help with the USF library, and/or questions about academic honesty. Working drafts of FSS #1-5 may be submitted in advance of the deadline for developmental feedback and/or for early-grading; working drafts of FSSs are to be emailed to [email protected] with Request for Feedback in Subject Line. Instructions/Rubric: • Please number each summary (FSS #1, #2, #3, #4, and #5) – thank you! • Please number your responses so that answers directly correspond to the questions provided below • Per #7 below, FSS must follow the “APA citation basics” from Paiz et al. (2013) – see pages 2-3 • Review (i.e., non-empirical) articles are acceptable for summaries; please adjust instructions as needed • Sample FSS available – see pages 4-7 1. Article: What is the article? (+2) a) Title of article b) Name of journal c) Name of author(s) 2. Source: What is the source of the article? (+2) This will either be a chapter and page from the textbook (e.g., Grand Theories Era of Ch. 2, p. 45) or it will be chapter and slide from my lecture (e.g., Self-Determination Theory, Ch. 5, slide 2) 3. Summary: What is the study about? (See a-d below) (+4) a) What are the main research questions? b) What is the design of the study? c) What are its results? d) Were there any ethical concerns? 4. Analysis of Theory and Results: Is the study well-done? (+3) How well does the method test its hypotheses? Is there something that could be done in the future to improve the study? 5. Motivation and Emotion: What does the study have to do with motivation and emotion? (+3) Why do you think this reading was identified as worthy of further investigation? 6. Value Added: What are TWO things that you learned from the further reading, relative to the textbook chapter? (+8) What is the value of the article “above and beyond the chapter” if any? 7. In-text Citations and Reference Page: Follow APA citation-basics (+2) (Paiz et al., 2013; https://owl.english.purdue.edu/owl/resource/560/02/ -- see next two pages) (+3) mailto:[email protected] https://owl.english.purdue.edu/owl/resource/560/ ...

EXP4304.521F19 Motivation 1 EXP4304.521F19 Motivatio.docx

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EXPERIMENT 1: OBSERVATION OF MITOSIS IN A PLANT CELL Data Tables Table 1: Mitosis Predictions Predictions Supporting Evidence Table 2: Mitosis Data Stage Number of Cells in Stage Total Number of Cells Calculated % of Time Spent in Stage Interphase Prophase Metaphase Anaphase Telophase Cytokinesis Table 3: Stage DrawingsCell StageDrawing Interphase Prophase Metaphase Anaphase Telophase Cytokinesis Post-Lab Questions 1. Label the arrows in the slide image with the appropriate stage of the cell cycle. A ___________________ B ___________________ C ___________________ D ___________________ E ___________________ F ___________________ 2. In what stage were most of the onion root tip cells? Does this make sense? 3. As a cell grows, what happens to its surface area-to-volume ratio (hint: think of a balloon being blown up)? How does this ratio change with respect to cell division? 4. What would happen if mitosis were uncontrolled? 5. How accurate were your time predictions for each stage of the cell cycle? 6. Discuss one observation you found interesting while looking at the onion root tip cells. ©eScience Labs, 2016 COUN 506 Journal Article Review Instructions You will write aJournal Article Review, which will be based on your choice of articles from the professional, peer-reviewed journalarticles provided in the Assignment Instructions folder. No outside articles will be accepted. Each Journal Article Review must be approximately 3–5 double-spacedpages (not including the title and reference pages) and must be created in a Microsoft Word document. Use the following guidelines to create your paper: 1. Provide a title page in currentAPA format including only your name, the paper title (referring to the article title), and the institutional affiliation (Liberty University). Keep in mind that current APA recommends that the title length not exceed 12 words. Use the running head in the appropriate place and a page number on every page. Divide your summary into sections with the following Level One headings: Summary, Interaction, and Application (review the current APA Manual for guidance on levels of headings if needed). 2. Develop a summary of the main concepts from the article. Do not duplicate the article’s abstract. If the article describes a research study, include brief statements about the hypotheses, methods, results, discussion, and implications. If any test measures or statistical methods used are given in the article, do not provide detailed descriptions of these. Short direct quotations from the article are acceptable, but avoid long quotations in a paper this size. This section is the foundation of your Journal Article Review (at least a third of your paper). Make sure that you include the core points from the article, even if it means a longer section. Do not reference any additional articles in your summary. 3. In your own words, interact (in approximately 1 page) with the article. Appropriate com ...

EXPERIMENT 1 OBSERVATION OF MITOSIS IN A PLANT CELLData Table.docx

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Exercise Package 2: Systems and its properties: (Tip: Always use the components symbols, C, RS, KT, etc., in the derivation of transfer function and only plug in component values at the last step. Show your steps and tell me a complete story.) 1) Consider a 100mH inductor with v-i relationship in passive device labeling convention: a. Find transfer function H(s) with current flowing through the inductor as the input, i(t), and voltage across the inductor as the output, v(t), (in the unit of Ohms). b. Find the same input-output relationship in the expression of differential equation. c. Find v1(t) with input i1(t)=2sin(100t) (mA) and v2(t) with input i2(t)=0.4cos(500t) (mA) respectively. d. Show time invariant such that v(t)=v1(t−τ) as i(t)=i1(t−τ)=2sin(100t−0.9) (mA). e. Show linearity using superposition such that v(t)=v1(t)+v2(t) as i(t)=i1(t)+i2(t). 2) Given following, a practical integrator, circuit, where Rf=100KΩ, R1=9.1KΩ, RS=100Ω, C=0.1µF, and the OpAmp is an ideal operational amplifier: a. Find the transfer function in between the output VO(t) and input VS(t), VO(t)=H(s){VS(t)}. b. Find the same input-output relationship in the expression of differential equation. c. Find VO1(t) (sinusoidal steady state response) with input VS1(t)=0.2sin(100t) (V) and VO2(t) with input VS2(t)=0.4cos(5000t) (V) respectively. d. Show time invariant such that VO(t)= VO1(t−τ) as VS(t)= VS1(t−τ)=0.2sin(100t−0.9) (V). e. Show linearity using superposition such that VO(t)= VO1(t)+VO2(t) with VS(t)=VS1(t)+ VS2(t). 3) Here is a typical coupling network in electronics where coupling capacitor, selected, C=0.022µF, input impedance, Zi=5.7KΩ, and input source resistor, RS=520Ω: a. Find the transfer function, H(s), Vout(t)=H(s){Vin(t)}. b. Find the same input-output relationship in the expression of differential equation. c. Find VOut(t) (sinusoidal steady state response) with input Vin1(t)=2sin(50t+0.4) (V) and Vin2(t) with input Vin2(t)=4cos(10000t) (V) respectively. 4) Here is a typical bypass network in electronics where bypass capacitor, selected, C=10µF, and the equivalent (Thevenin) resistor of circuit to be bypassed, Req=376Ω: Vcc+ Vcc- Vo Vs Rf R1Rs C Vin Vout CRs Zi a. Find the transfer function, H(s), VS(t)=H(s){IS(t)} (note: the unit is ohm). b. Find the same input-output relationship in the expression of differential equation. c. Find VS1(t) (sinusoidal steady state response) with input Is1(t)=0.2cos(10t+0.3) (A) and VS2(t) with input IS2(t)=0.5cos(10000t) (A) respectively. 5) The following circuit is an active filter (2nd order Butterworth low-pass filter), with the selected values: R=10KΩ, C=8200pF, Rf=68KΩ, and R1=120KΩ. a. Derive the transfer function, H(s), Vout(t)=H(s){Vin(t)}. (Tip: the selected R is much greater than RS such that RS can be ignored in the derivation. Label extraordinary nodes and use node voltage method. OpAmp is considered ideal.) b. Show that th ...

Exercise Package 2 Systems and its properties (Tip Alwa.docx

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Exercises for Chapter 8 Exercises III: Reflective Listening Reflective Listening I Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings. Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.” 1. “When I was in court, the defense attorney really pounded me. You know, like he thought I was lying or didn’t believe me or thought I was exaggerating.” FEELING: EMPATHIC RESPONSE: 2. “Those dirty, lousy creeps! Everything was fine in my life, and they really, really ruined everything! I don’t care if I go on or not. Why live if someone can just take everything away from you in one night?” FEELING: EMPATHIC RESPONSE: 3. “I know you said this is temporary housing and all, but I never had a place like this place. I can’t stand to think I have to move again sometime, and God knows where I’ll go.” FEELING: EMPATHIC RESPONSE: 4. “This whole setup is the pits. He gets to stay in the house after beating me half to death, and I have to go to this cramped little room. Does that make sense?” FEELING: EMPATHIC RESPONSE: Instructions Part II: Now go back and respond to the content in each of these vignettes. Reflective Listening II Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings. Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.” 1. “Sometimes it kind of makes me sick to think of all the stuff I did when I was drinking. I’d like to go and take it all back, but how do you ever do that?” FEELING: EMPATHIC RESPONSE: 2. “I just can’t go out in the car. All I hear is the screech of tires and the awful thud and scrape of metal. I thought I was dying. I can see it all before me as if it was yesterday.” FEELING: EMPATHIC RESPONSE: 3. “We have a neighborhood problem here! Yes we do! A real big idiot lives in that house. A real nut! He trimmed my own yard with a string trimmer and threw stones all over my car. Ruined the paint!” FEELING: EMPATHIC RESPONSE: 4. “I never meant to get pregnant. I know everyone says that, but I didn’t! I can’t think straight. What about my job and school and all ...

Exercises for Chapter 8 Exercises III Reflective ListeningRef.docx

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Exercise 9-08 On July 1, 2019, Sheridan Company purchased new equipment for $80,000. Its estimated useful life was 8 years with a $12,000 salvage value. On December 31, 2022, the company estimated that the equipment’s remaining useful life was 10 years, with a revised salvage value of $5,000. Prepare the journal entry to record depreciation on December 31, 2019. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.) Account Titles and Explanation Debit Credit enter an account title enter a debit amount enter a credit amount enter an account title enter a debit amount enter a credit amount Prepare the journal entry to record depreciation on December 31, 2020. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.) Account Titles and Explanation Debit Credit enter an account title enter a debit amount enter a credit amount enter an account title enter a debit amount enter a credit amount Compute the revised annual depreciation on December 31, 2022. Revised annual depreciation $ Prepare the journal entry to record depreciation on December 31, 2022. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.) Account Titles and Explanation Debit Credit enter an account title enter a debit amount enter a credit amount enter an account title enter a debit amount enter a credit amount Compute the balance in Accumulated Depreciation—Equipment for this equipment after depreciation expense has been recorded on December 31, 2022. Accumulated Depreciation—Equipment $ Problem 9-03A Ivanhoe Company had the following assets on January 1, 2022. Item Cost Purchase Date Useful Life (in years) Salvage Value Machinery $73,000 Jan. 1, 2012 10 $ 0 Forklift 32,000 Jan. 1, 2019 5 0 Truck 38,400 Jan. 1, 2017 8 3,000 During 2022, each of the assets was removed from service. The machinery was retired on January 1. The forklift was sold on June 30 for $12,200. The truck was discarded on December 31. Journalize all entries required on the above dates, including entries to update depreciation, where applicable, on disposed assets. The company uses straight-line depreciation. All depreciation was up to date as of December 31, 2021. (Credit account titles are automatically indented when the amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.) Date Account Titles and Explanation Debit Credit choose a transaction date enter an account title enter a debit amount enter a credit amount enter an ac ...

Exercise 9-08On July 1, 2019, Sheridan Company purchased new equ.docx

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Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor Drive  Procedure Outline © Festo Didactic 86368-00 11 Figure 9. Voltage waveform at the output of a PWM inverter with and without overmodulation (after filtering). The Procedure is divided into the following sections:  Setup and connections  Measurement of the rms value of the fundamental-frequency component in the voltage (unfiltered) at the output of a three-phase PWM inverter  Overmodulation  Effect of the frequency on the induction motor speed and magnetizing current Operation at motor nominal frequency. Operation at 4/3 the motor nominal frequency. Operation at 1/2 the motor nominal frequency.  Saturation curves High voltages are present in this laboratory exercise. Do not make or modify any banana jack connections with the power on unless otherwise specified. Setup and connections In this part of the exercise, you will set up and connect the equipment. 1. Refer to the Equipment Utilization Chart in Appendix A to obtain the list of equipment required to perform the exercise. Install the equipment in the Workstation. Mechanically couple the Four-Pole Squirrel Cage Induction Motor to the Four-Quadrant Dynamometer/Power Supply using a timing belt. PROCEDURE OUTLINE PROCEDURE Voltage waveform without overmodulation Voltage waveform with overmodulation Sine wave modulating the duty cycle (with overmodulation) /2 duty cycle = 100% /2 duty cycle = 0% Time V o lta g e a t th e o u tp u t o f a t h re e -p h a se P W M in ve rt e r Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor Drive  Procedure 12 © Festo Didactic 86368-00 2. Make sure that the ac and dc power switches on the Power Supply are set to the O (off) position, then connect the Power Supply to a three-phase ac power outlet. Make sure that the main power switch on the Four-Quadrant Dynamometer/ Power Supply is set to the O (off) position, then connect its Power Input to an ac power outlet. 3. Connect the Power Input of the Data Acquisition and Control Interface to a 24 V ac power supply. Connect the Low Power Input of the Chopper/Inverter to the Power Input of the Data Acquisition and Control Interface. Turn the 24 V ac power supply on. 4. Connect the USB port of the Data Acquisition and Control Interface to a USB port of the host computer. Connect the USB port of the Four-Quadrant Dynamometer/Power Supply to a USB port of the host computer. 5. Turn the Four-Quadrant Dynamometer/Power Supply on, then set the Operating Mode switch to Dynamometer. 6. Turn the host computer on, then start the LVDAC-EMS software. In the LVDAC-EMS Start-Up window, make sure that the Data Acquisition and Control Interface and the Four-Quadrant Dynamometer/Power Supply are detected. Make sure that the Computer-Based Instrumentation and Chopper/Inverter Control functions for the Data Acquisition and Control Inter ...

Exercise 1 – Three-Phase, Variable-Frequency Induction-Motor D.docx

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Exemplary Very Good Proficient Opportunity for Improvement Unacceptable Element 1a: Content of Executive Summary: Responding to the Questions 6.5 (5%) Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes. 6.04 (4.65%) Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes. 5.53 (4.25%) Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking. 4.88 (3.75%) Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two. 0 (0%) Not submitted or little to no evidence of addressing the criterion. Element 1b: Content of Executive Summary: Impact of Lessons Learned In Course 6.5 (5%) Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future. 6.04 (4.65%) Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future. 5.53 (4.25%) Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future. 4.88 (3.75%) Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom. 0 (0%) Not submitted or little to no evidence of addressing the criterion. Element 1c: Format of Executive Summary: Beginning 6.5 (5%) Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking. 6.04 (4.65%) Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on ...

ExemplaryVery GoodProficientOpportunity for ImprovementU.docx

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Exercise Question #1 Highlight your table in Excel. Copy the table. In Word, place cursor where you want to Paste the Table. Right click and under Paste Options click Picture. This will paste the Table into your Word document as a Picture. Discussion: Your Discussion should be double spaced and fill the rest of the page. Exercise Question #2 Discussion: 1064 435 323 243 134 Project A Project B Project C Project D Weighted & Total Score Project\ Criteria & Weight Criteria 1Criteria 2Criteria 3 1073 134 353 543 231 Project D Project\ Criteria & Weight Project B Criteria 2Criteria 3 Weighted & Total Score Project A Criteria 1 Project C C9-1 CASE STUDY 9 ST. LUKE'S HEALTH CARE SYSTEM Hospitals have been some of the earliest adopters of wireless local area networks (WLANs). The clinician user population is typically mobile and spread out across a number of buildings, with a need to enter and access data in real time. St. Luke's Episcopal Health System in Houston, Texas (www.stlukestexas.com) is a good example of a hospital that has made effective use wireless technologies to streamline clinical work processes. Their wireless network is distributed throughout several hospital buildings and is used in many different applications. The majority of the St. Luke’s staff uses wireless devices to access data in real-time, 24 hours a day. Examples include the following: • Diagnosing patients and charting their progress: Doctors and nurses use wireless laptops and tablet PCs to track and chart patient care data. • Prescriptions: Medications are dispensed from a cart that is wheeled from room to room. Clinician uses a wireless scanner to scan the patient's ID bracelet. If a prescription order has been changed or cancelled, the clinician will know immediately because the mobile device displays current patient data. http://www.stlukestexas.com/ C9-2 • Critical care units: These areas use the WLAN because running hard wires would mean moving ceiling panels. The dust and microbes that such work stirs up would pose a threat to patients. • Case management: The case managers in the Utilization Management Department use the WLAN to document patient reviews, insurance calls/authorization information, and denial information. The wireless session enables real time access to information that ensures the correct level of care for a patient and/or timely discharge. • Blood management: Blood management is a complex process that involves monitoring both patients and blood products during all stages of a treatment process. To ensure that blood products and patients are matched correctly, St. Luke’s uses a wireless bar code scanning process that involves scanning both patient and blood product bar codes during the infusion process. This enables clinicians to confirm patient and blood product identification before proceeding with t ...

Exercise Question #1 Highlight your table in Excel. Copy the ta.docx

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Executive Summary XYZ Development, LLC has requested ASU Geotechnical, Inc. to organize a geotechnical evaluation with recommendations regarding foundation for three planned structures. XYZ Development, LLC has planned to construct a three-story medical tower, a one-story office building, and a multi-story parking garage on a 10-acre property that is in West Memphis, AR. In addition, an 18-feet high retaining wall is planned to be constructed on the north side of the parking garage. ASU Geotechnical, Inc. was provided with soil data included a log of a borehole that extended to a depth of 100 feet. Has recommended a 6’ x 6’ shallow foundation for the one- story building at depth of 5 feet. The expected settlement under the foundation for the parking garage was calculated to be 1.09 inches, and the expected settlement for the medical tower was calculated to be 0.78 inch. Also, ASU Geotechnical, Inc. has recommended a drilled shaft deep foundation design to be used for the three-story medical tower. Furthermore, for the 3-story medical tower the pile should have a diameter of 48 inches and reach a depth of 40 feet below the ground surface with a total of 2 piles required per column. For the multi-story parking garage, a drilled shaft should have a diameter of 48 inches and reach a depth of 70 feet below the ground surface with a total of 2 piles required per column. The expected total differential settlement for the parking garage was calculated to be 0.31 inches, and the total differential settlement for the tower was calculated to be 0.23 inch. The recommended dimensions for the retaining wall include a 12-foot-wide footing base with 1.5-foot thickness. The entire retaining wall should have a total height of 20 feet, with only 18 feet above the ground surface. The 0.5 foot of soil above the toe was placed to adjust the effects of sliding of the wall. The base of the stem wall should have a thickness of 1.5-foot, and the top of the stem wall should have a thickness of 8 inches. Also, the factor of safety for sliding was calculated to be 1.59, the factor of safety for the bearing capacity was calculated to be 2.78 Introduction XYZ Development, LLC in planning to construct residential and commercial facilities on a 10-acre property that is in West Memphis, AR the largest city in Crittenden County. The property will include a one-story office building, a three-story medical tower, and a multi-story parking garage with an 18-feet high retaining wall on the north side of the parking garage. The expected maximum column load for the one- story office building would be 50 kips, 350 kips for the three-story medical tower, and 900 kips for the parking garage. The dead load was expected to be 65 % of the maximum column load with column spacing at 35 feet. ABC Engineering, Inc. has requested ASU geotechnical Inc. to submit a geotechnical report that included: shallow foundation recommendations, total and different settlements under the maximum column ...

Executive SummaryXYZ Development, LLC has requested ASU Geotechn.docx

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Exemplary Proficient Progressing Emerging Element (1): Responsiveness: Did the student respond to the main question of the week? 9 points (28%) Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings). 9 points Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings. 7–8 points Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings. 4–6 points Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings. 0–3 points Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information? 9 points (28%) Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge. 9 points Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge. 7–8 points Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided. 4–6 points Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...

ExemplaryProficientProgressingEmergingElement (1) Respo.docx

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