1
The Essentials of Master’s Education in Nursing
March 21, 2011
TABLE OF CONTENTS
Introduction 3
Master’s Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master’s Nursing Education Curriculum 7
The Essentials of Master’s Education in Nursing
I. Background for Practice from Sciences and Humanities 9
II. Organizational and Systems Leadership 11
III. Quality Improvement and Safety 13
IV. Translating and Integrating Scholarship into Practice 15
V. Informatics and Healthcare Technologies 17
VI. Health Policy and Advocacy 20
VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes 22
VIII. Clinical Prevention and Population Health for
Improving Health 24
IX. Master’s-Level Nursing Practice 26
Clinical/Practice Learning Expectations for Master’s Programs 29
Summary 31
Glossary 31
2
References 40
Appendix A: Task Force on the Essentials of Master’s Education in Nursing 49
Appendix B: Participants who attended Stakeholder Meetings 50
Appendix C: Schools of Nursing that Participated in the Regional Meetings
or Provided Feedback 52
Appendix D: Professional Organizations that Participated in the Regional
Meetings or Provided Feedback 63
Appendix E: Healthcare Systems that Participated in the Regional Meetings 64
3
The Essentials of Master’s Education in Nursing
March 21, 2011
The Essentials of Master’s Education in Nursing reflect the profession’s continuing call for
imagination, transformative thinking, and evolutionary change in graduate education. The
extraordinary explosion of knowledge, expanding technologies, increasing diversity, and global
health challenges produce a dynamic environment for nursing and amplify nursing’s critical
contributions to health care. Master’s education prepares nurses for flexible leadership and
critical action within complex, changing systems, including health, educational, and
organizational systems. Master’s education equips nurses with valuable knowledge and skills to
lead change, promote health, and elevate care in various roles and settings. Synergy with these
Essentials, current and future healthcare reform legislation, and the action-oriented
recommendations of the Initiative on the Future of Nursing (IOM, 2010) highlights the value and
transforming potential of the nursing profession.
These Essentials are core for all master’s programs in nursing and provide the necessary
curricular elements and framework, regardless of focus, major, or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of master’s nursing programs. These
Essentials are not prescriptive directives on the design of programs. Consistent with the
Baccalaureate and Doct.
American Association of Colleges of Nursing The Esse.docxgreg1eden90113
American Association
of Colleges of Nursing
The Essentials of Master's Education in Nursing
March 21,2011
TABLE OF CONTENTS
Introduction 3
Master's Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master's Nursing Education Curriculum 7
The Essentials of Master's Education in Nursing
I. Background for Practice from Sciences and Humanities 9
II. Organizational and Systems Leadership II
Ill. Quality Improvement and Safety 13
IV. Translating and Integrating Scholarship into Practice 15
V. Informatics and Healthcare Technologies 17
VI. Health Policy and Advocacy 20
VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes 22
VIII. Clinical Prevention and Population Health for
Improving Health 24
IX. Master's-Level Nursing Practice 26
Clinical/Practice Learning Expectations for Master's Programs 29
Summary 31
Glossary 31
1
References 40
Appendix A: Task Force on the Essentials of Master's Education in Nursing 49
Appendix B: Participants who attended Stakeholder Meetings 50
Appendix C: Schools of Nursing that Participated in the Regional Meetings
or Provided Feedback 52
Appendix D: Professional Organizations that Participated in the Regional
Meetings or Provided Feedback 63
Appendix E: Healthcare Systems that Participated in the Regional Meetings 64
2
The Essentials of Master's Education in Nursing
March 21, 2011
The Essentials of Master's Education in Nursing reflect the profession's continuing call for
imagination, transformative thinking, and evolutionmy change in graduate education. The
extraordinmy explosion of knowledge, expanding technologies, increasing diversity, and global
health challenges produce a dynamic environment for nursing and amplify nursing's critical
contributions to health care. Master's education prepares nurses for flexible leadership and critical
action within complex, changing systems, including health, educational, and organizational
systems. Master's education equips nurses with valuable knowledge and skills to lead change,
promote health, and elevate care in various roles and settings. Synergy with these Essentials,
current and future healthcare reform legislation, and the action-oriented recommendations of the
Initiative on the Future of Nursing (!OM, 2010) highlights the value and transforming potential of
the nursing profession.
These Essentials are core for all master's programs in nursing and provide the necessary
curricular elements and framework, regardless of focus, major, or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of master's nursing programs. These
Essentials are not prescriptive directives on the design of programs. Consistent with the
Baccalaureate and Doctorate of Nursing Practice Essentials, this document .
American Association of Colleges of Nursing The Esse.docxgreg1eden90113
American Association
of Colleges of Nursing
The Essentials of Master's Education in Nursing
March 21,2011
TABLE OF CONTENTS
Introduction 3
Master's Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master's Nursing Education Curriculum 7
The Essentials of Master's Education in Nursing
I. Background for Practice from Sciences and Humanities 9
II. Organizational and Systems Leadership II
Ill. Quality Improvement and Safety 13
IV. Translating and Integrating Scholarship into Practice 15
V. Informatics and Healthcare Technologies 17
VI. Health Policy and Advocacy 20
VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes 22
VIII. Clinical Prevention and Population Health for
Improving Health 24
IX. Master's-Level Nursing Practice 26
Clinical/Practice Learning Expectations for Master's Programs 29
Summary 31
Glossary 31
1
References 40
Appendix A: Task Force on the Essentials of Master's Education in Nursing 49
Appendix B: Participants who attended Stakeholder Meetings 50
Appendix C: Schools of Nursing that Participated in the Regional Meetings
or Provided Feedback 52
Appendix D: Professional Organizations that Participated in the Regional
Meetings or Provided Feedback 63
Appendix E: Healthcare Systems that Participated in the Regional Meetings 64
2
The Essentials of Master's Education in Nursing
March 21, 2011
The Essentials of Master's Education in Nursing reflect the profession's continuing call for
imagination, transformative thinking, and evolutionmy change in graduate education. The
extraordinmy explosion of knowledge, expanding technologies, increasing diversity, and global
health challenges produce a dynamic environment for nursing and amplify nursing's critical
contributions to health care. Master's education prepares nurses for flexible leadership and critical
action within complex, changing systems, including health, educational, and organizational
systems. Master's education equips nurses with valuable knowledge and skills to lead change,
promote health, and elevate care in various roles and settings. Synergy with these Essentials,
current and future healthcare reform legislation, and the action-oriented recommendations of the
Initiative on the Future of Nursing (!OM, 2010) highlights the value and transforming potential of
the nursing profession.
These Essentials are core for all master's programs in nursing and provide the necessary
curricular elements and framework, regardless of focus, major, or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of master's nursing programs. These
Essentials are not prescriptive directives on the design of programs. Consistent with the
Baccalaureate and Doctorate of Nursing Practice Essentials, this document .
WEEK 10Discuss two different types of comfort interventions that.docxcelenarouzie
WEEK 10
Discuss two different types of comfort interventions that can be utilized by the advanced practice nurse in the clinical setting as per Katharine Kolcaba's Theory of Comfort. Identify one MSN Essential that most relates to application of this theory in practice and explain your choice.
**As a reminder, all questions must be answered to receive full credit for this discussion. please include your name in the title bar of the discussion. Discussion posts must be minimum of 250 words and reply posts minimum 100 words. Also, make sure to use scholarly sources to support your discussion.**
1
The Essentials of Master’s Education in Nursing
March 21, 2011
TABLE OF CONTENTS
Introduction 3
Master’s Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master’s Nursing Education Curriculum 7
The Essentials of Master’s Education in Nursing
I. Background for Practice from Sciences and Humanities 9
II. Organizational and Systems Leadership 11
III. Quality Improvement and Safety 13
IV. Translating and Integrating Scholarship into Practice 15
V. Informatics and Healthcare Technologies 17
VI. Health Policy and Advocacy 20
VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes 22
VIII. Clinical Prevention and Population Health for
Improving Health 24
IX. Master’s-Level Nursing Practice 26
Clinical/Practice Learning Expectations for Master’s Programs 29
Summary 31
Glossary 31
2
References 40
Appendix A: Task Force on the Essentials of Master’s Education in Nursing 49
Appendix B: Participants who attended Stakeholder Meetings 50
Appendix C: Schools of Nursing that Participated in the Regional Meetings
or Provided Feedback 52
Appendix D: Professional Organizations that Participated in the Regional
Meetings or Provided Feedback 63
Appendix E: Healthcare Systems that Participated in the Regional Meetings 64
3
The Essentials of Master’s Education in Nursing
March 21, 2011
The Essentials of Master’s Education in Nursing reflect the profession’s continuing call for
imagination, transformative thinking, and evolutionary change in graduate education. The
extraordinary explosion of knowledge, expanding technologies, increasing diversity, and global
health challenges produce a dynamic environment for nursing and amplify nursing’s critical
contributions to health care. Master’s education prepares nurses for flexible leadership and
critical action within complex, changing systems, including health, educational, and
organizational systems. Master’s education equips nurses with valuable knowledge and skills to
lead change, promote health, and elevate care in various roles and settings. Synergy with these
Essentials, current and future .
P.O. BOX 136JACKSON, MS 39205-0136TELEPHONE (601) 359-1.docxhoney690131
P.O. BOX 136
JACKSON, MS 39205-0136
TELEPHONE: (601) 359-1633
F0108 2019028765
2019 LLC Annual Report
Business Information
Business ID: 931874 Business Name: GM Hardwood Floors, LLC
State of Incorporation: MS Business Email: [email protected]
Phone: (***)***-****
FEIN: **-*******
Principal Address: 187 REEDY CREEK ROADLAUREL, MS 39443
Registered Agent
Name: NATIONAL REGISTERED AGENTS INC
Address: 840 TRUCKING BLDG 248 E CAPITOL STREETJACKSON, MS 39201
Managers and Members
Members
Name: Address:
Greta Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
Michael W. Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
Fee: $
Business ID: 931874
Filed: 02/04/2019 04:41 PM
C. Delbert Hosemann, Jr.
Secretary of State
Officers
Title/Name: Address: Director:
President:
Vice President:
Secretary:
Treasurer:
This LLC has a written Operating Agreement.
NAICS Code/Nature of Business
238330 - Flooring Contractors
Signature
By entering my name in the space provided, I certify that I am authorized to file this
document on behalf of this entity, have examined the document and, to the best of my
knowledge and belief, it is true, correct and complete as of this day 02/04/2019.
Name: Address:
Michael W Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
Officers List
Name: Address:
Greta Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
Michael W. Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
LegalZoom.Com, Inc.
Other
7083 Hollywood Blvd., Suite 180
Los Angeles, CA 90028
1
The Essentials of Master’s Education in Nursing
March 21, 2011
TABLE OF CONTENTS
Introduction 3
Master’s Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master’s Nursing Education Curriculum 7
The Essentials of Master’s Education in Nursing
I. Background for Practice from Sciences and Humanities 9
II. Organizational and Systems Leadership 11
III. Quality Improvement and Safety 13
IV. Translating and Integrating Scholarship into Practice 15
V. Informatics and Healthcare Technologies 17
VI. Health Policy and Advocacy 20
VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes 22
VIII. Clinical Prevention and Population Health for
Improving Health 24
IX. Master’s-Level Nursing Practice 26
Clinical/Practice Learning Expectations for Master’s Programs 29
Summary 31
Glossary 31
2
References 40
Appendix A: Task Force on the Essentials of Master’s Education in Nursing 49
Appendix B: Participants who attended Stakeholder Meetings 50
Appendix C: Schools of Nursing that Participated in the Regional Meetings
or Provided Feedback 52
Appendix D: Professional Organizations that Participated in the Regional
Mee.
1 The Essentials of Baccalaureate Education for ProfTatianaMajor22
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc ...
1 The Essentials of Baccalaureate Education for Prof.docxjesusamckone
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
1 The Essentials of Baccalaureate Education for Prof.docxlorainedeserre
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc ...
1 The Essentials of Baccalaureate Education for Prof.docxRAJU852744
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
1 Network Analysis and Design This assignment is.docxoswald1horne84988
1
Network Analysis and Design
This assignment is worth 30%.
Deadline: Mon, Week 12
Part A: HQ LAN Upgrade (35%)
Background:
ABC is a big company in the US. ABC has employed you as the IT officer of the company.
Your job is to analyse the performance of the HQ LAN, suggest changes to improve the
network performance and provide a report to your boss.
Settings:
Run all simulations for 30 minutes to simulate a working day.
The graphs should be time averaged
Duplicate scenario for each possible setup
Tasks:
1. Analyse the current performance of the HQ LAN for each level and comment on it.
You are required to show all relevant graphs. The graphs for each level can be
overlaid. (10%)
2. Some staffs are unhappy about the speed of the network. Anything that takes more
than 1 second is not desirable. You have decided to try the following to improve the
network performance. Show the relevant graphs and comment on the results: (5%)
a. Increase the link speeds of
i. HQ_Router1 to HQ_Router3 from 1 Gbps to 10 Gbps and
ii. HQ_Router2 to HQ_Router3 from 1 Gbps to 10 Gbps
b. Increase the LANs for level 1, 2 and 3 from 100 Mbps to 1 Gbps
c. Try out 1 other way that meets the requirement.
3. After meeting the requirement, the company has decided to purchase an Ethernet
Server and placed it in the HQ LAN. (10%)
a. Rename it to HQ Server
b. Use a 1Gbps link
c. Set Application: Supported Services to All
d. Set statistics to view the following:
i. Server DB Task Processing Time (Heavy)
ii. Server Email Task Processing Time (Heavy)
iii. Server HTTP Task Processing Time (Heavy)
iv. Server Performance Task Processing Time
e. Show the performance of the HQ Server with the required graphs and
comment on the results
f. Justify the location of the server
g. State at least 3 security measures you will take to protect the HQ LAN from
malicious attacks
4. What would you do so that all the 4 statistics of the HQ server are less than 0.025 s?
Show all relevant graphs. (3 marks)
2
5. Prepare a report and state the additional amount of money that is needed for the
changes you have made to meet the additional requirements. Refer to the given price
list in the Appendix. (7%)
a. Your report should include a content page, a summary of the addressed issues,
objectives, budgeting, proposed solutions and conclusion.
Part B: Network Design (65%)
Background:
Due to your excellent work in the analysis of the HQ LAN, you are now assigned the new
task of designing the LAN for one of ABC’s client, XYZ. The company XYZ is made up of 4
sections and the number of people in each section is as shown below.
1. Research – 20
2. Technical – 10
3. Guests – 4
4. Executives – 2
Set up the following staff profile:
1. Research: file transfer (light), web browsing (heavy) and file print (light)
2. Technical: Database Access (heavy), telnet (heavy) and email (light)
3. Guests: Em.
1 Name _____________________________ MTH129 Fall .docxoswald1horne84988
1
Name: _____________________________
MTH129 Fall 2018 - FINAL EXAM A
Show all work neatly on paper provided. Label all work. Place final answers on the answer sheet.
PART I: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
1. Find the inverse of the following functions:
a. 𝑓(𝑥) = 2𝑥 − 3
b. 𝑓(𝑥) =
3𝑥 +1
𝑥−2
2. If 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 3 and 𝑔(𝑥) = −3𝑥 + 4, find the following:
a. (𝑓°𝑔)(𝑥) b. (𝑓°𝑔)(2)
3. Find the domain for the following expression:
a) √𝑥 + 5 𝑏) 7𝑥 2 + 3𝑥 − 1 𝑐)
𝑥 2+4
𝑥 2−9
4. Find the radian measures of the angles with the given degree measures.
a) 81°
Find the degree measures of the angles with the given radian measures.
b)
13𝜋
6
5. Solve the following equations:
a) (5t) = 20
b) 6000 = 40(15)t
6. Expand the following logarithmic expressions:
a. log(𝐴𝐵2 )
b. ln(
4
√3
)
7. Describe how the graph of each function can be obtained from the graph f
a. 𝑦 = 𝑓(𝑥) − 8
b. 𝑦 = 𝑓(𝑥 + 4) − 5
8. A real number t is given 𝑡 =
2𝜋
3
a. Find the reference number for t.
b. Find the terminal point P(x,y) on the unit circle determined by t
c. The unit circle is centered at __________________ and has a radius of _________________
PART II: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
2
1. A sum of $7,000 is invested at an interest rate of 4
1
2
% per year, compounding monthly. (round all answers to
the nearest cent)
a. Find the amount of the investment after 2
1
2
years.
b. How long will it take for the investment to amount to $12,000?
c. Using the information in part (a), find the amount of the investment if compounded quarterly.
2. When a company charges price p dollars for one of its products, its revenue is given by
𝑅 = 𝑓(𝑝) = 500𝑝(30 − 𝑝)
a. Create a quadratic function for price with respect to revenue.
b. What price should they charge in order to maximize their revenue?
c. What is the maximum revenue?
d. What would be the revenue if the price was set at $10?
e. Sketch a rough graph – indicate the intercepts and the maximum coordinates.
3. The charges for a taxi ride are an initial charge of $2.50 and $0.85 for each mile driven.
a. Write a function for the charge of a taxi ride as a linear function of the distance traveled.
b. What is the cost of a 12 mile trip?
c. Find the equation of a line that passes through the following points: (1,-2) , (2,5) Express in 𝑦 =
𝑚𝑥 + 𝑏 form
d. Graph part ( c )
4. a. Divide the following polynomial and factor completely.
𝑃(𝑥) = 3𝑥 4 − 9𝑥 3 − 2𝑥 2 + 5𝑥 + 3; 𝑐 = 3
b. Given polynomial−𝑥 2 + 5𝑥 − 6, state the end behavior of its graph.
c. Using the polynomial on part ( c ), would this g
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WEEK 10Discuss two different types of comfort interventions that.docxcelenarouzie
WEEK 10
Discuss two different types of comfort interventions that can be utilized by the advanced practice nurse in the clinical setting as per Katharine Kolcaba's Theory of Comfort. Identify one MSN Essential that most relates to application of this theory in practice and explain your choice.
**As a reminder, all questions must be answered to receive full credit for this discussion. please include your name in the title bar of the discussion. Discussion posts must be minimum of 250 words and reply posts minimum 100 words. Also, make sure to use scholarly sources to support your discussion.**
1
The Essentials of Master’s Education in Nursing
March 21, 2011
TABLE OF CONTENTS
Introduction 3
Master’s Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master’s Nursing Education Curriculum 7
The Essentials of Master’s Education in Nursing
I. Background for Practice from Sciences and Humanities 9
II. Organizational and Systems Leadership 11
III. Quality Improvement and Safety 13
IV. Translating and Integrating Scholarship into Practice 15
V. Informatics and Healthcare Technologies 17
VI. Health Policy and Advocacy 20
VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes 22
VIII. Clinical Prevention and Population Health for
Improving Health 24
IX. Master’s-Level Nursing Practice 26
Clinical/Practice Learning Expectations for Master’s Programs 29
Summary 31
Glossary 31
2
References 40
Appendix A: Task Force on the Essentials of Master’s Education in Nursing 49
Appendix B: Participants who attended Stakeholder Meetings 50
Appendix C: Schools of Nursing that Participated in the Regional Meetings
or Provided Feedback 52
Appendix D: Professional Organizations that Participated in the Regional
Meetings or Provided Feedback 63
Appendix E: Healthcare Systems that Participated in the Regional Meetings 64
3
The Essentials of Master’s Education in Nursing
March 21, 2011
The Essentials of Master’s Education in Nursing reflect the profession’s continuing call for
imagination, transformative thinking, and evolutionary change in graduate education. The
extraordinary explosion of knowledge, expanding technologies, increasing diversity, and global
health challenges produce a dynamic environment for nursing and amplify nursing’s critical
contributions to health care. Master’s education prepares nurses for flexible leadership and
critical action within complex, changing systems, including health, educational, and
organizational systems. Master’s education equips nurses with valuable knowledge and skills to
lead change, promote health, and elevate care in various roles and settings. Synergy with these
Essentials, current and future .
P.O. BOX 136JACKSON, MS 39205-0136TELEPHONE (601) 359-1.docxhoney690131
P.O. BOX 136
JACKSON, MS 39205-0136
TELEPHONE: (601) 359-1633
F0108 2019028765
2019 LLC Annual Report
Business Information
Business ID: 931874 Business Name: GM Hardwood Floors, LLC
State of Incorporation: MS Business Email: [email protected]
Phone: (***)***-****
FEIN: **-*******
Principal Address: 187 REEDY CREEK ROADLAUREL, MS 39443
Registered Agent
Name: NATIONAL REGISTERED AGENTS INC
Address: 840 TRUCKING BLDG 248 E CAPITOL STREETJACKSON, MS 39201
Managers and Members
Members
Name: Address:
Greta Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
Michael W. Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
Fee: $
Business ID: 931874
Filed: 02/04/2019 04:41 PM
C. Delbert Hosemann, Jr.
Secretary of State
Officers
Title/Name: Address: Director:
President:
Vice President:
Secretary:
Treasurer:
This LLC has a written Operating Agreement.
NAICS Code/Nature of Business
238330 - Flooring Contractors
Signature
By entering my name in the space provided, I certify that I am authorized to file this
document on behalf of this entity, have examined the document and, to the best of my
knowledge and belief, it is true, correct and complete as of this day 02/04/2019.
Name: Address:
Michael W Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
Officers List
Name: Address:
Greta Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
Michael W. Husers
Member
187 Reedy Creek Road
Laurel, MS 39443
LegalZoom.Com, Inc.
Other
7083 Hollywood Blvd., Suite 180
Los Angeles, CA 90028
1
The Essentials of Master’s Education in Nursing
March 21, 2011
TABLE OF CONTENTS
Introduction 3
Master’s Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master’s Nursing Education Curriculum 7
The Essentials of Master’s Education in Nursing
I. Background for Practice from Sciences and Humanities 9
II. Organizational and Systems Leadership 11
III. Quality Improvement and Safety 13
IV. Translating and Integrating Scholarship into Practice 15
V. Informatics and Healthcare Technologies 17
VI. Health Policy and Advocacy 20
VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes 22
VIII. Clinical Prevention and Population Health for
Improving Health 24
IX. Master’s-Level Nursing Practice 26
Clinical/Practice Learning Expectations for Master’s Programs 29
Summary 31
Glossary 31
2
References 40
Appendix A: Task Force on the Essentials of Master’s Education in Nursing 49
Appendix B: Participants who attended Stakeholder Meetings 50
Appendix C: Schools of Nursing that Participated in the Regional Meetings
or Provided Feedback 52
Appendix D: Professional Organizations that Participated in the Regional
Mee.
1 The Essentials of Baccalaureate Education for ProfTatianaMajor22
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc ...
1 The Essentials of Baccalaureate Education for Prof.docxjesusamckone
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
1 The Essentials of Baccalaureate Education for Prof.docxlorainedeserre
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc ...
1 The Essentials of Baccalaureate Education for Prof.docxRAJU852744
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
Similar to 1 The Essentials of Master’s Education in Nursing.docx (20)
1 Network Analysis and Design This assignment is.docxoswald1horne84988
1
Network Analysis and Design
This assignment is worth 30%.
Deadline: Mon, Week 12
Part A: HQ LAN Upgrade (35%)
Background:
ABC is a big company in the US. ABC has employed you as the IT officer of the company.
Your job is to analyse the performance of the HQ LAN, suggest changes to improve the
network performance and provide a report to your boss.
Settings:
Run all simulations for 30 minutes to simulate a working day.
The graphs should be time averaged
Duplicate scenario for each possible setup
Tasks:
1. Analyse the current performance of the HQ LAN for each level and comment on it.
You are required to show all relevant graphs. The graphs for each level can be
overlaid. (10%)
2. Some staffs are unhappy about the speed of the network. Anything that takes more
than 1 second is not desirable. You have decided to try the following to improve the
network performance. Show the relevant graphs and comment on the results: (5%)
a. Increase the link speeds of
i. HQ_Router1 to HQ_Router3 from 1 Gbps to 10 Gbps and
ii. HQ_Router2 to HQ_Router3 from 1 Gbps to 10 Gbps
b. Increase the LANs for level 1, 2 and 3 from 100 Mbps to 1 Gbps
c. Try out 1 other way that meets the requirement.
3. After meeting the requirement, the company has decided to purchase an Ethernet
Server and placed it in the HQ LAN. (10%)
a. Rename it to HQ Server
b. Use a 1Gbps link
c. Set Application: Supported Services to All
d. Set statistics to view the following:
i. Server DB Task Processing Time (Heavy)
ii. Server Email Task Processing Time (Heavy)
iii. Server HTTP Task Processing Time (Heavy)
iv. Server Performance Task Processing Time
e. Show the performance of the HQ Server with the required graphs and
comment on the results
f. Justify the location of the server
g. State at least 3 security measures you will take to protect the HQ LAN from
malicious attacks
4. What would you do so that all the 4 statistics of the HQ server are less than 0.025 s?
Show all relevant graphs. (3 marks)
2
5. Prepare a report and state the additional amount of money that is needed for the
changes you have made to meet the additional requirements. Refer to the given price
list in the Appendix. (7%)
a. Your report should include a content page, a summary of the addressed issues,
objectives, budgeting, proposed solutions and conclusion.
Part B: Network Design (65%)
Background:
Due to your excellent work in the analysis of the HQ LAN, you are now assigned the new
task of designing the LAN for one of ABC’s client, XYZ. The company XYZ is made up of 4
sections and the number of people in each section is as shown below.
1. Research – 20
2. Technical – 10
3. Guests – 4
4. Executives – 2
Set up the following staff profile:
1. Research: file transfer (light), web browsing (heavy) and file print (light)
2. Technical: Database Access (heavy), telnet (heavy) and email (light)
3. Guests: Em.
1 Name _____________________________ MTH129 Fall .docxoswald1horne84988
1
Name: _____________________________
MTH129 Fall 2018 - FINAL EXAM A
Show all work neatly on paper provided. Label all work. Place final answers on the answer sheet.
PART I: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
1. Find the inverse of the following functions:
a. 𝑓(𝑥) = 2𝑥 − 3
b. 𝑓(𝑥) =
3𝑥 +1
𝑥−2
2. If 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 3 and 𝑔(𝑥) = −3𝑥 + 4, find the following:
a. (𝑓°𝑔)(𝑥) b. (𝑓°𝑔)(2)
3. Find the domain for the following expression:
a) √𝑥 + 5 𝑏) 7𝑥 2 + 3𝑥 − 1 𝑐)
𝑥 2+4
𝑥 2−9
4. Find the radian measures of the angles with the given degree measures.
a) 81°
Find the degree measures of the angles with the given radian measures.
b)
13𝜋
6
5. Solve the following equations:
a) (5t) = 20
b) 6000 = 40(15)t
6. Expand the following logarithmic expressions:
a. log(𝐴𝐵2 )
b. ln(
4
√3
)
7. Describe how the graph of each function can be obtained from the graph f
a. 𝑦 = 𝑓(𝑥) − 8
b. 𝑦 = 𝑓(𝑥 + 4) − 5
8. A real number t is given 𝑡 =
2𝜋
3
a. Find the reference number for t.
b. Find the terminal point P(x,y) on the unit circle determined by t
c. The unit circle is centered at __________________ and has a radius of _________________
PART II: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
2
1. A sum of $7,000 is invested at an interest rate of 4
1
2
% per year, compounding monthly. (round all answers to
the nearest cent)
a. Find the amount of the investment after 2
1
2
years.
b. How long will it take for the investment to amount to $12,000?
c. Using the information in part (a), find the amount of the investment if compounded quarterly.
2. When a company charges price p dollars for one of its products, its revenue is given by
𝑅 = 𝑓(𝑝) = 500𝑝(30 − 𝑝)
a. Create a quadratic function for price with respect to revenue.
b. What price should they charge in order to maximize their revenue?
c. What is the maximum revenue?
d. What would be the revenue if the price was set at $10?
e. Sketch a rough graph – indicate the intercepts and the maximum coordinates.
3. The charges for a taxi ride are an initial charge of $2.50 and $0.85 for each mile driven.
a. Write a function for the charge of a taxi ride as a linear function of the distance traveled.
b. What is the cost of a 12 mile trip?
c. Find the equation of a line that passes through the following points: (1,-2) , (2,5) Express in 𝑦 =
𝑚𝑥 + 𝑏 form
d. Graph part ( c )
4. a. Divide the following polynomial and factor completely.
𝑃(𝑥) = 3𝑥 4 − 9𝑥 3 − 2𝑥 2 + 5𝑥 + 3; 𝑐 = 3
b. Given polynomial−𝑥 2 + 5𝑥 − 6, state the end behavior of its graph.
c. Using the polynomial on part ( c ), would this g
1 Lab 8 -Ballistic Pendulum Since you will be desig.docxoswald1horne84988
1
Lab 8 -Ballistic Pendulum
Since you will be designing your own procedure you will have two
class periods to take the required data.
The goal of this lab is to measure the speed of a ball that is fired
from a projectile launcher using two different methods. The
Projectile launcher has three different settings, “Short Range,”
“Medium Range” and “Long Range,” however you will only need to
determine the speed for any ONE of these Range settings.
Method 1 involves firing the ball directly into the “Ballistic
Pendulum” shown below in Figure 2 for which limited instructions will be provided. Method 2
is entirely up to your group. While you have significant freedom to design your own procedure,
you will need to worry about the random and systematic uncertainties you are introducing
based on your procedure. This manual will provide a few hints to help reduce a few of those
uncertainties.
The ballistic pendulum pictured in Figure 2 is important canonical problem students study to
explore the conservation of momentum and energy. The ball is fired by the projectile launcher
into a “perfectly inelastic collision” with the pendulum. The pendulum then swings to some
maximum angle which is measured by an Angle Indicator.
Caution: The pendulum has a plastic hinge and Angle Indicator which are both fragile. Be
gentle.
Study the ballistic pendulum carefully. Before we begin, here are a few things to consider and
be aware of in Figure 2:
Projectile launcher
Angle indicator (curved
black bar)
Clamp
Pendulum (can be removed
for measurements)
Figure 2: Ballistic Pendulum
Plumb bob
Firing string
Release
point
Figure 1: Projectile Launcher
Bolt for removing pendulum
2
A. Clamping the ballistic pendulum to the table will reduce random uncertainties in the
speed with which the projectile launcher releases the ball. Similarly, you should check
that the various bolts are snug and that the ball is always fully inside the launcher (not
rolling around inside the barrel of launcher).
B. If the lab bench is not perfectly horizontal the plumb bob and angle indicator will not
read zero degrees before you begin your experiment. You should fix AND/OR account
for these discrepancies.
C. In Figure 3 you will notice a tiny gap between the launcher and the pendulum. This
important gap prevents the launcher from contacting the pendulum directly as the ball
is fired. Without this gap an unknown amount of momentum is transferred from the
launcher directly to the pendulum (in addition to the momentum transferred by the
ball) significantly complicating our experiment.
Figure 3: Important gap between Launcher and Pendulum
Equipment
1 Ballistic Pendulum (shown in Figure 2)
A bag with three balls
1 loading rod
1 Clamp
1 triple beam balance scale
Safety goggles for each group member
Any equipment found in your equipment drawer.
Reasonable equipment reque.
1 I Samuel 8-10 Israel Asks for a King 8 When S.docxoswald1horne84988
1
I Samuel 8-10
Israel Asks for a King
8 When Samuel grew old, he appointed his sons as Israel’s leaders.[a]2 The
name of his firstborn was Joel and the name of his second was Abijah, and
they served at Beersheba. 3 But his sons did not follow his ways. They turned
aside after dishonest gain and accepted bribes and perverted justice.
4 So all the elders of Israel gathered together and came to Samuel at
Ramah. 5 They said to him, “You are old, and your sons do not follow your
ways; now appoint a king to lead[b] us, such as all the other nationshave.”
6 But when they said, “Give us a king to lead us,” this displeasedSamuel; so
he prayed to the LORD. 7 And the LORD told him: “Listen to all that the people
are saying to you; it is not you they have rejected, but they have rejected
me as their king. 8 As they have done from the day I brought them up out of
Egypt until this day, forsaking me and serving other gods, so they are doing
to you. 9 Now listen to them; but warn them solemnly and let them
know what the king who will reign over them will claim as his rights.”
10 Samuel told all the words of the LORD to the people who were asking him
for a king. 11 He said, “This is what the king who will reign over you will claim
as his rights: He will take your sons and make them serve with his chariots
and horses, and they will run in front of his chariots. 12 Some he will assign to
be commanders of thousands and commanders of fifties, and others to plow
his ground and reap his harvest, and still others to make weapons of war
and equipment for his chariots. 13 He will take your daughters to be
perfumers and cooks and bakers. 14 He will take the best of your fields and
vineyards and olive groves and give them to his attendants. 15 He will take a
tenth of your grain and of your vintage and give it to his officials and
attendants. 16 Your male and female servants and the best of your cattle[c] and
donkeys he will take for his own use. 17 He will take a tenth of your flocks,
and you yourselves will become his slaves. 18 When that day comes, you will
cry out for relief from the king you have chosen, but the LORD will not
answer you in that day.”
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7371a
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7375b
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7386c
2
19 But the people refused to listen to Samuel. “No!” they said. “We wanta
king over us. 20 Then we will be like all the other nations, with a king to lead
us and to go out before us and fight our battles.”
21 When Samuel heard all that the people said, he repeated it before
the LORD. 22 The LORD answered, “Listen to them and give them a king.”
Then Samuel said to the Israelites, “Everyone go back to your own town.”
Samuel Anoints Saul
9 There was a Benjamite, a man of standing, whose n.
1 Journal Entry #9 What principle did you select .docxoswald1horne84988
1
Journal Entry #9
What principle did you select?
I selected principle 1 of part 1, “Don’t criticize, condemn or complain”.
Who did you interact with?
For this assignment I interacted with my younger cousin.
What was the context?
I had visited my Aunty and she and her husband asked me to stay a while as I was on school
break. They accommodated me and I decided in return to help look after my cousin in the period
when he got out of school and before they got back from work. He is 5 years old and can be quite
the handful.
What did you expect?
I expected that an authoritative approach would easily compel him to follow my instructions so
that the transition from school life into home life would be easy.
What happened?
At first, I used commanding language to get him to change out of his uniform or properly store
his back pack and books before stepping out to play. The first day was difficult and the way I
deal with him were not getting through. On the 2nd day, the same was observed. On the 3rd day,
before he could drop his back pack and run out, I offered to make him a sandwich to eat before
he left to play if he would change and clean up. He rushed up stairs and freshened up. On the
next day, he came home and rushed up to change and freshen up all on his own. I had not
initially offered; but I made him a sandwich regardless.
How did it make you feel?
It made me feel good to be able to get through to my cousin. After this, if I ever needed him to
do something in a better way than previously, I would encourage him onto a different way of
accomplishing the same. I would often offer praise after adoption of the new suggested method
was adopted or offered incentive.
2
What did you learn?
I learnt that in criticizing a person’s action, it is difficult to deter their belief in their methods,
values or beliefs. This usually just gives them the will to justify or defend their positions. It is
almost an exercise in futility to attempt to effect change by complaining, condemning or
criticizing.
What surprised you?
I was surprised by how fast the change was effected after the shift in direction I took to approach
my cousin. In not criticizing his way of doing things any longer and employing a different tactic,
I was able to influence his routine as well as build good rapport with him.
Going forward, how can you apply what you learnt?
Going forward I will attempt to understand that everyone has a belief or image of their own that I
should respect. These beliefs, systems and values are crucial to their inherent dignity and to
criticize or attack this will only fuel conflict.
Running head: Physical activity project 1
Physical activity project:
A 7-day analysis and action plans
Student Name
National University
Physical activity project 2
Introduction
Physical activity (PA) has been a major component of public health since the rise of
chronic illnesses .
1
HCA 448 Case 2 for 10/04/2018
Recently, a patient was transferred to a cardiac intensive care unit (CICU) at Methodist Hospital.
Methodist is a 250-bed hospital, which is one of five hospitals in the University Health System.
The patient was a retired 72-year-old man, who recently (i.e., 25 days ago) had a mild heart
attack and was treated and released from a sister hospital, which is in the same system as
Methodist Hospital. An otherwise health individual, Mr. Charlie Johnson (a husband, father of 4,
and grandfather of 12) is in now need or lots of medication and a battery of tests. To the nurses
on shift, it appears that the entire Johnson family is in patient’s room watching the clinical staff
treated Mr. Johnson. The family overhears everything and they want to know what is being done
to (and for) their loved one. In addition, they want to know the meaning behind the various beeps
coming from the many machines attached to Mr. Johnson.
Over the past 10 years, the latest U.S. News and World report has ranked Methodist Hospital as
one of the Best Hospitals for Cardiology & Heart Surgery. However, it is important to note that
over the past few years, the unit has dropped in the rankings.
Katherine Ross RN, the patient care director of the CICU, which has 14 beds, has held this post
for two years. (See Figure) The unit has a $20 million budget. Ms. Ross has worked at Methodist
Hospital for 16 years. She spends 50 percent of her time on patient safety, 25 percent on staffing
and recruitment, and 20 percent with nurses in relation to their satisfaction with the work and
with families relative to their satisfaction with care. Ten percent of Ms. Ross’s time is spent on
administrative duties. According to Ms. Ross, “I like is working with exceptional nurses who are
very smart and do what it takes with limited resources. However, we don’t always feel
empowered, despite the existence of shared governance, a structure I help to coordinate.”
2
Relationship with Nurses on the Unit:
Nurses on the unit work a three day a week, 12 hours a shift. Ms. Ross says, “we did an
employee opinion survey that went to all employees on the unit, 50 people in all, but only 13
responded. Some of them weren’t sure who their supervisor was. The employees aren’t happy
but our patients are happy.” She adds that “my name is on the unit, not the medical director’s. If
anything goes wrong with the unit, they blame it on nursing. Yet I’m brushed off by people
whom I have to deal with outside of the unit. For example, we have a problem with machines
that analyze blood gases. I spoke with the people there about the technology. This was four
weeks ago. It’s a patient safety issue. I sent them e-mails. I need the work to get done, the staff
don’t feel empowered if I’m not empowered. This goes for other departments as well. For
example, respiratory therapy starts using a new ventilator witho.
1
HC2091: Finance for Business
Trimester 2 2018
Group Assignment
Assessment Value: 20%
Due Date: Sunday 23:59 pm, Week 10
Group: 2- 4 students
Length: Min 2500 words
INSTRUCTIONS
Students are required to form a group to study, undertake research, analyse and conduct academic
work within the areas of business finance covered in learning materials Topics 1 to 10 inclusive.
The assignment should examine the main issues, including underlying theories, implement
performance measures used and explain the firm financial performance. Your group is strongly
advised to reference professional websites, journal articles and text books in this assignment (case
study).
Tasks
This assessment task is a written report and analysis of the financial performance of a selected
listed company on the ASX in order to provide financial and investment advice to a wealthy
investor. This assignment requires your group to undertake a comprehensive examination of a
firm’s financial performance based on update financial statements of the chosen companies.
Group Arrangement
This assignment must be completed IN Group. Each group can be from 2 to maximum 4 student
members. Each group will choose 1 company and once the company has been chosen, the other
group cannot choose the same company. First come first served rule applies here, it means you
need to form your group, choose on company from the list of ASX and register them with your
lecturer as soon as possible. Once your lecturer registers your chosen company, it cannot be
chosen by any other group. Your lecturer then will put your group on Black Board to enable you
to interact and discuss on the issues of your group assignment using Black Board environment.
However, face to face meeting, discussion and other methods of communication are needed to
ensure quality of group work. Each group needs to have your own arrangement so that all the
group members will contribute equally in the group work. If not, a Contribution Statement,
which clearly indicated individual contribution (in terms of percentage) of each member, should
be submitted as a separate item in your assignment. Your individual contribution then will be
assessed based on contribution statement to avoid any free riders.
2
Submission
Please make sure that your group member’s name and surname, student ID, subject name, and
code and lecture’s name are written on the cover sheet of the submitted assignment.
When you submit your assignment electronically, please save the file as ‘Group Assignment-
your group name .doc’. You are required to submit the assignment at Group Assignment
Final Submission, which is under Group Assignment and Due Dates on Black Board.
Submitted work should be your original work showing your creativity. Please ensure the self-
check for plagiarism to be done before final submission (plagiarism check is not over 30% .
1 ECE 175 Computer Programming for Engineering Applica.docxoswald1horne84988
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ECE 175: Computer Programming for Engineering Applications
Homework Assignment 6
Due: Tuesday March 12, 2019 by 11.59 pm
Conventions: Name your C programs as hwxpy.c where x corresponds to the homework number and y
corresponds to the problem number. For example, the C program for homework 6, problem 1 should be
named as hw6p1.c.
Write comments to your programs. Programs with no comments will receive PARTIAL credit. For each
program that you turn in, at least the following information should be included at the top of the C file:
- Author and Date created
- Brief description of the program:
- input(s) and output(s)
- brief description or relationship between inputs and outputs
Submission Instructions: Use the designated Dropbox on D2L to submit your homework.
Submit only the .c files.
Problem 1 (15 points) Write a program that returns the minimum value and its location, max
value and its location and average value of an array of integers. Your program should call a
single function that returns that min and its location, max and its location and mean value of
the array. Print the results in the main function (not within the array_func function).
See sample code execution below. The declaration of this function is given below:
void array_func (int *x, int size, int *min_p, int *minloc_p, int *max_p, int *maxloc_p, double *mean_p)
/* x is a pointer to the first array element
size is the array size
min_p is a pointer to a variable min in the main function that holds the minimum
minloc_p is a pointer to a variable minloc in the main function that holds the location where the
minimum is.
max_p is a pointer to a variable max in the main function that holds the maximum
maxloc_p is a pointer to a variable maxloc in the main function that holds the location where the
maximum is.
mean_p is a pointer to a variable mean in the main function that holds the mean */
Declare the following array of integers within the main function:
Sample code execution:
int data_ar[] = { -3, 5, 6, 7, 12, 3, 4, 6, 19, 23, 100, 3, 4, -2, 9, 43, 32, 45,
32, 2, 3, 2, -1, 8 };
int data_ar2[] = { -679,-758,-744,-393,-656,-172,-707,-32,-277,-47,-98,-824,-695,
-318,-951,-35,-439,-382,-766,-796,-187,-490,-446,-647};
int data_ar3[] = {-142, -2, -56, -60, 114, -249, 45, -139, -25, 17, 75, -27, 158,
-48, 33, 67, 9, 89, 33, -78, -180, 186, 218, -274};
2
Problem 2 (20 points): A barcode scanner verifies the 12-digit code scanned by comparing the
code’s last digit to its own computation of the check digit calculated from the first 11 digits as
follows:
1. Calculate the sum of the digits in the odd-numbered indices (the first, third, …, ninth
digits) and multiply this sum by 3.
2. Calculate the sum of the digits in the even-numbered indices (the 0th, second, … tenth
digits).
3. Add the results from step 1 and 2. If the last digit of the addition result is 0, then 0 is the
check digit. .
1 Cinemark Holdings Inc. Simulated ERM Program .docxoswald1horne84988
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Cinemark Holdings Inc.: Simulated ERM Program
Ben Li, Assistant Vice President of Compliance, is assigned the responsibility of developing an ERM
program at Cinemark Holdings Inc. (CHI). Over the past year, Ben has put in place the following ERM
activities:
Risk Identification and Assessment
The risk identification and assessment process steps are as follows:
1) Conduct online surveys of the heads of the 10 business segments and their 1-2 direct reports (15
people) and their mid-level managers (80 people). Exhibit 1 shows the instructions that are
included in the online survey. Exhibit 2 shows samples of the information collected from the
online survey.
2) Each of the 10 business segments separately organizes and compiles the results of the online
survey. They typically compile a robust list of 70-80 potential key risks. Each business segment
then prioritizes their top-5 risks and reports them to Ben Li, resulting in a total of 50 key risks (a
partial sample of the top-50 risk list is shown in Exhibit 3).
3) A consensus meeting is conducted where the 50 risks are shared with the top 10 members of
senior management in an open-group setting at an offsite one-day event. The 50 risks are each
discussed one at a time, after which the facilitator has the group collectively discuss and score
them for likelihood and severity. The risk ranking is calculated as the likelihood score plus the
severity score; the control effectiveness score is used to determine if there is room to improve
the controls and is used in the risk decision making process step. The top-20 risks are identified
as the key risks to CHI and are selected for additional mitigation and advanced to the risk
decision making stage. A Heat Map (see Exhibit 4) is provided to assist in this effort.
4) The 30 risks remaining from the 50 discussed at the consensus meeting are considered the non-
key risks, and these are monitored with key risk indicators to see if, over time, either the
likelihood and/or severity is increasing to the level which would result in one of these being
elevated to a key risk.
Risk Decision Making
Ben Li formed a Risk Committee to look at the risk identification and assessment information and to
define CHI’s risk appetite and risk limits, which were defined as follows:
Risk Appetite
CHI will maintain its overall risk profile in a manner consistent with our mission and vision and with the
expectations of our shareholders.
Risk Limits
CHI will also avoid any individual risk exposures deemed excessive by its Risk Committee; the individual
risk exposures will be determined separately for each key risk. CHI has zero tolerance for risks related to
internal fraud or violations of the employee code of conduct.
2
Ben Li expanded the role of the Risk Committee to also select and implement the risk mitigation for each
of the 20 key risks, at the same time as the committee determines the risk limits. .
1 Figure 1 Picture of Richard Selzer Richard Selz.docxoswald1horne84988
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Figure 1 Picture of Richard Selzer
Richard Selzer
What I Saw at the Abortion
I am a surgeon. Sick flesh is everyday news. Escaping blood, all the outpourings of
disease, meaty tumors that terrify–I touch these to destroy them. But I do not make symbols of
them.
What I am saying is that I have seen and I am used to seeing. I am a man who has a
trade, who has practiced it long enough to see no news in any of it. Picture me, then. A
professional in his forties, three children, living in a university town—so, necessarily, well—
enlightened? Enough, anyhow. Successful in my work, yes. No overriding religious posture.
Nothing special, then, your routine fellow, trying to do his work and doing it well enough. Picture
me, this professional, a sort of scientist, if you please, in possession of the standard admirable
opinions, positions, convictions, and so on–on this and that matter–on abortion, for example.
All right. Now listen.
It is the western wing of the fourth floor of a great university hospital. I am present
because I asked to be present. I wanted to see what I had never seen: an abortion.
The patient is Jamaican. She lies on the table in that state of notable submissiveness I
have always seen in patients. Now and then she smiles at one of the nurses as though
acknowledging a secret.
A nurse draws down the sheet, lays bare the abdomen. The belly mounds gently in the
twenty-fourth week of pregnancy. The chief surgeon paints it with a sponge soaked in red
antiseptic. He does this three times, each time a fresh sponge. He covers the area with a sterile
sheet, an aperture in its center. He is a kindly man who teaches as he works, who pauses to
reassure the woman.
He begins.
“A little pinprick,” he says to the woman. He inserts the point of a tiny needle at the
midline of the lower portion of her abdomen, on the downslope. He infiltrates local anesthetic into
the skin, where it forms a small white bubble.
The woman grimaces. “That is all you will feel,” the doctor says, “except for a little
pressure. But no more pain.” She smiles again. She seems to relax. She settles comfortably on
the table. The worst is over.
The doctor selects a three-and-one-half-inch needle bearing a central stylet. He places
the point at the site of the previous injection. He aims it straight up and down, perpendicular.
Next he takes hold of her abdomen with his left hand, palming the womb, steadying it. He thrusts
with his right hand. The needle sinks into the abdominal wall.
“Oh,” says the woman quietly.
But I guess it is not pain she feels. It is more a recognition that the deed is being done. Another
thrust and he has speared the uterus.
“We are in,” he says. He has felt the muscular wall of the organ gripping the shaft of his
needle. A further slight pressure on the needle advances it a bit more. He takes his left hand
2
from the woman’s abdomen. He retracts the filament of the stylet from the bar.
1 Films on Africa 1. A star () next to a film i.docxoswald1horne84988
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Films on Africa
1. A star (*) next to a film indicates that portions of that film might be shown in class in the course of
the semester.
2. All films are in DVD format, unless indicated otherwise.
3. Available: at the Madden and Fresno County Public Libraries, via Netflix, Blackboard or on-line.
4. For the on-line films, you can click on the link and this will lead you directly to the film.
5. Please be advised that a few films have the following notice: Warning: Contains scenes which some
viewers may find disturbing. You decide whether you want to watch them or not.
6. Some films are available on-line via VOD.
7. Let your instructor know if a link is no longer working.
The Africans (9 VHS films – each 60 min or 5 DVDs – each 120 min): Co-
production of WETA-TV and BBC-TV. Presented by Ali A. Mazrui. 1986.
Available at Madden Media & Fresno Public Libraries
Vol. 1 – The Nature of a continent*
Summary: Examines Africa as the birthplace of humankind and discusses
the impact of geography on African history, including the role of the Nile
in the origin of civilization and the introduction of Islam to Africa through its Arabic borders.
Vol. 2 – A Legacy of lifestyles*
Summary: This program explores how African contemporary lifestyles are influenced by
indigenous, Islamic and Western factors. It compares simple African societies with those that
are more complex and centralized, and examines the importance of family life.
Vol. 3 – New gods
Summary: This program examines the factors that influence religion in Africa, paying particular
attention to how traditional religions, Islam, and Christianity co-exist and influence each other.
Vol. 4 – Tools of exploitation
Summary: The impact of the West on Africa and the impact of Africa on the development of the
West are contrasted with an emphasis on the manner in which Africa's human and natural
resources have been exploited before, during, and after the colonial period.
Vol. 5 – New conflicts
Summary: Explores the tensions inherent in the juxtaposition of 3 African heritages, looking at
the ways in which these conflicts have contributed to the rise of the nationalist movement, the
warrior tradition of indigenous Africa, the jihad tradition of Islam, and modern guerilla warfare.
Vol. 6 – In search of stability
Summary: Gives an overview of the several means of governing in Africa. Examines new social
orders to illustrate an Africa in search of a viable form of government in the post-independence
period.
1.
2
Vol. 7 – A Garden of Eden in decay?
Summary: Identifies the problems of a continent that produces what it does not consume and
consumes what it does not produce. Shows Africa's struggle between economic dependence
and decay.
Vol. 8 – A Clash of cultures*
Summary: Discusses the conflicts and compromises which emerge from the coexistence of
many African traditions and modern life. Explores the question of whet.
1 Contemporary Approaches in Management of Risk in .docxoswald1horne84988
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Contemporary Approaches in Management of Risk in Engineering Organizations
Assignment-1
Literature review
Student name: Hari Kiran Penumudi
student id: 217473484
Table of Contents
2
INTRODUCTION………………………………………………………………………3-4
OBJECTIVES & DELIVERABLES…………………………………………………....4
REVIEW OF LITERATURE…………………………………………………………....5-13
Risk and Risk Management………………………………………………………5-6
Risk Management Frameworks……………………………………………….....6-10
Importance of Risk Management in Engineering………………………….........10-13
GENERAL PROBLEM STATEMENT…………………………………………………13-14
RESEARH STRATEGY…………………………………………………………………14-15
RESOURCES REQUIREMENTS……………………………………………………….16
PROJECT PLANNING…………………………………………………………………..16
REFERNCES…………………………………………………………………………….17-19
Contemporary Approaches in Management of Risk in Engineering Organizations
3
Introduction
The term, ‘risk’ as defined by the Oxford English dictionary is a possibility to meet with any
kind of danger or suffer harm. Risk is a serious issue that every organization has to deal with in
their everyday operations. However, nature and magnitude of risks largely vary from
organization to organization and often depend on the type of the organization. Therefore,
organizations irrespective of their type of operations keep a risk management team that looks
after every risk to which an organization is vulnerable. Organizations in the field of engineering
also have to come across some inherent risks that negatively impact their operations. Engineering
may be defined as the process of applying science to practical purposes of designing structures,
systems, machines and similar things. Therefore, like every other organization, risk assessment
and management is also an integral part of engineering organizations. Since the task of
engineering is mostly complex, the risks in this area are also very complicated. If risks in
engineering field are not mitigated effectively it may produce long-term danger that may affect
both the organizational services and the society in whole. Hence, the activity of risk management
within engineering organizations must be undertaken seriously and measured thoroughly in order
to reduce the threat of risks. Amyotte et al., (2006) simply puts it like within the engineering
practice, an inbuilt risk is always present. Studies have found that despite the knowledge of
inherent risks within the field and activity of engineering, organizations are not very aware in
imparting knowledge about risk management to their engineers. From this the need of education
regarding the risk management approaches arises. Therefore, this paper tries to find out
approaches to management of risks and importance of these approaches within the area of
engineering. Bringing on the contemporary evidence from the literature review related to risk
management approaches, the paper examines how those approaches can be helpful for
4 .
1
Assignment front Sheet
Qualification Unit number and title
Pearson BTEC Levels 4 and 5 Higher
Nationals in Health and Social Care (RQF)
HNHS 17: Effective Reporting and Record-keeping in
Health and Social Care Services
Student name Assessor name Internal Verifier
B. Maher F. Khan
Date issued: Final Submission:
12/10/2018 18/01/2019
Assignment title
Effective Reporting and Record-keeping in Health and Social
Care services
Submission Format
This work will be submitted in 2 different formats:
Assessment 1 should be submitted as a word-processed report document in a standard report
style, which requires the use of headings, titles and appropriate captions. You may also choose
to include pictures, graphs and charts where relevant to support your work. The recommended
word count for this assignment is 1500–2000 words, though you will not be penalised for
exceeding this total.
Assessment 2 requires the submission of evidence from a mock training event on record-
keeping. This will include a set of materials used in the event, to include an electronic
presentation, evidence of your own record-keeping across a range of types of records, as well as
where you will demonstrate you have evaluated the effectiveness of your own completion of
relevant records. The recommended word count for the presentation is 1000–1500 words
(including speaker notes), though you will not be penalised for exceeding this total.
For both assessments, any material that is derived from other sources must be suitably
referenced using a standard form of citation. Provide a bibliography using the Harvard
referencing system.
Unit Learning Outcomes
LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care setting
LO2 Explore the internal and external recording requirements in a care setting
Assignment Brief and Guidance
2
Purpose of this assignment:
The purpose of the assignment is to assess the learner firstly in relation to both the legal and
regulatory aspects of reporting and record keeping in a care setting through producing an internal
evaluative review of record keeping in their own care setting. Secondly, the learner will be
assessed on the internal and external recording requirements in a care setting. Thirdly, the learner
will be assessed on Review the use of technology in reporting and recording service user care in a
care setting and fourthly the learner will demonstrate how to keep and maintain records in own care
setting in line with national and local policies.
Breakdown of assignment:
Assignment:
You need to produce one written piece of work of 2,500 words (+/- 10%) covering all the
assessment criterion in LO1-LO4 as one document.
Unit Learning Outcomes
LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care
setting
LO2 Explore the internal and external recording.
1 BBS300 Empirical Research Methods for Business .docxoswald1horne84988
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BBS300 Empirical Research Methods for Business
TSA, 2018
Assignment 1
Due: Sunday, 7 October 2018,
23:55 PM
This assignment covers material from Sessions 1-4 and is worth 20% of your total mark
of BBS300. Your solutions should be properly presented, and it is important that you
double-check your spelling and grammar and thoroughly proofread your assignment
before submitting. Instructions for assignment submission are presented in
the “Assignment 1” link and must be strictly adhered to. No marks will be
awarded to assignments that are submitted after the due date and time.
All analyses must be carried out using SPSS, and no marks will be awarded
for assignment questions where SPSS output supporting your answer is not
provided in your Microsoft Word file submitted for the Assignment.
Questions
In this assignment, we will examine the “Real Estate Market” dataset (described at the
end of the assignment ) and “Employee Satisfaction” dataset. Before beginning the
assignment, read through the descriptions of these dataset and their variables carefully.
The “Real Estate Market” dataset can be found in the file “realestatemarket.sav,” and
the “Employee Satisfaction” dataset can be found in the file “employeesatisfaction.sav.”
You will need to carefully inspect both SPSS data files to be sure that the
specification of variable types is correct and, where appropriate, value
labels are entered.
1. (12 marks)
2
Use appropriate graphical displays and measures of centrality and dispersion
to summarise the following four variables in the “Real Estate Market” dataset. For
graphical displays for numeric data, be sure to comment on not only the shape of
the distribution but also compliance with a normal distribution. Be sure to
include relevant SPSS output (graphs, tables) to support your answers.
(a) Price.
(b) Lot Size.
(c) Material.
(d) Condition.
2. (8 marks)
Again consider the variable Price, which records the property price (in AUD). It
is of interest to know if this is associated with the distance of the property is
located to the train station. It i s al so of i nter e st t o kn o w if th e p rop ert y
pri ce s are a sso ciate d with di st an ce to t h e ne ar e st b u s sto p. Carry out
appropriate statistical techniques to assess whether there is a significant
association between the property price and distance to the nearest train (To train)
station and the nearest bus stop (To bus). Be sure to thoroughly assess the
assumptions of your particular analysis, and be sure to include relevant SPSS
output (graphs, tables) to support your answers.
3. (7 marks)
Consider the “Employee Satisfaction” dataset, which asked participants to provide their
level of regularity to a series of thirteen statements. Conduct an appropriate analysis
to assess the reliability of responses to these statements. If the reliability will
increa.
1 ASSIGNMENT 7 C – MERGING DATA FILES IN STATA Do.docxoswald1horne84988
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ASSIGNMENT 7 C – MERGING DATA FILES IN STATA
Download the world development data covering the years 2000-2016 from the website
“http://databank.worldbank.org/data/reports.aspx?source=World-Governance-Indicators” for the
following upper-middle-income countries.
Countries of Interest:
Albania Ecuador Montenegro
Algeria Equatorial Guinea Namibia
American Samoa Fiji Nauru
Argentina Gabon Panama
Azerbaijan Grenada Paraguay
Belarus Guyana Peru
Belize Iran, Islamic Rep. Romania
Bosnia and Herzegovina Iraq Russian Federation
Botswana Jamaica Samoa
Brazil Kazakhstan Serbia
Bulgaria Lebanon South Africa
China Libya St. Lucia
Colombia Macedonia, FYR St. Vincent and the Grenadines
Costa Rica Malaysia Suriname
Croatia Maldives Thailand
Cuba Marshall Islands Tonga
Dominica Mauritius Turkey
Dominican Republic Mexico Turkmenistan
Tuvalu
Venezuela, RB
Variables of Interest
Control of Corruption: Estimate
Government Effectiveness: Estimate
Political Stability and Absence of Violence/Terrorism:
Estimate
Regulatory Quality: Estimate
Rule of Law: Estimate
Voice and Accountability: Estimate
2
STEP 1 - Download the data from the World-Governance-Indicators database as shown below
STEP 2 - Check the variables of interest
3
Please make sure you are checking the variables with “Estimates”.
TO VIEW THE DEFINITIONS OF THE VARIABLES
4
Step 3 – Select countries of interest
5
Step 4 – Click on “Time” and select the “year range” you are interested in (2000-2016)
6
Step 5 – Click on the “Layout” as shown below
Change the time layout to “Row,” series to “Column” and Country to “Row.”
Next, click on the “apply changes.”
Step 6 – Click on the “Download option” and select “Excel” as shown below
7
STEP 7: Using Excel, Replace the Missing Values With “.” (See previous assignments)
STEP 8: SAVE THE EXCEL DATA FILE ON YOUR COMPUTER PREFERABLY IN A
FOLDER
STEP 9: IMPORT YOUR DATA INTO STATA AND NAME YOUR DATA SET
“WORLD_GOVERNANCE_INDICATORS.” (See previous assignments for steps)
8
STEP 10; RENAME THE VARIABLES AS SHOWN BELOW (See previous assignments for
steps)
Using stata, merge the data set from “ASSIGNMENT 3B” with this dataset
VERY IMPORTANT Note: Merging two datasets requires that both have at least one variable in
common (either string or numeric).
This statement requires that the variable name for “Time” and “Country” should be the same in the two
data set
MERGING THE DATASET FROM “ASSIGNMENT 3” WITH THE DATA FROM THE
WORLD GOVERNANCE INDICATORS
Merging data files in stata
https://www.youtube.com/watch?v=EV-5PztbHs0
https://www.youtube.com/watch?v=Uh7C0mlhB3g&t=54s
https://www.youtube.com/watch?v=2etG_34ODoc
I will strongly encourage you to watch these videos before merging
I will also strongly recommend you read the notes in the link below before you star.
1 Assessment details for ALL students Assessment item.docxoswald1horne84988
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Assessment details for ALL students
Assessment item 3 - Individual submission
Due date: Week 12 Monday (1 Oct 2018) 11:55 pm AEST
Weighting:
Length:
50% (or 50 marks)
There is no word limit for this report
Objectives
This assessment item relates to the unit learning outcomes as stated in the unit profile.
Enabling objectives
1. Analyse a case study and identify issues associated with the business;
2. Develop and deploy the application in IBM Bluemix;
3. Evaluate existing and new functionalities to address business problems;
4. Prepare a document to report your activities using text and multimedia (for example screenshots, videos).
General Information
The purpose of this assignment is to create a cloud based simulating environment which will help to
identify/understand the problem stated in the given case study using analysis tools available in IBM
Bluemix. In assignment three, you are working individually. By doing this assignment, you will
learn to use skills and knowledge of emerging technologies like cloud computing, IoT, to simulate a
business scenario to capture operational data and share with a visualization tool. You will acquire a
good understanding of smart application design in a cloud environment for efficient application
configuration and deployment.
What do you need to do?
The assignment requires you to do the following -
• Download the ‘Starter_Code_For_Assignment_Three.rar’ given in week 8 to
configure, and deploy a cloud based smart/IoT (Internet of Things) application to
simulate the business case.
• Choose a case study out of given two below and analyse the case study to
understand the business problem and design a solution for those problems.
• Deploy the starter source code in your Bluemix account and modify it to address
all required milestones mentioned in your chosen case study.
• Finally prepare a report according to given format and specifications below and
submit it in Moodle.
2
Report format and specifications -
You are required to submit a written report in a single Microsoft Word (.doc or .docx)
document. There is no word limit but any unnecessary information included in the report
may result in reduced marks.
The report must contain the following content (feel free to define your own sections,
as long as you include all the required content):
o Cover page/title page and Table of contents
o URL of the app and login details of the IBM Bluemix account
o Introduction
o Case study analysis which will report –
o Business problems you have identified in the case study
o Possible solutions for each and how do these solutions address the
business problems?
o What are the solutions you implemented in the application?
o The step by step process you have followed to configure and deploy the smart app
for business case simulation. You may choose to use screenshots and notes to
enrich your report but you must have a video of the pr.
1
CDU APA 6th
Referencing Style Guide
(February 2019 version)
2
Contents
APA Fundamentals .......................................................................................... 3
Reference List ................................................................................................... 3
Citing in the text ............................................................................................... 5
Paraphrase ................................................................................................... 5
Direct quotes................................................................................................. 5
Secondary source .......................................................................................... 6
Personal communications............................................................................. 6
Examples .......................................................................................................... 7
Book .............................................................................................................. 7
eBook ............................................................................................................ 7
Journal article with doi ................................................................................ 7
Journal article without doi ........................................................................... 7
Web page ...................................................................................................... 7
Books - print and online ................................................................................... 8
Single author ................................................................................................ 8
eBook/electronic book ................................................................................ 11
Journal articles, Conference papers and Newspaper articles ........................ 13
Multimedia ..................................................................................................... 16
YouTube or Streaming video ..................................................................... 16
Online images ................................................................................................. 17
Web sources and online documents ................................................................ 20
Web page .................................................................................................... 20
Document from a website ........................................................................... 21
Legislation and cases ...................................................................................... 23
Common abbreviations .................................................................................. 24
Appendix 1: How to write an APA reference when information is missing .. 25
Appendix 2: Author layout.
1
BIOL 102: Lab 9
Simulated ABO and Rh Blood Typing
Objectives:
After completing this laboratory assignment, students will be able to:
• explain the biology of blood typing systems ABO and Rh
• explain the genetics of blood types
• determine the blood types of several patients
Introduction:
Before Karl Landsteiner discovered the ABO human blood groups in 1901, it was thought that all blood was the
same. This misunderstanding led to fatal blood transfusions. Later, in 1940, Landsteiner was part of a team
who discovered another blood group, the Rh blood group system. There are many blood group systems known
today, but the ABO and the Rh blood groups are the most important ones used for blood transfusions. The
designation Rh is derived from the Rhesus monkey in which the existence of the Rh blood group was
discovered.
Although all blood is made of the same basic elements, not all blood is alike. In fact, there are eight different
common blood types, which are determined by the presence or absence of certain antigens – substances that
can trigger an immune response if they are foreign to the body – on the surface of the red blood cells (RBCs
also known as erythrocytes).
ABO System:
The antigens on RBCs are agglutinating antigens or agglutinogens. They have been designated as A and B.
Antibodies against antigens A and B begin to build up in the blood plasma shortly after birth. A person
normally produces antibodies (agglutinins) against those antigens that are not present on his/her erythrocytes
but does not produce antibodies against those antigens that are present on his/her erythrocytes.
• A person who is blood type A will have A antigens on the surface of her/his RBCs and will have
antibodies against B antigens (anti-B antibodies). See picture below.
• A person with blood type B will have B antigens on the surface of her/his RBCs and will have antibodies
against antigen A (anti-A antibodies).
• A person with blood type O will have neither A nor B antigens on the surface of her/his RBCs and has
BOTH anti-A and anti-B antibodies.
• A person with blood type AB will have both A and B antigens on the surface of her/his RBCs and has
neither anti-A nor anti-B antibodies.
The individual’s blood type is based on the antigens (not the antibodies) he/she has. The four blood groups
are known as types A, B, AB, and O. Blood type O, characterized by an absence of A and B agglutinogens, is
the most common in the United States (45% of the population). Type A is the next in frequency, found in 39%
of the population. The incidences of types B and AB are 12% and 4%, respectively.
2
Table 1: The ABO System
Blood
Type
Antigens on
RBCs
Antibodies
in the Blood
Can GIVE Blood
to Groups:
Can RECEIVE
Blood from Groups:
A A Anti-B A, AB O, A
B B Anti-A B, AB O, B
AB A and B
Neither anti-A
nor anti-B
AB O, A, B, AB
O
Neither A nor
B
Both anti-A.
1
Business Intelligence Case
Project Background
Mell Industries is a national manufacturing firm that specializes in textiles based out of
Chicago. Starting out as a small factory in Warrenville, Illinois, the firm experienced a period of steady
growth over the past twenty-four years. Steadily opening new warehouses and factories in the
surrounding areas in Michigan and Indianapolis until eventually moving their base of operations to
Chicago. Due to this expansion, Mell Industries is at the height of its production and hopes to avoid any
interferences or deceleration of growth.
In recent years, the firm has been under heavy media scrutiny for supposedly compensating its
female staff unfairly lower compared to male counterparts. This was initiated when a disgruntled
employee leaked the company payroll allegedly showcasing an unjust gap of income between the
female employee and her male counterpart. This type of gender pay gap is highly criticized and as a
precaution, Mell Industries has hired Cal Poly Pomona to conduct research to determine the validity of
these claims. Mell Industries has provided Cal Poly Pomona with a data set of a sample population of
747 employees. Mell Industries has also offered Cal Poly Pomona compensation for any promising
information gathered. Mell Industries may use information gathered from this project in future
employee compensation decisions.
The initial dataset has been given to you in the form of an excel spreadsheet titled
Case_dataset.xlsx consisting of 12 columns labeled:
● Column A - Employee ID
● Column B - Gender
● Column C - Date of Birth
● Column D - Date of Hire
● Column E - Termination Date
● Column F - Occupation
● Column G - Salary
● Column H to L - Employee Evaluation Metrics
In addition, Mell Industries provided the latest annual employee performance review evaluation
results rating each employee in various performance categories. They have turned over this information
separately and as a consultant, it is your task to provide Mell Industries with the most accurate and
relevant information in a digestible form. Furthermore, using excel skills learned during the course, you
will manipulate and analyze the data set in order to make appropriate managerial decisions. You will
utilize excel functions highlighted in this project as well as a pivot table and chart to form a decision
support system in order to answer the critical thinking questions.
Project Objective
The purpose of this project is to perform a methodical data analysis to assist the company make
an informed decision. This could also serve as a basis for implementing critical adjustments to certain
business aspects if necessary. Illustrate the business process by condensing a large set of data, to
present relevant information with data visualization. We will be utilizing Microsoft Excel 2016 to
complete this project.
2
TA.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
1 The Essentials of Master’s Education in Nursing.docx
1. 1
The Essentials of Master’s Education in Nursing
March 21, 2011
TABLE OF CONTENTS
Introduction 3
Master’s Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master’s Nursing Education Curriculum 7
The Essentials of Master’s Education in Nursing
I. Background for Practice from Sciences and Humanities 9
II. Organizational and Systems Leadership 11
III. Quality Improvement and Safety 13
IV. Translating and Integrating Scholarship into Practice 15
V. Informatics and Healthcare Technologies 17
2. VI. Health Policy and Advocacy 20
VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes 22
VIII. Clinical Prevention and Population Health for
Improving Health 24
IX. Master’s-Level Nursing Practice 26
Clinical/Practice Learning Expectations for Master’s Programs
29
Summary 31
Glossary 31
2
References 40
Appendix A: Task Force on the Essentials of Master’s
Education in Nursing 49
Appendix B: Participants who attended Stakeholder Meetings 50
Appendix C: Schools of Nursing that Participated in the
Regional Meetings
3. or Provided Feedback 52
Appendix D: Professional Organizations that Participated in the
Regional
Meetings or Provided Feedback 63
Appendix E: Healthcare Systems that Participated in the
Regional Meetings 64
3
The Essentials of Master’s Education in Nursing
March 21, 2011
The Essentials of Master’s Education in Nursing reflect the
profession’s continuing call for
imagination, transformative thinking, and evolutionary change
in graduate education. The
extraordinary explosion of knowledge, expanding technologies,
increasing diversity, and global
health challenges produce a dynamic environment for nursing
and amplify nursing’s critical
contributions to health care. Master’s education prepares nurses
for flexible leadership and
critical action within complex, changing systems, including
health, educational, and
organizational systems. Master’s education equips nurses with
valuable knowledge and skills to
lead change, promote health, and elevate care in various roles
and settings. Synergy with these
4. Essentials, current and future healthcare reform legislation, and
the action-oriented
recommendations of the Initiative on the Future of Nursing
(IOM, 2010) highlights the value and
transforming potential of the nursing profession.
These Essentials are core for all master’s programs in nursing
and provide the necessary
curricular elements and framework, regardless of focus, major,
or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of
master’s nursing programs. These
Essentials are not prescriptive directives on the design of
programs. Consistent with the
Baccalaureate and Doctorate of Nursing Practice Essentials, this
document does not address
preparation for specific roles, which may change and emerge
over time. These Essentials also
provide guidance for master’s programs during a time when
preparation for specialty advanced
nursing practice is transitioning to the doctoral level.
Master’s education remains a critical component of the nursing
education trajectory to prepare
nurses who can address the gaps resulting from growing
healthcare needs. Nurses who obtain the
competencies outlined in these Essentials have significant value
for current and emerging roles in
healthcare delivery and design through advanced nursing
knowledge and higher level leadership
skills for improving health outcomes. For some nurses, master’s
education equips them with a
fulfilling lifetime expression of their mastery area. For others,
this core is a graduate foundation
for doctoral education. Each preparation is valued.
5. Introduction
The dynamic nature of the healthcare delivery system
underscores the need for the
nursing profession to look to the future and anticipate the
healthcare needs for which
nurses must be prepared to address. The complexities of health
and nursing care today
make expanded nursing knowledge a necessity in contemporary
care settings. The
transformation of health care and nursing practice requires a
new conceptualization of
master’s education. Master’s education must prepare the
graduate to:
• Lead change to improve quality outcomes,
4
• Advance a culture of excellence through lifelong learning,
• Build and lead collaborative interprofessional care teams,
• Navigate and integrate care services across the healthcare
system,
• Design innovative nursing practices, and
• Translate evidence into practice.
Graduates of master’s degree programs in nursing are prepared
with broad knowledge
6. and practice expertise that builds and expands on baccalaureate
or entry-level nursing
practice. This preparation provides graduates with a fuller
understanding of the discipline
of nursing in order to engage in higher level practice and
leadership in a variety of
settings and commit to lifelong learning. For those nurses
seeking a terminal degree, the
highest level of preparation within the discipline, the new
conceptualization for master’s
education will allow for seamless movement into a research or
practice-focused doctoral
program (AACN, 2006, 2010).
The nine Essentials addressed in this document delineate the
knowledge and skills that all
nurses prepared in master’s nursing programs acquire. These
Essentials guide the
preparation of graduates for diverse areas of practice in any
healthcare setting.
• Essential I: Background for Practice from Sciences and
Humanities
o Recognizes that the master’s-prepared nurse integrates
scientific findings
from nursing, biopsychosocial fields, genetics, public health,
quality
improvement, and organizational sciences for the continual
improvement
of nursing care across diverse settings.
• Essential II: Organizational and Systems Leadership
o Recognizes that organizational and systems leadership are
critical to the
7. promotion of high quality and safe patient care. Leadership
skills are
needed that emphasize ethical and critical decision making,
effective
working relationships, and a systems-perspective.
• Essential III: Quality Improvement and Safety
o Recognizes that a master’s-prepared nurse must be articulate
in the
methods, tools, performance measures, and standards related to
quality, as
well as prepared to apply quality principles within an
organization.
• Essential IV: Translating and Integrating Scholarship into
Practice
o Recognizes that the master’s-prepared nurse applies research
outcomes
within the practice setting, resolves practice problems, works as
a change
agent, and disseminates results.
• Essential V: Informatics and Healthcare Technologies
5
o Recognizes that the master’s-prepared nurse uses patient-care
technologies
to deliver and enhance care and uses communication
technologies to
8. integrate and coordinate care.
• Essential VI: Health Policy and Advocacy
o Recognizes that the master’s-prepared nurse is able to
intervene at the
system level through the policy development process and to
employ
advocacy strategies to influence health and health care.
• Essential VII: Interprofessional Collaboration for Improving
Patient and
Population Health Outcomes
o Recognizes that the master’s-prepared nurse, as a member and
leader of
interprofessional teams, communicates, collaborates, and
consults with
other health professionals to manage and coordinate care.
• Essential VIII: Clinical Prevention and Population Health for
Improving
Health
o Recognizes that the master’s-prepared nurse applies and
integrates broad,
organizational, client-centered, and culturally appropriate
concepts in the
planning, delivery, management, and evaluation of evidence-
based clinical
prevention and population care and services to individuals,
families, and
aggregates/identified populations.
• Essential IX: Master’s-Level Nursing Practice
o Recognizes that nursing practice, at the master’s level, is
9. broadly defined
as any form of nursing intervention that influences healthcare
outcomes
for individuals, populations, or systems. Master’s-level nursing
graduates
must have an advanced level of understanding of nursing and
relevant
sciences as well as the ability to integrate this knowledge into
practice. .
Nursing practice interventions include both direct and indirect
care
components.
Master’s Education in Nursing and Areas of Practice
Graduates with a master’s degree in nursing are prepared for a
variety of roles and areas
of practice. Graduates may pursue new and innovative roles that
result from health
reform and changes in an evolving and global healthcare
system. Some graduates will
pursue direct care practice roles in a variety of settings (e.g.,
the Clinical Nurse Leader,
nurse educator). Others may choose indirect care roles or areas
of practice that focus on
aggregate, systems, or have an organizational focus, (e.g.
nursing or health program
management, informatics, public health, or clinical research
coordinator). In addition to
developing competence in the nine Essential core areas
delineated in this document, each
graduate will have additional coursework in an area of practice
or functional role. This
coursework may include more in-depth preparation and
10. competence in one or two of the
Essentials or in an additional/ supplementary area of practice.
For example, more concentrated coursework or further
development of the knowledge
and skills embedded in Essential IV (Translational Scholarship
for Evidence-Based
Practice) will prepare the nurse to manage research projects for
nurse scientists and other
6
healthcare researchers working in multi-professional research
teams. More in-depth
preparation in Essential II (Organizational and System
Leadership) will provide
knowledge useful for nursing management roles.
In some instances, graduates of master’s in nursing programs
will seek to fill roles as
educators. As outlined in Essential IX, all master’s-prepared
nurses will develop
competence in applying teaching/learning principles in work
with patients and/or students
across the continuum of care in a variety of settings. However,
as recommended in the
Carnegie Foundation report (2009), Educating Nurses: A Call
for Radical
Transformation, those individuals, as do all master’s graduates,
who choose a nurse
educator role require preparation across all nine Essential areas,
including graduate-level
clinical practice content and experiences. In addition, a program
preparing individuals for
11. a nurse educator role should include preparation in curriculum
design and development,
teaching methodologies, educational needs assessment, and
learner-centered theories and
methods. Master’s prepared nurses may teach patients and their
families and/or student
nurses, staff nurses, and variety of direct-care providers. The
master’s prepared nurse
educator differs from the BSN nurse in depth of his/her
understanding of the nursing
discipline, nursing practice, and the added pedagogical skills.
To teach students, patients,
and caregivers regarding health promotion, disease prevention,
or disease management,
the master’s-prepared nurse educator builds on baccalaureate
knowledge with graduate-
level content in the areas of health assessment,
physiology/pathophysiology, and
pharmacology to strengthen his/her scientific background and
facilitate his/her
understanding of nursing and health-related information. Those
master’s students who
aspire to faculty roles in baccalaureate and higher degree
programs will be advised that
additional education at the doctoral level is needed (AACN,
2008).
Context for Nursing Practice
Health care in the United States and globally is changing
dramatically. Interest in
evolving health care has prompted greater focus on health
promotion and illness
prevention, along with cost-effective approaches to high acuity,
chronic disease
12. management, care coordination, and long-term care. Public
concerns about cost of health
care, fiscal sustainability, healthcare quality, and development
of sustainable solutions to
healthcare problems are driving reform efforts. Attention to
affordability and accessibility
of health care, maintaining healthy environments, and
promoting personal and
community responsibility for health is growing among the
public and policy makers.
In addition to broad public mandates for a reformed and
responsive healthcare system, a
number of groups are calling for changes in the ways all health
professionals are educated
to meet current and projected needs for contemporary care
delivery. The Institute of
7
Medicine (IOM), an interprofessional healthcare panel,
described a set of core
competencies that all health professionals regardless of
discipline will demonstrate: 1) the
provision of patient-centered care, 2) working in
interprofessional teams, 3) employing
evidence-based practice, 4) applying quality improvement
approaches, and 5) utilizing
informatics (IOM, 2003).
Given the ongoing public trust in nursing (Gallup, 2010), and
the desire for fundamental
reorganization of relationships among individuals, the public,
healthcare organizations
13. and healthcare professionals, graduate education for nurses is
needed that is wide in
scope and breadth, emphasizes all systems-level care and
includes mastery of practice
knowledge and skills. Such preparation reflects mastery of
higher level thinking and
conceptualization skills than at the baccalaureate level, as well
as an understanding of the
interrelationships among practice, ethical, and legal issues;
financial concerns and
comparative effectiveness; and interprofessional teamwork.
Master’s Nursing Education Curriculum
The master’s nursing curriculum is conceptualized in Figure 1
and includes three
components:
1. Graduate Nursing Core: foundational curriculum content
deemed essential
for all students who pursue a master’s degree in nursing
regardless of the
functional focus.
2. Direct Care Core: essential content to provide direct patient
services at an
advanced level.
3. Functional Area Content: those clinical and didactic learning
experiences
identified and defined by the professional nursing organizations
and
certification bodies for specific nursing roles or functions.
14. This document delineates the graduate nursing core
competencies for all master’s
graduates. These core outcomes reflect the many changes in the
healthcare system
occurring over the past decade. In addition, these expected
outcomes for all master’s
degree graduates reflect the increasing responsibility of nursing
in addressing many of the
gaps in health care as well as growing patient and population
needs.
Master’s nursing education, as is all nursing education, is
evolving to meet these needs
and to prepare nurses to assume increasing accountabilities,
responsibilities, and
leadership positions. As master’s nursing education is re-
envisioned and preparation of
individuals for advanced specialty nursing practice transitions
to the practice doctorate
these Essentials delineate the foundational, core expectations
for these master’s program
graduates until the transition is completed.
8
Figure 1: Model of Master’s Nursing Curriculum
15. * All master’s degree programs that prepare graduates for roles
that have a component of
direct care practice are required to have graduate level
content/coursework in the
following three areas: physiology/pathophysiology, health
assessment, and
pharmacology. However, graduates being prepared for any one
of the four APRN roles
(CRNA, CNM, CNS, or CNP), must complete three separate
comprehensive, graduate
level courses that meet the criteria delineated in the 2008
Consensus Model for APRN
Licensure, Accreditation, Certification and Education.
(http://www.aacn.nche.edu/education/pdf/APRNReport.pdf). In
addition, the expected
outcomes for each of these three APRN core courses are
delineated in The Essentials of
Doctoral Education for Advanced Nursing Practice (pg. 23-24)
(http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf).
+ The nursing educator is a direct care role and therefore
requires graduate-level content
in the three Direct Care Core courses. All graduates of a
master’s nursing program must
have supervised practice experiences that are sufficient to
demonstrate mastery of the
Essentials. The term “supervised” is used broadly and can
include precepted experiences
with faculty site visits. These learning experiences may be
16. accomplished through diverse
teaching methods, including face-to-face or simulated methods.
In addition, development of clinical proficiency is facilitated
through the use of focused
and sustained clinical experiences designed to strengthen
patient care delivery skills, as
9
well as system assessment and intervention skills, which will
lead to an enhanced
understanding of organizational dynamics. These immersion
experiences afford the
student an opportunity to focus on a population of interest or
may focus on a specific
role. Most often, the immersion experience occurs toward the
end of the program as a
culminating synthesis experience.
The Essentials of Master’s Education in Nursing
Essential I: Background for Practice from Sciences and
Humanities
Rationale
Master’s-prepared nurses build on the competencies gained in a
baccalaureate nursing
program by developing a deeper understanding of nursing and
the related sciences needed
to fully analyze, design, implement, and evaluate nursing care.
These nurses are well
17. prepared to provide care to diverse populations and cohorts of
patients in clinical and
community-based systems. The master’s-prepared nurse
integrates findings from the
sciences and the humanities, biopsychosocial fields, genetics,
public health, quality
improvement, health economics, translational science, and
organizational sciences for the
continual improvement of nursing care at the unit, clinic, home,
or program level.
Master’s-prepared nursing care reflects a more sophisticated
understanding of
assessment, problem identification, design of interventions, and
evaluation of aggregate
outcomes than baccalaureate-prepared nursing care.
Students being prepared for direct care roles will have graduate-
level content that builds
upon an undergraduate foundation in health assessment,
pharmacology, and
pathophysiology. Having master’s-prepared graduates with a
strong background in these
three areas is seen as imperative from the practice perspective.
It is recommended that the
master’s curriculum preparing individuals for direct care roles
include three separate
graduate-level courses in these three content areas. In addition,
the inclusion of these
three separate courses facilitates the transition of these master’s
program graduates into
the DNP advanced-practice registered-nurse programs.
Master’s-prepared nurses understand the intersection between
systems science and
organizational science in order to serve as integrators within
and across systems of care.
18. Care coordination is based on systems science (Nelson et al.,
2008). Care management
incorporates an understanding of the clinical and community
context, and the research
relevant to the needs of the population. Nurses at this level use
advanced clinical
reasoning for ambiguous and uncertain clinical presentations,
and incorporate concerns of
family, significant others, and communities into the design and
delivery of care.
Master’s-prepared nurses use a variety of theories and
frameworks, including nursing and
ethical theories in the analysis of clinical problems, illness
prevention, and health
promotion strategies. Knowledge from information sciences,
health communication, and
health literacy are used to provide care to multiple populations.
These nurses are able to
10
address complex cultural issues and design care that responds to
the needs of multiple
populations, who may have potentially conflicting cultural
needs and preferences. As
healthcare technology becomes more sophisticated and its use
more widespread,
master’s-prepared nurse are able to evaluate when its use is
appropriate for diagnostic,
educational, and therapeutic interventions. Master’s-prepared
nurses use improvement
science and quality processes to evaluate outcomes of the
aggregate of patients,
community members, or communities under their care, monitor
19. trends in clinical data,
and understand the implications of trends for changing nursing
care.
The master’s-degree program prepares the graduate to:
1. Integrate nursing and related sciences into the delivery of
advanced nursing care to
diverse populations.
2. Incorporate current and emerging genetic/genomic evidence
in providing advanced
nursing care to individuals, families, and communities while
accounting for patient
values and clinical judgment.
3. Design nursing care for a clinical or community-focused
population based on
biopsychosocial, public health, nursing, and organizational
sciences.
4. Apply ethical analysis and clinical reasoning to assess,
intervene, and evaluate
advanced nursing care delivery.
5. Synthesize evidence for practice to determine appropriate
application of interventions
across diverse populations.
6. Use quality processes and improvement science to evaluate
care and ensure patient
safety for individuals and communities.
7. Integrate organizational science and informatics to make
changes in the care
environment to improve health outcomes.
20. 8. Analyze nursing history to expand thinking and provide a
sense of professional
heritage and identity.
Sample Content
• Healthcare economics and finance models
• Advanced nursing science, including the major streams of
nursing scientific
development
• Scientific bases of illness prevention, health promotion, and
wellness
• Genetics, genomics, and pharmacogenomics
• Public health science, such as basic epidemiology,
surveillance, environmental
science, and population health analysis and program planning
• Organizational sciences
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• Systems science and integration, including microsystems,
mesosystems, and macro-
level systems
• Chaos theory and complexity science
• Leadership science
• Theories of bioethics
• Information science
• Quality processes and improvement science
• Technology assessment
21. • Nursing Theories
Essential II: Organizational and Systems Leadership
Rationale
Organizational and systems leadership are critical to the
promotion of high quality and
safe patient care. Leadership skills are needed that emphasize
ethical and critical decision
making. The master’s-prepared nurse’s knowledge and skills in
these areas are consistent
with nursing and healthcare goals to eliminate health disparities
and to promote
excellence in practice. Master’s-level practice includes not only
direct care but also a
focus on the systems that provide care and serve the needs of a
panel of patients, a
defined population, or community.
To be effective, graduates must be able to demonstrate
leadership by initiating and
maintaining effective working relationships using mutually
respectful communication
and collaboration within interprofessional teams, demonstrating
skills in care
coordination, delegation, and initiating conflict resolution
strategies. The master’s-
prepared nurse provides and coordinates comprehensive care for
patients–individuals,
families, groups, and communities–in multiple and varied
settings. Using information
from numerous sources, these nurses navigate the patient
through the healthcare system
and assume accountability for quality outcomes. Skills essential
22. to leadership include
communication, collaboration, negotiation, delegation, and
coordination.
Master’s-prepared nurses are members and leaders of healthcare
teams that deliver a
variety of services. These graduates bring a unique blend of
knowledge, judgment, skills,
and caring to the team. As a leader and partner with other health
professionals, these
nurses seek collaboration and consultation with other providers
as necessary in the
design, coordination, and evaluation of patient care outcomes.
In an environment with ongoing changes in the organization and
financing of health care,
it is imperative that all master’s-prepared nurses have a keen
understanding of healthcare
policy, organization, and financing. The purpose of this content
is to prepare a graduate
to provide quality cost-effective care; to participate in the
implementation of care; and to
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assume a leadership role in the management of human, fiscal,
and physical healthcare
resources. Program graduates understand the economies of care,
business principles, and
how to work within and affect change in systems.
The master’s-prepared nurse must be able to analyze the impact
of systems on patient
outcomes, including analyzing error rates. These nurses will be
23. prepared with knowledge
and expertise in assessing organizations, identifying systems’
issues, and facilitating
organization-wide changes in practice delivery. Master’s-
prepared nurses must be able to
use effective interdisciplinary communication skills to work
across departments
identifying opportunities and designing and testing systems and
programs to improve
care. In addition, nurse practice at this level requires an
understanding of complexity
theory and systems thinking, as well as the business and
financial acumen needed for the
analysis of practice quality and costs.
The master’s-degree program prepares the graduate to:
1. Apply leadership skills and decision making in the provision
of culturally responsive,
high-quality nursing care, healthcare team coordination, and the
oversight and
accountability for care delivery and outcomes.
2. Assume a leadership role in effectively implementing patient
safety and quality
improvement initiatives within the context of the
interprofessional team using effective
communication (scholarly writing, speaking, and group
interaction) skills.
3. Develop an understanding of how healthcare delivery systems
are organized and
financed (and how this affects patient care) and identify the
economic, legal, and political
factors that influence health care.
24. 4. Demonstrate the ability to use complexity science and
systems theory in the design,
delivery, and evaluation of health care.
5. Apply business and economic principles and practices,
including budgeting,
cost/benefit analysis, and marketing, to develop a business plan.
6. Design and implement systems change strategies that improve
the care environment.
7. Participate in the design and implementation of new models
of care delivery and
coordination.
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Sample Content
• Leadership, including theory, leadership styles, contemporary
approaches, and
strategies (organizing, managing, delegating, supervising,
collaborating, coordinating)
• Data-driven decision-making based on an ethical framework to
promote culturally
responsive, quality patient care in a variety of settings,
including creative and imaginative
strategies in problem solving
• Communication–both interpersonal and organizational–
including elements and
25. channels, models, and barriers
• Conflict, including conflict resolution, mediation, negotiation,
and managing conflict
• Change theory and social change theories
• Systems theory and complexity science
• Healthcare systems and organizational relationships (e.g.,
finance, organizational
structure, and delivery of care, including
mission/vision/philosophy and values)
• Healthcare finance, including budgeting, cost/benefit analysis,
variance analysis, and
marketing
• Operations research (e.g., queuing theory, supply chain
management, and systems
designs in health care)
• Teams and teamwork, including team leadership, building
effective teams, and
nurturing teams
Essential III: Quality Improvement and Safety
Rationale
Continuous quality improvement involves every level of the
healthcare organization. A
master’s-prepared nurse must be articulate in the methods,
tools, performance measures,
culture of safety principles, and standards related to quality, as
well as prepared to apply
quality principles within an organization to be an effective
leader and change agent.
The Institute of Medicine report (1998) To Err is Human
defined patient safety as
“freedom from accidental injury” and stated that patients should
29. Large storage capacityE-booksStores multiple books that can
easily be exchanged or deleted
Enables digital manipulation of contents, e.g., searching,
highlighting, bookmarking, audible reading, increasing font size
Enables digital enhancements, e.g., links to video or related
informationGPS Navigation ReceiversProvides a variety of real-
time information
Small portable sizePersonal Data AssistantsLow cost as
compared to laptops
Light weight – easy to carry
Multifunction
Uses less power than a laptop
Mobile Devise ConsMobile DeviseConsDigital Media
Players/RecordersHigher cost than some tape recorders
Video display models more costly
Typically replaced rather than repaired.
TheftDigital CamerasMay break when dropped
TheftE-booksInitial cost
Devices become outdated
Lacks esthetic feel of a book
Management software for tracking e-book downloads and
31. Peripherals Pros Digital ToolProsProjectorsLarge display
Easy to see
Mobile or mounted optionInteractive WhiteboardsInteracts with
computer
Stores annotations in computer
Places teacher or presenter in front of studentsPrintersInkjet
inexpensive
Laser excellent quality printsScannersInexpensive
Easy to useScience ProbesInexpensive
Portable
Connect to desktop, laptop, PDAWebCamsInexpensive models
available
Broadcasts live video
Peripherals ConsDigital ToolConsProjectorsReplacement bulbs