Risk Managment

I’m studying for my Health & Medical class and need an explanation.

Please watch the video, “Transforming Hospitals: Designing for Safety and Quality.”

Health care administrators evaluate risk in health care organizations in order to identify operational impact and develop actions plans. This is accomplished through assessment tools and application of methods using a systems-based approach to care.

After watching the video write a 1,000-1,250 word paper that focuses on the following:

  1. How is risk assessed in health care organizations today? What role does evidence-based design have in the risk assessment/planning process?
  2. Discuss at least two areas where process inefficiencies are present today (patient safety, patient satisfaction, quality outcomes, or workforce retention). What is happening in each of these areas that could cause concern for health care organizations?
  3. How can these areas of high risk be transformed through the use of risk assessment tools or effective work groups to manage and overcome inefficiencies?
  4. Using the system-based approach, what strategies could be used to improve or develop effective work groups?

Support your analysis with three or four scholarly sources, including your textbook.

Prepare this assignment according to APA guidelines.

***Study Materials***

Textbook:

Risk Management in Health Care Institutions-

Kavaler, F., & Alexander, R. (2014). Risk management in health care institutions: Limiting liability and enhancing care

(3rd ed.). Philadelphia, PA:Jones & Bartlett. ISBN-13: 9781449645656

Video:

https://www.ahrq.gov/patient-safety/settings/hospital/resource/transform.html

Design a Wind Turbine Tower Post with House

Need help with my Engineering question – I’m studying for my class.

Goal: The goal of this project is to apply the mechanics analysis knowledge to: (1) design a wind turbine house to hold the electrical generator (no analysis is needed as long as it fits with our generator), (2) analyze and design a wind tower to support the assembled wind turbine (with electrical generator and house) that you have designed in project #3.

Design specifications: You are expected to focus on the design of a tubular pipe as the support for the wind turbine that you have designed in project #3. Your turbine tower height should be 1 meter, a 1:100 scale model of a real 100-meter tall wind turbine tower. Instead of steel, you will also use the properties of the 3D printer material Acrylonitrile Butadiene Styrene (ABS), which has the yield strength of 30 MPa and Young Modulus is 2 GPa.

1. Design the pipe support with appropriate cross-section for this application. The wind turbine tower in normal operation will experience the average wind speed of 20 m/s (for fatigue analysis). This is the wind speed for the testing of your design in the lab as if the campus were not closed, no scaling is needed.

2. Meanwhile, the tower should also withstand severe weather of category 4 hurricane with speed up to 80 m/s blowing from any direction (static analysis). You should consider the maximum wind loading onto the turbine blade from any direction, and the resulting torsion on the wind tower. This is the real wind speed for testing of your design, no scaling is needed. This is the wind speed for the testing of your design in the lab as if the campus were not closed, no scaling is needed.

3. Assemble your wind turbine, house and tower in SolidWorks. Submit only one assembly per group (choose the best wind turbine design within your group) to submit in the final report. You can incorporate lessons learned during presentations and revise analysis as needed. Submit your final report through Blackboard by May 5.

Lab and week 6 quiz log in information will be provided.

I’m studying and need help with a Chemistry question to help me learn.

CHE-122: Principles of Chemistry II

Laboratory 6 Procedure: Electrochemistry: Galvanic Cells and the Calculations of Cell Potential

Background:

Galvanic cells, also called voltaic cells, or battery cells are type of electrochemical cells that in which spontaneous reaction generates an electric current.

Here there is an example of spontaneous red-ox reaction that is used in a galvanic cell:

Zn(s) + Cu2+(aq) → Zn2+(aq) + Cu(s)

we can separate above equation in two half-reactions:

Zn(s) → Zn2+(aq) + 2e

and

Cu2+(aq) + 2e → Cu(s)

As shown in Figure 1. potential, a voltage difference between two half cells, drives electric current.

A Galvanic cell consists of:

Two electrodes, made of metal or graphite, placed in two separate containers (half-cells):

anode: oxidation process occurs there, has higher potential so electrons flow away from it.

cathode: reduction process occurs there, has lower potential, electrons flow toward it.

Salt bridge: made of porous get that connects two half cells, only counter ions can flow through it from one solution to another.

Figure 1: Zinc-copper galvanic cell.

Instead of drawing the diagram, we use the following electrochemical cell notation to describe zinc-copper galvanic cell:

Figure 2. Electrochemical cell notation for zinc-copper galvanic cell.

Each half-cell has its own potential. The standard potential of the cell Eocell is the resulting potential from combining the potential of each half-cell. Calculation of the standard cell potential can be conducted using either of two methods described below.

First method requires combining half-reaction and their standard electrode potential values, reduction and oxidation.

Second, involves the equation that calculate the difference between standard reduction potentials:

cell = E°cathode + E°anode

Figure 3: Formula Used for Calculation of Any Cell Potential Applying the Standard Electrode (Reduction) Potentials –see textbook Table 19.1 p 652.

There are few of objectives of this lab:

1.To enhance your understanding of the construction and principles behind galvanic cell.

1.To gain deeper understanding of spontaneous red-ox reactions involved in the electrochemical process.

2.To get familiar with calculations of cell potential using standard electrode (reduction) potentials, second method.

3.Get familiar with writing the cell diagram.

Before you start this laboratory assignment, you are encouraged to review Section 19.2-19.5 on pages 642-656 in the textbook. Throughout this laboratory assignment, you will be required to analyze an electrochemical reaction in terms of electrons exchange. Be sure to record all observations and any relevant notes that you think you will need to include in your laboratory report.

Take a moment to formulate and write down a hypothesis describing what causes formation of the electric current in a galvanic cell?

Pre-Lab questions:

Answer the following questions in at least 5-10 sentences.

1.Using your own words, explain what does red-ox reaction mean?

2.Using your own words, explain what is a spontaneous reaction?

3.Using your own words, explain what is a cell potential?

Procedure:

Preparing the Lab 6

1.Using all available resources research “Magnesium-Iron Galvanic cells”,

2.Write half page long summary of your research.

3.If you haven’t already done so, formulate a hypothesis describing what causes formation of the electric current in a galvanic cell?

Analyzing the Data

1.Using the research summary from “Preparing Lab 6” section Point 2, on the diagram below, name the following parts of magnesium-iron galvanic cell:

anode, cathode, salt bridge, direction of the electric current flow

2.In 3-5 sentences, describe what parts make a half-cell.

3.Write complete chemical equation for the red-ox process occurring in magnesium-iron galvanic cell.

4.Write oxidation and reduction half-cell reactions for each electrode using proper chemical notation.

5.Based on the half-cell reaction what happens to each of the electrodes in-terms of their mass?

6.Use proper electrochemical cell notation for magnesium-iron galvanic cell.

7.Using 5-10 sentences. Discuss the direction of the electron flow in the magnesium-iron voltaic cell.

8.Using Table 19.1 from p. 652 of your textbook calculate cell potential of your cell applying second method.

Notes

This section should include notes about any observations or data collected during the lab.

Report Requirements

This section contains key information that must be included in your typed report.

1.Define the problem in a manner that is clear and insightful.

1.Identify the strategies and procedures used during the lab.

2.Clear hypothesis statement and other potential solutions that identify any relevant contextual factors (i.e. real-world costs).

3.Clear presentation of data including any tables or other figures that are relevant to understanding your stated conclusions at the end of the report. Include any relevant calculations performed during the lab.

4.Clearly stated results and discussion of possible improvements to the procedure.

5.Conclusive statements arguing in favor of your findings.

Note: All reports will be graded using the rubric embedded within the course.

Here are some questions to consider as you write your report:

1.Does my problem statement make sense?

1.Have I summarized my strategies/procedures well enough to be replicated by an outsider?

2.Did I have a valid hypothesis at the start of the lab? Have I expressed this in my report?

3.Do my tables and/or graphs make sense?

4.Are my conclusions valid based on my supplied data?

5.Did I thoroughly summarize my laboratory experience in a concise, factual way such that the reader can understand my processes and findings in the conclusion section alone?

2-3 pg role description for nurse leading implementation team

I’m studying for my Nursing class and don’t understand how to answer this. Can you help me study?

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.

To Prepare:

  • Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
  • Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

The Assignment: (2-3 pages)

In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

  • Planning and requirements definition
  • Analysis
  • Design of the new system
  • Implementation
  • Post-implementation support

RUBRIC – please follow this

Develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the Systems Development Life Cycle (SDLC) stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

· Planning and requirements definition

· Analysis

· Design of the new system

· Implementation

· Post-implementation support

77 (77%) – 85 (85%)

An accurate and fully developed role description is provided for the Assignment and fully supports the guidance of a graduate-level nurse’s participation in the steps of the SDLC.

The responses accurately and thoroughly define in detail a graduate-level nurse’s participation in the steps of the SDLC.

The responses accurately and thoroughly explain in detail the impacts of a graduate-level nurse’s participation in the steps of the SDLC.

Includes: 3 or more peer-reviewed sources and 2 or more course resources.

68 (68%) – 76 (76%)

A role description is provided for the Assignment and supports the guidance of a graduate-level nurse’s participation in the steps of the SDLC.

The responses define a graduate-level nurse’s participation in the steps of the SDLC.

The responses explain the impact of the graduate-level nurse’s participation in the steps of the SDLC.

Includes: 2 peer-reviewed sources and 2 course resources.

60 (60%) – 67 (67%)

A vague or inaccurate role description is provided for the Assignment and vaguely or inaccurately provides guidance to a graduate-level nurse’s participation in the steps of the SDLC.

The responses defining the graduate-level nurse’s participation in the steps of the SDLC are vague or inaccurate.

The responses explaining the impact of the graduate-level nurse’s participation in the steps of the SDLC are vague or inaccurate.

Includes: 1 peer-reviewed source and 1 course resource.

0 (0%) – 59 (59%)

A vague and inaccurate role description is provided for the Assignment which does not provide guidance to a graduate-level nurse’s participation in the steps of the SDLC, or are missing.

The responses defining the graduate-level nurse’s participation in the steps of the SDLC are vague and inaccurate, or are missing.

The responses explaining the impact of the graduate-level nurse’s participation in the steps of the SDLC are vague and inaccurate, or are missing.

Includes: 1 or fewer resources.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1-2) grammar, spelling, and punctuation errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) grammar, spelling, and punctuation errors.

0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

5 (5%) – 5 (5%)

Uses correct APA format with no errors.

Human Adaptation to Spaceflight: The Role of Nutrition

I’m trying to learn for my Biology class and I’m stuck. Can you help?

Part I. Reading Deeply and Annotating

Open the documents of the NASA report, Human Adaptation to Spaceflight: The Role of Nutrition (Scott M. Smith, 2014). Print off the chapter, Introduction (pages 1-6) so that you can write on it. Read this chapter deeply, in interacting with the text with your own choice of marks and annotations.

Part II.Sentence-Phrase-Word

After completing your reading, go back and review your annotations.Select the sentence, phrase and word that you think meet the requirements.Record them in the table, below.We will discuss this in class on April 26.