Find the numerical values of

Find the numerical values of
The post Find the numerical values of appeared first on Class Assignments Help.
Find the numerical values of was first posted on September 21, 2022 at 7:37 pm.©2019 "Class Assignments Help". Use of this feed is for personal non-commercial use only. If you are not reading this article in your feed reader, then the site is guilty of copyright infringement. Please contact me at [email protected]

"Is this question part of your assignment? We can help"

ORDER NOW

12. one disadvantage of the behaviorally anchored rating scale (BARS) is that _____. a. the scale…

12. one disadvantage of the behaviorally anchored rating scale (BARS) is that _____.a. the scale is not relatively reliableb. it is difficult to explain the ratings to those being appraised.c. the performance dimensions are independent of each otherd. it is difficult to develope. it illustrates what to look for in employee performance
11. An appraisal tool that helps specify what is “right” and “wrong” about the employee’s performance but is difficult to use for ranking employees relative to one another is ______.a. the BARS (behaviorally anchored rating scale)b. the forced distribution methodc. the critical incident methodd. a graphic rating scalee. alternation ranking

"Is this question part of your assignment? We can help"

ORDER NOW

What is a process Give an example of an organizational What is a process? Give an example of an…

What is a process Give an example of an organizational
What is a process? Give an example of an organizational process.
What is a process Give an example of an organizational
The post What is a process Give an example of an organizational What is a process? Give an example of an… appeared first on Class Assignments Help.
What is a process Give an example of an organizational What is a process? Give an example of an… was first posted on September 21, 2022 at 7:42 pm.©2019 "Class Assignments Help". Use of this feed is for personal non-commercial use only. If you are not reading this article in your feed reader, then the site is guilty of copyright infringement. Please contact me at [email protected]

"Is this question part of your assignment? We can help"

ORDER NOW

Toxic chemical incidents. Process Safety Progress (Sept. 2004) reported on an emergency response…

Toxic chemical incidents. Process Safety Progress (Sept. 2004) reported on an emergency response system for incidents involving toxic chemicals in Taiwan. The system has logged over 250 incidents since being implemented. The next table gives a breakdown of the locations where these incidents occurred. Consider the location of a toxic chemical incident in Taiwan.
a. List the sample points for this experiment.
b. Assign reasonable probabilities to the sample points.
c. What is the probability that the incident occurs in a school laboratory?
d. What is the probability that the incident occurs in either a chemical or a nonchemical plant?
e. What is the probability that the incident does not occur in transit?

"Is this question part of your assignment? We can help"

ORDER NOW

The random variable x has the following discrete probability distribution: Since the values that… 1 answer below »

The random variable x has the following discrete probability distribution:
Since the values that x can assume are mutually exclusive events, the event {x ≤12} is the union of three mutually exclusive events:
The post The random variable x has the following discrete probability distribution: Since the values that… 1 answer below » appeared first on Class Assignments Help.
The random variable x has the following discrete probability distribution: Since the values that… 1 answer below » was first posted on September 21, 2022 at 7:50 pm.©2019 "Class Assignments Help". Use of this feed is for personal non-commercial use only. If you are not reading this article in your feed reader, then the site is guilty of copyright infringement. Please contact me at [email protected]

"Is this question part of your assignment? We can help"

ORDER NOW

All of the following are tools and techniques of the Determine Budget process except for which one?

All of the following are tools and techniques of the Determine Budget process except for which one?
A. Reserve analysis
B. Expert judgment
C. Historical relationships
D. Cost of quality
The post All of the following are tools and techniques of the Determine Budget process except for which one? appeared first on Class Assignments Help.
All of the following are tools and techniques of the Determine Budget process except for which one? was first posted on September 21, 2022 at 8:02 pm.©2019 "Class Assignments Help". Use of this feed is for personal non-commercial use only. If you are not reading this article in your feed reader, then the site is guilty of copyright infringement. Please contact me at [email protected]

"Is this question part of your assignment? We can help"

ORDER NOW

What is the difference between vocational training and a college education?

Today’s workforce is diverse and has multiple conflicting priorities. As a nurse leader, you would like to see your hospital implement an outreach program that will benefit needy members of the community. What are some methodologies of communication you would use to develop a shared vision with your stakeholders? How would you apply strategic management to make your visions for the outreach program become reality?
This needs to be at least 500 words and one reference
Today’s workforce is diverse and has multiple conflicting priorities. As a nurse leader, you would like to see your hospital implement an outreach program that will benefit needy members of the community. What are some methodologies of communication you would use to develop a shared vision with your stakeholders? How would you apply strategic management to make your visions for the outreach program become reality?
One of the five elements of emotional intelligence is self-awareness. What behaviors would someone with strong self-awareness demonstrate within the context of leading and managing groups? Provide an example.

"Is this question part of your assignment? We can help"

ORDER NOW

describe how to select the most relevant data to include on a dashboard.

Review this week’s Media program, Dashboards.
Consider your own organization (or one with which you are familiar) and the key information that would be useful for decision making.
Develop a list of key performance indicators in the following categories that would be useful for your situation. Include:
2–3 financial indicators
2–3 operational indicators
2–3 satisfaction indicators
2–3 quality indicators
Post describe the specific indicators you selected for each category and explain why you chose those particular ones. Describe whether each indicator is a leading or trailing indicator and how this particular combination would provide the best overall view of the state of your organization. Assess how having a dashboard such as this would assist in decision making.
AND
Respond to at least two of your colleagues on two different days using one or more of the following approaches:
Ask a probing question, substantiated with additional background information, evidence or research.
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
(I will send the responses soon)
Required Readings
Baker, J., & Baker, R. W. (2014). Health care finance: Basic tools for nonfinancial managers. Burlington, MA: Jones and Bartlett Learning.
Chapter 11, “Financial and Operating Ratios as Performance Measures” (pp. 121–128)
This chapter introduces a number of different tools that can be used to measure the performance of an organization. These include liquidity ratios, solvency ratios, and profitability ratios.
Kleinpell, R. M. (2009). Analyzing economic outcomes in advanced practice learning. In Outcome assessment in advanced practice nursing (2nd ed.). New York, NY: Springer Publishing Company.
Outcome Assessment in Advanced Practice Nursing, 1st Edition by Kleinpell, R. M. Copyright 2009 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center.
This chapter outlines five different types of economic outcomes that can be used by advanced practice nurses for assessing costs and determining performance benefits within a health care organization.
Serb, C. (2011). Effective dashboards: What to measure and how to show it. Hospitals & Health Networks, 85(6), 40.
Retrieved from the Walden Library databases.
In this article, the authors discuss automated systems known as executive dashboards, which are designed to highlight key data. Additionally, the article describes the components most experts agree should be included on an executive dashboard.
Nash, M., Pestrue, J., Geier, P., Sharp, K., Helder, A., & McAlearney, A. (2010). Leveraging information technology to drive improvement in patient satisfaction. Journal for Healthcare Quality: Promoting Excellence in Health care, 32(5), 30–40.
Retrieved from the Walden Library databases.
This article explores how senior leaders can facilitate improvement in patient experience and satisfaction by strategic improvement and setting goals. This article presents a case detailing how the Ohio State University Medical Center (OSUMC) used information technology to formulate a strategy to improve patient experience.
Barta, A. (2010). Dashboards: A required business management tool. Biomedical Instrumentation & Technology, 44(3), 228–30.
Retrieved from the Walden Library databases.
This article describes how dashboards became an integral financial and management tool for Trinity Health Clinical Engineering when it centralized the clinical engineering functions of five hospitals.
National Database of Nursing Quality Indicators. (2014). National Database of Nursing Quality Indicators. Retrieved from NDNQI :http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume122007/No3Sept07/NursingQualityIndicators.html
This website is a repository for nursing quality indicators.
Wadsworth, T., Graves, B., Glass, S., Harrison, A., Donovan, C., & Proctor, A. (2009). Using business intelligence to improve performance. Healthcare Financial Management, 63(10), 68–72.
Retrieved from the Walden Library databases.
In this article, the authors describe a case study involving the Cleveland Clinic Foundation’s management supervision and how they kept track of its key performance indicators (KPIs) to aid in reducing operational costs and improving quality of care.
Required Media (VIDEO ATTACHED IN ZIP FILE)
Laureate Education (Producer). (2012). Dashboards. Baltimore, MD: Author.
Note: The approximate length of this media piece is 6 minutes.
In this video, William Ward discusses the use of dashboards as a tool for tracking organizational performance. He compares different types of dashboards and describes how to select the most relevant data to include on a dashboard.

"Is this question part of your assignment? We can help"

ORDER NOW

**KIM WOODS** Participation and Login Posts

Master students must make 8 notes on 3-4 different days.
Must use log in information to access website.
If you do not meet the required 8 posts for the entire week, each missing post is a 5-point deduction.
Please ensure that you understand the participation post requirements that are outlined in the instructor policy document. First, this New Classeoom permits all students the freedom to create participation posts on topics that interest you, rather than forcing you to respond to required, pre-created questions on topics that bore you. 
Now, since this is a 600-level class, we have reached the second highest level of rigor expectations here at the university. The next highest level of course work is 700-level classes and that is for doctorate programs. 
This 600-level class permits your opinions to be shared, but all opinions and ideas in posts must be backed up and supported with academic content in this graduate course. It’s mentioned in the instructor policy document and is a policy I do ensure is upheld.
If you have not been earning S bubbles on your posts, are you meeting all the requirements that have been laid out for participation requirements? 
Are your posts…

Substantial in content (i.e., lengthy)? 
Founded in facts? 
Supported with academic resources?
Giving credit and attribution to the author(s) of the sources you consulted? 

One factor that can contribute to not earning a green S bubble – if you write opinion posts that have no supporting academic content. 
Another factor for not earning participation credit is posting a big, long quote, expecting it to “speak” for you and them you have very few supporting sentences of your own that you wrote. I support the use of quotations in academic work, but quotes are meant to enhance and supplement your own writing and should not take the place of you having to write your own work.
Another reason students could not earn a green S bubble is that the post is short and thus lacking significantly in substantial content.  
Another reason a person could not earn credit is by not giving proper credit and attribution to the ideas and concepts that are presented in the participation post. Protect yourself against  plagiarism. Since all posts are required to contain academic content, all posts must have in-text citations and a reference to give credit and author attributions. This is mandatory to earn credit for your post. Any element that is missing will result in no credit for the post. This is in the instructor policy document too. 
The last possible reason a person could earn a U bubble is for writing a post that contains major grammar and spelling errors or writing incomplete or incoherent sentences.

"Is this question part of your assignment? We can help"

ORDER NOW

Identify the pathophysiology of the alteration that you associated with the cough.

Discussion: Respiratory AlterationsIn clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder. Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.
Consider the following three scenarios:
Scenario 1:
Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection.
Scenario 2:
Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.
Scenario 3:
Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-producing cough. She denies any rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Maria has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves.
To Prepare
Review the three scenarios, as well as Chapter 26 and Chapter 27 in the Huether and McCance text.Select one of the scenarios and consider the respiratory disorder and underlying alteration associated with the type of cough described.Identify the pathophysiology of the alteration that you associated with the cough.Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the disorder.By Day 3Post a description of the disorder and underlying respiratory alteration associated with the type of cough in your selected scenario. Then, explain the pathophysiology of the respiratory alteration. Finally, explain how the factors you selected might impact the disorder.
Read a selection of your colleagues’ responses.
By Day 6Respond to at least two of your colleagues on two different days who selected a different scenario than you, in one or more of the following ways:
Share insights on how the factor you selected impacts the disorder your colleague identified.Ask a probing question regarding the disorder that your colleague identified.Suggest an alternative disorder for the scenario your colleague selected.

"Is this question part of your assignment? We can help"

ORDER NOW