Discuss the similarities and differences that exist between the three basic types of occupational exposure limits (OELs).Discuss the similarities and differences that exist between the three basic types of occupational exposure limits (OELs). Describe how each type of OEL is used to control occupational exposures, and provide at least one specific chemical for which each type of OEL has been established. Your answer must be a minimum of 200 words in length.Discuss the common elements used to derive occupational exposure limits (OELs). Provide your opinion as to which of the elements is the most important. Your answer must be a minimum of 200 words in length.Describe how hazard notations are used to derive OELs, including the additional hazard notations included by the Occupational Safety and Health Administration (OSHA). How would these notations be used in industrial hygiene practice? Your answer must be a minimum of 200 words in length.

 

Select a simple information system used in clinical setting (e.g., glucometer or physiologic monitor) • Identify the purpose of the system and the clinicians who use it. • Describe how data are captured and displayed, including the timeframe in what data are collected, how and where data are stored, and how data are displayed. • Identify the strengths and weaknesses of the process to obtain the data, including risks for error in obtaining data. Explain potential reasons for unintended consequences and anticipate potential work-arounds that could threaten patient safety when the system is used incorrectly. • Describe the knowledge synthesis required to transform these data into information then knowledge to arrive at a clinical decision. Provide a clinical example. • Explore how wisdom- clinical experiences and expertise- guide clinicians to implement appropriate interventions when analyzing the data and information the system generates. Explain how wisdom influences nursing practice.

 

” Intermountain Healthcare is a high-performing integrated health system with facilities in Utah and Idaho. The health system has a long-standing clinical integration structure that encourages professional collaboration. Despite this, in 1999, many physicians at Intermountain Healthcare found it difficult to fulfill the needs of patients with co-occurring physical and mental health conditions. To efficiently and effectively address this issue, Intermountain Healthcare adopted a mental health integration model in many of its primary care facilities, as well as some of its specialty clinics and partner clinics. The team-based approach has improved the coordination of services, resulting in higher quality care at a savings of cost.”
Consider the example above. *****Do not answer following questions, it is just example ****What advantages does integration afford Intermountain Healthcare? Do other integrated health systems experience similar benefits? Are there disadvantages to integration? If so, what are they?
To prepare for this Assignment, review the information related to vertical and horizontal integration presented in the Learning Resources.
Select one of the vertically integrated health systems: **** I chose Northwell Health in New York*****
Based on your research, consider the ways in which the two health systems are similar to and/or different from one another.
Assess the business and health care-related implications of horizontal and vertical integration of your selected health systems. How does integration impact the management of your selected organizations and the patients/consumers they serve, especially in terms of cost, quality, and access?
*****Write a paper in which you:******
Compare the horizontally integrated health system and the vertically integrated health system you have selected (e.g., size, settings/locations, and types of services).
Explain each health system’s rationale for pursuing integration and the strategies it has used to achieve integration.
Assess the business and health care-related implications of integration for your selected health systems, including how integration impacts the patients/consumers the organization serves.

 

Community Health Nursing Competencies: 725.8.1: Community Health Epidemiology – The graduate assesses and analyzes the health status of populations using data, community resources identification, input from the population, and professional judgment; and determines meaning of the data to identify opportunities and needs. 725.8.2: Community Collaboration – The graduate participates with other community partners to identify expected outcomes of health status in various populations; and to recommend health interventions appropriate to the target audience. 725.8.3: Programs, Policies, Resources, and Services – The graduate determines availability and accessibility of community health programs, policies, resources, and services to serve the population.
725.8.4: Health Promotion, Risk Reduction, and Disease Prevention – The graduate recognizes the healthcare needs across the life span of diverse populations; and determines nursing actions that promote health, reduce risks, and prevent disease to achieve and maintain optimal levels of wellness for individuals, families, and communities. 725.8.5: Quality of Life & Functioning – The graduate selects nursing actions during illness and end-of-life stages to maximize quality of life and functioning for individuals, families, and communities; promotes wellness principles and programs for individuals, families, and communities; and reflects on how personal beliefs or perceptions about quality of life and health promotion impact approaches or decisions in nursing care.
725.8.6: Violence in Families & Communities – The graduate recognizes violence as a major social and health problem; demonstrates the ability to assess and choose prevention and care activities and resources for victims of violence; and determines community violence prevention resources and activities. 725.8.7: Environmental & Global Health Issues – The graduate analyzes how communities are affected by environmental and global health issues, and modifies plans to meet the needs of individuals, families, and communities. 725.8.8: Emergency Response – The graduate recognizes the nurse’s role in emergency response, including the proper chain of command, communication protocols, and appropriate actions in an emergency response situation, national disaster or terror attack; and recognizes common biological materials used in terror attacks and how they are spread. ________________________________________ If you are a student who resides in the state of California, you were incorrectly enrolled in this performance assessment and should be enrolled in a different one.
Please contact [email protected] to rectify this error. Introduction: The following are directions to write the narrative description of your field project. It should appropriately note in-text citations and references. You may attach as appendices any charts, tables, or other materials (labeled with the source identified per APA format). The document should be a minimum of 7 pages and no more than 10 pages, not including the reference page(s) and appendices.
Use the headings in the task outline below as the headings for your written paper. Task: A. Assessment
1. Describe the community where you performed your fieldwork. In your description, identify each of the following items: • Geographical area (e.g., county, city, town) • Area size • Population size • Demographics • Physical and social environment
2. Create a community genogram/profile reflecting the health status of the community. Note: This should be included as an appendix.
3. Discuss the health concern you studied in your fieldwork. Include the following: • Background in relation to Healthy People 2020 (2010) and local public health data that characterizes this health concern • Data from national, state, and/or local level related to the health concern
4. Describe the population of interest affected by the health concern you studied in your fieldwork. In your description, include each of the following components: • Gender • Age • Demographics including socioeconomic status and educational level a. Explain how this health concern is linked to a health inequity for the population of interest. b. Use data to support your conclusion.
5. Discuss the community resources and partners (e.g., mission, activities, websites) currently involved with the health concern. B. Diagnosis 1. Discuss aspects of the health concern not being addressed despite the efforts of the partners involved. C. Outcomes Identification 1. Explain the ultimate outcome(s) or goal(s) for improvement related to the health concern. D. Planning 1. Recommend nursing actions to improve the health concern. Note: Use the Minnesota Intervention Wheel as an aid in selecting the broad areas for nursing action. 2. Explain how you and other nurses might work with the community and the population of interest to improve the health concern. Note: Select primary and secondary prevention activities only. 3. Discuss potential public and private partnerships that could be formed to implement your recommendations. 4. Discuss the overall objective(s) for implementing these activities. 5.
Create a timeline for expected outcomes. E. Evaluation 1. Explain how you would evaluate whether the efforts to improve the health concern were effective. • Include in your explanation the tools you might use to do this evaluation. F. Conclusion 1. Reflect on how your perspective of the community’s health and the national, state, and local efforts toward a healthier population has changed as a result of your fieldwork. G. Supplemental Materials 1. Include supplemental materials at the end of your paper. • Reference pages in APA format • Appendices as needed, including your genogram 2. Submit a completed time log documenting at least 90 hours of clinical experience in community health.
Note: Please use the attached Community Health Fieldwork Documentation Form (non-regulated states) a. The complete time log should contain the appropriate acknowledgments, your handwritten or typed signature, and date. Note: Use the attached Community Health Fieldwork Documentation Form and be sure to include the date, the location, a description of the experience, a brief list of people who were involved, and the amount of time spent for each event. This should be included as an appendix. H. When you use sources, include all in-text citations and references in APA format.
Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points. Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section. Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project. Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.

 

. Compare and contrast the classical worldview with the medieval. Be specific.
2. What does it mean to say that human beings are susceptible to principles of reason? Give examples of principles of reason. What is their connection to the origins of scholastic philosophy?
3. Explain what Augustine was getting at when he said “I was so blind to the truth that among my companions I was ashamed to be less dissolute than they were.” As part of your explanation, assess the role of struggle in Augustine’s life. What was struggling with what?
4. State the problem of evil, and explain how the traditional Judeo-Christian concept of God generates the problem of evil. How does Thomas solve the problem of evil? What do you think of his solution? Explain.
5. Can God make a rock so large He cannot lift it? Why is the question significant? Explain.
6. Is there any other explanation for motion besides an “unmoved mover”? If so, what is it? If not, is Thomas’s conclusion sound? Convincing? (page 231)
7. Discuss the cosmological argument. Is Thomas’s reasoning sound or not? Are you comfortable with the possibility that there is no “first cause”? If there isn’t, can we explain the existence of the universe at all? Discuss. (page 232)
8. Scholastic arguments often hinged on whether or not something was conceivable (clearly imaginable). One cardinal principle held that no one could even conceive of absolute nothingness. Do you agree? Explain. Whether or not you agree, do you find the argument from necessity convincing? Discuss. (page 234)
9. Do you have any sense of grades of being? Is there anything in your own experience that supports Thomas’s argument? Discuss the argument from gradation. (page 235)
10. Is order the same thing as design? Does the universe seem to be ordered and “intelligently” designed? Discuss. (For more on this intriguing topic, see Chapter 10) (page 236)
11. In 1999, the Kansas Board of Education attracted national attention when it ruled against mandating the teaching of evolution in science classes. This sparked an ongoing national debate concerning, among other things, the adequacy of explanations of the origins of life. Do you think distinguishing between explanations inside a system and explanations that account for the system as a whole could help avoid controversies regarding science versus religion in our schools? Why? (page 238)