What do you know about lubricants
Category: uncategorised
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What is the mean by lubricants
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short writing
Ms K. C Age: 87 Female Riom# 112 No allergies Full code T 97.8 P 68 R 18 BP 137/81 02 96 Head to toe assessment Medical restory: hip fracture, knee replacement, dementia hypertension aphasia Medication: amlodpine, atenodol, remeron, trazondone, duloxetine Please Sarah can you please add the skills in the reflections. Appical pulse Blood pressure Body Temperature Whole body assessment Using proper body mechanic Passing range of motion Ambultion a patient Transferring patient from Bed to chair Handwashing and sterile gloving PPE Equipment Performing Bed Bath AIDET Communication Technique
The purpose of the shift debrief, for DFC integration, is to reflect on and share information about the DFC experience you just completed.
Instructions: Share a short summary, in the space provided, about your shift spent at the SOFE site. Be sure to include 4-5 sentence responses to each of the following questions. Your answers should clearly reflect the learning experience.
- What went well: Discuss and explain the best moments of your clinical experience? Describe when you were able to apply what you have learned from didactic to the clinical setting.
- Opportunities for improvement: What did not go well that you could improve for next time? Discuss the difficult moments during clinical. Did you have difficulty applying any concepts from didactic? Please explain.
- Take-away: How do you plan to elevate your nursing education and grow prior to the next clinical shift?
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MULTIPLE REGRESSION ATTENDANCE
MULTIPLE REGRESSION ATTENDANCE
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English Question
The purpose of this assignment is to learn from the lived experiences of others with disabilities, while reflecting on ones own experiences and biases. Students will begin by reading or watching autobiographical accounts of people with disabilities (U.S. and Global) and document similarities/differences between these accounts on selected topical domains noted below. As you learn about disabled peoples lived experiences, you will begin to think about your own life experiences and how they compare/contrast, reflecting on your own biases and assumptions as you learn about others experiences.
that you must use for this assignment. The entire assignment will be approximately 3-5 pages.
Part 1 (First Person Accounts): After reading or watching autobiographical accounts of people with disabilities (US and Global), describe how these first-person accounts fit into your understandings from class discussions around discrimination, marginalization, and stigmatization of disability. First, describe which accounts you read and/or watched. Be sure to address at least two identities (race, class, gender, or SES), focusing on how intersections between identities affect the lived experiences of disabled people. Provide some examples from course materials to support your thinking. Please cite sources parenthetically using APA style and include sources in the references page at the end of the assignment. Make sure at least one of your stories is US-based, and one is global.
Part 2 (Comparison & Reflection): Using the chart below, compare and contrast your own life experiences with those from individuals with disabilities based on the first-hand accounts you explored above. Your comparison should focus on at least 3 of several possible domains including: Independent Living; Friendships/Social Supports; Sexuality; Health Care Access; Physical Access/Mobility; Employment; Adulting/Decision-Making; Gender/Race/Age; Other. You can complete the chart just as the example shows below–it is included in the APA-formatted template.
Domains
U.S. Account
Global Account
Your Experience
Independent Living
From the video X, Stacy lives in a residential home with other adults with disabilities. Its great that she is out of her home and that she has some control of some of her own decisions but I see that there are still care-takers who live in the home to take care of things that the others cannot do independently.
In the reading from X, Mariela lives with her mother as she cannot take care of some basic needs. She can bath and feed herself but because of her disability she cannot earn a living or take care of shopping, preparing foods, etc. to live independently.
As reflect on my own life, Ive come to understand that one freedom I have as a person without a significant disability is that I can live independently. Even though I have roommates, I can choose to live with others or by myself where the other accounts they do not appear to have this option as adults.
Friendships/Social Supports
Sexuality
Health Care Access
Mobility/Physical Access
Employment
Adulting/Decision Making
Identity:
Gender/Race/Age, etc.
Part 3 (Assumptions & Biases): After completing Parts 1 and 2, conclude with a written reflection describing what assumptions or biases you had going into the reading/viewing and how your views have changed after reading/watching first-hand accounts in light of your own lived experiences. What do you now understand that you did not understand before? What surprised you, and how do those surprises reveal biases you may not have realized you had? Please cite sources parenthetically using APA style and include sources in the references page at the end of the assignment.
Evaluation Rubric
Meets or Exceeds Expectations
Developing
Does Not Meet Expectations
Part 1
Part 1 addresses the assignment prompt fully and thoughtfully, and includes connections to course materials. One of the stories is US-based, and one is global.
Part 1 somewhat addresses the assignment prompt and includes some connections to course materials, but connections may inconsistently clear. One of the stories is US-based, and one is global.
Part 1 does not fully address the prompt and/or contains few relevant connections to course materials.
Part 2
Table 1 includes 3 domains and offers thoughtful comparative reflections (explicitly addressing intersectionality).
Table 1 includes 2-3 domains and offers comparative reflections (addressing intersectionality), but they may be lacking depth.
Table 1 is missing or incomplete; intersectionality is not addressed.
Part 3
Part 3 offers reflections on prior biases and/or assumptions and connects those reflections to the materials in Part 1 (lived experiences of disabled people) clearly and thoughtfully.
Part 3 offers some reflections on prior biases and/or assumptions but few or vague connections to materials used in Part 1 (lived experiences of disabled people).
Part 3 does not reflect on prior biases and/or reflections, and/or does not make connections to the materials used in Part 1 (lived experiences of disabled people).
Evidence & Citations
The paper includes APA-formatted parenthetical citations throughout and includes an APA-formatted references page.
The paper includes some parenthetical citations throughout and includes a references page, but some citations may be incomplete, missing, and/or formatted incorrectly.
The paper is missing several citations and/or is missing a references page.
Make sure it in APA format.
for the global one here is the story. A
And for the US story read ” Demystifying Disability ” by Emily Ladau.
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Health Informatics
Refer to Chapter 21 and Discuss the importance and impact of common patient safety tools on recent trends with relevant examples [minimum 4].
The submission should be minimally 4 pages not counting the cover page and references.
APA 7th format and references from scholarly articles from PubMed from the last 5 years.
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Public Health Question
Helpful link:
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Assisted reproductive technology (ART), scientist data,proje…
Assisted reproductive technology, infertility.data about the scientists who made a autonomous discoveries and inventions in the human body,genome, genetic variation…etc
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packback #3
Watch the movie “A Civil Action” (1998 – starring John Travolta, Robert Duvall, William H. Macy, John Lithgow, James Gandolfini). It is available on YouTube, Amazon Prime, iTunes, and Google Play. (MAKE SURE TO ASK A QUESTION FOR YOUR TITLE/THESIS STATEMENT and INCLUDE WORK CITED)
Discuss:
(a) what heuristics and biases Jan Schlichtmann (John Travolta) exhibited in the movie
(b) how Jan Schlichtmann could have outsmarted his own biases.
You are not limited to the heuristics and biases read about in this class; you may invoke any that you have learned about in other classes. Ask your colleagues an intriguing question about high stakes decision making and the ways we make mistakes. A complete Packback post requires replies to two of your colleagues.
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week 12: freedom within
Discussion Overview
The article by Gulati (2018: Structure thats not stifling) suggests that guidelines and frameworks, often perceived as stifling in organizations, do not necessarily inhibit freedom and innovation when designed and implemented effectively. Instead, these frameworks can support and nurture autonomy by providing a clear, galvanizing sense of the organization’s direction, allowing employees to make autonomous decisions while addressing concerns about employees deviating from serving organizational interests:
Questions & Instructions
- Would this “Freedom within a Framework” approach work in your workplace? Why or why not?
- The article applies the “Freedom within a Framework” approach to two very different firms (Netflix and Alaska Airlines). Do you think there are limits to the “Freedom within a Framework” approach? What are these, and in what contexts do you think this approach would work best?
Examples:
Question 1: Would this “Freedom within a Framework” approach work in your workplace? Why or why not?
Answer:
In my workplace where compliance plays a key role, yes, the “Freedom within a Framework” approach is definitely promising and also complex. In a compliance-related environment, the functions are usually structured, and they operate on strict regulatory requirements, legal standards, and risk controls. It may look like it is not compatible with employee rights, but if we take a glimpse at the article, the author Gulati suggests that if the framework is well designed, then it will enhance the decision-making ability of the employees. For example, if the employees understand the company’s standards and their focus is strictly on ethical behavior or risk management, then they can make decisions that will align with the organization’s priorities even though there are no strict rules that need to be followed. This ideology will allow employees to avoid a “check-the-box” mindset and be more thoughtful in decision-making skills.
The approach that we gave as an example is great, but it will only work if the leaders actually support it. The logic ties with the article The Best Leaders are Great Teachers. In a compliance-controlled environment, the leaders need to explain more than just enforcing rules, and also explain why the rules exist and how to apply them in real situations. If the logic is not explained correctly, then it will create confusion and inconsistency amongst employees. It also ties with the article on “superbosses” and how the leaders, like Larry Ellison, help employees to think independently and be responsible for their own acts, which eventually helps them with their development. Overall, I think that the approach will work, but it does require strong leadership, clear communication, and training.Question 2: Do you think there are limits to the “Freedom within a Framework” approach? What are these, and in what contexts would they work best?
Answer:
Yes, there are definitely limits, especially in an environment that is high-risk and highly regulated. In fields like healthcare, compliance, or the aviation industry, there are strictly enforced rules and no options for flexibility. There are regulatory requirements that are set and must be followed, because if there is even a little room for error, it could potentially face serious legal or safety risks. As the author Gulati gave an example for Alaska Airlines that they have to operate within certain boundaries, but that safety has to be prioritized over everything else.
Another limitation I feel is that Organizational culture matters because in a workplace where strict controls are enforced, and people are afraid to make mistakes, sometimes they may not take the advantage of the freedom that they are given. Organizations usually support open communication and learning, and in that case, employees may use autonomy in a positive way. This kind of concept works well in technology or knowledge-based companies. Overall, I believe that freedom within a framework is not like one cap fits all sizes. You need to have an environment that has strong leadership, clear communication, and probably a workforce that is capable of thinking independently. If the conditions are not met, then the overall approach will be less effective.Example 2:
1. Would this “Freedom within a Framework” approach work in your workplace? Why or why not?
Overall, yes, I think Freedom within a Framework would work in my workplace. Gulati’s core requirements are purpose, priorities, and principles. My workplace, in particular my department of sustainability, is inherently purpose-driven with distinct “whys” of reducing environmental impact, advancing circular economy goals, and driving responsible operations. Being a large global company, we as employees are able to exercise judgement, make regional decisions and approaches. Lastly, sustainability teams, like Netflix, tend to draw people who are intrinsically motivated and intellectually engaged. Gulati identifies these characteristics as the most capable employees under a freedom within a framework model. I do want to note that it is not perfect, and there are complications given that company operates in a highly regulated, high-risk industry similar to Alaska Airlines that has safety and regulatory obligations.
2. The article applies the “Freedom within a Framework” approach to two very different firms (Netflix and Alaska Airlines). Do you think there are limits to the “Freedom within a Framework” approach? What are these, and in what contexts do you think this approach would work best?
I do think there are limits within the approach, and Gulati acknowledges that the framework is inherently fragile. He goes on to say that it requires maintenance with continued awareness of the company’s purpose, priorities, and principles. Limits to this include moments of crisis, when leaders instinctively tighten control, as Alaska Airlines demonstrated following 9/11. Another example is periods of rapid success, as seen with Nokia’s drift toward bureaucracy after peak performance. Additionally, the approach is constrained by workforce composition, industry risk levels, and how much room compliance requirements leave for genuine autonomy.
The approach works best in knowledge-intensive, purpose-driven environments where employees are hired for judgment and their values alignment. Global teams benefit greatly, as with my workplace example, where a well-internalized framework allows local teams to act decisively. Ultimately, it is most effective when leadership genuinely models the framework, regardless of when things get difficult. They trust that the shared purpose and clear principles will guide their teams.
Reference
Gulati, R. 2018. Structure thats not stifling. Harvard Business Review, 96(3): 6879.
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Science Powerpoint
Create a 12-15 slide digital professional development presentation for new teachers to train them on the foundations of science instruction. You will narrate your presentation through GoReact by using the screen share function. You must have your camera on during the narrated presentation. Include the following in your presentation:
- Explain the three dimensions of science learning, including discussion on the scientific and engineering practices, the crosscutting concepts, and the disciplinary core ideas.
- Describe the purpose of three-dimensional learning in science instruction.
- Explain how using phenomena and inquiry-based learning supports science instruction, science standards, and the three dimensions of science learning.
- Provide 2-3 best practices in science instruction and an example of how each practice could support three-dimensional learning in science instruction and critical questioning skills.
- Explain how educators can incorporate cross-curricular content into science instruction.
- Discuss how technology enhances science instruction. Provide at least two examples of technological tools that can be used as an integral part of science instruction and one example of how teachers can collaborate and co-learn with students to discover and use new digital resources and tools during science instruction.