Managing Health Care Marketing Channels Homework Essay Help

“Managing Health Care Marketing Channels” Please respond to the following:

Analyze the types of challenges companies face in managing their channels and determine which is the most difficult to address. Explain your rationale.
Describe a realistic situation that would call for channel conflict management and how that conflict could be addressed. Provide specific examples to support your response.

ENGR 202 Evaluation and Presentation of Experimental Data high school essay help

ENGR 202 Evaluation and Presentation of Experimental Data II – Summer 2016 Lab 4: Capturing Temperature Measurements with a

Thermocouple Original: Dr. Scoles, Dr Miller, Dr Chmielewski Rev: Dr. Marino

8/17/16 page 1 of 7

Goals

Measure, plot, and record temperature measurements from a Type K thermocouple (TC)

Correct the measured voltages with a calibration curve

Find the time constants of the TC cooling curves Equipment/Software

NI USB TC-01 Thermocouple Measurement Device

Type K thermocouple, Omega KTSS-HH o Nickel-10% chromium (+) vs. Nickel-5% aluminum and silicon (-)

Power resistor, 100 , 25 Watt

Hewlett Packard E3631A DC power supply

Excel Reading or Viewing

Review – Week 8 lecture notes Introduction

A thermocouple (TC) can be used to measure temperature over wide ranges in a variety of measurement environments and with fine spatial resolution. The sensing operation of the TC is based on the Seebeck effect: when two dissimilar metals are joined at both ends to form an open loop, an open circuit voltage is developed (Figure 1). The voltage is proportional to the difference in temperature at the two junctions. The measured voltage is on the order of tens of millivolts. To extract the temperature at the measuring junction (T1) from the measured voltage, we will want to keep the reference junction (T2) at a fixed, known temperature.

Figure 1. Two junctions, T1 and T2, formed by joining wire types A and B.1

The ice/water bath at 0C (Figure 2) has become the standard for the reference

temperature, and published thermocouple voltage vs temperature tables are based on

1 Figures are from Analog Devices Application Note AN-369, Thermocouple Signal Conditioning Using the AD594/595, J. Marcin, 1998.

8/17/16 page 2 of 7

this value. This method of providing the reference junction temperature is impractical in field- and lab-measurement situations, so alternatives have been developed.

Figure 2. Thermocouple loop with the reference junction at 0 C.

Rather than using ice, two methods can be used to do cold-junction compensation

software and hardware. The temperature of the reference junction can be measured directly using a semiconductor sensor or thermistor. The T2 sensor can be chosen to provide a very accurate measurement in a narrow temperature span centered on the expected junction temperature. The measured T2 and the measured sensing junction voltage can be used in a calculation to remove the effect of the reference junction voltage and extract the temperature of T1.

The alternative to the software approach is to have the T2 sensing junction within

your measurement hardware, and have it used by a circuit that will generate a voltage equal and opposite to that of the reference junction (Figure 3). Once the effect of the T2 junction is removed, the circuit amplifies and scales the output voltage to represent the T1 junction temperature as 1 mV/C or 10 mV/C (the 10 mV/C value is more common).

Figure 3. Electronic cold junction compensation

ENGR 202 Evaluation and Presentation of Experimental Data II – Summer 2016 Lab 4: Capturing Temperature Measurements with a

Thermocouple Original: Dr. Scoles, Dr Miller, Dr Chmielewski Rev: Dr. Marino

8/17/16 page 3 of 7

Procedure

1. With the Hewlett Packard E3631A DC power supply off connect two alligator leads from the power resistor terminals to the + and COM terminals (under 25V label) as shown in Figure 5).

Figure 4. TC inserted into the core of the bower resistor (not to scale)

1. Start your temperature measurement VI. Within the NI software, set the thermocouple type to, K and set the units to C. Enable data logging in the NI software, collecting 1 sample/second.

2. Record the starting temperature as the ambient temperature, T, in the analysis discussion that follows.

3. Insert the Omega thermocouple into the center of the power resistor. The thermocouple should not touch the sides of the resistor, it must float at the center of the radius.

4. Set the power supply voltage to 16 V.

a. Turn on power supply by pressing the Power button. Press the Output On/Off button. Voltages are shown on the left half of the supply display, and currents on the right half. If a digit on the voltage side is not flashing, press the Voltage/Current button. Use the Adjust knob to set the voltage.

5. Observe the TC temperature as the resistor warms up to its maximum temperature, typically between 50 and 70C (122 and 158F). Collect data until dT/dt=0.0167, or one degree/minute, we will treat that as steady-state.

6. Remove the TC from the power resistor, hold it vertically without waiving it around and continue to measure the temperature until it returns to a value close

8/17/16 page 4 of 7

to the ambient level. This is measuring the free convective cooling response of the thermocouple.

7. Stop your VI and save the data to a file.

8. Repeat this heating and cooling cycle two more times, saving the data into a new file each time.

9. Make sure you have three good cooling curves saved before you leave the lab. These curves should generally look alike.

10. Turn off the power supply.

a. Press Output On/Off on the supply, and turn off Power.

Data Analysis this portion can be done outside of lab Part 1.

The shape of the curve you saw for the thermocouple cooling is characteristic of many physical phenomena, including capacitor discharging, radioactive decay, and others. A straight forward energy analysis of the thermocouple system identifies that the rate of change in energy stored in the thermocouple is equal to the energy lost to the room by way of convection.

The energy of the system is calculated with respect to the heat capacity of the thermocouple and is represented by the expression

E = m x cp x T (1)

Where E = energy content of the thermocouple, kJ m = mass of thermocouple system, kg (assumed constant) cp = the specific heat of the material from which it is constructed, kJ/(kg-K)

(assumed constant) T = temperature of the thermocouple, K, which varies.

Therefore the rate of energy change with respect to time is evaluated by taking the time derivative of this equation

dE/dt = m x cp x dT/dt (2)

Where t is time in seconds. The energy leaving the thermocouple is picked up by the air in the room. This

energy flow, driven by the temperature difference between the thermocouple and the air in the room is called heat transfer and in this case is primarily convective heat transfer (we will ignore conduction and radiation). As mentioned in lecture, this mode of heat

ENGR 202 Evaluation and Presentation of Experimental Data II – Summer 2016 Lab 4: Capturing Temperature Measurements with a

Thermocouple Original: Dr. Scoles, Dr Miller, Dr Chmielewski Rev: Dr. Marino

8/17/16 page 5 of 7

transfer is modeled based on the Newton Law of Cooling for a surface and is calculated with the expression

dE/dT = h x As x (T-T) (3)

Where h = Newton Coefficient for rate of convective heat transfer, kJ/(m2-K-s)

depends on the conditions As = surface area of the thermocouple, m2 T = temperature of the room, K (this is the ambient temperature of the room) T = temperature of the hot surface, K, in this case the thermocouple

temperature

Equating the two expressions for rate of energy change produces a simple, first order ordinary differential equation between temperature and time

dE / dT = – m x cp x dT/dt = h x As x (T-T) (4) Note: the negative sign results from the fact that energy gain by the air is energy lost from the TC Take a look at the simple solution for this equation of temperature as a function of time, T(t). Determine the time constant, , for a first-order thermodynamic system:

Where T0 = temperature of thermocouple before cooling starts, K

= m cp / (h As), s, represents the time constant for the first order system

T= ambient temperature

The next formal step is usually to collect terms in T and t, which yields

With the data acquired in this laboratory, T, T0, and T(t) the time constant for your TC can be evaluated. There are several ways to find these time constants.

(5) /t0 e TTTtT

T t T T0 T

et / (6)

8/17/16 page 6 of 7

The simplest technique is to take the natural logarithm of both sides of equation 1, which yields

This equation has the familiar form of y = mx + b, where the slope m equals -1/ and the intercept b is 0. The slope of the straight line you get when you plot the natural log of the fraction in parenthesis vs. time will be the time constant. The Excel LINEST function can extract the slope from straight-line data.

Computer tools such as MATLAB and LabVIEW have built-in capabilities to fit an exponential curve to a set of data. See the Exponential Fit VI in LabVIEWs Mathematics: Fitting menu on the Functions Palette. Tab-delimited data can be read into LabVIEW with the Read From Measurement File Express VI.

Once you find your time constant, plot an exponential through your measured data. Describe in your report how well an exponential model fits the cooling data.

For each run, calculate:

o Rise time to steady state and dT/dt at mid-rise

o Time at steady state and dT/dt

o Fall time from steady state and dT/dt at mid-fall

Your Report

Prepare a written report following the guidelines in our grading rubric. This report is due one week after your lab. Required Graphical Results

Each of the three cooling curves should be included in the report Some Discussion Points That Must Be Covered

From your readings and lecture, what are some of the advantages and disadvantages of using the Cold Junction Compensation circuit for temperature measurement?

Why would you choose a differential input channel thermocouple for this application rather than a single-ended channel?

Explain your reasoning behind the setup of your voltage measurement task.

What are some of the sources of measurement error in this experiment? What is the Omega Type K thermocouple temperature accuracy? Can you use propagation of error to estimate the error in the temperature readings?

How well did the exponential cooling model fit the temperature data?

ln T t T T0 T

– t/ (7)

ENGR 202 Evaluation and Presentation of Experimental Data II – Summer 2016 Lab 4: Capturing Temperature Measurements with a

Thermocouple Original: Dr. Scoles, Dr Miller, Dr Chmielewski Rev: Dr. Marino

8/17/16 page 7 of 7

Required Printouts

One page hardcopy of final temperature measurement front panel showing measured data for the three trials

Excel, Labview, or Matlab analysis of your temperature measurements. Make sure all tables and figures are properly labeled in the body of your lab report or the appendix section.

If you use Labview: one page hardcopy of final temperature measurement block diagram including the subVI. The diagram should have text documentation explaining the VIs function and the team member names.

Bibliography

American Society for Testing and Materials (ATSM), Manual on the Use of Thermocouples in Temperature Measurement, ASTM PCN 04-470020-40.

Analog Devices AD594/595 Datasheet, http://www.analog.com/UploadedFiles/Data_Sheets/AD594_595.pdf, Rev. C, 1999. Viewed on November 3, 2007.

Omega TC wire spec sheet page

Analog Devices Application Note AN-369, Thermocouple Signal Conditioning Using the AD594/595, J. Marcin, 1998.

Doering, Ed. Create a SubVI in LabVIEW, http://cnx.org/content/m14767/latest/ Connexions. 17 Mar. 2008. Viewed on May 10, 2010.

II – Summer 2016 Lab 4: Capturing Temperature Measurements with a

Thermocouple Original: Dr. Scoles, Dr Miller, Dr Chmielewski Rev: Dr. Marino

8/17/16 page 1 of 7

Goals

Measure, plot, and record temperature measurements from a Type K thermocouple (TC)

Correct the measured voltages with a calibration curve

Find the time constants of the TC cooling curves Equipment/Software

NI USB TC-01 Thermocouple Measurement Device

Type K thermocouple, Omega KTSS-HH o Nickel-10% chromium (+) vs. Nickel-5% aluminum and silicon (-)

Power resistor, 100 , 25 Watt

Hewlett Packard E3631A DC power supply

Excel Reading or Viewing

Review – Week 8 lecture notes Introduction

Figure 1. Two junctions, T1 and T2, formed by joining wire types A and B.1

The ice/water bath at 0C (Figure 2) has become the standard for the reference

temperature, and published thermocouple voltage vs temperature tables are based on

1 Figures are from Analog Devices Application Note AN-369, Thermocouple Signal Conditioning Using the AD594/595, J. Marcin, 1998.

8/17/16 page 2 of 7

this value. This method of providing the reference junction temperature is impractical in field- and lab-measurement situations, so alternatives have been developed.

Figure 2. Thermocouple loop with the reference junction at 0 C.

Rather than using ice, two methods can be used to do cold-junction compensation

The alternative to the software approach is to have the T2 sensing junction within

Figure 3. Electronic cold junction compensation

ENGR 202 Evaluation and Presentation of Experimental Data II – Summer 2016 Lab 4: Capturing Temperature Measurements with a

Thermocouple Original: Dr. Scoles, Dr Miller, Dr Chmielewski Rev: Dr. Marino

8/17/16 page 3 of 7

Procedure

1. With the Hewlett Packard E3631A DC power supply off connect two alligator leads from the power resistor terminals to the + and COM terminals (under 25V label) as shown in Figure 5).

Figure 4. TC inserted into the core of the bower resistor (not to scale)

1. Start your temperature measurement VI. Within the NI software, set the thermocouple type to, K and set the units to C. Enable data logging in the NI software, collecting 1 sample/second.

2. Record the starting temperature as the ambient temperature, T, in the analysis discussion that follows.

3. Insert the Omega thermocouple into the center of the power resistor. The thermocouple should not touch the sides of the resistor, it must float at the center of the radius.

4. Set the power supply voltage to 16 V.

6. Remove the TC from the power resistor, hold it vertically without waiving it around and continue to measure the temperature until it returns to a value close

8/17/16 page 4 of 7

to the ambient level. This is measuring the free convective cooling response of the thermocouple.

7. Stop your VI and save the data to a file.

8. Repeat this heating and cooling cycle two more times, saving the data into a new file each time.

9. Make sure you have three good cooling curves saved before you leave the lab. These curves should generally look alike.

10. Turn off the power supply.

a. Press Output On/Off on the supply, and turn off Power.

Data Analysis this portion can be done outside of lab Part 1.

The energy of the system is calculated with respect to the heat capacity of the thermocouple and is represented by the expression

E = m x cp x T (1)

Where E = energy content of the thermocouple, kJ m = mass of thermocouple system, kg (assumed constant) cp = the specific heat of the material from which it is constructed, kJ/(kg-K)

(assumed constant) T = temperature of the thermocouple, K, which varies.

Therefore the rate of energy change with respect to time is evaluated by taking the time derivative of this equation

dE/dt = m x cp x dT/dt (2)

Where t is time in seconds. The energy leaving the thermocouple is picked up by the air in the room. This

ENGR 202 Evaluation and Presentation of Experimental Data II – Summer 2016 Lab 4: Capturing Temperature Measurements with a

Thermocouple Original: Dr. Scoles, Dr Miller, Dr Chmielewski Rev: Dr. Marino

8/17/16 page 5 of 7

transfer is modeled based on the Newton Law of Cooling for a surface and is calculated with the expression

dE/dT = h x As x (T-T) (3)

Where h = Newton Coefficient for rate of convective heat transfer, kJ/(m2-K-s)

temperature

Equating the two expressions for rate of energy change produces a simple, first order ordinary differential equation between temperature and time

Where T0 = temperature of thermocouple before cooling starts, K

= m cp / (h As), s, represents the time constant for the first order system

T= ambient temperature

The next formal step is usually to collect terms in T and t, which yields

With the data acquired in this laboratory, T, T0, and T(t) the time constant for your TC can be evaluated. There are several ways to find these time constants.

(5) /t0 e TTTtT

T t T T0 T

et / (6)

8/17/16 page 6 of 7

The simplest technique is to take the natural logarithm of both sides of equation 1, which yields

Once you find your time constant, plot an exponential through your measured data. Describe in your report how well an exponential model fits the cooling data.

For each run, calculate:

o Rise time to steady state and dT/dt at mid-rise

o Time at steady state and dT/dt

o Fall time from steady state and dT/dt at mid-fall

Your Report

Prepare a written report following the guidelines in our grading rubric. This report is due one week after your lab. Required Graphical Results

Each of the three cooling curves should be included in the report Some Discussion Points That Must Be Covered

From your readings and lecture, what are some of the advantages and disadvantages of using the Cold Junction Compensation circuit for temperature measurement?

Why would you choose a differential input channel thermocouple for this application rather than a single-ended channel?

Explain your reasoning behind the setup of your voltage measurement task.

How well did the exponential cooling model fit the temperature data?

ln T t T T0 T

– t/ (7)

ENGR 202 Evaluation and Presentation of Experimental Data II – Summer 2016 Lab 4: Capturing Temperature Measurements with a

Thermocouple Original: Dr. Scoles, Dr Miller, Dr Chmielewski Rev: Dr. Marino

8/17/16 page 7 of 7

Required Printouts

One page hardcopy of final temperature measurement front panel showing measured data for the three trials

Excel, Labview, or Matlab analysis of your temperature measurements. Make sure all tables and figures are properly labeled in the body of your lab report or the appendix section.

Bibliography

American Society for Testing and Materials (ATSM), Manual on the Use of Thermocouples in Temperature Measurement, ASTM PCN 04-470020-40.

Analog Devices AD594/595 Datasheet, http://www.analog.com/UploadedFiles/Data_Sheets/AD594_595.pdf, Rev. C, 1999. Viewed on November 3, 2007.

Omega TC wire spec sheet page

Analog Devices Application Note AN-369, Thermocouple Signal Conditioning Using the AD594/595, J. Marcin, 1998.

Doering, Ed. Create a SubVI in LabVIEW, http://cnx.org/content/m14767/latest/ Connexions. 17 Mar. 2008. Viewed on May 10, 2010.

Safety Management Questions Assignment rice supplement essay help: rice supplement essay help

Question 1

Compose a safety policy statement for your current organization (or an organization for which you previously worked), following the guidelines in the course textbook. Be certain it is specific to the organization and not just a series of generic statements.

Your response must be at least 75 words in length.
Path: pWords:0
10 points

Question 2

What types of management system issues are targeted in the planning process of Z10 section 4.0? Provide an example of each issue.

Your response must be at least 75 words in length.
Path: pWords:0
10 points

Question 3

Most organizations hire contractors in some capacity, either to aid in production work or to provide ancillary services, such as cleaning, maintenance, remodeling, and food service. Discuss how a contractors operations could adversely affect the health and safety of an organizations employees. What procedures should be in place to prevent any adverse effects?

Your response must be at least 75 words in length.
Path: pWords:0
10 points

Question 4

What are some actions that should be taken by a safety practitioner when an organization’s safety culture starts to drift into a negative state? Provide examples that illustrate your point.

Your response must be at least 75 words in length.
Path: pWords:0
10 points

Question 5

Explain the differences between authority, responsibility, and accountability as they apply to OSH program management. In your discussion, provide examples of how your current organization (or a past one) implements these concepts. Is it effective? How can you tell? What recommendations do you have for improvement?

Your response must be at least 200 words in length.
Path: pWords:0
30 points

Question 6

A recent OSHA inspection in your machine shop identified several serious deficiencies in occupational noise control. Serious violations were issued citing 29 CFR 1910.95(i)(2) and 29 CFR 1910.95(k). Using the PDCA framework, develop a plan that will correct the deficiencies and ensure that the violations do not recur.

Your response must be at least 200 words in length.

The goals of environmental health best essay help

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I need at least 150 words per question with correct APA references.

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CH.14

Explain the goals of environmental health and identify major environmental health hazards.

Explain the movements of toxic substances and how they affect organisms and ecosystems.

Evaluate risk assessment and risk management.

What are epidemiological studies, and how are they most often conducted?

How do scientists identify and assess risks from substances or activities that may pose health threats?

CH.17

Can technology provide evidence for the need for or for the results of sustainable change? Provide examples.

Describe the composition, structure, and function of Earths atmosphere

Explain stratospheric ozone depletion and identify steps taken to address it

Name three common sources of indoor pollution and their associated health risks. For each pollution source, describe one way to reduce exposure to the source.

Legal, ethical, financial implications nursing essay help: nursing essay help

For the last component of the project please prepare a PowerPointpresentation describing the healthcare management problem you worked on in this capstone course.

SLP Assignment Expectations

The slides of the presentation must specifically contain the following:

Title
Introduction: (background and context of the problem)
Importance/relevance and extent of the problem
Causes
Stakeholder issues
Legal, ethical, financial implications.
Possible solutions and current attempts
Specific plan and its likelihood of success
Conclusions
References

Length: This assignment should be at least 10 slides in length.

References: At least 15 references should be included from academic sources (e.g. peer-reviewed journal articles).

Clarity: (e.g. points are concise and understandable)

Spelling: While no points are deducted, assignments are expected to adhere to standards guidelines of spelling.

Your PowerPoint presentation must include an oral narrative.Review the instructions. It provides guidance so you are sure that the audio file is linked to your slides when you submit your work.

At the bottom of this page, there is a link to an oral communication rubric. This rubricWILL BE USED to assess the quality of your presentation and assign a grade for this assignment.Please review it carefully before you begin this assignment.Your presentation will be graded on the following attributes: organization, content, adaptation to audience, and delivery. The point value for each attribute and what specifically you’ll need to do in order to earn the maximum possible points on this assignment can be found in the oral communication rubric.

The purpose of using this rubric is to assist you in strengthening your presentation/oral communication skills. As you know, this is a skill set that’s essential for establishing a successful career. If you have any questions regarding the expectations as outlined in the rubric, please don’t hesitate to bring them to my attention.”

Oakman, T., Blendon, R., Campbell, A., Zaslavsky, A., & Benson, J.. (2010). A Partisan Divide On The Uninsured. Health Affairs, 29(4), 706-711.

Rapp, C., Etzelwise, D., Marty, D., Coffman, M., Carlson, L., Asher, D., Callaghan, J., & Holter, M.. (2010). Barriers to Evidence-Based Practice Implementation: Results of a Qualitative Study. Community Mental Health Journal, 46(2), 112-118.

Shortell, Stephen M, Gillies, Robin R, Anderson, David A, Mitchell, John B, & Morgan, Karen L. (1993). Creating organized delivery systems: The barriers and facilitators. Hospital & Health Services Administration, 38(4), 447.

Charles Zabada, Patrick Asubonteng Rivers, & George Munchus. (1998). Obstacles to the application of total quality management in health-care organizations. Total Quality Management, 9(1), 57-66.

Kathleen L McFadden, Gregory N Stock, Charles R Gowen III, Patricia Cook. (2006). Exploring Strategies for Reducing Hospital Errors. Journal of Healthcare Management,51(2), 123-35, discussion 136.

Tips for Effective Powerpoint Presentations. Retrieved 3/2/2013 from

The purpose of using rubric to enhance critical thinking assignment help sydney: assignment help sydney

Your task for this module’s SLP is tofurther discuss the planidentified in the case assignment. Please include the following: (Critical Thinking Skills Assignment)

Identify and clarify an ethical dilemma associated with the chosen topic of your course project.
Identify and discuss several alternatives and select one to address in your plan.
Explain the components in your hypothetical plan for resolving the problem by implementing the solution.
Present the plan in an outline and identify the roles of various participants in addressing the problem.

SLP Assignment Expectations

Length: This assignment should be between 2-3 pages (500-750 words) in length, excluding references.

References: At least two references should be included from academic sources (e.g. peer-reviewed journal articles).

Organization: Subheadings should be used to organize your paper

Format: APA format is recommended. While APA formatting of references is not a requirement, the references need to be presented in order using a standard citation style (APA, AMA, MLA etc). When material is copied verbatim from external sources, it MUST be enclosed in quotes. The references should be cited within the text and also listed at the end of the assignment in the References section. See Syllabus page for more information on APA format.

Grammar and Spelling: While no points are deducted, assignments are expected to adhere to standards guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity.

Your paper will be evaluated based on the rubric criteria.

At the bottom of this page, there is a link to a critical thinking rubric. The rubricWILL BE USED to assess the quality of your paper and assign a grade for this assignment. Please review it carefully before you begin this assignment.Your paper will be graded on the following attributes: organization, contextual awareness, knowledge of conventions, and appropriate use of sources and evidence. The point value for each attribute and what you’ll need to do in order to earn the maximum possible points on this assignment can be found in the writing rubric.

The purpose of using this rubric is to assist you in strengthening your critical thinking skills. As you know, this is a skill set that’s essential for establishing a successful career. If you have any questions regarding the expectations as outlined in the rubric, please don’t hesitate to bring them to my attention.

Joseph F. Coates. (2004). The radical solution to rising health-care costs. Employment Relations Today, 31(2), 1-11.

Experts Suggest Solutions to the Healthcare Crisis. (1992). Management Review, 81(7), 20.

Robinson, F.. (2010). Tackling health inequalities. Practice Nurse, 39(5), 9-10

HealthReform.Gov. Retrieved 3/2/2013 from

Kristen Starnes-Ott, Michael J Kremer. (2007). Recruitment and retention of nurse anesthesia faculty: Issues and strategies. AANA Journal,75(1), 13-6.

Critical Thinking Definition

Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. At TUI students demonstrate and exercise critical thinking skills in written papers presented in response to Case and Session Long Project assignments. Signature assignments are best characterized by those that require an argumentative essay approach to include problem identification, establishing a position on one or more issue surrounding the problem, and utilizing background readings and other information sources to develop a well-reasoned argument to support their position on the issue.

Critical Thinking Rubric

Objective
Student Performance Criteria

Weak
Marginal
Adequate
Strong

Coverage of issues
Demonstrate the ability to clearly and comprehensively describe the problem and issues addressed in the assignment.
Issue/problem to be considered critically is stated without clarification or description.1
Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.
Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.
Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.

Demonstrate the ability to discern between relevant and non-relevant information in concisely presenting information for full understanding of the issue or problem.
Information presented as relevant to the problem is not adequate. Some critical relevant information is omitted. Some irrelevant information is presented as relevant.
The information presented is relevant, and marginally adequate to support the argument. Some relevant information is omitted. No irrelevant information is presented as relevant.
The information presented is relevant, and fully adequate to support the argument. No irrelevant information is presented.
All relevant items of information are presented, and both the nature and degree of their relevance are clearly explained. If some information available to the reader is superficially relevant, but actually irrelevant, then the nature of its irrelevance is explained.

Selection & use of evidence
Demonstrate the ability to identify, select, analyze, evaluate and apply relevant background materials, to include expert opinion, in formulating and supporting well-reasoned arguments.
Information search is inadequate. Information is taken from background materials without any interpretation or evaluation. The viewpoints of experts are taken as fact, and not questioned.
An attempt is made to identify and evaluate relevant background materials. The information extracted from the background materials is discussed, but the discussion is not adequate to support a coherent analysis. The viewpoints of experts are mostly taken as fact, with little questioning.
All relevant background materials are identified. The information extracted from the materials is subjected to enough interpretation and evaluation to develop a coherent analysis or synthesis.

Viewpoints of experts are subject to questioning.
All relevant background materials are identified. The information is extracted from the materials is subjected to thorough interpretation and evaluation, supporting a coherent, convincing analysis or synthesis. Viewpoints of experts are thoroughly critiqued.

Analysis of Assumptions & Context
When presenting a position, demonstrate the ability to thoroughly analyze ones own and others assumptions, and the contexts within which those assumptions arise.
When presenting a position, the student is aware of the importance of assumptions, but sometimes confuses assumptions with mere assertions. The student can identify some contextual elements which give rise to assumptions, such as environmental, social and temporal factors.
When presenting a position, the student questions some assumptions, and identifies several contextual elements relating to those assumptions. May be more aware of others’ assumptions than one’s own (or vice versa).
When presenting a position, Identifies and interrogates one’s own assumptions, as well as those of others. Discusses relevant contextual elements relating to those assumptions.
Thoroughly (systematically and methodically) analyzes own and others’ assumptions when presenting a position. Presents and prioritizes all the relevant contextual elements relevant to those assumptions.

Students Position
Demonstrates imagination in developing a position (perspective, thesis/hypothesis), taking into account the complexities of an issue.
Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious. The complexities of the issue are mostly ignored.
Specific position (perspective, thesis/hypothesis) is indicative of some careful thought, and acknowledges some of the complexities of the issue.
Specific position (perspective, thesis/hypothesis demonstrates creativity. The complexities of the issue are fully elucidated.
The specific position (perspective, thesis/hypothesis) offered is imaginative, taking into account all the complexities of the issue. The position is novel and counter-intuitive.

Demonstrates the ability to synthesize others points of view within position (perspective, thesis/hypothesis) and to consider the limits of the position (perspective, thesis/hypothesis).
Others’ points of view are ignored in formulating the position. The limits of the position, to include its domain of applicability, are ignored.
Others’ points of view are acknowledged, but not analyzed with respect to the issue. The position’s domain of applicability is recognized as having limits, but those limits are not explored.
Others’ points of view that support the position are incorporated into the argument. Opposing points of view are either ignored or minimized. Some attempt is made to delimit the domain of the position.
Others’ points of view with respect to the position are acknowledged, and the extent to which they support or fail to support the position are clearly explained. If others’ points of view fail to support the position, those points of view are presented, analyzed and refuted. The domain of applicability is clearly delineated.

Conclusions
Demonstrates ability to logically formulate and present conclusions from that reflect students informed evaluation.
Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.
Conclusion is logically tied to information, because information is chosen to fit the desired conclusion; some related outcomes (consequences and implications) are identified clearly.
Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.
Conclusions and related outcomes (consequences and implications) are logical and reflect students informed evaluation and ability to place evidence and perspectives discussed in priority order.

Notes:

(1) Text in red: Measures taken directly, or with slight modification, from the AACU critical thinking value rubric (). Draft objectives were based on these measures

BHS365 SLP Assignment Expectations cheap mba definition essay help: cheap mba definition essay help

In BHS365, you were introduced to the concept of critical thinking, and were tasked with applying the first two steps in the process. In BHS414, you reinforced the concepts and steps applied in BHS365, by having you again apply those early steps, but then take the process one step further.

Identify and clarify an ethical dilemma associated with the chosen topic of your course project. To achieve this, the students will be expected to gather and evaluate relevant information (e.g., peer review and credible sources). Furthermore, the students will be asked to consider alternatives for addressing the dilemma and the implications of each. Finally, the students will be expected to choose and most appropriate alternative and describe its proposed implementation.

SLP Assignment Expectations

Length: This assignment should be between 2-3 pages (500-750 words) in length, excluding references.

References: At least two references should be included from academic sources (e.g. peer-reviewed journal articles).

Organization: Subheadings should be used to organize your paper

Your paper will be evaluated based on the rubric criteria.

At the bottom of this page, there is a link to a writing rubric. The rubricWILL BE USED to assess the quality of your paper and assign a grade for this assignment. Please review it carefully before you begin this assignment.Your paper will be graded on the following attributes: organization, contextual awareness, knowledge of conventions, and appropriate use of sources and evidence. The point value for each attribute and what you’ll need to do in order to earn the maximum possible points on this assignment can be found in the writing rubric.

The purpose of using this rubric is to assist you in strengthening your written communication skills. As you know, this is a skill set that’s essential for establishing a successful career. If you have any questions regarding the expectations as outlined in the rubric, please don’t hesitate to bring them to my attention.

BHSH Writing Rubric

Objective
Weak
Marginal
Adequate
Strong

Organization
Demonstrate the ability to organize content logically, concisely, and in a manner appropriate to the assignment.
Little organizational control is apparent in the document.
Significant organizational flaws are apparent in the document.
Minor organizational flaws are apparent in the document.
Clear organizational strategy is apparent in the document.

Demonstrates the ability to support a central point or viewpoint throughout the document.
Insufficient elaboration and/or support (e.g., summaries, listings) in the document.
Limited elaboration and/or support in the document.
Support with some specific details and elaboration in the document.
Support through both specific details and elaboration apparent in the document.

Demonstrates the ability to effectively use transitions to aid the readers comprehension.
Ineffective attempt to provide transitions in the document.
Transitions provide some guidance to the reader of the document.
Transitions guide the reader through the text of the document.
Transitions actively contribute to the readers understanding of the text within the document.

Contextual Awareness
Demonstrate the ability to express ones intended purpose clearly and consistently in writing.
The purpose is not identified, is unclear, or inappropriate in the document.
Purpose is occasionally unclear in the document.
Clear purpose, but not consistently sustained throughout the document.
Clear purpose sustained throughout the document.

Demonstrate the ability to present information to varying audiences in such a way that the information is meaningful to that group.
Doesnt respond to the needs of the audience.
Limited sense of the needs of the audience.
Addresses the needs of the audience.
Effectively addresses the needs of the audience.

Demonstrate the ability to discover, assemble, evaluate, and explain competing ideas or explanations.
Competing ideas or explanations arent present in the document.
Limited inclusion and analysis of competing ideas or explanations, and no linkage back to the central theme or viewpoint in the document.
Effectively presents, explains, and analyzes competing ideas or explanations, but doesnt clearly relate back to the central theme or viewpoint in the document.
Effectively presents, explains, and analyzes competing ideas or explanations, and then relates them to the central theme or viewpoint in the document.

Demonstrate breadth and depth of understanding of the assigned topic in writing.
There is no clear focus on the central theme or viewpoint presented in the document. It isnt apparent that the author knows the topic of the document.
There is evidence of a broad based understanding of the central theme or viewpoint, but no evidence of an in-depth understanding in the document.
Provides a broad based understanding of the central theme or viewpoint, but few details or specificity is furnished in the document.
Clear evidence that the document contains a general and detailed understanding of the central theme or viewpoint with ample examples and appropriate evidentiary support.

Knowledge of Conventions
Demonstrate the use of standard written English.
Errors interfere with comprehension of the text within the document.
Numerous distracting errors within the document.
Few errors and no interference with the comprehension of content within the document.
Successful use of sophisticated grammar and mechanics within the document.

Demonstrate the ability to use appropriate sentence structure within the document.
Poor or repetitious sentence structure throughout the document.
Some use of appropriate sentence structure, not adequate to the purpose or audience.
Sentence structure is appropriate to purpose and audience.
Sentence structure effectively matches the purpose and audience.

Sources and Evidence
Demonstrate the ability to appropriately incorporate quality, relevant sources in support of ideas within the document.
Attempt to use sources which support ideas within the document.
Attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.
Consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.
Skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing

Demonstrate the ability to properly cite in-text citations and record them on the list of references.
Failure to cite in-text citations in the document; references page not present.
Inconsistently cites in-text citations; fails to consistently list sources on the reference page.
Cites all in-text citations, but fails to use a consistent format; does list sources on reference page, but is inconsistent in format.
Accurately cites all in-text citations and consistently lists them on the reference page.

Demonstrate the ability to use ones own words in support of the text and not be overly dependent on outside sources.
Less than 70% of the text is in the authors own words.
70% to 79% of the text is in the authors own words.
80% to 89% of the text is in the authors own words.
90% or more of the text is in the authors own words.

Harold G. Koenig. (2000). Editorial: Exploring Psychobiological, Psychosocial, and Cultural Aspects of Patient Care: The International Journal of Psychiatry in Medicine in the 21st Century. International Journal of Psychiatry in Medicine, 30(3), 195-202.

MOONEY, G.. (2009). Is it not time for health economists to rethink equity and access? Health Economics, Policy and Law, 4(2), 209-221.

Katharine V Smith. (2005). Ethical Issues RELATED TO HEALTH CARE: The Older Adult’s Perspective. Journal of Gerontological Nursing, 31(2), 32-9.

Norma Stephens Hannigan (2006). Blowing the whistle on healthcare fraud: Should I? Journal of the American Academy of Nurse Practitioners,18(11), 512-7.

Brad Beauvais, Rebecca Wells, Joseph Vasey, Jami L Dellifraine. (2007). Does Money Really Matter? The Effects of Fiscal Margin on Quality of Care in Military Treatment Facilities. Hospital Topics,85(3), 2-15.

Eco-Env- Paper -02 mba essay help

New Short paper-02 below topics four pages, no responses

Note: Guidelines for Submission: Module Five Short Paper must be three to four pages in length with double spacing, 12-point Times New Roman font, one-inch margins, use of three sources, and citations in APA format.

Read the Should the United States Stop All New Offshore Drilling for Oil? chapter fromTaking Sides: Clashing Views on Economic Issues.Highlight the analytical points and inferences within the article. Submit a report on how the analysis of policy has been done. Include what the focus is, what outcome is expected, and how this analysis is used in advocating for a certain policy among stakeholders. Classify your point of view and illustrate how one can arrive at the same conclusion using the same data, but under a different assumption.For additional details, please refer to the Module Five Short Paper Rubric document in the Assignment Guidelines and Rubrics section of the course.

400 words paper on problems associated with Material Safety Data Sheets argumentative essay help

1) With the adoption of GHS by OSHA, the problems associated with Material Safety Data Sheets (MSDSs) in many different formats will be solved. What other problems with MSDSs are likely to remain despite the standardized formatting?

Your response must be at least 400 words in length.

2)Discuss how cultural and literacy issues can impact the effectiveness of a HazCom training program. Suggest ways that these issues can be addressed.

Your response must be at least 400 words in length.

Publications by safety professionals and organizations nursing essay help: nursing essay help

OSHA has identified falls as (36.5%) of hazards in construction.

Falls(36.5%)

********(I have attached 3 articles required from the online library)*********

The assignment is to write a research paper involving FALLS as a construction hazard. You may narrow your topic down to a more specific type of accident within the major category. For example, under falls, you could focus your research on falls from ladders. When writing the paper, consider the following questions:

1. What are the common causative factors?

2. What does data indicate?

3. What are the effective proven corrective measures?

Remember that a significant aspect of any research paper is the summary analysis by the writer of that research (in this case, you).

The submission must be aminimum of three pages in length, not including the title page or reference page.A minimum of three scholarly reference sources must be used from the Online Library.

Scholarly sources include:

peer-reviewed journal articles (Click here to access a webinar outlining peer-reviewed articles.)

safety reference books and textbooks, and

other publications by safety professionals and organizations (print or online).

Note that wikipedia.com, answers.com, ask.com, about.com, and similar broad-based Internet sites are not considered scholarly sources. Use government and professional safety-related sources, such as osha.gov., niosh.gov, asse.org, nsc.org, and nfpa.org. Contact your professor if you have any questions about the validity of a reference source. APA format is required. Be sure to use in text citations for direct quotes and paraphrased information.

Hazard Control Peer-Reviewed Assignment writing essay help

28 ProfessionalSafety AUGUST 2016 www.asse.org

Hazard Control Peer-Reviewed

Keeping Workers on the Ground By Albert Weaver III and Cynthia H. Sink

Fall injuries, both on the same level and to a lower level, remain among the most dis-abling injuries in the U.S. Researchers at Liberty Mutual Research Institute for Safety (2014) examined Bureau of Labor Statistics (BLS) injury data of all workplace injuries to determine which events caused an employee to miss 6 or more days of work, then ranked those events by total workers compensation costs. The results of their examina-

tion showed that the leading causes and direct costs of the most disabling work- place injuries in 2012 were:

1) overexertion involving an outside source;

2) falls on the same level; 3) struck by an object or equipment; 4) falls to a lower level. Falls to a lower level accounted for $5.12

billion in costs in 2012. According to Feder- al Highway Administration (FHWA, 2014) 2,643,567 million ton-miles of freight were transported in the U.S. during 2011 (a ton- mile is a single ton of goods that is trans- ported for 1 mile). Collecting the following data involving semis, tractor-trailers and tanker trucks due to falls to a lower level, BLS (2016) reports that between 2011 and 2013, 7,450 nonfatal occupational inju- ries and illnesses occurred involving days away from work and 44 fatalities. This is BLS category code 8421 including tanker trucks and flatbed trucks except straight trucks, logging trucks and car haulers.

It also excludes fire trucks, which are category 8425. Federal Motor Carrier Safety Administration defines semitrailer as any motor vehicle, other than a pole trailer, which is designed to be drawn by another mo- tor vehicle and is constructed so that some part of its weight rests upon the self-propelled towing motor ve- hicle (Federal Motor Carrier Safety Regulations).

Cargo Tank Truck Falling Hazards When loading a cargo tanker, climbing on top to

observe the fill level creates a fall hazard. Adding to the possibility of having a fall, certain cargo can create hazardous gases or slick surfaces. According to Cargo Tank Risk Management Committee (CTRMC, 2014), the top 10 reasons (not ranked) that workers climb atop transportation tanks are to:

1) ensure security; 2) check equipment; 3) extract samples; 4) load/unload product; 5) assess liquid content levels; 6) initiate air unloading or vapor recovery; 7) perform maintenance and inspections; 8) wash tanks; 9) remove snow; 10) discharge heel (any material remaining in a

tank following unloading, delivery or discharge of the transported cargo).

Case Studies The following case studies exemplify falls from

tanker trucks where the cargo transported fell out- side DOT regulations for gauges on tankers.

Albert Weaver III, CSP, is president of L.A. Weaver Co. Inc., an occupational and environmental consultancy. He holds an under- graduate degree from Western Carolina University and an M.S. in Industrial Engineering from North Carolina State University, where he was a NIOSH fellowship recipient. Weaver was an adjunct faculty member for 2 years and a lecturer for the engineering extension for 20 years. He is a 40-year professional member of ASSEs North Caro- lina Chapter, which he has served twice as president. In addition, he is member of the Societys Environmental Practice Specialty, for

which he was a founding member and past administrator, and a past administrator of the Consultants Practice Specialty.

Cynthia H. Sink is an engineering intern at L.A. Weaver Co. Inc. She is a senior in the Industrial and Systems Engineering program at North Carolina State University with an anticipated graduation date of 2016. Prior to this, she worked for several large manufacturing and service firms in North Carolina and Virginia.

In BrIef Working on top of cargo tankers presents risks such as falling and exposure to hazardous materials. Using a fill-level gauge to determine the fill level can eliminate the need for personnel to be on top of a cargo tanker. Considerations for in- stalling a fill-level gauge include pricing, safety and applicability to the material being transported. With the cost of fill-level gauges starting at $40, their addition to cargo tankers increases worker safety with- out placing an undue cost burden on the transporter.

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The addition of a fill-level gauge to a cargo tanker

increases the safety of the

workers filling the tank without placing an undue cost burden on the transporter.

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30 ProfessionalSafety AUGUST 2016 www.asse.org

Case Study #1 During the process of loading blood and discarded

turkey parts at a turkey processing plant, the driver climbed the truck-mounted ladder on the side of the truck to check the fill level of the blood tank as it was being loaded. The driver needed to stand on top of the truck to hold onto the blood pipe while looking down into the tank to determine when it was full or if the weight limit had been reached. The truck was not equipped with a fill gauge.

When the tank was full, he instructed a processing plant employee to cut off the blood flow into the tank. After bending over the tank as if he were sick, he fell approximately 10 ft onto a concrete floor, striking his head. He died 2 days later. The autopsy report noted that the cause of death was aspiration pneumonia with contributing causes of blunt force trauma to the head.

The decedent was working in an environment with the potential of producing hydrogen sulfide. Although it is a recognized hazard in the meat processing in- dustry, it is unknown whether the processing plant personnel involved in the loading process or the driv- er who was fatally injured knew of the hazard.

Case Study #2 A wastewater management employee at a hog

processing plant was transferring hog waste sludge containing decayed and fermented pig parts, urine, feces, fat, grease and hair from an overhead stor- age tank to a tanker truck for shipment off-site. After starting the gravity flow of the waste into the tanker, the employee remained on top of the tanker truck. In accordance with company policy, he was wear-

ing a personal fall arrest system (PFAS) anchored overhead. The transport company was aware of the possible production of hydrogen sulfide gas by the anaerobic breakdown of waste.

Due to the cool outside temperature and the warmth of the sludge being loaded, a thick fog was generated, hindering visibility. Within minutes of start- ing the loading process, the truck driver noticed a lack of motion by the employee on top of the tank- er. The driver found the employee motionless and slumped over, his head in the tankers hatch open- ing and the sludge still running. Another worker noted that employees were unhooking the harness so that they could bend over the hatch opening to check the tank fill level. The wastewater employee suffered a fa- tal injury from inhalation of hydrogen sulfide gas. The truck was not equipped with a fill gauge.

Case Study #3 A fuel oil tank truck delivery employee was loading

fuel at a transfer station. The truck held approximately 3,200 gallons, the typical size for home delivery vehi- cles. The employee had parked his tank truck beside the fuel loading rack at the oil company and climbed the steps of a 48-in.-high platform. After removing the tank hatch and setting the downspout into the tank to load fuel oil, the driver climbed to the top of the fuel truck and onto the fuel spill reservoir/platform to observe the filling process.

After an unusually long period, plant workers no- ticed the truck still at the platform. After searching the truck, workers found the delivery employee in the drivers side cab of his truck, leaning against the

Gauge Types Quick Reference

Type Physical basis/principle Advantages Constraints/limitations Cost range Sight eye (type of sight glass)

Visual indication Simplicity; can retrofit Volume known only to level visible; may need cleaning after each use; subject to breakage; should carry a spare glass.

$40 for 5-in. diameter part plus cost to install

Threaded rod gauge

Visual indication Simplicity; can retrofit Worker must be at cargo tanker opening to see the fill level.

$30 for nuts, fender washer, and threaded rod plus cost to install

Sight tube Hydrostatic head Simplicity; can retrofit; can manufacture with parts from plumbing supply store

Subject to breakage, should install with a cut-off valve; viscosity is an issue, may clog with thicker substances; may freeze with certain substances in cold weather.

$170 for materials plus labor to assemble and install

Float gauge Visual indication Simplicity; can retrofit Certain product characteristics, such as a sticky coating forming on the float, can make this gauge inaccurate.

$230 for part plus cost to install

Load cell (a.k.a. strain gauge device)

Essentially a mechanical support member or bracket equipped with one or more sensors that detect small distortions in the support member

Weighing system requirements must be a paramount consideration throughout initial vessel support and piping design, or performance is quickly degraded (Hambrice & Hopper, 2004).

Cost; not conducive to retrofitting; vessel support structure and connecting piping must be designed around requirements of floating substructure; need to know specific gravity of liquid hauling.

$10,000

Ultrasonic level sensor

Measure the time required for a sound wave to travel from the emitter to the objects surface and return to the detector

Not subject to deterioration due to corrosive, viscous, coating and scaling liquids; accuracy.

Do not work well with liquids with foam, heavy vapor, turbulence.

$760 plus cost to install

Radar Uses guided wave radar to measure the liquid level or volume in mobile tanks

Precise; for bulk solids, slurries, and opaque liquids such as dirty sumps, milk and liquid styrene, even in vapor and foam; can retrofit; ideal for vessels with numerous obstructions.

Cost $1,393

Table 1

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glass, bleeding and incoherent. Hair and blood on the ground on the passenger side of the truck indicated the site of the employees landing after falling from the top of the truck. The employee suffered a broken left shoulder, broken ribs, broken back and head injuries.

A threaded rod with brass washers acting as a fill gauge (Figure 1 shows an exemplar) mounted to the inside of the hatch allowed the employee to view the fill level while standing on the loading platform (load- ing rack). The side of the truck, pulled alongside the loading platform, acted as a barrier, which would have protected him from falling from the platform. However, the employee claimed he was too short to see the gauge while standing on the platform, so he climbed on top of the truck for a better view.

In these case studies, the injuries occurred after the employee climbed onto the cargo tanker to de- termine the fill level. Knowing the fill level of the tank is important for safety. Although this article discusses the types of gauges that could be used to avoid the aboveground exposure, other usual and customary injury prevention controls could be employed, such as pretask assessments for evalua- tion of confined space hazards, respiratory hazard assessments, use of personal and area hydrogen sulfide monitoring, personal worker-down alarm systems, automatic fill line shut-off technologies and hermetical seals at the junction of the waste discharge and tank hatch openings.

Although not applicable to the type of tank trucks and loading racks in these three cases, other loss prevention technologies are employed at some tank loading facilities. Railings can be constructed that surround the work area on the top of the tank. Gantry systems, designed for the type of cargo tankers used, can be moveable or permanently in- stalled to prevent falls. Cargo tankers can have cat- walks or tank top walkways with railings installed to prevent falls, and overhead anchored fall arrest systems can be used to reduce the severity of falls.

Determining Fill Levels in Tank Trucks Various types of systems are used to determine

the fill level of tankers of which the gauges cov- ered here are only part. More complex methods in- clude metering skids, weight systems and bottom

loading. Composed of one or more flowmeters, a metering skid is a framed device on which various assemblies are installed to aid in custody transfer, that is gallons of product (Petropedia, 2016).

Top loading and bottom loading involve tank- ers being filled at loading gantries either by loading from the top or from the bottom, with or without vapor recovery systems. Top loading uses an ar- ticulating arm inserted into the tank compartment through a hatch on top of the truck. A long fill pipe extends to the bottom of the compartment. Liquid level rapidly covers the bottom opening of the fill pipe resulting in low vapor generation. Bot- tom loading uses a hose or flexible arm attached to the bottom of the tanker. Vapor generation is minimized by the introduction of liquid through the bottom of the tanker compartment (BP Safety Group, 2008).

Equipping tankers or the source of the cargo with an automatic shut-off valve allows the opera- tor to monitor the fill level from the ground. Auto- matic shut-off technology has been in use since the early 1940s (U.S. Patent No. US2316934 A, 1943) and has been used in many different industries. By using an automatic shut-off system, the worker no longer needs to stand on top of the tanker while the tank is filling.

Automatic shut-off valves work with an electronic gauging system. The gauge measures the fill level and when the tank is filled to a predetermined level, the filling system automatically shuts off (W. Graham, personal communication, July 7, 2014). The system requires companies to alter the filling process by us- ing a power take off (PTO) pump to fill the tankers rather than gravity. The PTO pump is powered from the running engine of the tanker truck. Another type of system is an overflow prevention system that uses a gauging system to control the automatic shut off. Once the liquid level reaches the desired shut off point, the engine will automatically turn off, thus re- moving the power to the pump. This eliminates the need for workers to be on top of the tanker to manu- ally shut off a filling mechanism.

Gauges Reviewed Keeping personnel on the ground while load-

ing can be facilitated by the use of fill-level gauges. Many types of gauges ranging in price and com- plexity are available. Cargo tankers can be retro- fitted with low-tech and less expensive gauges, or high-tech gauges that provide greater accuracy

Figure 2

Sight Eye Sight eyes

Figure 1

Threaded Rod Threaded rod gauge

Brass fill-level indicators

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and convenience. Following are several examples of these gauges. Table 1 (p. 30) lists common types of gauges and their characteristics.

Sight Eye One of the simplest and lowest cost gauges is

a sight eye gauge. This is a glass or plastic bowl design with an aluminum or metal framework to support the bowl that can be retrofitted to a cargo tanker (Figure 2, p. 31). The bowl of the sight eye provides a visual indication of the fluid level in the tank. Sight eyes are usually attached to the cargo tank at the rear of the tank where the surface of the tank is less curved. A hole is cut into the cargo tank the size of the circumference of the sight eye base, then the sight eye is welded to the cargo tank.

Typically three sight eyes are used to indicate a low, medium and maximum level in the cargo tank by installing them at the different corresponding heights. Once installed, the sight eyes can be used to view the fluid level in a tanker without having to access the top of the tanker.

The cost of a 5-in. sight eye is approximately $40 plus the cost of installation. Fill-level informa- tion received from the sight eyes is limited since the volume is known only to the extent of the level of the sight eye. The bowl can break or become dirty making the fill level no longer visible. Also, the consistency of the liquid must be such that the bowl can fill. A semiliquid substance such as a sludge with large semisolids may block the 5-in. bowl and the bowl may not fill correctly.

A sight eye should not be confused with a sight glass. A sight glass is a glass tube, or a glass-faced section of a process line, used for sighting liquid levels or taking manometer readings.

Sight Tube Another inexpensive liquid fill-level gauge for

cargo tankers is a sight tube. A sight tube, like the one shown in Figure 3, is a glass tube used for sight- ing liquid levels or taking manometer readings. As the liquid level in a vessel rises or falls the liquid in the glass tube will also rise or fall. The gauges are made of glass, plastic or combination of the two materials (Tomsic & Hodder, 2000).

Sight tubes are simple and can be retrofitted to

cargo tankers. As the liquid fills the tanker, the sight tube will maintain the same level of fluid, thus giv- ing a visual indicator of the tankers fill level (Figure 4). Parts to assemble a sight tube cost approximately $170; installation, cutting holes into the cargo tank, welding the pipe-fittings and assembling the parts are additional costs. Use of a sight tube is ham- pered by severe cold weather, which may cause the contents of the tube to freeze. Also viscosity of the liquid may be an issue. If the liquid is too thick or contains semisolids, it may not fill the tube. Another concern is the gauges ability to withstand impact; since the tube stands out or away from the tank, the tube is subject to breaking.

Threaded Rod A threaded rod gauge is also used in some cargo

tank trucks. The gauge is a threaded rod welded to the top lip of the tank hatch with brass or other nonspark- ing, nonferrous metal washers threaded onto the rod at the height(s) the cargo is to be loaded (Figure 1, p. 31).

Float Gauge Similarly low tech, a float gauge can be retrofitted to

a cargo tank. Floats are buoyed on the liquids surface; therefore, the density of the float must be less than the density of the liquid. The position of the float is ob- served visually by an indicator arm, which is external to the tank. A float gauge consists of a ball float at the end of a rod (Figure 5). The rod is placed through the side of a cargo tank and an arrow is attached to the rods exterior end. As the liquid level rises, so does the float and the arrow attached to the exterior end of the float, indicating the tankers fill level. Float gauges cost approximately $230 plus installation. Liquids that may form a sticky coating on the float, such as a resin, could interfere with the accuracy of the gauge (Emerson Pro- cess Management, 2006).

Load Cells Alternatively, load cells are complex and ex-

pensive, but provide greater accuracy when deter- mining the fill volume (Figure 6). As explained by Webster and Eren (2014), The strain-gauge load cell consists of a structure that elastically deforms when subjected to a force and a strain-gauge net- work that produces an electric signal proportional to this deformation (pp. 41-44). Load cells, also known as strain gauges, are essentially sensors that

Figure 3

Sight Tube Tube clamped with radiator clamps to front of trailer

Clear tubing

Figure 4

Sight Tube Clear sight tube

DANGER Relieve all tank pressure before opening cover

DANGER Confined Space

www.asse.org AUGUST 2016 ProfessionalSafety 33

measure the strain or distortions of the framework supporting the tank (Hambrice & Hopper, 2004). Not conducive to retrofitting, load cell systems must be part of the vessel support and piping de- sign. Also, the specific gravity of the liquid cargo must be known to calibrate the system. Load cells cost approximately $10,000.

Similar to using a load cell, the amount of fill can be determined by weight. Tanker trucks can be weighed empty and then weighed full. A gallon es- timate can be made by subtracting the before weight from the after weight and using a one-pound-per- gallon conversion. This can be done with traditional truck scales or portable truck scales.

Ultrasonic Level Transmitters Ultrasonic level sensors measure the time re-

quired for a sound wave to travel from the emitter to the objects surface and return to the detector (Figure 7). Then the information is sent to a receiv- er located in the cab of the truck. By using sound waves, the ultrasonic level sensors are not subject to deterioration due to corrosivity, viscosity, or being coated or scaled by liquids as would a float gauge or sight tube. Liquids with foam, heavy va- por or turbulence do not work well with ultrasonic level sensors since those characteristics can absorb and/or deflect away a substantial portion of the re- turn signal (Flowline, 2016).

Guided Wave Radar First used in the early 1990s for measuring the

level of liquids, guided wave radar level sensors uti- lize a continuously suspended cable or rod (wave guide) inside the cargo tank. Guided wave radar may also be known as micro-impulse radar.

Guided wave radar level sensors operate by gen- erating electromagnetic energy of approximately 1 GHz, which is at the low end of what is consid- ered by RF engineering to be microwaves. The radar energy pulses are guided toward the surface of the liquid through a suspended cable or rod that runs the length of the desired measuring range. Using the re- flected radar pulses and time-of-flight, guided wave radar units measure the empty space (Lewis, 2012).

Costs & Benefits The expenditure to fit a cargo tanker with a fill-

level gauge is offset by the safety of keeping per- sonnel on the ground, away from noxious and toxic contaminants, and possible injury. Fluids need not be toxic to create a hazard. Overfilling can create slippery surfaces and cause exposure to contami- nants, while spills that feed insects and vermin can spread disease at food plants.

OSHA (2016) states that by implementing an ef- fective safety and health management system, em- ployers may expect to significantly reduce injuries and illnesses and thus reduce the associated costs. ASSE (2002) states, There is a direct positive cor- relation between investment in safety, health and environmental performance and its subsequent re- turn on investment. Employers can also benefit in avoiding costly litigation. Between 2013 and 2015, of the nine work injury lawsuits reported by North Carolina Lawyers Weekly (2016), the average set- tlement reached was $1.6 million.

Another incentive to protect workers is the mem- orandum of understanding (MOU) between the Department of Justice (DOJ) and OSHA. The MOU moves the OSH Act into DOJs Environment and Natural Resource Division and that divisions Envi- ronmental Crimes Section. The U.S. Attorneys of- fices works with OSHA to investigate and prosecute worker endangerment violations (Smith, 2015). Not only could an incident be a financial cost to a com-

Figure 5

Float Gauge Float gauge

Fill-level indicators

Figure 6

Load Cell

Load cell

Figure 7

Ultrasonic Level Transmitter

Ultrasonic level transmitter

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34 ProfessionalSafety AUGUST 2016 www.asse.org

pany, it could also mean criminal charges for an owner. OSHA Administrator David Michaels notes that employers now face prison terms of 25 years instead of 6 months if convicted of crimes that con- tribute to employee fatalities.

Smith (2015) notes that one firms owner was charged in June 2015 with four counts of making false statements, one count of obstruction of justice and one count of willfully violating an OSHA regu- lation causing death to an employee. He pleaded guilty to all charges and faces a maximum sentence of 25 years in prison, 3 years of supervised release, $1.5 million in fines and a $510 special assessment for the criminal conviction.

The cost for installing gauges on tank trucks range from approximately $40 for sight eyes and sight tubes to about $10,000 for load level gauges (Table 1). Even the $10,000 more sophisticated gauges are substan- tially less than the cost for litigated incidents.

DOT Guidance Following are details of the requirements under

DOT for which gauges are required. Using cargo tankers for bulk transport presents hazards to per- sonnel while loading and unloading, including ex- posure to confined spaces and falling, among other risks. Bulk packaging is defined by DOT in 49 CFR 171.8 (transportation regulations) as a packaging, other than a vessel or a barge, including a transport vehicle or freight container, in which hazardous materials are loaded with no intermediate form of containment. Defined by volume, it has:

1) maximum capacity greater than 450 L (119 gallons) as a receptacle for a liquid;

2) maximum net mass greater than 400 kg (882 lb) and a maximum capacity greater than 450 L (119 gallons) as a receptacle for a solid; or

3) water capacity greater than 454 kg (1,000 lb) as a receptacle for a gas.

Cargo tankers have manufacturing designs, gauges and loading procedures specified by DOT regulations in 49 CFR as well as American Society of Mechanical Engineers technical documents and other consensus standards. Tank specifications are given based on the material being transported. Some cargo tank trucks are not required by DOT to have fill-level gauges. Typi- cally, these vehicles haul nonhazardous materials and even though the cargo may be considered nonhazard- ous, the process of loading, unloading and hauling with a cargo tanker presents hazards. As noted in the case studies, one hazard is falling from the top of the cargo tanker. Eliminating the need to be on top of the cargo tanker reduces this risk and improves worker safety. For the type of tanker that DOT specifies for a specific material, fill-level gauge specifications for the different

type of cargo tanks also depend on the type of mate- rial transported. Fill-level gauges offer the opportunity to keep workers on the ground and should be used re- gardless of regulatory mandates to employ them.

The following discussion and example explain the sequential steps needed to determine the type of tanker and fill gauge necessary for DOT-defined haz- ardous materials. The type of tanker and gauge that can be used is listed in the hazardous materials table in 49 CFR 172.101. The bulk transport column (8C) of that table lists the type of cargo tanker that can be used for transport, with the three digits listed desig- nating the appropriate section of part 173 (Figure 8).

Once the type of cargo tanker that can be used is de- termined, then the specifications of the gauge needed can be found under the standards for that type of tank- er. As an example, hexafluoropropylene compressed orrefrigerant gas R 1216, the standards listed for bulk transport are 49 CFR 173.314 and 173.315. The latter lists an MC-331-type cargo tanker, which is primarily for transportation of compressed gases.

Next, the type of gauge must be determined for that type of cargo tanker. A search of the trans- portation code gives 49 CFR 178.337-14, Gaug- ing Devices, and addresses the requirements. That subchapter references 49 CFR 173.315(h), which is a listing for the different compressed gases and the gauging device permitted for filling purposes.

For an MC 338, which is an insulated cargo tank motor vehicle, the DOT specification in 49 CFR 178.338-14 for gauging devices requires that the tanker have an accurate fixed-length dip tube, fixed trycock line or differential pressure liquid level gauge that indicates the maximum permitted level, which is 2% outage below the inlet of the pressure control valve or pressure relief valve and with a de- sign pressure at least that of the tank for the prima- ry control for filling. The standard requires that the gauge be designed and installed to accurately indi- cate the maximum filling level at the point midway of the tank both longitudinally and laterally.

Section 178.345 includes the general design and construction requirements applicable to specifica- tion DOT 406, DOT 407 and DOT 412 cargo tank motor vehicles. Section 178.345-12 specifies for gauging devices that:

Each cargo tank, except a cargo tank intended to be filled by weight, must be equipped with a gauging device that indicates the maximum per- mitted liquid level to within 0.5% of the nominal capacity as measured by volume or liquid level. Gauge glasses are not permitted.

A gauge glass is a glass or plastic tube for mea- suring liquid level in a tank or pressure vessel, usu- ally by direct sight (Tomsic & Hodder, 2000).

Figure 8: Example using DOT hazard-

ous materials table (excerpt). For hexafluoropropyl- ene compressed or refrigerant gas

R 1216, 49 CFR 173.314 or 49 CFR 173.315 bulk cargo

tanker standards would apply.

Figure 8

Example Using DOT Hazardous Materials Table

Symbols

Hazardous materials descriptions and proper shipping names

Hazard class or Division

Identification Numbers PG

Label Codes

Special provisions (172.102)

(8) (9) (10) Vessel stowage

Packaging (173.***)

Quantity limitations (see 173.27 and 175.75)

Location Other Exceptions Non- bulk Bulk

Passenger aircraft/rail

Cargo aircraft only

(1) (2) (3) (4) (5) (6) (7) (8A) (8B) (8C) (9A) (9B) (10A) (10B) Hexafluoropropylene

compressed or Refrigerant gas R 1216

2.2 UN1858 2.2 T50 306 304 314, 315

75 kg 150 kg A

www.asse.org AUGUST 2016 ProfessionalSafety 35

Conclusion Cargo tank owners/operators should install

gauges to keep workers grounded, whether or not doing so is mandated by DOT or other regulations. Not only do gauges and other fill-level devices keep workers safe, but they also decrease the cost associ- ated with injuries while delivering a positive return on investment. The type of gauge to use may be in part a financial decision but it should also be based on the type of load to be transported. Gauge suppli- ers can provide selection guidance as well as advice on the efficacy of the fit between the cargo and the gauge or sensor. Another source of feedback is firms that use the gauge with a similar cargo. PS

References

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ASSE. (2002, June 8). Return on investment (ROI) for safety, health and environmental (SH&E) management programs (White paper). Retrieved from www.asse.org/ bosc-article-6

BP Safety Group. (2008). Safe tank farms and (un)loading operations 2008 (BP Process Safety Series). Rugby, U.K.: Institution of Chemical Engineers.

Bureau of Labor Statistics (BLS). (2016). Databases, tables and calculators by subject: Workplace injuries. Retrieved from www.bls.gov/data/#injuries

Cargo Tank Risk Management Committee (CTRMC). (2014, April). North American hierarchy protocol for protection of workers on the top of tanks. Retrieved from www.cargotanksafety.org/wp-content/uploads/2014/07/ CTRMC-Falls-Protocol-4-16-14-R3-jfc.pdf

CDC. (2016). OIICS Code Trees. Retrieved from wwwn.cdc.gov/wisards/oiics/Trees/MultiTree.aspx?Tree Type=Source

Corson, R.C. (1943).U.S. Patent No. US2316934 A. Washington, DC: U.S. Patent and Trademark Office. Retrieved from www.google.com/patents/US2316934

Davis, H. (1948). Biological and psychological effects of ultrasonics.The Journal of the Acoustical Society of America,20(4), 589. doi:10.1121/1.1916977

Emerson Process Management. (2006). Float gauge maintenance issues solved with non-contacting radar (00830-3000-4026). Retrieved from www2.emerson process.com/siteadmincenter/pmrosemount documents/00830-3000-4026.pdf

Federal Highway Administration (FHWA). (2014, Jan.). Freight facts and figures 2013 (FHWA-HOP-14-004). Retrieved from www.ops.fhwa.dot.gov/freight/freight _analysis/nat_freight_statsdocs/13factsfigures/pdfs/ fff2013_highres.pdf

Federal Motor Carrier Safety Regulations, 49 CFR 390.5. Retrieved from www.fmcsa.dot.gov/regulations/ title49/section/390.5

Flowline. (2016). Frequently asked questionsUltra- sonic level measurement. Retrieved from www.flowline .com/faq.php#sthash.8FJKof2F.dpbs

Garnet Liquid Management Solutions (Producer). (2014, May 29).How the 808P2 system works[Video file]. Retrieved from www.youtube.com/watch?v=G13D6cH -GEo&feature=youtu.be

Hambrice, K., & Hopper, H. (2004, Dec. 1). A dozen ways to measure fluid level and how they work. Re-

trieved from www.sensorsmag.com/sensors/leak -level/a-dozen-ways-measure-fluid-level-and-how -they-work-1067

Hansel, W.B. & OConnell, P.B. (1978).U.S. Patent No. US4069838 A. Washington, DC: U.S. Patent and Trademark Office. Retrieved from www.google.com/ patents/US4069838?dq=US+4069838+A&hl=en&sa=X &ved=0ahUKEwjnvNWZ5-7NAhVDXR4KHdtDDWkQ 6AEIHjAA

Health Canada. (1991). Guidelines for the safe use of ultrasound: Part IIIndustrial and commercial applica- tionsSafety code 24 (EHD-TR-158). Ottawa, Ontario: Health Canada, Bureau of Radiation and Medical De- vices, Department of National Health and Welfare.

Health Canada. (2008, Sept. 15). Guidelines for the safe use of ultrasound: Part IIIndustrial and commercial applica- tionsSafety code 24. Retrieved from http://hc-sc.gc.ca/ewh -semt/pubs/radiation/safety-code_24-securite/index-eng.php

Lewis, J. (2012).Solids level measurement and detection handbook. New York, NY: Momentum Press.

Liberty Mutual Research Institute for Safety. (2014). 2014 Liberty Mutual Workplace Safety Index(Report). Hopkinton, MA: Author.

North Carolina Lawyers Weekly. (2016). Verdicts and settlements. Retrieved from http://nclawyersweekly .com/category/verdicts-settlements

OSHA. (2016). Business case for safety and health. Retrieved from www.osha.gov/dcsp/products/topics/ businesscase

Petersen Products. (2016). 130-2 series municipal style Muni-Ball bypass plugs sizes 1.5 to 96. Retrieved from www.petersenproducts.com/130-2_pipe_plug.aspx

Petropedia Inc. (2016). Meter skid. InPetropedia .com. Retrieved from www.petropedia.com/definition/ 7608/meter-skid

Schrader, G.F., Elshennawy, A.K. & Doyle, L.E. (2000).Manufacturing processes and materials. Dearborn, MI: Society of Manufacturing Engineers.

Smith, S. (2015, Dec. 17). Agreement with U.S. Department of Justice gives bite to OSHAs bark in criminal cases. EHS Today.Retrieved from http://ehs today.com/osha/agreement-us-department-justice -gives-bite-osha-s-bark-criminal-cases

Soloman, S. (2009). Sensors handbook (2nd ed.). New York, NY: McGraw-Hill Education.

Titan Logix Corp. (2016). Liquid level gauges. Re- trieved from www.titanlogix.com/products/mobiletank gauging/liquidlevelgauges.aspx

Tomsic, J.L. & Hodder, R.S. (2000).Dictionary of ma- terials and testing. Warrendale, PA: Society of Automo- tive Engineers.

U.S. Bureau of Transportation Statistics (BTS). (2016). Table 1-50: U.S. ton-miles of freight (BTS special tabula- tion) (millions). Retrieved from www.rita.dot.gov/bts/ sites/rita.dot.gov.bts/files/publications/national_trans portation_statistics/html/table_01_50.html

Vetter GmbH. (2016). Pipe sealing bags and bypass bags FS. Retrieved from www.vetter.de/vetter_emergen cy/en/Rescue+Products/Sealing+Pipelines+and+Gullies/ Pipe+sealing+bags+and+bypass+bags+FS.html

WebFinance Inc. (2016). Gauge glass. InDictionary of Construction. Retrieved from www.dictionaryofcon struction.com/definition/gauge-glass.html

Webster, J.G. & Eren, H. (2014).Measurement, instru- mentation and sensors handbook: Spatial, mechanical, thermal and radiation measurement. Boca Raton, FL: CRC Press.

World Health Organization (WHO). (2016). Electro- magnetic fields and public health: Radars and human health (Fact Sheet No. 226). Retrieved from www.who .int/peh-emf/publications/facts/fs226/en

Fill-level gauges offer the opportu- nity to keep workers on the ground and should be used regardless of regulatory mandates to employ them.

Copyright of Professional Safety is the property of American Society of Safety Engineers and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use.

Evaluating Credible And Scholarly Scientific Sources summary and response essay help: summary and response essay help

The purpose of this assignment is to help you distinguish between different types of information sources and evaluate sources of information for credibility. Scientists and scholars use information from a variety of sources, some of them scholarly journal articles that have been, and others credible websites, magazines, and news sources. While all scholarly sources are considered credible, most credible sources you will encounter in your daily life are not actually scholarly. It is important to view information with a critical eye, as there is a lot of misinformation from bunk sources out there. If you do not believe this, just navigate to Google in your Internet browser, type in the words, We never went to the Moon, and see what you find. Did you know that the Moon may be made of cheese? Exactly what kind, however, remains a mystery (Uncyclopedia.wikia.com, 2016).

In order to complete this assignment, you will need to follow the links provided on theto view three numbered sources. For each source, complete a two-page questionnaire. When you have finished, you will have identified which of three sources is not credible, which sources are credible, and which source is also scholarly.

Once you have completed the required sections within thesubmit the document via Waypoint. The document does not need to include a title page or other APA formatting; however, if you utilize any outside sources in your answers, you must reference these sources in proper APA format as outlined in the Ashford Writing Center.

Uncyclopedia.wikia.com (2016). Is the Moon made of cheese? Retrieved from

Please see attachment for thsi assignment. The attachment needs to be completed and filled out correctly. Please only

Green Energy in Canada Discussion cheap essay help: cheap essay help

New: Four pages short paper no response for this assignment

Read. Submit a paper discussing the relationship between costs and pricing of green energy and its effect on stakeholders. Provide a comparative analysis of the relationship between cost and pricing of green energy and its effect on stakeholders through the use of similar media articles.

Note: Guidelines for Submission: four pages Paper in length with double spacing, 12-point Times New Roman font, one-inch margins, use of three sources, and citations in APA format.

Note:(read below web. Site. (http://www.economist.com/news/business-and-finance/21622238-although-saskatchewans-new-carbon-capture-facility-start-technology-still?zid=313&ah=fe2aac0b11adef572d67aed9273b6e55

Reading and Resources

Article: Green Energy in Canada: Nice Try, Shame About the Price This article discusses the cost and pricing of green energy technology. Journals: The following is a collection of journals that can be used for research purposes on environmental economic topics:

Library Article:(Optional) This case is about offshore drilling. The article also reviews liability laws, property rights, voluntary action, and emissions. It shows an interpretation of models and appraises the connection between analysis and policy.

New: Four pages short paper no response for this assignment

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offshore drilling. The article also reviews liability laws, property rights, voluntary action, and

emissions. It shows an interpretation of models and appraises the connection between analysis and policy.

New: Four pages short paper no response for this assignment

Read Green Energy in Canada: Nice Try, Shame About the Price. Submit a paper

discussing the relationship between costs and pricing of green energy and its effect on

stakeholders. Provide a comparative analysis of the relationship between cost and

pricing of green energy and its effect on stakeholders through the use of similar media

articles.

Note: Guidelines for Submission: four pages Paper in length with double spacing, 12-point Times New

Roman font, one-inch margins, use of three sources, and citations in APA format.

Note: Green Energy in Canada: Nice Try, Shame About the Price (read below web. Site.

(http://www.economist.com/news/business-and-finance/21622238-although-saskatchewans-new-

carbon-capture-facility-start-technology-still?zid=313&ah=fe2aac0b11adef572d67aed9273b6e55

Reading and Resources

Article: Green Energy in Canada: Nice Try, Shame About the Price

This article discusses the cost and pricing of green energy technology.

Journals: The following is a collection of journals that can be used for research purposes on environmental economic

topics:

The Economist

Wall Street Journal

Bloomberg Business

Businessweek

Harvard Business Review

Library Article: Regulatory Enforcement and Compliance: Examining Danish Agro-environmental

Policy (Optional)

This case is about offshore drilling. The article also reviews liability laws, property rights, voluntary action, and

emissions. It shows an interpretation of models and appraises the connection between analysis and policy.

Definition of a Just State Asssignment admission essay help

NEW; Eco-env-03 two pages discussions and followed by two responses choose state Maryland my state. Thanks

Pick a nationwide story and a statewide story (not necessarily from the state where you live) from The Economist, Wall Street Journal, Bloomberg, Businessweek, or Harvard Business Review. Analyze the differences between federal and state governments in dealing with environmental issues.

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Pick a nationwide story and a statewide story (not necessarily from the state where you

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NEW; Eco-env-03 two pages discussions and followed by two responses choose state

Maryland my state. Thanks

Pick a nationwide story and a statewide story (not necessarily from the state where you

live) from The Economist, Wall Street Journal, Bloomberg, Businessweek, or Harvard

Business Review. Analyze the differences between federal and state governments in

dealing with environmental issues.

SLP Assignment Expectations Overview essay help service: essay help service

For this component of the SLP please explain theimplications of this problem for the stakeholdersof the organization (be sure to compare and contrast the implications for the different stakeholders). Among these, you are asked to give special attention to patients.

SLP Assignment Expectations

Length: This assignment should be between 2-3 pages (500-750 words) in length, excluding references.

References: At least two references should be included from academic sources (e.g. peer-reviewed journal articles).

Organization: Subheadings should be used to organize your paper

EVOLUTION OF THE PROBLEM

Gillian Fairfield, David J Hunter, David Mechanic, & Flemming Rosleff. (1997). Managed care: Implications of managed care for health systems, clinicians, and patients. British Medical Journal, 314(7098), 1895-8.

Maciosek, Michael V. (1994). Causes of rising health care costs and the implications of r. Illinois Business Review, 51(3), 6.

Foy A, Stransky B (2009). Understanding the Cause of Health Care Inflation. American Thinker. Retrieved 3/2/2013 fromunderstanding_the_cause_of_hea.html

Understanding the Cause of Health Care Inflation my assignment essay help

For this case your are asked to identifypotential causes for the problem you began addressing in module 1, critically analyze the causes and explain how you would go about assessing these causes in the context of a specific organization. Again, you are asked to refer to practice but also integrate literature that deals with this issue and the knowledge you acquired in the previous courses in the BSHS program.

Assignment Expectations

Length: This assignment should be between 2-3 pages (500-750 words) in length, excluding references.

References: At least two references should be included from academic sources (e.g. peer-reviewed journal articles).

Organization: Subheadings should be used to organize your paper

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EVOLUTION OF THE PROBLEM

Maciosek, Michael V. (1994). Causes of rising health care costs and the implications of r. Illinois Business Review, 51(3), 6.

Foy A, Stransky B (2009). Understanding the Cause of Health Care Inflation. American Thinker. Retrieved 3/2/2013 from

Events and Causal Factors Chart Project english essay help

Unit IV Assignment

Events and Causal Factors Chart Project

Read the U.S. Chemical Safety Board (CSB) investigation report of the 2007 propane explosion at the Little General Store

in Ghent, WV. The final report can be read/downloaded at the following link:

http://www.csb.gov/assets/1/19/CSBFinalReportLittleGeneral.pdf

Additional information on the incident, including a video summary, can be found at the following link:

http://www.csb.gov/little-general-store-propane-explosion/

Complete the assignment as detailed below.

Part I: From the information in the report, create a chart listing events and causal factors for the incident in Microsoft

Word, Open Office, or a similar word processing software. If you choose to use a program other than Microsoft Word, be

sure to save and submit the document as a Microsoft Word document (i.e., .doc, .docx). The objective of this project is to

provide you with an opportunity to use this important and very practical analytical tool. The chart does not have to be

infinitely detailed, but the key sequence of events should be charted as should the key conditions surrounding the events.

Keep in mind that the purpose of an events and causal factors chart is to aid in identifying which conditions could be

causal factors.

Use the charting procedures on pages 7276 of your textbook to help you with this assignment. In addition, refer to the

example events and causal factors (ECF) chart in the Unit IV Lesson for an example of this type of chart.

Part II: On a separate page, discuss the potential causal factors that are revealed in the analysis. How do these causal

factors compare to the causal factors found in the CSBs investigation report? Do you think more analysis is needed? This

part of the assignment should be a minimum of one page in length.

Upload Parts I and II as a single document. For Part II of the assignment, you should use academic sources to support

your thoughts. Any outside sources used, including the sources mentioned in the assignment, must be cited using APA

format and must be included on a references page.

Useful hints: In Microsoft Word, you can use parentheses for events (events), square brackets for conditions [conditions],

and brackets for the accident {accident}; you may also use a similar convention, such as color-coded text or the shapes

that are available within Microsoft Word. Whatever convention you use, be sure you provide some kind of key.

My hero assignment essay help free: essay help free

Choose a heroic figure you have read about. Examples might be: Theseus, Oedipus, Calaf inTurandot, King Arthur, Siddhartha, Moses, Mohammed, a cowboy hero, or Frodo from The Lord of the Rings.

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Introduce your chosen hero at the beginning of your response, and apply at least two of Campbell’s characteristics as you elaborate on the person’s life.

BOS 4601 Application of accident investigation techniques college essay help online

BOS 4601, Accident Investigation 1

Course Learning Outcomes for Unit IV Upon completion of this unit, students should be able to:

3. Apply accident investigation techniques to realistic case study scenarios. 3.1 Develop an events and causal factors analysis chart.

4. Evaluate analytical processes commonly used in accident investigations.

Reading Assignment Chapter 6: The Analytical Process Chapter 7: Events and Causal Factors Analysis Buys, J. R., & Clark, J. L. (1995). Events and causal factors analysis. Retrieved from

https://www.wecc.biz/Administrative/2014HPWGWorkshop2EventsandCa usalFactorsCharting.pdf

In order to access the resource below, you must first log into the myCSU Student Portal and access the Business Continuity & Disaster Recovery Reference Center database within the CSU Online Library. Kletz, T. (2012). Missed opportunities in accident investigation. Loss Prevention Bulletin, 2012(227), 6-9.

Unit Lesson Imagine that you are a part of an investigation team that has completed the gathering of evidence related to an accident. You have witness interviews; photographs and diagrams of the scene; and mountains of paper that represent policies, procedures, and training. How do you make sense of all of this information? In the previous unit, we said that accident investigation is a three step processgain knowledge, analyze the knowledge, and develop corrective actions. Gathering evidence is a part of the gaining knowledge step, helping us understand what happened. However, the evidence by itself does not get us very far. We need to organize it in some fashion so that we can move from what happened to why it happened. An events and causal factors (ECF) chart is a good first step in making the transition to analysis. Much like accident investigation itself, creating the ECF chart is a sequential process. The first step is to define the accident sequence. Once the sequence of events is known, we look for conditions that are related to each event. At this point, we are not identifying causal factors but, rather, are simply relating conditions to events. Once all events and conditions are charted, we can use any additional evidence to validate all of the facts. The sequence can be changed, and conditions can be added or deleted as the evidence is further examined. Only when the chart is completed and verified can we begin to analyze conditions to determine causal factors. Now, it may be helpful to look at an example of an accident sequence. Here is what we know: On January 2, 2016, at 5:34 a.m., Sam, the night maintenance technician, noticed a leak in the water pipe in the valve department. The valve had been leaking for four months, but because a maintenance request had not been submitted, the problem was not fixed. Sam was about to clock out at 5:40 a.m. and decided to leave a note for Mary, the first shift technician, to mop up the area. At 5:53 a.m., an air horn was sounded for everyone to respond to an area. As workers arrived, they noted that Bob (another employee) was lying in a

UNIT IV STUDY GUIDE

Events and Causal

Factors Charting

BOS 4601, Accident Investigation 2

UNIT x STUDY GUIDE

Title

pool of water. It was very obvious to everyone that Bobs leg was broken. An ambulance was called, and, at 6:00 a.m., Bob was transported to the hospital. During the investigation, it was learned that Sam had noted the water but decided not to clean the area immediately. Sam left a note at the desk at 5:41 a.m. and departed the area. Mary was supposed to clock in at 5:40 a.m., but she called her supervisor, Tom, at 5:33 a.m.; she was unable to talk to him, so she left a message that she would be arriving at 6:00 a.m. since she was running late. Tom, the supervisor, also called at 5:33 a.m., and he left a message for Mary, saying that he was running 15 minutes late. Mary, who arrived at 5:53 a.m., heard the alert horns and responded to the accident. First, we chart the known events. Note that the two phone calls are charted as events occurring simultaneously. We could also chart some events that did not occur, such as Sam not cleaning up the spill (Oakley, 2012). There could also be assumed events, such as Bob slipping in the water and falling. The level of detail is up to the investigator, but you may find that more detail results in fewer missed causes. To see an example of an ECF timeline of events chart for this incident, click here. The next step is to add conditions that are applicable to the events. Once these are charted, causal factors begin to emerge. At first glance, we can see that the failure of the night maintenance technician to clean up the spill was a likely causal factor. It certainly was a factor, and without the chart, we might be tempted identify it as the sole cause. To see an example of an ECF events and conditions chart for this incident, click here. Within a safety program, authority implies control and would reflect the ability to provide direction, apply discipline, and allocate resources. Responsibility implies that something has been assigned or tasked, and the expectation is that you will complete it. Accountability is the application of consequences (good or bad) for actions taken or not taken under the assigned responsibility (Manuele, 2014). It is helpful to think of causal factors in terms of accountability. According to Oakley (2012), the four levels of accountability are as follows:

Worker or equipment level: The failure to clean up the spill and not posting a wet floor sign certainly fall within the responsibility of the night maintenance worker.

Supervisor level: The communication failures between the supervisor and the other employees involved deserve more investigation, as do the supervisors policies on turnovers from one shift to the next.

Management level: Upper management should be held accountable for allowing the leak to remain uncorrected for four months. Some of this responsibility may be shared with the supervisor.

Corporate level: The safety culture of an organization that allows leaks to go unrepaired and has not established clear policies for safety management needs further investigation.

The chart can also reveal good things. The time between the response team being called and the transportation to the medical facility was only seven minutes. Effective emergency response can be a significant contributor in reducing the overall severity of an accident (Oakley, 2012). You can see that our investigation does not end with the completion of the chart since additional avenues to explore have been identified. Still, we did finally turn the corner from the what to the why. In our example, we developed the chart after the evidence was gathered, but in a real world investigation, the chart can, and should, be started as soon as any facts are known about the accident. Expect the ECF chart to change as new facts and information are uncovered. The order of events may change, as well as the significance of the conditions. Do not spend all of your time making the chart pretty until the investigation is complete and you are ready to include it in a final report. Choose substance over style. An events and causal factors chart is a basic building block of accident analysis. We cannot determine why something happened until we are certain we know what happened and the sequence in which it happened. In the next two units, we will examine additional techniques that can be used to identify more of those elusive why factors.

BOS 4601, Accident Investigation 3

UNIT x STUDY GUIDE

Title

References Manuele, F. A. (2014). Advanced safety management: Focusing on Z10 and serious injury prevention

(2nd ed.). Hoboken, NJ: Wiley. Oakley, J. S. (2012). Accident investigation techniques: Basic theories, analytical methods, and applications

(2nd ed.). Des Plaines, IL: American Society of Safety Engineers.

Suggested Reading If you are interested in learning more about the events and causal factors analysis, review the PowerPoint at the link below. It is an in-depth presentation with great information about this subject. Coffey, M. (n.d.). Events and causal (conditional+) factors analysis [PowerPoint slides]. Retrieved from

http://indico.ictp.it/event/a13209/session/2/contribution/16/material/slides/0.pdf This website discusses events and causal factors charting. This is a skill that we will be using in several unit assignments, and this may be a helpful resource for more information on the topic. Occupational Safety & Health Training. (n.d.). Events and causal factor charting. Retrieved from

http://www.oshatrain.org/notes/2hnotes12.html

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Increasing Parking at WSU

By Kaitlin ODonnell, Paul Tamasan, Malik Aldarmarki, Amjad Alenzi

Introduction

Washington State University is an extremely popular Pac-12 college

With recent increase in enrollment, there has become an issue with the amount of parking on site for students.

With the current parking, the rates are also extremely high for students to afford.

. Since 2015 the parking trend has kept growing at more than 7% per year (news.wsu) and it is supposed to increase again within the 2020-2021 school year.

Transportation services in the institution depend on funds generated from parking permit fees and fines to conduct maintenance and expansion since no vote head is allocated to such expenditure under tuition (Chan, Chau, & Chan, 2012). Markedly, an increase in the parking permit rates in the institution would strain the finances of students .

The parking crisis would be resolved through the development of practical recommendations from the task forces and by securing the full backing of the institutions administration.

Methods

WSU Parking and Transportation Taskforce would develop practical recommendations that would solve the parking problem and enhance the satisfaction of students. The task force engaged willing students to provide their views on the parking problems in the institution and ways through which the setbacks could be handled.

To perform this task effectively we would perform 5 different tasks

1. Establish our target audience and approach

This would include students and teachers using WSU parking

2. Create an infographic ideas

3. Look at financially reasonable and physically reasonable areas to create new parking at WSU

4. Interview students to research their opiniions

Results

Task 1

According to the Daily Evergreen, a proposed parking rate increase for the Washington State Universitys Transportation Service will take effect on July 1 of 2020. This will result in fees ranging between 20 cents to $2.49 more for the annual passes and between 4 and 32 cents more for daily passes. This doesnt seem much at first but over the long run, the daily passes will add up and produce a tremendous price. The proposed change came from the transportation task force that considered the price increases can help repair and maintain the 4 parking garages on the campus. The WSU budget plans suggests that there will be a total of $2.6 million in expenses such as maintenance, repairs, and replacements of parking facilities and improved garage parking lots. Since the Transportation Service at WSU doesnt receive federal or state aid, it is understandable they would increase the rates to keep up with the maintenance. The daily parking permit has a price anywhere between $2.05 to $14.31 depending on the zones. For the annual parking permits. The annual parking permits range anywhere from $125 to $900.

Task 2

Creating infographic fliers and visuals can help in a number of ways, for this part of our project we used our designated audience and approach to come up with different ideas for infographics. We can use things such as poles, surveys, and so on to see what kind of infographics would draw students and teachers to give their opinion virtually on this topic. Using a virtual stance would help us broaden our demographic with students who gave their opinion.

Task 3

Our next task after we looked at the financial decisions that WSU Transportation Services have made and the reasons behind them, we decided to assess the Pullman campus for unused/underused areas of land. The first set of land that is being underused is the Rogers-Orton soccer fields. That field is designed for recreational use but not a lot of events are taken place on the field according to an intramural soccer referee Ryan Haisch. He said that the field is never used because the field has poor quality grass and the field lines arent maintained properly. Since WSU has high quality soccer fields across the street, that is where the intramural games take place. Another area of land that is unused is the area around the baseball field. Referencing to the map, the blue areas are where the parking is. Around the Bailey-Brayton Field, there is a lot of space that can be used for parking. These two massive areas of land could host 500+ parking spots which can benefit the student body and the university as well. The parking rates would decline and more students would be more inclined to purchase a parking

Task 4

For this task we asked 3 different students 5 different questions. Question 1: How do you feel about driving to class everyday and parking on campus?

Question 2: What are your thoughts on the parking permit rates?

Question 3: Do the parking permit rates offered by the university affect your financials?

Question 4: What do you think the university can do to improve your parking experience?

Question 5: Do you believe they should increase more parking spaces for their students?

After we asked the questions for each individual, they all gave similar responses. For the first question they all felt like driving to class everyday was a hassle at times. They would arrive late because the spots fill up and its difficult to find a spot right before class starts. For the second question, they all had negative thoughts on the parking rates because they believe the permits should be free because tuition is already expensive. For the third question, they all mentioned how the permit rates are negatively affecting their financials because they would have to sacrifice a little bit of money for food and personal expenditures to put into the cost of the parking permit. The fourth question, they all answered that they should lower the price of the permits or make it free. For the fifth question, they all like the idea of the university creating more parking spaces because it would be easier to find a spot and not be as stressed.

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Introduction

In recent times, there has been a steady rise in the number of students who enroll at Washington State University (WSU). The growing population of the university, together with outstanding teaching services, has cemented its stature in the region. Because of this, the rising student population needs adequate parking for students who live off campus and do not always have access to bus routes. The problem regarding the increasing population has been witnessed in the parking section of the WSU Pullman campus. Notably, students and staff who own vehicles find it difficult to access the universitys parking lots due to overcrowding and parking rates. In essence, this has inconvenienced students who access the institution, and it has crippled the efficiency of parking services and revenue collection in the university. Since 2015 the parking trend has kept growing at more than 7% per year (news.wsu) and it is supposed to increase again within the 2020-2021 school year.

The parking problem has led to the increase of parking fees for vehicles that access the institution. Ideally, transportation services in the institution depend on funds generated from parking permit fees and fines to conduct maintenance and expansion since no vote head is allocated to such expenditure under tuition (Chan, Chau, & Chan, 2012). Markedly, an increase in the parking permit rates in the institution would strain the finances of students, which would affect the reputation of the university. In response, the institution has appointed the WSU Parking and Transportations Taskforce to investigate the issue and proffer solutions to the problem. Therefore, the parking crisis would be resolved through the development of practical recommendations from the task forces and by securing the full backing of the institutions administration.

Methods

The main aim of the WSU Parking and Transportation Taskforce is to develop practical recommendations that would solve the parking problem and enhance the satisfaction of students. Therefore, the task force engaged willing students to provide their views on the parking problems in the institution and ways through which the setbacks could be handled. Besides, they asked a majority of students to submit emails of their views for further comparison to draw practical recommendations that would satisfy all the parties in the institution. Furthermore, the task force sought expert opinion from renowned structural engineers and planners on efficient ways of expanding the parking space in the institution to address the parking crisis. In essence, the meeting was essential as it helped provide the taskforce with viable information that would improve the chances of resolving the problem successfully.

The task force analyzed recommendations of the students while emphasizing those that were possible to implement. Moreover, they evaluated the proposals using views from members of the taskforce and professionals to ensure that they did not diverge from the advice of professionals. Inherently, the members of the task force visited the parking lots and surveyed the spaces adjacent to the institution. Additionally, they retrieved data on parking permits and fees levied from the Transportation Services building and analyzed the parking charges that have been imposed from the year 2016 up to date. Markedly, understanding of the parking fees levied to students was essential in noting the existent disparities to promote the financial wellbeing of students.

Results

The WSU Parking and Transportations taskforce engaged the students successfully in seeking their views regarding the parking crisis. A large percentage of the students who were consulted expressed their disappointment with the parking officials for their inefficiency and slow response to addressing the parking crisis. Inherently, they believed that the parking fees that were levied were sufficient to fund the program meant to expand the parking space to accommodate the rising number of students in the institution. Besides, the high parking fees levied strained the students financial resources, which adversely affected their welfare while on campus (Chan et al. (2012). Additionally, professional planners acknowledged the need to expand the parking space. Sargisson (2018) expresses that the expansion of parking spaces would enhance access to the public institution. Furthermore, a lack of adequate parking spaces would result in inconveniences and wastage of time as students and instructors attempted to access the institution (Michael et al., 2015). Members of the taskforce were displeased with the universitys organizational planning and highlighted the need to revise the design of the parking space to ensure it could accommodate additional vehicles. Markedly, results of the consultations augmented the effectiveness of the recommendations of the task force to handle the parking crisis.

Task 1: According to the Daily Evergreen, a proposed parking rate increase for the Washington State Universitys Transportation Service will take effect on July 1 of 2020. This will result in fees ranging between 20 cents to $2.49 more for the annual passes and between 4 and 32 cents more for daily passes. This doesnt seem much at first but over the long run, the daily passes will add up and produce a tremendous price. The proposed change came from the transportation task force that considered the price increases can help repair and maintain the 4 parking garages on the campus. The WSU budget plans suggests that there will be a total of $2.6 million in expenses such as maintenance, repairs, and replacements of parking facilities and improved garage parking lots. Since the Transportation Service at WSU doesnt receive federal or state aid, it is understandable they would increase the rates to keep up with the maintenance. The daily parking permit has a price anywhere between $2.05 to $14.31 depending on the zones. For the annual parking permits. The annual parking permits range anywhere from $125 to $900.

Task 2: Our next task after we looked at the financial decisions that WSU Transportation Services have made and the reasons behind them, we decided to assess the Pullman campus for unused/underused areas of land. The first set of land that is being underused is the Rogers-Orton soccer fields. That field is designed for recreational use but not a lot of events are taken place on the field according to an intramural soccer referee Ryan Haisch. He said that the field is never used because the field has poor quality grass and the field lines arent maintained properly. Since WSU has high quality soccer fields across the street, that is where the intramural games take place. Another area of land that is unused is the area around the baseball field. Referencing to the map, the blue areas are where the parking is. Around the Bailey-Brayton Field, there is a lot of space that can be used for parking. These two massive areas of land could host 500+ parking spots which can benefit the student body and the university as well. The parking rates would decline and more students would be more inclined to purchase a parking permit.

Task 3: We were lucky to interview three students who rely on their vehicle to get to class everyday. They go by the name of Aleks, Tyler, and Wyatt. All three of them live in different apartments and they dont rely on the bus system because it doesnt fit with their schedule, instead they drive themselves to school. We asked each individual similar questions.

Question 1: How do you feel about driving to class everyday and parking on campus?

Question 2: What are your thoughts on the parking permit rates?

Question 3: Do the parking permit rates offered by the university affect your financials?

Question 4: What do you think the university can do to improve your parking experience?

Question 5: Do you believe they should increase more parking spaces for their students?

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SPEECH CRITIQUE/EVALUATION: YouTube: President Obama Clearly Explains Obamacare 7:30https://youtu.be/HsW0l139JD0

The Affordable Care Act was (is) a very important and complicated piece of legislation that came out of the Obama administration. President Obama tried to explain the ACA on numerous occasions, however, I believe the above-referenced speech was his most effective job in doing so. Please review his presentation and provide a one to two-page critique/evaluation. In doing so, state why you think his explanation was successful. Based on your chapter reading, also discuss which types of support material he uses (if any). Finally, when evaluating the speech, discuss which of the 7 Elements of the Speech Communication Process outlined in Chapter 1 were present (and be specific).

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In preparation for this weeks discussion, students should read pages335341, chapter 12, in the course textbook. They should also study a number of the academic articles relating to market efficiency that are identified in footnotes to this reading.

Question:How efficient are capital markets? Explain.

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