Understanding Portfolios, Programs, and Projects: A Guide to Strategic Management - Fourth Edition by Michael D. Pinto, Joseph P. Meredith, and Harold Kerzner

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Test Bank for Media Now Understanding Media, Culture, and Technology, 10th Edition by Joseph Straubhaar

This comprehensive guide is essential for anyone seeking to master the fundamentals of strategic management and understand the relationship between portfolios, programs, and projects. It is an indispensable resource for students, professionals, and executives seeking to enhance their understanding of how to effectively plan, execute, and manage complex initiatives.

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Understanding Portfolios, Programs, and Projects: A Guide to Strategic Management - Fourth Edition by Michael D. Pinto, Joseph P. Meredith, and Harold Kerzner Solution Manual For Understanding Health Insurance A Guide to Billing and Reimbursement, 2024 Edition 19th Edition by Michelle Green Solution Manual For Understanding ICD-10-CM and ICD-10-PCS A Worktext, 2024 Edition 9th Edition by Mary Jo Bowie Chapter 1-38 Cognitive Level: Application Client Needs: Safe, Effective Care Environment Nursing Process: Assessment 3. The nurse is caring for four clients on a medical–surgical unit. The secretary gives the nurse the morning labs. Which of the following labs would require that the nurse call the physician and inform the healthcare provider about the client’s abnormalities? 1. WBC 14,600 mm3 2. Serum protein 6.9 g/dL 3. I & D (incision and drainage) showing no growth for the last 24 hours 4. Albumin 4.2 g/dL Answer: 1 Rationale: When the nurse is caring for several clients, all of the labs should be checked frequently throughout the shift to assess for any abnormalities. The WBC in option 1 is abnormal. (Normal WBC 4,000–10,000 mm3 .) All of the other lab results are within acceptable range; therefore, the results should not be called in to the physician. Cognitive Level: Application Client Needs: Physiologic Integrity Nursing Process: Assessment 4. The nurse is orienting a new graduate. The nurse is reinforcing the importance of standard precautions. Which of the following observations by the nurse would require further education regarding standard precautions? 1. The graduate nurse understands to wash hands when entering and exiting the client’s room. 2. The graduate nurse wears gloves when serving breakfast trays to various clients. 3. The graduate nurse wears a gown, gloves, and goggles when suctioning a client. 4. The graduate nurse leaves all supplies in the room of a client who is in contact isolation. Answer: 2 Rationale: The nurse must have an understanding of standard precautions. Prevention is the most important measure to prevent nosocomial infections. Standard precautions were published in 1996 that provide guidelines for the handling of download full file at http://testbankinstant.com blood and other body fluids. These guidelines are used with all clients, regardless of whether they have a known infectious disease. Standard precautions are used by all healthcare workers who have direct contact with clients or with their body fluids. It is not necessary for the nurse to wear gloves while delivering food trays to the client, because there is not contact with the client. Cognitive Level: Application Client Needs: Safe, Effective Care Environment Nursing Process: Evaluation 5. The admitting department alerts the nurse on a medical–surgical unit that a client with active tuberculosis (TB) is being admitted to the unit. Which type of isolation is appropriate based on the client’s diagnosis? 1. Standard precautions 2. Airborne precautions 3. Droplet precautions 4. Contact precautions Answer: 2 In addition to handwashing and standard precautions, the nature and spread of some infectious diseases require that special techniques be used to protect uninfected clients and workers. The client with pulmonary tuberculosis will be placed in airborne precautions. The client should be placed in a private room with special ventilation that does not allow air to circulate to general hospital ventilation; a mask or special filter respirators will be used for everyone entering the room. Cognitive Level: Application Client Needs: Safe, Effective Care Environment Nursing Process: Assessment 6. A client is receiving IV vancomycin for the treatment of Clostridium difficile. The nurse understands that the client who develops flushing, tachycardia, and hypotension during the infusion of vancomycin indicates: 1. Ototoxicity effect. 2. Superinfection. 3. Red man syndrome. 4. Hives. Answer: 3 download full file at http://testbankinstant.com Rationale: Vancomycin inhibits cell wall synthesis, and is used for serious infections. It is only effective against gram-positive bacteria, especially Staphylococcus aureus and Staphylococcus epidermidis. The nurse should infuse this medication slowly over 60 minutes or more to avoid “red man” syndrome. The syndrome is characterized by erythematous rash, flushing, tachycardia, and hypotension. Clients can become dizzy and agitated. Cognitive Level: Application Client Needs: Physiological Integrity Nursing Process: Evaluation 7. The physician has ordered for the client to receive a trough blood level to evaluate the therapeutic effect of an antibiotic. The nurse understands that the trough should be ordered: 1. A few minutes before the next scheduled dose of medication. 2. 1–2 hours after the oral administration of the medication. 3. 30 minutes after the IV administration. 4. During the infusion of the antibiotic. Answer: 1 Rationale: Antibiotic peak and trough levels monitor therapeutic blood levels of the prescribed medication. The therapeutic range—the minimum and maximum blood levels at which the drug is effective—is known for a given drug. By measuring blood levels at the predicted peak (1–2 hours after oral administration, 1 hour after intramuscular administration, and 30 minutes after IV administration) and trough (usually a few minutes before the next scheduled dose), it is also possible to determine whether the drug is reaching a toxic or harmful level during therapy, increasing the likelihood of adverse effects. Cognitive Level: Application Client Needs: Safe, Effective Care Environment Nursing Process: Assessment 8. The nurse needs to change a dressing on the client’s abdomen. Which of the following techniques should be implemented? 1. Contact precautions 2. Standard precautions 3. Droplet p ATI PEDS FINAL Test Practice Guide for Pediatrics Questions Fully Answered Graded A, Latest Questions and Answers with Explanations, All Correct Study Guide, Download to Score A 1. The nurse is caring for a 6 month old with suspected meningitis. Which clinical manifestations should the nurse prepare to assess if meningitis is confirmed? (Select all that apply) 2. A nurse is caring for an infant who has gastroesophageal reflux. The nurse should place the infant in which of the following positions? 3. A nurse creates a plan of care for a client who has a traumatic head injury to determine motor function response. Which of the following client responses to painful stimulus is within normal limits? 4. A nurse is reviewing the laboratory results of an adolescent who has chronic glomerulonephritis. Which of the following findings should the nurse expect? 5. A nurse is teaching a parent of a 2 year old child about safe food choices. Which of the following foods should the nurse recommend? 6. A nurse is providing teaching to a parent of a child who has Hirsch sprung disease is scheduled for initial surgery. Which of the following statements by the parent indicates an understanding of the teaching? 7. A nurse is caring for a child who has autism. Which of the following are expected behavioral findings. (Select all that apply 8. A nurse is planning care for a 10 month old infant who is 8 hr. postoperative following cleft palate repair. Which of the following interventions should the nurse include in the infant’s plan of care? 9. The nurse is doing a routine assessment on a 14 month old infant and notes that the anterior fontanel is closed. This should be interpreted as: 10. A nurse is providing teaching to a school age child who has a new diagnosis of type 1 diabetes mellitus. Which of the following statements by the child indicates an understanding of the teaching? GCSE GEOGRAPHY 8035/1 Paper 1 Living With The Physical Environment Mark scheme June 2021 Version: 1.0 Final Mark Scheme *216G8035/1/MS* AQA GEOGRAPHY PAPER 1 2021 MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2021 2 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.org.uk Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2021 AQA and its licensors. All rights reserved. MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2021 3 Point marked questions marking instructions The mark scheme will state the correct answer or a range of possible answers, although these may not be exhaustive. It may indicate how a second mark is awarded for a second point or developed idea. It may give an indication of unacceptable answers. Each mark should be shown by placing a tick where credit is given. The number of ticks must equal the mark awarded. Do not use crosses to indicate answers that are incorrect. Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor is linked to the assessment objective(s) being addressed. The descriptor for the level shows the average performance for the level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. You should read the whole answer before awarding marks on level of response questions. Step 1 Determine a level Descriptors for the level indicate the different qualities that might be seen in the student’s answer for that level. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly Level 2 with a small amount of Level 3 material it would be placed in Level 2 but be awarded a mark near the top of the level because of the Level 3 content. For instance, in a 9 mark question with three levels of response, an answer may demonstrate thorough knowledge and understanding (AO1 and AO2) but fail to respond to command words such as assess or evaluate (AO3). The script could still access Level 2 marks. Note that the mark scheme is not progressive in the sense that students don’t have to fulfil all the requirements of Level 1 in order to access Level 2. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will also help. There will generally be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2021 4 Assessment of spelling, punctuation, grammar and use of specialist terminology (SPaG) Accuracy of spelling, punctuation, grammar and the use of specialist terminology will be assessed via the indicated 9 mark questions. In each of these questions, three marks are allocated for SPaG as follows: • High performance – 3 marks • Intermediate performance – 2 marks • Threshold performance – 1 mark General guidance • Mark schemes should be applied positively. Examiners should look for qualities to reward rather than faults to penalise. They are looking to find credit in each response they mark. Unless the mark scheme specifically states, candidates must never lose marks for incorrect answers. • The full range of marks should be used. Examiners should always award full marks if deserved, ie if the answer matches the mark scheme. • When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the team leader must be consulted. • Crossed out work should be marked unless the candidate has replaced it with an alternative response. • Do NOT add ticks to level-marked questions – use the highlight tool/brackets to signify what is relevant. • Sometimes there are specific “triggers” in the mark scheme that enable higher level marks to be awarded. For instance, an example or case study may be required for Level 3 if it is stated within the question. • Where a source, such as a photograph or map, is provided as a stimulus it should be used if requested in the question, but credit can often be given for inferred as well as direct use of the source. • Always be consistent – accept the guidelines given in the mark scheme and apply them to every script. • If necessary make comments to support the level awarded and to help clarify a decision you have made. • Examiners should revisit standardised script answers as they apply the mark scheme in order to confirm that the level and the mark allocated is appropriate to the response provided. • Mark all answers written on the examination paper. MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2021 5 Section A Qu Pt Marking guidance Total marks 01 1 Using Figure 1, which natural disaster caused the greatest number of deaths? Earthquake. AO4 – 1 mark 1 01 2 Using Figure 1, which one of the following statements is true? One mark for correct answer: C The two heatwaves in Central Europe and Russia resulted in 126 000 deaths. No credit if two or more answers are circled. AO4 – 1 mark 1 01 3 Explain how living in areas that are at risk from tectonic hazard(s) may have both advantages and disadvantages. Level Marks Description 3 (Detailed) 5–6 AO1 Demonstrates detailed knowledge of the advantages and disadvantages of living in areas a Test Bank for Media Now Understanding Media, Culture, and Technology, 10th Edition by Joseph Straubhaar Test Bank For Understanding ICD-10-CM and ICD-10-PCS A Worktext, 2024 Edition 9th Edition by Mary Jo Bowie Chapter 1-38 Test Bank For Using and Understanding Mathematics A Quantitative Reasoning Approach 8th Edition By Jeﬀrey Bennet, William Briggs [eBook][PDF] Reading, Understanding, and Applying Nursing Research, 5th Edition By James A. Fain

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