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Title: Technology Needs Assessment Use the Student Paper Format for APA seventh edition. Be sure to include: A title page and references page. An abstract is not required. Appropriate level 1 section headings. Your executive summary should be 3–4 pages in length, not including the title page and references page. Supporting Evidence Cite at least five credible sources from peer-reviewed journals or professional industry publications to support your implementation plan.
For this assessment and all remaining assessments, choose any new or upgraded telehealth technology that you would like to see implemented in your organization or practice setting. Be creative and imagine what it would be like to have any telehealth resources that would benefit your community. Then, imagine that executive leaders in your organization or practice setting are considering the purchase of those resources to improve the quality of care provided to patients and enable medical and nursing staff to extend coverage for patients in the region. Finally, as a nurse leader with responsibilities in upper management, imagine that you have been asked to determine whether this purchase will adequately address key issues in patient care and lead to improved outcomes. To prepare for the assessment, you are encouraged to reflect on performance gaps in your organization, what outcomes are measured, and how telehealth technologies can help to improve outcomes. Also, consider how you would effectively communicate the need for a new or upgraded technology to executive leaders in a way that will help you obtain their support. Explain the relevance and importance of a needs assessment. Identify the key issues in nursing care affecting patient outcomes that the new or upgraded telehealth technology will address. Identify the safety requirements and regulatory considerations when using this technology. Identify the patient confidentiality and privacy protections that this technology must address. Describe the potential impact of internal and external stakeholders and end users on the acquisition of this technology. Support assertions, arguments, conclusions, and recommendations with relevant and credible evidence

CA Brief

Instructions:  Teams of two, three if odd numbers. This will be decided in tutorials and students can select their own team members.  If an uneven number of students and/or students with no team, the lecturer shall assign a group to the relevant student/s.  Upload as one MS Word document with essay and reference list for essay followed by policy and reference list for the policy.  The cover sheet with all team members’ names and student numbers.

NB: Please include a sheet at the very back of the assignment with the Team Process, i.e. a breakdown of each member’s contribution to this CA.  All team members must contribute to both the essay and the policy and this must be reflected in the team process document.

Part 1 Team Essay 1000 words (+ 10%)

With reference to standards and guidelines on safety, health and welfare at work, critically discuss the importance of risk analysis and effective risk management controls and strategies to safeguard service users from harm (1000 words + 10%)

Part 1 focuses on safety, health and welfare at work.  Students are expected to briefly discuss the Safety, Health and Welfare at Work Act 2005 and how it impacts employers and employees.

Some areas that student may discuss include, but are not limited to:

Brief outline of the Act : Duties of employers/employees

Risk assessment in terms of analysing risk.  Include some workplace hazards in social care and link them to safeguarding service users from harm.

Discuss the protocols and control measures that social care organisations put in place in terms of risk management.

Higher marks are given to students who refer to multiple sources including external reading, relevant national standards and legislation, media cases.  You must not cite lecture notes in any CA.

Critically discuss: This examines the positives and negatives in terms of safety, health and welfare in social care.  Apply to social care settings or your placement in terms of measures that are in place (or are not/should be in place) or measures that you might introduce based on this knowledge to promote a safer environment for service users.  Draw on external reading such as articles and media coverage in terms of best practice and/or when safety, health and welfare at work practices did not safeguard service users.

You must include a Reference list for the team essay.

Part 2: Team Policy (1000 words + 10%)

Write a policy for staff on infection prevention and control in order to safeguard service users from risk – (1000 words + 10%)

Students must use the HIQA (2018) Standards on infection prevention and control in community settings (on brightspace) to inform this policy.  Students should follow a template for the policy and may use the template outlined in class and at tutorials – see below for guidelines.  A stand-alone template is also on brightspace.

Include a separate Reference list for the policy.

Part 3: Team Process (not included in word count)

Please include a sheet at the very back of the assignment with the Team Process, i.e. a breakdown of each member’s contribution to this CA.  All team members must contribute to both the essay and the policy and all team members must review the team process document and sign that it is an accurate reflection of each member’s contribution to both parts of the CA.

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PRISCILLA – ASSIGNMENT

1. Describe how digital and other technologies can be used to promote and enhance communication between self and others
2. Identify the barriers that may be present when communicating with others
3. Explain how to access extra support or services to enable effective communication with and between individuals
4. Describe the impact of poor or inappropriate communication practices
5. Explain the purpose and principles of independent advocacy
6. Identify when to offer support to individuals to access an advocate
7. Describe how to support individuals to access advocacy services

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Introduction

This end-of-module assessment (EMA) is a simulated engineering project for which you will have to carry out a finite element analysis on a single machine component. You will have to demonstrate your learning across the whole module, including the block materials, the ANSYS exercises and the case studies.

Although the component itself should be relatively easy to model, you will find that when it comes to meshing, applying the loads, deciding on boundary conditions, restraints etc., it is anything but simple. As is often the case, there is no ‘right answer’ – you will have to use your new-found analytical skills in making engineering judgements when tackling the analysis. You will also have to write up the project in a comprehensive report so that you can demonstrate these skills.

Remember that in your EMA the examiners are looking for your understanding of the finite element analysis process. You will need to show that you are able to use FEA with safety and confidence, and that you can identify and justify assumptions and decisions made in your modelling, both implicit and explicit.

If you have completed the rest of the module, you should find this final EMA well within your capabilities – demanding, yes, but interesting too we hope.

Make sure you leave yourself enough time for revising and developing your analysis models and to write up the report. Good luck!

1 The component to be modelled – a machine shaft

Figure 1 shows a typical roller cutting machine used in the mass production of insulating slab materials. The machine has several rotating parts including a cutting shaft. There are four rotating cutters fixed to the cutting shaft, of which only three cutters are used – see the sketches in Figure 2 for more details.

Figure 1 Roller cutting machine

A similar roller cutter design is to be studied for possible alternative applications in which the cutting loads will be somewhat higher. Hence, finite element analysis is being considered to determine the suitability of the existing shaft under higher loads and, if needed, to redesign it to fit the new purpose.

The cutting shaft has an annular cross section with an outer diameter of 100.0 mm, which cannot be changed, and an initial wall thickness, t, of 3.0 mm. The wall thickness can be changed but only in discrete steps of 1 mm. The shaft material is conventional structural steel, having a yield strength of 250 MPa, a modulus of elasticity, E, of 206 GPa, a density of 7860 kg m and a Poisson’s ratio, ν, of 0.29.

The cutting shaft is located and supported by two roller bearings, B1 and B2, fitted at the ends, as shown in Figure 2. The bearings allow the shaft and cutters assembly to rotate at up to 3000 revolutions per minute about its longitudinal axis, which is parallel to the z direction, but prevent it moving radially (i.e. in the x–y plane).

The shaft is also restrained by circlip type retaining rings (not shown), which prevent it moving in the z direction but with sufficient play longitudinally to allow for any expansion and avoid hindering the rotation in all operating conditions. The bearings can be regarded as having infinite radial stiffness in comparison with the cutting shaft. However, since resistance to bending in the y–z plane (i.e. about an axis parallel to x) is unknown, fully constraint (encastré) and simple support conditions must be considered in both finite element analysis (FEA) modelling and theoretical (hand) calculations.

Figure 2 Simplified sketches of the cutting shaft (not to scale)

Two bearings (B1 and B2) and the three cutter wheels (W1, W2, W3) are positioned as shown in Figure 2. For this exercise, the cutter wheels themselves can be considered to have zero mass and can be neglected in terms of the effect on modelling the shaft. In the cutting shaft at each wheel position, however, are two holes diametrically opposed and each of 4 mm diameter, which feed coolant from the centre of the shaft to each cutter

2 Stress and modal analyses: limitations, assumptions and objectives

In one loading condition the wheels are to sustain the radial loads shown in Figure 2 for short periods in operation.

These have been ‘factored up’ to represent a worst-case design condition. You are required to perform a stress analysis of the shaft for this loading condition, modifying its thickness (i.e. the only design variable) and re-analysing it as necessary to meet the design limit criteria stated below. For the stress analysis it would be reasonable to neglect the masses of the shaft itself, the wheels and the bearings. It would also be reasonable to neglect the interaction between the cutting wheels and the shaft.

Summary of EMA objectives

1. To determine the deflections and stresses sustained by the shaft in its operating conditions, including the magnitudes and locations of the maximum stress values

. 2. To determine the minimum shaft wall thickness based the results of your analysis and the maximum allowable deflection and stress.

3. To discuss the effect of using a steel with a higher yield strength on the deflection and minimum thickness of the cutting shaft. 25/9/24, 2:32 μ.μ. EMA: View as single page | OU online https://learn2.open.ac.uk/mod/oucontent/view.php?id=2232293&printable=1 5/10

4. To determine the first four normal modes of natural vibration of your chosen shaft in the absence of loadings (i.e. free spinning).

5. To prepare a full report of the analysis strategy, the results and their implications, not exceeding 20 pages including all pictures and tables.

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Scenario

Your manager has asked you to complete a briefing paper for her to give to a visiting team of people practice graduates who are particularly interested in how evidenced-based practice is used in the context of people practices. The content needs to give them critical insight into what evidence-based practice is and how it is relevant to people professionals. She has also asked you to include practical examples of the types of data analysis that people professionals use.

Briefing paper – part one

For part one, you need to provide the graduates with knowledge and understanding of what evidence-based practice is and identify approaches that can be taken for effective critical thinking and decision-making that ensures integrity and value is upheld.

You must ensure that you:

• evaluate the concept of evidence-based practice including how approaches to evidence-based practice can be used to provide insight that supports sound decision-making across a range of people practices and organisational issues. (AC 1.1)
• evaluateone appropriate analysis tool and one appropriate analysis method that might be applied by organisations to recognise and diagnose issues, challenges, and opportunities. (AC 1.2)
• explain the main principles of critical thinking including how these might apply to your own and others’ ideas to assist objective and rational debate.  (AC 1.3)
• explaintwo decision-making processes for achieving effective outcomes. (AC 1.4)
• assess how two different ethical perspectives can be used to inform and influence moral decision-making. (AC 1.5)
• appraise twodifferent ways organisations measure financial and non-financial performance, providing one example of each. (AC 3.1)
• explain how people practices add value in an organisation and identify twomethods that might be used to measure the impact of people practices. (AC 3.2)

You should relate to academic concepts, theories and professional practice throughout your briefing paper to ensure that your work is critical and informed by using key academic texts, articles and relevant publications. All cited references used should be taken from credible sources and should be correctly acknowledged and presented in full in a bibliography at the end of your briefing paper.

Briefing paper – part two (quantitative and qualitative analysis review)

In part two of your briefing paper, using the information in Table 1 and Table 2 below, you should provide examples of the types of data analysis that people practitioners use. (AC 2.1, AC 2.2 and AC 2.3)

Table 1 – Performance data – (please double click on the icon to open the table)

Table one provides performance review judgements for employees from four departments completed across two quarters. Each individual employee’s performance outcome is indicated by one of the four criteria-based judgements below:

1. outstanding
2. meets set individual Key Performance Indicators
3. not quite there yet, and
4. underperforming.

1.Present each department’s performance review judgements as a percentage.

2.Those gaining ‘outstanding’ are entitled to a four percent bonus payment each quarter. Calculate the bonus due to each of these employees for each quarter and then provide an overall total cost of bonus payments for the organisation.

Present your findings from Table 1 using a minimum of three appropriate diagrammatical forms and make justifiable recommendations based on your evaluations.

The survey data presented in Table 2 has been collected from managers and employees on their views of the organisation’s approach to monitoring performance. Review the data in Table 2 and identify any patterns, themes or trends that might be occurring and present recommendations based on your findings.

Table 2 – Performance review survey responses from line managers and employees

There is no requirement to include evidence of the use of references to wider reading for AC 2.1 and AC 2.2.

Your evidence must consist of:

A briefing paper for new people practice graduates with two parts:

• Part one – Knowledge and understanding (2900 words)
• Part two – Quantitative and qualitative analysis review (1000 words) Refer to CIPD word count policy.

Assessment Criteria Evidence Checklist

1.1 Evaluate the concept of evidence-based practice including how it can be applied to decision-making in people practice.

1.2 Evaluate a range of analysis tools and methods including how they can be applied to diagnose organisational issues, challenges and opportunities.

1.3 Explain the principles of critical thinking including how you apply these to your own and others’ ideas.

1.4 Explain a range of decision-making processes.

1.5 Assess how different ethical perspectives can influence decision-making.

3.1 Appraise different ways organisations measure financial and non-financial performance.

3.2 Explain how to measure the impact and value of people practice using a variety of methods.

2.1 With reference to a people practice issue, interpret analytical data using appropriate analysis tools and methods.

2.2 Present key findings for stakeholders from people practice activities and initiatives.

2.3 Make justified recommendations based on evaluation of the benefits, risks and financial implications of potential solutions.

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Learning outcomes applied in this assessment

Knowledge

LO.1 demonstrate the ability to analyse complex business and management
problems critically and rigorously and make evidenced based management
recommendations (IC)

LO.2 demonstrate high levels of expertise in selecting and conducting
research methods and addressing strategically significant organisational
problems and issues. (IC) (UGB)

Thinking skills

LO.3 demonstrate synthesis of knowledge and skills by applying appropriate
research strategies and philosophies to organisational issues (PID)

LO.4 demonstrate self-directed capacity to plan, design and monitor an
individual piece of research (EID)

LO.5 design and present a well-defined and structured report covering the
investigation with appropriate and justified conclusions and recommendations, while showing awareness of their limitations.(DP) (UGB) (IC)

Subject based skills

LO.6 identify, interpret and engage in critical analysis and discussion
of contemporary literature in your professional field. (PID)

LO.7 demonstrate the ability to effectively analyse business problems from the professional practitioner perspective in your field and make meaningful and where appropriate costed business recommendations (DP) (IC) (UGB)

LO.8 demonstrate the skills of logical thought, critical evaluation, data analysis and reflection that will enhance influencing and negotiation capabilities as practitioner in your relevant field (EID) Skills for life

LO.9 demonstrate the ability for self-directed learning and the ability to reflecton learning, and emotional and social intelligence, which will inform future practice (EID) (SID)

LO.10 exhibit digital proficiency in computer aided research skills that promotes the effective presentation of research findings and recommendations (DP)

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Assignment Title : Assign 1 Analysis of electrical circuits with constant voltages/currents sources

Unit Learning Outcomes & Assessment Criteria

L01 Apply an understanding of fundamental electrical quantities to analyse simple circuits with constant voltages and currents

P1 Apply the principles of circuit theory to simple circuits with
constant sources, to explain the operation of that circuit.

M1 Apply the principles of circuit theory to a range of circuits with
constant sources, to explain the Distinction

D1 Apply the principles of circuit theory to complex circuits, with constant sources, explaining and evaluating the operation of that circuit.

Task 2

Use Thévenin’s theorem to find the current flowing through Rs in Fig.3
shown below. Use mutisim to check your answers for Rth, VT and current in Rs and include them to your work as evidence.

Task 3

a) Analyse the circuit shown in Fig 4 by using Kirchhoff’s laws and solving simultaneous equations to obtain voltage across and current through each component. Use multisim to confirm your answers and include it to your work as evidence.
Table 2 contains your unique numbers that you need to use for resistor values

b) Analyse the circuit in Fig 5, by using Superposition Theorem and obtain
the current through and the voltage across each component. Use multisim to confirm your answers and attach it to your work as evidence.

Hint: It is advisable to find the current through R, first. Table 3 contains your unique numbers that you need to use for resistor values in part b

Task 4.

(a) State the maximum power transfer theorem
(b) For the circuit shown in Fig.6, find the Thevenin equivalent circuit to the left of terminals a-b. State the value of R, for maximum power transfer to RL
(c) Derive the formula for the power delivered to R
(d) Using suitable software and suitable values for R, plot the power against RL and clearly indicate on your graph the value of RL for maximum power.
(e) Use your graph to show the dissipated power at R1 =20 and 60.

Table 4 contains your unique numbers that you need to use for resistor values for Task 4

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Module learning outcomes assessed by this task:

1. Discuss the key aspects of Employee Relations
2. Demonstrate the relationship between Employee Relations and HRM
3. Outline competing perspectives on the employment relationship
4. Compare approaches to employee relations and their implications for workers
5. Evaluate recent practical examples

For further guidance on correct referencing go to:

http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing.aspx

Details of what constitutes plagiarism and how to avoid it can be found here:

http://www1.uwe.ac.uk/students/studysupport/studyskills/readingandwriting/plagiarism.aspx

For general guidance on how to avoid assessment offences see:

http://www1.uwe.ac.uk/students/academicadvice/assessments/assessmentoffences.aspx

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Control Health and Safety Risks

3.1 – Explain the process of identifying health and safety hazards within an organisation including:

Risk assessment methods, instruments and survey techniques used to determine exposure of people who may be affected.

3.2 – Explain the principles of methods of analysis suitable for determining risks.

3.3 – Explain methods of reviewing effectiveness.

3.4 – Describe external factors influencing the:

• identification, and control of health and safety risks.
• External factors include:
• Health and safety statutory requirements
• Tolerability/acceptability of risks
• Quality management requirements for documents

3.5 – Explain the principles of risk control measures and safe systems of work.

3.6 – Explain risk control hierarchies.

Develop and Implement Effective Communication Systems for Health and Safety Information

4.1 – Describe the principles for effective communication.

4.2 – Explain potential barriers to effective communication.

4.3 – Describe the formal and informal communication systems within the organisation. 4.4 – Describe different ways people communicate.

4.5 – Provide examples of effective written and verbal communication.

4.6 – Describe factors that impact on communication systems for health and safety information.

Factors include:

• Legislation
• Codes of practice
• Health and safety risk assessment
• Control procedures
• Technical developments
• Industry best practice

4.7 – Describe proposed and new health and safety legislation, codes of practice and standards.

4.8 – Explain promotional activities for health and safety that are relevant to the needs of the organisation.

4.9 – Explain the statutory reporting requirements of the organisation in relation to health and safety.

4.10 – Explain the statutory information requirements for the organisation’s products, services and waste.

4.11 – Explain the health and safety standards and procedures that are relevant to contactors used by the organisation.

Develop and Implement Health and Safety Emergency Response Systems and Procedures

4.1 – Analyse the potential causes of emergencies.

• Causes, include:
• Natural and manmade
• Accidental and deliberate

4.2 – Evaluate emergency procedures considering:

• Relevant health and safety statutory requirements
• Dealing with ongoing effects of fatalities
• Injury accidents
• Dangerous occurrences
• Fire and explosion
• Toxic release
• Major disaster
• Environmental impact
• Rescue and security alert.

4.3 – Explain how to manage simulated emergency procedures.

4.4 – Explain the principles of press releases and media management.

4.5 – Explain health and safety statutory requirements in relation to emergency response systems.

Health and safety statutory requirements include:

• First aid and medical service provision
• Fire precautions
• Emergency procedures
• Major disasters
• Ionising radiation incidents
• Environmental impact events

Develop and Implement Health and Safety Review Systems

3.1 – Explain the process of setting targets that are specific, measurable, achievable, relevant and timely.

3.2 – Explain the nature and role of health and safety management systems.

3.3 – Evaluate the factors and features essential for efficient and cost-effective working of a health and safety management system.

3.4 – Explain the importance of efficiency and cost-effectiveness in a health and safety management system.

3.5 – Explain how to respond to the health and safety needs of others.

3.6 – Explain electronic and paper record systems and their benefits and weaknesses.

3.7 – Describe the external factors influencing health and safety review systems.

External factors include:

• statutory requirements and industry best practice
• quality management requirements for documentation

Develop and Maintain Individual and Organisational Competence in Health and Safety Matters

3.1 – Explain the structure of the organisation with respect to functions, activities, tasks and jobs.

3.2 – Evaluate the principles of competence, activity and task analysis.

3.3 – Explain how to conduct a health and safety competency training needs analysis.

3.4 – Explain the relationships between competencies, skills and qualifications.

3.5 – Explain the principles of:

• Systematic training
• Training design and delivery
• Training evaluation and validation
• Preparing, delivering and marking tests and assignments
• Effective written and verbal communication

3.6 – Explain different learning styles.

3.7 – Explain advantages and disadvantages of different methods of presentation.

3.8 – Explain the external factors influencing individual and organisational competence in health and safety.

External factors include:

• Statutory requirements
• Industry best practice
• Quality management requirements for documents

Develop, Implement and Monitor Behavioural Safety in the Workplace

3.1 – Explain the meaning of:

• Safety culture
• Behavioural safety

3.2 – Explain the principles underlying the behavioural safety process.

3.3 – Explain the aspects of human factors which are linked to behavioural safety.

4.1 – Analyse obstacles to safe leadership.

4.2 – Evaluate methods of influencing behaviour across an organisation.

4.3 – Explain the responsibilities of safety leadership.

4.4 – Evaluate the benefits of implementing behavioural safety.

4.5 – Describe factors to consider when deciding whether to implement behavioural safety programmes.

4.6 – Describe safe and unsafe behaviours.

4.7 – Analyse evidence that behavioural changes will improve safety.

4.8 – Evaluate the strengths and weaknesses of behavioural safety programmes

Develop, Implement and Review Proactive Monitoring Systems for Health and Safety

3.1 – Explain proactive monitoring techniques for health and safety risk control measures.

3.2 – Explain different types of monitoring equipment.

3.3 – Explain sampling routines.

3.4 – Explain procedures for workplace inspections and activity observations.

3.5 – Explain the principles of effective written and verbal communication.

3.6 – Explain how to respond to the health and safety needs of others.

3.7 – Describe the external factors influencing health and safety proactive monitoring systems.

External factors include:

• Statutory requirements and industry best practice
• Quality management requirements for documentation

Develop, Implement and Review Reactive Monitoring Systems for Health and Safety

5.1 – Explain what constitutes a health and safety loss event.

5.2 – Describe reporting forms and recording procedures for health and safety loss events.

5.3 – Explain health and safety loss events that require formal investigation including:

• The types
• Causes
• Impacts
• Investigation systems and procedures

5.4 – Explain a range of failure tracing methods and techniques.

5.5 – Explain the principles of effective written and verbal communication.

5.6 – Explain how to respond to the health and safety needs of others.

5.7 – Describe the external factors influencing health and safety proactive monitoring systems.

5.8 – Explain statistical analysis techniques that are appropriate to the organisation/industry

5.9 – Explain health and safety statutory requirements regarding loss events and investigations

Manage Contractors to Ensure Compliance with Health and Safety

2.1 – Explain the procedures relevant to contractors:

• organising access
• security
• health and safety arrangements.
• dealing with problems that can arise during the use of premises and facilities
• emergency and/or drills

 2.2 – Describe the approvals required for different types of contractor activities including: the importance of checking that they have been granted by appropriate person(s)

2.3 – Explain the types of problems that can arise during the use of premises and facilities.

2.4 – Explain the importance of making contractors aware of the location of emergency exits and emergency equipment.

2.5 – Describe the checks carried out to ensure that premises and facilities are left safe and secure during and after use.

2.6 – Explain record keeping for contractors. Record keeping should include:

Records kept.

The importance of completing them accurately

Who is authorised to access them?

Promote a Positive Health and Safety Culture

4.1 – Analyse the health and safety culture within the organisation.

4.2 – Explain the organisation’s communications system used to promote health and safety culture.

4.3 – Analyse the importance of keeping people regularly informed and discussing their involvement.

4.4 – Explain available information sources for health and safety within the workplace.

4.5 – Evaluate methods of influencing the wider values system of the organisation to promote a health and safety culture.

4.6 – Evaluate different performance measures and their impact.

4.7 – Explain external factors influencing a positive health and safety culture.

4.8 – Explain other sources of expertise and advice on health and safety.

5.1 – Analyse how people communicate.

5.2 – Explain the different people and groups affected when promoting a positive health and safety culture.

5.3 – Evaluate methods of engaging people and groups who may be affected.

5.4 – Explain how to provide effective information, advice and guidance to others.

5.5 – Explain the information needs of different affected people and groups.

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Reflect on your personal experience starting at Arden University. 

• This could include aspects of university life you have found enjoyable and your motivations/goals for starting a university degree.
• Reflect on your personal growth, assessing your strengths and areas for development. •
• Include what you have learned about your academic strengths from your iLearn materials.
• Refer to your iLearn lessons to help you discuss your academic strengths, such as your growth mindset, self-efficacy, and sense of belonging.
• Discuss two academic skills you have acquired in this module. Select two from the following list: academic reading, digital skills, analysing and evaluating sources, critical thinking, and referencing.
• Refer to specific iLearn lessons explaining what you have learned and why these academic skills are essential for university success.
• Discuss your next steps.
• Based on your reflection, choose a specific academic challenge you experienced during this module. Explain what was difficult, how you overcame this challenge and the steps you will take to continue developing your academic skills at

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