Preamble “Post-amble” Block Execution: 3 Detail Observing Block Observing Block “Post-amble” “Post-amble” 3 Observing Block Observing Block ok Measurement Set ready “Post-amble” EVLA Data Processing PDR Observing Observing Block Block Observing Observing Block Block Failed! Preamble “Post-amble” Preamble ok ?4 5 Preamble ready Preamble Observing Observing Block Block Observing Observing Block Block Observing Block Observing Block Measurement Set “Post-amble” “Post-amble” Preamble Preamble “Post-amble” Measurement Set “Post-amble” “Post-amble” “Post-amble” July 18 - 19, 2002 2 2 Observing Observing Block Block Block Observing Observing Observing Block Block ok Archive: Preamble Observing Block Observing Block 34 ready Preamble “Post-amble” 1 3 Observing Block Observing Observing Block Block Observing Block Observing Observing Block Block ready Preamble Execution: Preamble ready Observing Observing Block Block Observing Observing Block Block Preamble Observing Block Observing Block 22 “Post-amble” “Post-amble” Preamble Preamble 1 “Post-amble” Preamble Input Queue: ok Measurement Set Boyd Waters 13
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Block Execution Observing Block Observing Block 3 “Post-amble” Preamble Observing Block Observing Block “Post-amble” Preamble Observing Block Observing Block “Post-amble” EVLA Data Processing PDR Preamble Observing Observing Block Block Observing Observing Block Block “Post-amble” Observing Block Observing Block Preamble “Post-amble” 2 2 3 “Post-amble” July 18 - 19, 2002 “Post-amble” Observing Block Observing Block Preamble Preamble 1 “Post-amble” Preamble Execution: Observing Block Observing Block Preamble Observing Block Observing Block 2 “Post-amble” Preamble 1 “Post-amble” Preamble Input Queue: Observing Block Observing Block Boyd Waters 12
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5. Mean projections and mean student scores are calculated. Student Projection1 Student Score 1 Student Projection 2 Student Score 2 Student Projection 3 Student Score 3 Student Projection 4 Student Score 4 Student Projection 5 Your School Student Score 5 Student Projection 6 Student Score 6 Student Projection 7 Student Score 7 Student Projection 8 Student Score 8 Student Projection 9 Student Score 9 Student Projection 10 Student Score 10 Student Projection 11 Student Score 11 Student Projection 12 Student Score 12 Student Projection 13 Student Score 13 Student Projection 14 Student Score 14 Student Projection 15 Student Score 15 Student Projection 16 Student Score 16 Student Projection 17 Student Score 17 Student Projection 18 Student Score 18 Student Projection 19 Student Score 19 Student Projection 20 Student Score 20 Mean Projected Score Mean Student Score Copyright © 2003. Battelle for Kids
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DEN 219/229 Reflection Journal Rubric GRADING Criteria Reflective Student Aware Student Reflective Novice BelowExpectations Clarity Language is clear and expressive. The reader can create a mental picture of the situation being described. Abstract concepts are explained accurately. Explanation makes sense to an uninformed reader. The learning experience being reflected upon is relevant and meaningful to student and course learning goals. Minor, infrequent lapses in clarity and accuracy. There are frequent lapses in clarity and accuracy. Language is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately. The learning experience being reflected upon is relevant and meaningful to student and course learning goals. Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader. Most of the reflection is irrelevant to student and/ or course learning goals. The reflection demonstrates connections between the experience and material from other courses, but lacks relevance and depth. There is little to no attempt to demonstrate connections between the learning experience and previous other personal and/ or learning experiences. Student makes attempts at applying the learning experience to understanding of self, others, and/ or course concepts but fails to demonstrate depth of analysis. There is some attempt at self-criticism, but the selfreflection fails to demonstrate a new awareness of personal biases, etc. No attempt to demonstrate connections to previous learning or experience. Student’s language is clear and expressive Relevance The learning experience is relevant and meaningful to student. Interconnections The reflection demonstrates connections between the experience and material from The reflection demonstrates other courses; past connections between the experience and material from experience; and/ or personal goals. other courses. Analysis The reflection moves beyond simple description of the experience Self-criticism Ability of the student to question their own biases, stereotypes, preconceptions, and/ or assumptions. The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/ or course concepts. The reflection demonstrates student attempts to analyze the experience but analysis lacks depth. The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/ or assumptions and define new modes of thinking as a result. The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions. Adapted from University of Iowa, Office of Service Learning Reflection does not move beyond description of the learning experience(s). No attempt at selfcriticism.
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Level II Placements 1st Rotation 2nd Rotation FW Site 1 1 Student 1- 1st Choice 1 Student 2- 1st Choice FW Site 1 1 Student 1- 1st 0 Student 2- 1st FW Site 2 1 Student 2- 1st Choice Student 3- 2nd Choice Student 4- 3rd Choice 1 Student A- 1st Student B- 2nd choice Student C- 3rd Choice FW Site 3 1 Student 4- 1st Choice Student 5- 1st Choice Student 6- 1st Choice Student 7-2nd Choice Student 8- 2nd Choice Student 9- 3rd Choice 1 Student 2- 1st Student 3- 1st Student 4- 1st Student 5- 1st Student 6- 1st Student 7- 1st FW Site 4 0 Student 10- 1st 0 Student 11- 1st Choice FW Site 5 1 No Student 1 No Student FW Site 6 1 No Student 1 Student 11- 1st Student 12- 1st Lake Charles MC with free housing
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Block-Based Scheduler Telescope sees ONE BLOCK AT A TIME: Block Queue Observing Block Observing Block “Post-amble” Preamble “Post-amble” Preamble “Post-amble” Preamble Observing Block Observing Block Observing Block Observing Block Implications: “ready for next block” •Simplifies the telescope state data “here it is” “Post-amble” Preamble Telescope Observing Block Observing Block July 18 - 19, 2002 •Telescope reports block execution status back to the block queue •All “observing logic” is maintained by the Block Queue EVLA Data Processing PDR Boyd Waters 11
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  Student #1 Student #2 Student #3 Student #4 Student #5 Student #6 Student #7 Student #8 Student #9 Student #10 Student #11 Student #12 Student #13 Student #14 Student #15   Student #16   Student #17   Student #18   Student #19   Student #20   Student #21     Techniq ue   Desig n   Presenta tion   TOTA L POIN TS 87   Creativ ity And Conce pt 87 73 100 87% 93 100 100 93 80 87 93 80 87 87 87 100 73 80 87 93 87 87 87 100 100 100 100 100 87 87 87 100 97%   85%   90%   83%   90%   100%   100 100 100 100 87 87 87 87 100 100 100 100 87 93 100 93 80 87 93 93 100 100 100 100 67 87 87 87 100%   82% 80 87 93 80 85% 87 87 93 80 87% 100 100 100 100 100% 67 93 93 87 85% 87 100 100 93 95% 87 100 100 100 97% 90% 100%   87%   100%   93%   88% The results show an overall above average achievement and consistency within each category of scoring. Based on the data, emphasis will continue in areas of technique and design. The high scores in the presentation area are credited to the formal critiques and informal presentations conducted in each design course. The rubric is shared with the students throughout the semester, making each student aware of the assessment areas and criteria. Every required deliverable is compared against the rubric by the student to determine the scoring possibilities. Students are given immediate feedback by all evaluators at the reception. A discussion by students and faculty also takes place in a classroom critique following the reception.
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4. The profiles of other students with similar performance histories are then used to create statistically reliable projected scores for each student . Student Projection1 Student Projection 2 Student Projection 3 The Pool Student Projection 4 Student Projection 5 Student Projection 6 Student Projection 7 The actual results of other students who have profiles very similar to Student One are used to create a statistical projection of where Student One is likely to be at the end of a given academic year. Student Projection 8 Student Projection 9 Student Projection 10 Student Projection 11 Student Projection 12 Student Projection 13 Student Projection 14 Student Projection 15 Student Projection 16 Student Projection 17 Student Projection 18 Student Projection 19 Student Projection 20
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Achieving Certification Project Informaton Technology Management Human Resources Diagram is for illustrative purposes only and does not reflect all requirements for certification, or our complete offering in training Intermedia Advanced Entry te (Senior Professional in Human Resources) Validates the Level SPHR PHR (Professional in Human Resources) Validates the skills necessary for working in Human Resources Management in large and small enterprises; minimum 1-4 years experience for PHR, depending on level of education skills necessary for working in Human Resources Management in large and small enterprises; minimum 5-7 years experience for SPHR, depending on level of education CAPM (Certified Associate in Project Management) requires at least 1500 hours of project experience OR 23 hours of project management education by the time they sit for the exam (our program meets this requirement) PMP (Project Mgmt Professional) requires 5 yrs of project mgmt experience, with 7,500 hrs leading projects & 35 hrs of project mgmt education OR A 4-yr degree and 3 yrs of project mgmt experience, w/ 4,500 hrs leading projects & 35 hrs project CCENT (Cisco Certifiedmgmt Entry ed CCNA (Cisco Certified Network Technician) Network Associate) validates validates the ability to the ability to install, install, operate and configure, operate, and troubleshoot a small troubleshoot medium-size enterprise branch network, routed and switched including basic network networks; recommended 1-3 security; first step towards years professional CCNA experience CompTIA A+ certification is the starting point for a career in IT. The exams cover maintenance of PCs, mobile devices, laptops, operating systems & printers; Cert consists of two exams, no professional experience requirements Server+ certification validates knowledge in system hardware, software, storage, best practices in IT environment, disaster recovery & troubleshooting; recommended A+ certification and 18 months professional experience Six Sigma Green Belt (SSGB) certification Validates knowledge and professional experience of data collection and analysis for Six Sigma projects; required 3 years professional experience Network+ certification validates entry level knowledge of network technologies, installation & config, media and topologies, management, and security; recommended A+ certification and 9 months networking experience Security+ certification validates entry-level knowledge of Information Security practices; recommended Network+ certification and two years of technical networking experience, with an emphasis on security SSCP (Systems Security Certified Practitioner) validates knowledge and professional experience in Information Security practices; minimum 1 year experience CISSP (Certified Information Systems Security Professional) validates knowledge and professional experience in Information Security practices; minimum 5 years’ experience (complete listing at vets.syr.edu/vctp)
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Entrepreneurship: is it good enough to be social? John F. McVea and Michael J. Naughton Introduction • The term Social Entrepreneurship has experienced a huge growth in influence over that last decade. The literature proposes a number of advantages to social entrepreneurship as a frame of reference: • Promoting innovation within non-profits • Leveraging and focusing scarce philanthropic resources • Faster response to strategic challenges • Infusion of business skills to non-business world • Involvement of non government assets in social problems • Creation of hybrid (blurred) organizations between for profit and non profit worlds. It is widely observed that practice has outpaced theoretical development leading to little agreement on definitions or frameworks for social entrepreneurship. We believe that widespread and unchallenged acceptance of the term Social Entrepreneurship masks some dangers and has contributed to confusion in the field. We believe that if we apply some insights from Catholic Social Teaching to the issue of social entrepreneurship we can move beyond the false dichotomy of Entrepreneurship/ Social Entrepreneurship and identify three specific entrepreneurial strategies which support a more robust discussion of the nature of the work that is entrepreneurship. We believe that the field would benefit from spending less time discussing social entrepreneurship and more time discussion the nature of the good entrepreneur. • • • • • The dangers of naïve acceptance of Social Entrepreneurship • • • The rhetorical risk: • Narrow definition: if S.E. is simply used to rebrand non-profits then much of the value of the new activities, hybrid design, stimulation of new resources and innovation is lost. • Implied dichotomy: if “good” ventures are termed “social” it can imply that other forms of entrepreneurship are “asocial” or “anti social” • Boundarylessness: In contrast, if all business activities are deemed “social”, to some degree or other, then the term loses all meaning focus on the distinctive phenomenon that is S.E. Despite these risks we are more concerned with a risk beyond rhetoric; the risk of undermining the meaning of work, particularly from the perspective of Catholic Social Teaching. While this perspective is drawn from the Catholic tradition, accepting the content of CST does not require acceptance of Catholic faith (Guitan, 2009). The three goods of social entrepreneurship • We are concerned by the side-effects of a concentration thesis that suggests that the moral responsibilities of entrepreneurship can be concentrated in a subset of businesses called social enterprises, presumably leaving other enterprise to simply concentrate on serving themselves. • We are concerned by the impact such a concentration thesis could have on the conception of the meaning of work beyond the world of social enterprise. • We are concerned with how such an approach can focus attention solely on the altruistic contributions of entrepreneurial ventures as the sole measure of their contribution to the Common Good • Instead we propose that, rather than trying to determine the difference between entrepreneurship and social entrepreneurship, it would be more productive to focus on the questions “What is Good Entrepreneurship? What action and activities define that goodness?” • We further propose that, by apply the perspective of Catholic Social Teaching, we can identify three specific strategies through which entrepreneurial ventures may contribute to the Common Good thus suggesting that good entrepreneurship requires a focus on: 1. Good Goods. The primary way an entrepreneurial venture can contribute to the Common Good is by bringing into existence new products and services which are inherently good and which enrich lives and minimize any unintended harms. This can include what we call the “entrepreneurship of the mundane”, that is, the manufacture of the nuts and bolts and basic necessities of life as well as the creation of life saving treatments. However, inclusion of good goods as a primary moral contribution of entrepreneurship must also require of the entrepreneur analysis of what goods are not good, and what aspects of even good goods should be redesigned or rethought in order to minimize unintended consequences. We find, in our discussions, that this is a much under appreciated dimension of the good of entrepreneurship. 2. Good Work. The second way an entrepreneurial venture can contribute to the Common Good is through the nature of the work that is carried out by the venture. This dimension has several aspects both internal and external to the entrepreneur: • The development of good character in the entrepreneur. This aspect of the good is derived from the subjective dimension of work, that is, just as how-we-work ends up changing the world, so working-on-the-world changes us. Most professionals spend the majority of their waking hours at work. As habits, character and wisdom are developed through experience and activity, for the entrepreneur, doing good work is an important opportunity to develop character. Society as a whole is better off for having good, successful entrepreneurial leaders who, through that calling, can become leaders of character. This dimension of the entrepreneurial good is widely unappreciated even by entrepreneurs themselves • Good relations with employees, customers and other stakeholders. Value creation and trade creates opportunities for the building of social relationships. The central question is “Are you in good relation with those with whom you create value?’ Do your employees have opportunity to develop as people? 3. Good Wealth. The third way the good entrepreneur can contribute to the Common Good is through the creation of good wealth. Good wealth requires a balance of reward for labor/ creativity with the provision of a living wage to all. Good wealth is often captured by individual action but has social strings attached. From the CST perspective the creation of good wealth implies a particular solidarity with the poor. One way to contribute to the common good is to donate altruistically to those in need. But even here, altruism is only one of a number of possible strategies. Good entrepreneurs may also contribute by donating their time or their particular skills. Indeed, since the donation of time and work often requires physical interaction with those in need, it often generates a solidarity of far greater integrity. Finally, it must be emphasized that altruism, for the entrepreneur, is always dependent, indeed subsequent to the creation of good wealth in the first place. Literature cited Alvord, Sarah, David L. Brown, and Christine W. Letts, 2004. “Social Entrepreneurship and Societal Transformation: An Exploratory Study,” The Journal of Applied Behavioral Science. 40:260. Benedict XVI, Caritas et veritate,   Boschee, Jerr. 1998 “What does it take to be a social entrepreneur?” National Centre for Social Entrepreneurs (www.socialentrepreneurs.org/whatdoes/html), 5pp.   Cannon, Carl. 2000. “Charity for profit: how the new social entrepreneurs are creating good by sharing wealth” National Journal, June 16: 1898-1904.   Christie, Michael and Benson Honig. 2006. “Social entrepreneurship: New research findings.” Journal of World Business. 41: 1-5.   Dees, Gregory, J., 1998. “The Meaning of ‘Social Entrepreneurship,’” Original Draft: 10/3.   Drucker, P.F. 1985. Innovation and Entrepreneurship. New York: Harper & Row.   Fowler, Alan. “NGDOs as a moment in history: beyond aid to social entrepreneurship or civic innovation?” Third World Quarterly, 21(4): 637-654.   Gregg, S. and G. Preece: 1999, Christianity and Entrepreneurship (The Centre for Independent Studies Limited, St. Leonards, NSW, Australia).   Hibbert, Sally A., Gillian Hogg and Theresa Quinn. “Consumer response to social entrepreneurship: The case of the Big Issue in Scotland.” International Journal of Nonprofit and Voluntary Sector Marketing. 7(3): 288-301.   Johnson, Sherrill, 2000. “Literature Review on Social Entrepreneurship,” Canadian Center for social Entrepreneurship. (http://www.bus.ualberta.ca/ccse/Publications/).   John Paul II, Pope.: 1992 Laborem Exercens (On Human Work): 1981, in D. J. O’Brien and T. A. Shannon, (eds.), Catholic Social Thought (Orbis Books, Maryknoll, NY).   John Paul II, Pope.: 1992 Sollicitudo Rei Socialis (On Social Concern): 1987 in D. J. O’Brien and T. A. Shannon, (eds.), Catholic Social Thought (Orbis Books, Maryknoll, NY).   Kennedy, R., G, Atkinson, and M. Naughton, (eds.): 1994, Dignity of Work: John Paul II Speaks To Managers and Workers (University Press of America, Lanham, Maryland).   Mair, Johanna and Ernesto Noboa, 2003. “Social Entrepreneurship: How Intentions to Create a Social Enterprise get Formed,” IESE Business School.   Mair, Johanna and Ignasi Marti, 2006. “Social entrepreneurship research: A source of explanation, prediction, and delight,” Journal of World Business. 41: 36-44.   Melé, D.:2001, ‘A Challenge for Business Enterprises: Introducing the Primacy of the Subjective Meaning of Work in Work Organization’, (http://www.stthomas.edu/cathstudies/cst/mgmt/le/papers/mele.htm) Conclusions We have argued that, while there is great promise in the contemporary social entrepreneurship movement, there are also a number of important dangers. We propose that, if we confront rather than acquiesce to these dangers, we can use the perspective of Catholic Social Teaching to broaden the scope of entrepreneurial ventures that we study, to enrich the moral dimension of entrepreneurial strategy and to deepen the teaching of entrepreneurship as a whole. We recommend the following to move toward these contributions: • Incorporate social entrepreneurship into entrepreneurship in a way that enhances the three goods of entrepreneurship. Specifically we propose replacing the questions “What is social entrepreneurship?” with the questions “What does it mean to be a Good entrepreneur?” From this perspective we can then apply what we have called the three goods of entrepreneurship as a means of supplying critical challenge and inspiration to all forms of entrepreneurship such that the true moral dimension of this critical force in our lives comes into fruition. • Encourage research within the entrepreneurship discipline that addresses traditional social entrepreneurial issues such as micro lending, fair trade products, etc. • Develop bridge courses such as Theo/Cath 306 which help students understand and experience the meaning of the good entrepreneur as well as connect students to the spiritual and moral principles of a good entrepreneur. • Expose entrepreneurship students to so-called social entrepreneurs as well so-called conventional good entrepreneurs so they can see the spectrum of entrepreneurial activities. © File copyright Colin Purrington. You may use for making your poster, of course, but please do not plagiarize, adapt, or put on your own site. Also, do not upload this file, even if modified, to third-party file-sharing sites such as doctoc.com. If you have insatiable need to post a template onto your own site, search the internet for a different template to steal. File downloaded from http://colinpurrington.com/tips/ academic/posterdesign. Acknowledgments I am indebted to Michael Naughton and Laura Dunham for their reflections and thoughts on this paper.
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3. Each student’s profile is added to a pool that contains the profiles of all students, present and past, who have taken the same year-end assessments. Student Profile 1 Student Profile 2 Student Profile 3 Student Profile 4 The Pool Student Profile 5 Student Profile 6 Student Profile 7 Student Profile 8 Student Profile 9 Student Profile 10 Student Profile 11 Student Profile 12 Student Profile 13 Student Profile 14 Student Profile 15 Student Data Includes the profiles of all students from this year and from past years who have taken the same year-end assessments Student Profile 16 Student Profile 17 Student Profile 18 Student Profile 19 Student Profile 20 Copyright © 2003. Battelle for Kids
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Data Returned: Parts List • Each resource is identified as a URL • Parts list has links to get each part’s detailed info • Key feature of REST design pattern – Client transfers from one state to next by examining and choosing from alternative URLs in the response document SOP Basics Slide 28
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RELEASING CONNECTIONS The three-way handshake is also used to release an end-to-end connection, since it facilitates the detection of lost disconnect messages and/or ACKs. Disconnect Request (Start Sender Timer) Disconnect Request (Start Sender Timer) Disconnect Request (Start Receiver Timer) Disconnect Request (Start Receiver Timer) Disconnect ACK Disconnect ACK (Connection Released) Disconnect Request (Start Sender Timer) Disconnect Request (Start Receiver Timer) Disconnect Request (Start Sender Timer) Disconnect Request (Start Receiver Timer) Disconnect ACK (Connection Released) CS Disconnect Request (Start Sender Timer) Disconnect Request (Start Receiver Timer) Disconnect Request (Start Sender Timer) Disconnect Request (Start Sender Timer) Connection Disconnect Request Released (Start Sender Timer) When Timer Disconnect Request Expires N (Start Sender Timer) Times Chapter 3 Connection Released When Timer Expires Connection Released When Timer Expires Page 6
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Table → Scripts → Blocks Header dec velocity bandwidth 30:46:02 500 10 70:05:00 500 10 69:56:00 500 5 69:18:00 400 5 69:05:00 400 10 30:46:02 400 10 procedure cross ralongmap declatmap ralongmap ralongmap cross “Post-amble” ra 28:49.7 51:36.0 51:42.0 51:30.0 51:30.0 28:49.7 Preamble sourcename 3C286 M82N M82 M81 M81S 3C286 Observing Block Observing Block “Post-amble” Preamble Observing Block Observing Block “Post-amble” Preamble Observing Block Observing Block July 18 - 19, 2002 EVLA Data Processing PDR Boyd Waters 11
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Final Value Stream Map C.S. Mott s Children s Emergency Services Current State Value Stream Map Discharge (75%) Updated 14 February 2017 Start: Order discharge End: Departure from CES Patient Tech: Patient 32% Triage Primary RN Eval Start: RN/Tech takes patient to room/triage bay End: Documentation completed & handoff Start: Nurse arrives in room End: Documentation completed Tech: EMR, headsets Tech: EMR Provider, RN EMR 18 min Diagnosis 25% Screening Process Initial Provider Eval Start: Determine if patient is in right place End: Documentation completion Tech: EMR, headsets Triage RN/Tech Primary RN Pnt Room/Triage Bay Patient Room 9 min 6 min Start: Mid-level provider (student, resident, PA) arrives End: Documentation complete 93.1% Front Desk 4.5 min - Triage & Primary RN Eval. 68% Start: Attending arrives 75% End: Provider presents physical assessment and plan Tech: EMR 75.9% Screener/Clerk/Badger Attending Staffing Order Entry Attending Evaluation Start: Order started End: Order ended Start: Attending arrives End: Attending leaves - Imaging Lab Consultants Tech: Disposition Admit (18%) Start: Attending reviews data End: Enter disposition into EMR Start: Order admit End Departure from CES Treatment Tech: EMR Tech: None Tech: EMR Procedures Medical Administration Nursing Care Teaching Pharmacy Tech: EMR Tech: Provider Mid-Level Provider Attending Physician Mid-Level Provider Attending Physician Patient Room Staffing Area Staffing Area Patient Room 10 min 3 min 4 min 4 min Physician, RN, etc. 23 min 80.5% 83.1% 93.6% 92.7% Patient Room, lab, etc. 94.3% Any Provider EMR Tech: 130 min EMR Start: Triage Nurse takes patient to room End: Primary RN eval and Triage documentation complete - Observation (7%) 88 min Start: Order observation End: Order discharge or admit - Tech: EMR, headsets Tech: Triage RN/Tech/Primary RN Providers, RN Patient Room Pnt Room/Triage Bay 308 min 15 min - 79.1% 1.5 min .3 min 4.5 min 6 min 9 min 6 min 10 min 3 min 4 min 4 min 93 min - Discharge 18 min 23 min Admit 130 min Median Total Time: Discharge LOS = 3.3 hours Admit LOS = 5.5 hours (Collected 10/1/16 – 12/31/16) Total LOS from Map (minutes) Discharged 182.3 Admitted 294.3 Observation 472.3 Total LOS from Map (Hrs) Discharged 3.0 Admitted 4.9 Observation 7.9 Observation 308 min
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