Thrombo-Embolic Deterrent
TED hose are specially designed knee-high, thigh-high or waist-high stockings that help prevent blood clots and swelling in your legs. The acronym TED stands for Thrombo-Embolic Deterrent.
Sunday, November 26, 2023
Normal lactate levels
Lactic acidosis is among the most common concerns for those caring for critically ill patients.
High levels of lactate are associated with increased risk of death independent of organ failure and shock.
Normal lactate levels are less than two mmol/L, with hyperlactatemia defined as lactate levels between 2 mmol/L and 4 mmol/L. Severe levels of lactate are 4 mmol/L or higher.Jul 17, 2023
Thursday, October 19, 2023
Obstructive sleep apnea (OSA)
YOUR PATIENT IS AT RISK for OSA - OBSERVE WHILE PATIENT ASLEEP.
If stop bang is greater than or equal to 3 - patient AT RISK for Obstructive Sleep Apnea (OSA).
If stop bang is greater than or equal to 5 - patient AT HIGH RISK for Obstructive Sleep Apnea (OSA)
Introduction. Obstructive sleep apnea (OSA) is characterized by episodes of a complete (apnea) or partial collapse (hypopnea) of the upper airway with an associated decrease in oxygen saturation or arousal from sleep. [1] This disturbance results in fragmented, nonrestorative sleep.
Friday, October 13, 2023
theory of the four levels of communication
In your textbook, author Randy Fujishin discusses his theory of the four levels of communication, each of increasing depth.
He notes that as we move into increasingly deep levels of verbal communication, we have greater opportunities to connect interpersonally. However, we also experience heightened vulnerability. As such, we have wonderful opportunities, but also significant interpersonal risks, as we add meaning and significance to what we share with others. Fujishin's four levels of communication are Surface Talk, Reporting Facts, Expressing Opinions, and Sharing Feelings.
As I explained in one of our Zoom meetings earlier in the quarter, Randy Fujishin was a communication instructor at West Valley College until his retirement. Personally, I find his theories to be both practical and directly applicable to modern interpersonal communication and to student life. (I also appreciate that his textbooks are very reasonably priced!)
The first level of communication in Fujishin’s theory is Surface Talk. This is the kind of verbal communication we have that simply acknowledges another person. Examples include, “Hi,” “Hey,” and the like. Depending on the situation, questions that don’t seek a real answer can also be considered Surface Talk, such as “What’s up?” and “How are you?” Information that is obvious to the listener would also count as Surface Talk, such as “Nice day today.”
When a person engages in Surface Talk, they are taking a small risk and experiencing a bit of vulnerability. If you have ever said hello to someone who turned away from you without returning the greeting, you understand this vulnerability. Surface Talk that hangs in the air without verbal acknowledgment can be awkward or even embarrassing. This is not a huge risk, however, and the person whose surface talk is not returned will not tend to dwell on the situation.
According to Fujishin, one level deeper in interpersonal communication is called Reporting Facts. This communication allows for a greater opportunity to connect with another person, and increases the speaker’s vulnerability by a small amount. It’s important to note that, within each level of communication, there is a scale of depth. In other words, reporting some facts will make you more vulnerable than others. The degree of your vulnerability can also depend on the situation and your audience. Let’s imagine, for example, that you are sitting at a bus stop when another passenger approaches. After 15 minutes, there is no bus. You could simply observed that the bus is late. You could also observed that the bus is always late.
When you report a fact, one of the risks is that the person you were speaking with will verbally disagree with you. In this example, the person could look at their watch, then at the bus schedule, then turn to you and say, “No, the bus isn’t due for five more minutes.” This sort of exchange of information can be very positive. Or, depending on the other person’s nonverbal communication, this simple interaction could be unpleasant. Imagine, however, that you have just commented that the bus is always late, and it turns out that your fellow passenger is actually the spouse of the bus driver. Imagine that, even though you are factually correct, your companion takes great offense at your comment and either begins to argue with you or starts to cry. You would not have risked any of this if you had simply stuck with Surface Talk.
Imagine, instead, that when you verbalize that the bus is always late, your companion agrees wholeheartedly. Imagine that they then begin talking about how often the bus has made them late for work. You agree, and ask where the person works. It turns out that your fellow passenger works at your favorite pizza place. Your lighthearted banter continues and you now have a familiar face at a restaurant you enjoy and the potential for a new friendship. This could not have been possible if you had remained at a Surface Talk level.
The next level of communication, according to Randy Fujishin, is Expressing Opinions. As you can imagine, this can be inherently risky. Remember, again, that there are different depths within each level, meaning that some opinions are riskier to share than others. As always, the degree of your vulnerability can also depend on your audience. For instance, it is not particularly risky to express a liberal or progressive political viewpoint here in the San Francisco Bay Area. However, in some parts of the country, this perspective might not be well received. As a result, you may choose to express certain opinions only in particular environments or in the presence of particular people. As another example, you could rest assured that many of your college classmates would agree that education should cost less, or even be free. Expressing such an opinion in the classroom environment would not represent a significant risk of vulnerability.
Even if someone were to disagree, the likelihood is that someone else would stand up on your behalf. But, your boss or uncle or neighbor might have a strong opinion to the contrary, and you might choose not to express your opinion to them.
It's also worth noting that you may enjoy a lively discussion or debate with certain individuals. Conflicting opinions can be very educational, especially if the people involved respect each other and really listen to the ideas that differ from their own. As Holocaust survivor, political activist, and Nobel laureate Elie Wiesel said, “To engage with controversy does not mean to refuse to listen.” Willingness to engage intellectually with someone who does not share your opinion, without resorting to unpleasant personal attacks or trying to "win" the conversation can be a wonderful experience.
Discussions about very controversial topics can be much more sensitive, in general. Here in the United States, conversations about abortion, gun control, and several other topics tend to get heated very quickly. Some people, as a result, choose never to publicly share their opinions on such topics. The challenge is that it is often difficult to anticipate others’ reactions before you share an opinion. One of the approaches is to first report a fact about a controversial topic as a way of “testing the water” in a conversation. You can get a sense of your audience’s reaction to the general topic, before deciding whether to express an opinion about it. In other words, you can proceed more slowly to a deeper level of communication. You may even choose not to reach the level of Expressing Opinions at all, based on the information you gather at the Reporting Facts level.
There are some people who prefer never to express their personal opinions, or to only do so in the company of trusted companions. It is true that it is interpersonally safer to not express opinions on controversial topics. It can be easier, within a group of friends, to have no particular opinions about things like where to have dinner or what to do together. But, avoiding expressing opinions also means that you do not have the opportunity to connect with others through your common opinions and shared vulnerability in discussing them. Choosing to communicate at levels of increasing depth is a risk, but also presents the opportunity for great rewards.
According to Fujishin, the deepest level of communication is Sharing Feelings. As is the case for all levels of communication, there are varying degrees of depth within this level. For example, sharing within a group of college classmates that you feel overwhelmed by school, work, and family obligations is likely to receive a warm reception from them. In fact, it is likely that you will hear that many of your classmates feel exactly the same way. Sharing these feelings has made you somewhat vulnerable, but has also created an opportunity to build a connection with these classmates. On the other hand, you might not find it appropriate to share these feelings with a hiring director during a job interview. Take a moment to tap into your own emotional reaction as to how it would feel to share, with someone contemplating offering you a job, this feeling of being overwhelmed, and why you might choose to avoid doing so.
We make countless decisions every day about what parts of our emotional selves to share with others. Sometimes, a particular feeling is simply too personal for us to share with anyone. Other feelings are ones that we might only feel comfortable sharing with I trusted friend or family member.
But there is a great deal of variation in people‘s comfort with sharing feelings. If you have ever felt that someone was “over-sharing”, or that a person’s contribution to your conversation with simply too much information (“TMI”), then you already recognize that what is comfortable for one person can be very uncomfortable for another. You may have thought “there’s a time and a place for that.” Your companion may not agree, instead feeling that this was an excellent time and place for such sharing. Both viewpoints are usually equally valid.
This is similar to our varied comfort levels with personal space, which can be affected by one’s culture, age, upbringing, or simple personal preferences. For example, according to the Book of Lists, the average American has a physical comfort zone of 18 inches. This means that, Covid aside, a statistically typical American feels comfortable when a stranger is standing, nose-to-nose, at least 18 inches away from them. According to the same source, the average Israeli has a physical comfort zone of just 6 inches. This means that the statistically average Israeli would be comfortable with someone a full foot closer to them than the statistically average American would be comfortable. This isn’t particularly surprising, because many cultures in the Middle East have a similar physical comfort zone. Regardless, it reminds us that any two people — whether their physical comfort zone relates to their nationality or age or simple personal preference — need to take the other person’s comfort into account as well. This same variation, and the same required consideration for others’ comfort, also exists when it comes to the levels of communication.
There is no objectively right or wrong level of communication to use in a given situation. Very close coworkers may communicate on a very deep level in the middle of a business meeting. Family members may be more formal with each other in their own particular family dynamic, rarely sharing opinions or feelings. Even people within a relationship with me play different roles. One person may prefer to share feelings regularly, while another prefers not to do so.
The key is to be able to evaluate a given situation and your particular audience, and determine the appropriate level of communication. It is also helpful to know your own personal preferences. Would you feel happier in a workplace that stayed in Levels 1 and 2? Plenty of people would like that. On the other hand, would you rather work somewhere where colleagues’ personal opinions and feelings were readily shared? When choosing friends or a life partner, what level of communication would you like to express? What level of communication would you like to receive? Be sure that you create a life for yourself that allows you to express yourself as you see fit, and to connect with others, as they express themselves, in a way that makes sense to you.
Again, there is no objectively right or wrong level of communication.
When people talk about marriages failing because of poor communication, people often think that this is because a couple does not communicate enough, or because they don’t communicate kindly. While both of those things might be true, more often than not, communication problems result from different expectations. It is important to understand who you are as a communicator, and to seek out a partner who makes you feel fulfilled in that way.
Friendships, intimate relationships, family dynamics, and professional environments can all benefit from a better understanding of the four levels of communication.
The better we understand ourselves and recognize the commonalities and differences we have with others, the more effective communicators we will be.
Tuesday, September 12, 2023
15. QUESTION
Order the following fractions from least to greatest: – 5/6; 1/6; 1/2; -1/9
Drag the fractions into the correct order, with the least number being at the top and the greatest number being on the bottom.
View Answers:
- -1/9
- -5/6
- 1/6
- 1/2
Incorrect
Remember that when we are dealing with negative numbers, the greater its absolute value (a number’s distance from zero), the smaller the number itself.
Step 1: Organize and sort our numbers into groups
Since none of these numbers has any whole number in front, we will sort these numbers into positive and negative numbers.
Positive Numbers: 1/6 and 1/2
Both 1/6 and 1/2 are greater than any of the negative fractions. We will compare these fractions using common denominators. (Step 2)
Negative Numbers: -5/6 and – 1/9
These two we will also compare using common denominators. (Step 3)
Step 2: Compare positive fractions using Common Denominators & Equivalent Fractions
We are comparing the fractions 1/6 and 1/2
Let’s first find the Least Common Multiple of 6 and 2:
Multiples of 6: 6, 12, 18, 24
Multiples of 2: 2, 4, 6, 8, 10
LCM: 6
Now we create equivalent fractions with 6 as the new denominator.
Start with 1/2
Since 2 × 3 = 6, we also multiply the numerator by 3
(1×3)/(2×3) = 3/6
1/6 has already the denominator of 6
Now we can compare:
3/6 is larger than 1/6 therefore 1/2 is larger than 1/6
Step 3: Compare negative fractions using Common Denominators & Equivalent Fractions
We are comparing the fractions 5/6 and 1/9
Let’s first find the Least Common Multiple of 6 and 9:
Multiples of 6: 6, 12, 18, 24
Multiples of 9: 9, 18, 27, 36, 45
LCM: 18
Now we create equivalent fractions with 18 as the new denominator.
First Up: 5/6
Since 6 × 3 = 18, we also multiply the numerator by 3
(5×3)/(6×3)= 15/18
Second Up: 1/9
Since 9 × 2 = 18, we also multiply the numerator by 2
(1×2)/(9×2) = 2/18
Now we can compare:
15/18 is larger than 2/18 therefore -5/6 is further from zero than -1/9 which means -5/6 / is less than -1/9
Step 4: Organize our fractions from least to greatest.
-5/6 is smaller than -1/9
1/6 is smaller than 1/2
The order of the fractions from least to greatest is -5/6 ; – 1/9; 1/6 ; 1/2
14. QUESTION An event coordinator has a budget of $680. If she spent $75 on balloons and $65 on invitations, what percent of her budget does she have left?
14. QUESTION
An event coordinator has a budget of $680. If she spent $75 on balloons and $65 on invitations, what percent of her budget does she have left?
Correct
Step 1: Calculate Part (Non-100%)
In reading the prompt, the first step is to identify the amounts needed to be added to calculate the portion of the budget that has already been spent, which represents the part (non-100%).
75 + 65 = 140
Making 140 the part (non-100%).
Step 2: Divide the Part (Non-100%) by the Whole (100%)
In order to find the percentage, we have to divide the part of the total available amount by the total amount available. In this case, the non-100% part that we have, 140, will be divided by the total amount available that represents 100%, which is 680.
140÷ 680 = 0.2058823529
We can round this off to the third-place value. Check your answer choices to see if numbers were rounded to a different place value.
So let’s look at the third place value:
0.2058823529
We look to the right and see an 8. Since an 8 is 5 or more, that means the underlined digit goes up by one so the 5 becomes a 6.
0.206
Every other number to the right of the 5 would turn to 0, and since they would have no value, we can get rid of them.
Step 3: Multiply by 100
Now that we have our decimal, we have to turn it into a percent. Remember, we turn a decimal into a percent by multiplying it by 100, which is the same as moving the decimal point two spots to the right.
0.206 × 100 = 20.6%
This tells us how much of the budget has already been spent. Finally, we have to find the percentage of what she has left.
Step 4: Subtract Budget Spent from Total Budget
The event coordinator spent 20.6% of her budget. In order to find the percentage that is left we will subtract the percentage she spent from 100%.
100% – 20.6% = 79.4%
The event coordinator has 79.4% of her budget left.
13. QUESTION An emergency room patient’s heart rate dropped 30% to 63 beats per minute. What was the patient’s heart rate prior to the drop in beats per minute?
13. QUESTION
An emergency room patient’s heart rate dropped 30% to 63 beats per minute. What was the patient’s heart rate prior to the drop in beats per minute?
Correct
Step 1: Interpret the Problem
Calculating the patient’s original heart rate before the drop requires some manipulation of the percentages. We need to consider that the original heart rate represents 100%. If the original heart rate represents 100% we must calculate how much of the original heart rate is remaining after a percent drop.
Given the heart rate dropped by 30%, we know,
100% – 30% = 70%
Therefore, the remaining heart rate percent is 70%.
Step 2: Turn The Percent Into a Decimal
We never use percentages in our actual math problems, so we first must turn our percentages into a decimal.
To turn a percentage into a decimal, we divide by 100, which is the same as moving the decimal point two spaces to the left.
70% = 70.%
70.% ÷ 100 = .70
70% as a decimal is .70. Remember, zeros at the end of a number after a decimal do not add any value, so we can just write it as .70.
.70 = .7
Step 3: Determine the Original Heart Rate
We know 63= 70%, and that we are looking for the value that represents 100%. This means whatever 100% is, will be more than 63.
Once you calculate the percent paid and turn that to a decimal, we can use the rule below to calculate the original price of an item by using division.
Current Heart Rate ÷ Decimal = Original Heart Rate
63 ÷ .7 = 90
The patient’s heart rate before the drop was 90 beats per minute.
12. QUESTION Oscar ordered food delivery for his family dinner. The total of the order was $122.19. If he was charged a 7% service fee and gave a 15% tip on the bill after the service fee, what was the final total of his order?
12. QUESTION
Oscar ordered food delivery for his family dinner. The total of the order was $122.19. If he was charged a 7% service fee and gave a 15% tip on the bill after the service fee, what was the final total of his order?
Correct
Step 1: Interpret the Problem
In this problem we are given a monetary value that incurs a fee percentage and a tip percentage, to find a final cost amount.
We will do this in two parts. First, we will determine the fee percentage amount and add that to the initial monetary value. When calculating a percentage amount, we multiply the percentage by the given total.
Fee Percentage x Initial Total = Fee Percentage Amount
Step 2: Convert the fee percent to a decimal
We do not use actual percentages when solving math problems so we have to change 7% into a decimal.
In order to change a percent into a decimal, we divide the percent by 100, which is the same as moving the decimal two spots to the left. Since there is no decimal in 7, we assume it is to the right of the ones place, so:
7% = 7. %
Now we can slide the decimal point two spaces left. Note, there will be an empty space between the decimal and the 7 which is filled by a 0.
7.% → 0.07
7% as a decimal is 0.07
Step 3: Determine the fee percentage amount and find the first total
Now that our percent has been turned into a decimal we can multiply:
0.07 × 122.19 = 8.5533
*Note: We will not be rounding here, we round at the end of the problem.
To determine our first total, we add the percentage fee amount to our initial amount.
122.19 + 8.5533 = 130.7433
Step 4: Convert the tip percent to a decimal
We do not use actual percentages when solving math problems so we have to change 15% into a decimal.
In order to change a percent into a decimal, we divide the percent by 100, which is the same as moving the decimal two spots to the left. Since there is no decimal in 15, we assume it is to the right of the ones place, so:
15% = 15. %
Now we can slide the decimal point two spaces left.
15.% → 0.15
15% as a decimal is 0.15.
Step 5: Determine the tip percentage amount and find the final total
Remember that we are finding the tip based on the bill after the service fee, so we will use the total amount calculated in step 3 here.
Now that our percent has been turned into a decimal we can multiply it with our first total:
0.15 × 130.7433 = 19.611495
*Note: We will not be rounding here, we round at the end of the problem.
To determine our final total, we add the tip percentage amount to our first total.
130.7433 + 19.611495 = 150.354795
When a math problem has a final answer that represents a monetary quantity, the final answer must be rounded to the nearest hundredth, unless otherwise directed.
150.354795 = $150.35
The final total of Oscar’s order was $150.35.
If two even numbers are added to an odd number and the result is multiplied by an odd number, which of the following could be the result?
9. QUESTION
If two even numbers are added to an odd number and the result is multiplied by an odd number, which of the following could be the result?
Please select all that apply.
Incorrect
Step 1: Remember Addition Rules for Odd/Even Numbers
Firstly, we can look at the odd and even rules involving addition.
Odd Number + Odd Number = Even Number
Even Number + Even Number = Even Number
Odd Number + Even Number = Odd Number
Step 2: Try an Example Problem Or Interpret The Situation
The situation above says we are adding two even numbers to an odd number and then multiplying the result by an odd number. Let’s take this step by step.
Even Integer + Even Integer = Even Integer (New Sum 1)
Since two even integers added together got us an even integer, we can add this new even integer to the odd number.
Even Integer (New Sum 1) + Odd Integer = Odd Integer(New Sum 2)
Step 3: Multiply the Result from Step 2 by an Odd Number
We can look at the odd and even rules involving multiplication.
Odd Number × Odd Number = Odd Number
Even Number × Even Number = Even Number
Odd Number × Even Number = Even Number
Odd Integer(New Sum 2) × Odd Integer = Odd Integer
We expect the result to be an odd integer
Step 4: Interpret the Information
Since we know that our answer has to be an odd integer, which means a whole number ending in a 1, 3, 5, 7, or 9. Therefore, the correct answer choices that could potentially be the answer to this problem would be 175 and 193
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