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And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Elements Of Electromagnetics Sadiku 5th Edition. To get started finding Elements Of Electromagnetics Sadiku 5th Edition, you are right to find our website which has a comprehensive collection of manuals listed. But, 4 in parallel with 12 produces 3ohm. So that the equivalent circuit is shown below. Req Thus, Req 1 2 6 20 P.P.2.10 Req 20 18 Combining the 9 ohm resistor and the 18 ohm resistor yields 6 ohms. 12 P.P.2.12 v1 i1 15V i2 v1 10 40 v2 15V v2 4 ohm and 8 ohm. If you continue browsing the site, you agree to the use of cookies on this website. See our User Agreement and Privacy Policy.If you continue browsing the site, you agree to the use of cookies on this website. See our Privacy Policy and User Agreement for details.You can change your ad preferences anytime. Electric Circuits. FiFth Edition. Fundamentalsof. ElectricCircuits. FiFth. Edition. Alexander. Sadiku. With its objective to present circuit analysis in a manner that is clearer, more interesting, and easier toBuilding on the success of the previous editions, the ?fth edition features the latest updates and advances in thePedagogical Features. A six-step method for solving circuits problems is introduced in Chapter 1 andEach illustrative example is immediately followed by aStudents follow the example step-by-step to solve the practice problemCircuits). Likewise, we use another icon to identify problems that should be solved or areTeaching ResourcesContact your McGraw-hill sales representative or visit www.Solutions Manual for Fundamentals Of Electric Circuits 5th Edition by Alexander. Full Download. Full download all chapters instantly please go to Solutions Manual, Test Bank site: TestBankLive.comC40t)sin0.12t(0.16cos40e 30t-For 0 Thus element 3 receives 70 W.Solutions Manual for Fundamentals Of Electric Circuits 5th Edition by Alexander. 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Open in a separate window Figure 4 An example of an exercise performed by the physiotherapist during section two of the training. Open in a separate window Figure 5 An example of an exercise performed by the physiotherapist during section two. Codman’s (pendulum) exercises. 3.3. Training Program—Psychological Section The last section focused on the need to correctly perceive the risk and to establish useful teamwork in order to reduce any incorrect practices in terms of patient handling. First, a theoretical session was carried out (1 h); the importance of risk perception and the differences between the perceived risk and the real working environment were illustrated. The practical session involved the participants divided randomly into four teams, who had been assigned a single specific objective related to the role-playing activity. According to the proposed scenario, each worker had to imagine themselves as part of the crew of a spacecraft having landing problems, one of the solutions for which was to remove part of the load of the spacecraft, consisting of necessary goods such as water, oxygen, freeze-dried food, clothing, and drugs. Each group was asked to reach a unanimously shared conclusion about the elimination of the objects described above, each supposedly indispensable. Finally, the three groups had to come to a unanimous agreement, showing a good level of teamwork. One group showed critical issues by not reaching a shared decision. A debriefing session to finally discuss the results of each group was carried out. 3.4. End of Course Evaluation As shown in Figure 6, the feedback was overwhelmingly positive. Several suggestions coming from the open-ended questions concerned the course duration, in particular regarding section two, as emerged from open questions (six HCWs directly requested longer training by the physiotherapist). Open in a separate window Figure 6 Satisfaction questionnaire results. As for the training participation, only three of the 55 workers available (among 60 HCWs involved, five were not available for personal reasons) expressly preferred to enrol in the standard training program, with an adherence rate of 94.5. Finally, the hospital management carried out a cost-effectiveness analysis. Although the final direct costs were higher than the standard course previously conducted, due to the need for a multidisciplinary teaching team and the division of workers into small groups, the management reported that the innovative methodological approach was sustainable as well as the standard one. 4. Discussion Healthcare organizations worldwide are increasingly focusing on strategies to create a safe patient handling culture in workplaces. Nonetheless, the WRMSD rate among HCWs continues to increase despite efforts concentrating on valid MPH training and education. European regulations legislate the necessity of specific training programs to inform all workers about the risks to which they are exposed, the working procedures and standards that must be observed, and personal protective equipment and their specific use. It is therefore clear that MPH training could play an important role in workplace prevention. Training programs could also be useful for risk assessment itself, as they could examine the perceptions of the specific risk of the various workers and incorrect attitudes and therefore correct any uncorrected procedures, reducing the exposure to specific risks in the field. However, the training programs are not standardized worldwide, both in terms of content and training approach. This pilot study allowed us to experiment with a multidisciplinary approach focused on several preventive steps, such as the assessment of risk, its perception, and some “physical therapy strategies” for reducing WRMSDs. 4.1. Training Program—Occupational Medicine Section In our opinion, the results from this training section should be useful to produce a better contribution to risk assessment; on the basis of the data provided by the questionnaire, it was concluded that the most perceived risk was the manual handling of the non-collaborating patient, according to assessment results; the operators involved in this type of movement (general medicine, post-surgical department, and ICUs) agreed to assign a score of 10 to the Borg c10 scale. Moreover, the transposition of the bedridden patient (for example, from the bed to the stretcher) and the patients’ bed hygiene are perceived as heavy. By highlighting the risk perception related to a single MPH task, it might be possible to lead a risk assessment review and to modify some incorrect attitudes held by employees in a real job context. User comfort and perceived physical exertion are necessary for a full risk assessment. These scales must be included as an integral part of MPH risk assessment for their feedback function in work settings. It should be noted that, with regard to the percentage of workers who had not indicated patient lifting as critical, most of them came from departments in which these tasks were assessed as low risk (e.g., maternal-fetal and health services departments). In this occupational context of the “uncertainty” of evaluation methods, the role of training seems to be a main aspect of prevention interventions. However, in our opinion, these training programs need to be customized in order to be effective, according to the operational needs of the various hospital departments, the handling aids made available to the staff, the characteristics of the patients to be treated, and, last but not least, the awareness of HCWs to risks related to the handling tasks. MPH must have an interdisciplinary approach, as it must be safe for both the operators and the patients themselves. As shown in the final satisfaction survey, the practical session conducted by the physiotherapist represents one of the most valuable training moments in the overall training program. The model of training programs and their content are often centered around teaching patient handling techniques only. The approaches may vary: training may also be theoretical regarding legislative orientation, biomechanical and ergonomic principles, or equipment use, with just a short practical session concerning moving techniques. Other training programs directly and actively involve all participants focusing on physical exercises such as muscle training, stretching, and endurance. To date, these training programs can vary significantly from one healthcare setting to another in terms of frequency and duration. 4.3. Training Program—Psychological Section The scientific literature suggests that individual workers’ safety practices are affected by organizational and psychosocial job factors. One of the most prominent issues regarding MPH in healthcare workplaces is the lack of support from colleagues, and this represents a significant barrier to the implementation of MSD prevention practices. Teamwork often depends on the working conditions in each setting. The emergency situations could represent a stressful job setting that often does not change behavioral attitudes, which often leads to unsuitable postural gestures. Performance and motivations are aspects that should be included in specific training related to risk exposure. The qualitative aspects of the communication exchange often escape awareness, compromising the effectiveness of the interaction. Two meanings coexist here: (1) to affirm and to make explicit one’s opinions and attitudes and (2) to remain committed to positively resolving problematic situations. Training on a specific risk factor, such as MPH, should also examine the aspects of relational competence within a complex relational setting in the workplace. The illustration of the assertiveness theory was the basis for proposing the practical session of role-playing, according to the methods described in the results. Indeed, role-playing allows for observation of the ability to problem-solve and demonstrate good cooperation during interactions. Roleplay often indicates how difficult it can be to assess a shared decision regarding moving a patient in a routine scenario, or in an emergency. In our experiment, a debriefing session conducted with the class after the role-playing scenario provided positive feedback. This clinical role play facilitates teamwork, which increases involvement, self-efficacy, and empathic abilities in healthcare settings and in shared risk exposures. There is a lack of empirical evidence regarding role-playing and its effectiveness in teamwork improvement. However, the agreement within the groups was considered as an index of the achievement of the planned goal. However, there are critical issues regarding specific MPH training. In our opinion, this statement could be related to the type of work training. In this work, we showed that there is no standard program for MPH training. This pilot study proposes a model that can be standardized and highlights how the three training moments, i.e., occupational medicine, the physiotherapist, and the session dedicated to improving risk perception and teamwork activities, must be considered as a unique formative moment that improves overall MPH, as it explores all the dynamics (legislative, physical, and psychological) connected to this risk exposure. In our opinion, this is attributable to a lack of standardization among training courses, which are still not sufficiently setting-oriented. This drawback, furthermore, does not allow in-depth studies on the real outcomes of specific training, because MPH training is overly heterogeneous, even within the same nation. The scheduling of specific HCWs training should be customized for groups of workers and not generically provided by occupational physicians or health departments inside hospitals. They should also directly involve the training of all staff. Our training program proposal shows that the standardization of MPH model training could be useful to better study several outcomes, such as cost-effectiveness, the WRMSD prevention rate, and workers’ overall on-the-job comfort. Although the final direct costs were higher but sustainable, as already reported, it should be considered that, in this experience, all the teachers were external consultants to the hospital, due to a lack of appropriate staff within the hospital. However, in medium and large healthcare companies, internal professionals could be recruited, thus significantly reducing the costs incurred. In addition, the participants’ satisfaction and the possibility of modifying incorrect individual work attitudes induced the health management department to approve the continuation of this training program in the same way for subsequent courses.