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Case Brief 2

Instructions

Case law often takes time. The actions of those in the field occur in seconds and those on the bench may take days, weeks, months, even years, analyzing and forming an opinion of that action. You should expect to spend a great deal of time reviewing, often multiple times, a court decision. As judges often have a great deal of time when writing decisions, as opposed to those in the field who must often must rely instinctively and on past training to take immediate action, judicial opinions are often long and drawn out. While the length and volume may pose a hurdle, generally the writing style poses a greater hurdle. This style is often very subtle and complicated as key words, phrases, or points are frequently glanced over on a first reading. It is up to you identify the core of the controversy and accurately identify the court’s ruling. This involves summarizing and condensing in brief and concise form the nature of the issue at hand, the judicial opinion, and the ruling (Krislov, 1972).

 

Weeks 3, 5 and 8, you will be required to submit a case brief of the assigned case. Each brief represents your analysis of the assigned case. Each brief is worth 16% of your overall grade in the course. Grades for these papers will reflect a combination of form, logic, flow, grammar, spelling, APA format, and demonstrated understanding of principles. These case briefs of 4-6 [double spaced] pages each, when completed, should help your develop your critical thinking/analysis skills. These must be submitted during the week assigned. Late papers will result in the automatic loss of a letter grade.

 

A very good reference, entitled How to Brief a Case, addressing the pertinent content of a brief but not the form or sequence to be used in this class can be found on the John Jay College website.

 

Utilize the Brief Template format provided. All attachments must be submitted in Word format. No other formats are accepted as all faculty may not be able open the attachment and thus not be able to grade it. If you see a numerical score of “1” for the brief, this indicates the faculty member was unable to open your attachment and you must resubmit your work in Word format for a grade. Your work is considered late and late penalties apply until your work is submitted in the proper format to faculty.

Krislov, S. (1972) Judicial process and constitutional law. Little Brown & Co.

 

For this assignment you must submit your brief as a Word document. 

Papers will be graded based on the Criminal Justice Paper Rubric found in your course site.

Your assigned case is this week’s reading:

Missouri v. McNeely, 569 U.S. ___ (2013) Retrieved from https://www.oyez.org/cases/2012/11-1425

For this journals, you will discuss differences between an agonist, partial agonist, antagonist, and inverse agonist.

Include the following items in your journal response:

·       What are the differences between an agonist, partial agonist, antagonist, and inverse agonist?

o   Use an example of a psychiatric drug from each category (agonist, partial agonist, antagonist, and inverse agonist), explaining the mechanism of action.

·       What is the importance of understanding this foundational level of mechanism of action for medications?

Case Scenario 1- Complete the chart and answer the case scenario

Diagnosis	Definition	Presentation/ Sign and Symptom	Management
Bartholin Cyst
Squamous Carcinoma of the Vagina
Adenocarcinoma of the Vagina
Lichen Sclerosus
Lichen Planus
Lichen Simplex Chronicus
Vulvodynia

Kelly is a 19-year-old female who comes to your clinic complaining of severe menstrual pain that is usually worse just prior to and during the first two days of her menses. The pain is sometimes so severe that she has fainted. She states that defecation can cause severe pain and she therefore frequently becomes constipated. She often must miss work when experiencing the severe pain. Her periods are heavy and last seven days with a tapering of the bleeding from days 3 to 7. Her BMI is 23.9 and her VS are all WNL. She is G0 P0.

Write a brief SOAP note regarding this patient. Make sure to include your answers to these questions in your SOAP note.

1.    Subjective:

a.     What other relevant questions should you ask regarding the HPI?

b.    What other medical history questions should you ask?

c.     What other social history questions should you ask?

d.    What other family history questions should you ask?

2.    Objective:

a.     Write a detailed focused physical assessment on this patient.

b.    Explain what test(s) you will order and perform, and discuss your rationale for ordering and performing each test.

3.    Assessment/ Diagnosis:

a.     What is your presumptive diagnosis? Why?

b.    Any other diagnosis or differential diagnosis you would like to add?

4.    Plan:

a.     How will you manage this patient? What treatment or medication would you prescribe and why?

b.    Explain treatment guidelines and side effects including any possible side effects of the medication and treatment(s),

c.     What patient education is important to include for this patient? (Consider including pharmacological, supplements, and non pharmacological recommendations and education)

d.    What is the follow-up plan of care?

e.    Explain complications that can occur if patient does not comply with treatment regimen.

Please refer to evidence-based guidelines to support your decision-making.

 

 

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. 

There may also be significant cultural factors. In May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged Black women to maintain a weight above what is considered healthy. Randall explained from her observations and her personal experience, as a Black woman, that many African American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012). 

Randall’s statements sparked a great deal of controversy and debate at the time; however, they emphasize an underlying reality in the healthcare field: Different populations, cultures, and groups have diverse beliefs and practices that impact their health. APRNs and other healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.

As an advanced practice nurse, you must build a patient health history that takes into account all of the factors that make a patient unique and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with each patient, but it will also enable you to more effectively gather the information needed to assess a patient’s health risks. 

For this first Assignment, you will take on the role of an APRN who is building a health history for a particular patient assigned by your Instructor. You will consider how social determinants of health and specific cultural considerations will influence your interview and communication techniques as you work in partnership with the patient to gather data for an accurate health history.  

Note: You are expected to draw on the resources for both Week 1 and Week 2 when completing your Assignment. 

 

To prepare:

·        Reflect on your experience as an advanced practice nurse and on the information provided in the Week 1 Learning Resources on building a health history and the Week 2 Learning Resources on diversity issues in health assessments. 

·        By Day 1 of this week, your Instructor will assign a case study for this Assignment. Note: Please see the Course Announcements section of the classroom for your Case Study Assignment. 

·        Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of your assigned patient. 

·        Consider how you would build a health history for the patient. What questions would you ask? How might you target your questions based on the patient’s social determinants of health? How would you frame the questions to be sensitive to the patient’s background, lifestyle, and culture? 

·        Identify any potential health-related risks, based on the patient’s age, gender, ethnicity, or environmental setting, which should be taken into consideration. 

·        What risk assessment instruments would be appropriate to use with this patient? 

·        What questions would you ask to assess the patient’s health risks?  

·        Select one (1) risk assessment instrument discussed in the Learning Resources, or another tool with which you are familiar, related to your selected patient. 

·        Develop five (5) targeted questions you would ask the patient to build their health history and to assess their health risks. 

·        Think about the challenges associated with communicating with patients from a variety of specific populations. What communication techniques would be most appropriate to use with this patient? What strategies can you as an APRN employ to be sensitive to different cultural factors while gathering the pertinent information?

Assignment: Building a Health History With Cultural and Diversity Awareness  

Include the following: 

·        Explain the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Be specific. 

·        Explain the issues that you would need to be sensitive to when interacting with the patient, and why.  

·        Describe the communication techniques you would use with this patient. Include strategies to demonstrate sensitivity with this patient. Be specific and explain why you would use these techniques. 

·        Summarize the health history interview you would conduct with this patient. Provide at least five (5) targeted questions you would ask the patient to build their health history and to assess their health risks. Explain your reasoning for each question and how you frame each for this specific patient. 

·        Identify the risk assessment instrument you selected, and then justify why it would be applicable to your assigned patient. Be specific. 

Develop a research paper to address domestic intelligence collection and analysis of your selected terrorist group from your Red Cell Midterm Assignment.

Develop a research paper to address domestic intelligence collection and analysis of your selected terrorist group from your Red Cell Midterm Assignment.

Design and mathematically simulate the operation of a quantum-powered spacecraft engine capable of interstellar travel. The engine should utilize theoretical quantum propulsion principles (e.g., quantum vacuum fluctuations or exotic matter) and be optimized for a multi-star system trajectory within 100 light-years. Part 1: Quantum Field Integration 1, Derive a system of differential equations describing the quantum fluctuations of the vacuum state around the spacecraft. Assume that spacetime curvature varies non-linearly within the interstellar medium. 2, Integrate these equations into a 12-dimensional tensor space accounting for: Relativistic effects Quantum decoherence over macroscopic distances Exotic matter generation efficiency Part 2: Energy Budget and Thermodynamics Calculate the total energy required to maintain quantum coherence in the engine’s core. Assume energy extraction from a hypothetical 10^12 Tesla magnetic monopole field. Solve for the thermodynamic efficiency of the engine while accounting for: Entropy fluctuations in a 4-dimensional spacetime manifold Multi-phase quantum energy loss at Planck-scale interactions Derive a feasible (or infeasible) energy budget for a 10-light-year journey using real-time quantum entanglement energy transfer. Part 3: Multi-Star System Navigation Using a generalized N-body problem solver, simulate a 3-star gravitational slingshot maneuver where: The stars are modeled as rapidly rotating neutron stars emitting bursts of gamma radiation. Gravitational anomalies near each star introduce unpredicted trajectory perturbations. Optimize the trajectory using Lagrangian mechanics extended to a 6-body system with quantum drag forces. Present the system of equations and solve numerically using at least fourth-order Runge-Kutta methods. Part 4: Engine Material Engineering Design a material capable of withstanding continuous interaction with exotic matter and extreme quantum effects. Utilize Schrödinger’s wave equations to define the electron density and resilience under quantum tunneling bombardments. Solve for a stable material composition using partial differential equations in 7-variable Hilbert space. Part 5: Unification with Hypothetical Physics Integrate your propulsion model with unsolved problems in physics, such as: Unifying General Relativity and Quantum Mechanics Validating a dynamic Alcubierre metric without the need for negative energy Propose modifications to the Standard Model to allow stable exotic matter production and mathematically prove your hypotheses. Deliverables: A 50 to 100-page mathematical dissertation detailing your findings. 3D visualizations and simulations of the quantum field effects and trajectory optimizations. Proof of computational feasibility, including source code for the simulations. Marks will be awarded based on: The novelty of your hypotheses. Accuracy in applying known physical and mathematical principles. Innovation in merging theoretical physics with practical engineering constraints. Hint: There are no complete solutions; strive to innovate beyond known science.

you will be choosing 4 questions from the question’s list. You can only choose one question per section (eg, you cannot choose two questions from section 1). Yes, this means there will be sections you will not choose a question from.

You will write anywhere from 2-4 paragraphs for each question you choose (they can be longer!).

You will be uploading your finished writing assignment  to Canvas before the due date. In total, your writing assignment  should (at minimum) be around 1300-1500 words (but can be longer!). Should be closer to 1800-2000 for an A.

In putting your answers, you should keep in mind that you are talking to a fellow student who is not taking our class. So, you will need to give context, explain ideas, and even source/cite material. Like as if you were writing a really good (academic) blog post.

You will use all the relevant material from our first unit/module. This means, at times, you will be using multiple sources in your answers. I don’t demand actual citations, but referencing lectures, texts (textbook material and the dialogues), and anything else we have covered will be crucial but look below for further clarification.

YOU CANNOT USE OUTSIDE SOURCES! Only material from our textbook and canvas are allowed. 

list

Section 1:

1. What is the “Wondering” conception of philosophy? If it’s deficient, explain how (that is, explain what it’s missing). Give examples of both (the conception itself and an example of the deficiency if it has one). In the end, if this conception does not capture it, what is philosophy?
2. What is the “Enduring Questions” conception of philosophy? If it’s deficient, explain how (that is, explain what it’s missing). Give examples of both (the conception itself and an example of the deficiency if it has one). In the end, if this conception does not capture it, what is philosophy?
3. What is the “Dialectical” conception of philosophy? If it’s deficient, explain how (that is, explain what it’s missing). Give examples of both (the conception itself and an example of the deficiency if it has one). In the end, if this conception does not capture it, what is philosophy?
4. What is one end-view or goal of the philosophy (and explain it)? Your answer should include an example from your life or the Socratic dialogues that you are able to connect to the end-view?

Section 2:

1. What is an inductive/deductive argument? Name one KIND of each argument then give an example of each.
2. What is soundness/validity? Can we have one without the other? Give an example of each (along with examples of that lack both/either).
3. What is an informal fallacy? Pick two fallacies and explain them using/with your own examples.
4. What are the five principles of honest dialectical engagement (aka, the rules of engagement)? Identify and explain/define (w/examples).

Section 3:

1. What are Euthyphro’s various attempts to define piety (or holiness) and what are Socrates’ objections to these definitions? Who gets the better of the argument? Why? What definition for piety would you give Socrates?
2. If no satisfactory definition is proposed, what is the use of the entire discussion in this dialogue? How could you claim that the dialogue was still, in a way, a success?
3. What exactly is wrong with Euthyphro’s first definition of piety? Does it satisfy Socrates? What kind of account of piety would satisfy Socrates? Can you give me an example with a different concept?
4. What is The Euthyphro about (what’s the back story, what’s the issue)? Who are the interlocutors? How do they meet?
5. What difference does it make whether the pious is loved by the gods because it is pious, or pious because it is loved? Which does Socrates believe is the right fork to go down? Why? How does one side of the fork amount to an appeal to authority and why is this problematic? Please give examples using your own concepts (eg, “chair,” “love,” etc…)
6. What is elenchus? How does Socrates use it in the Euthyphro? Do you find it useful? Why or why not? Give an example with your reasoning.

Section 4:

1. By what means does Socrates attempt to investigate the world? What are his methods? How does these methods reflect a commitment to critical thinking, if at all?
2. In the Apology, we read that Socrates prefers death to acting unjustly. Why? Is this a standard we should hold ourselves to? Why or why not?
3. In the Apology, Socrates maintains that “the unexamined life is not worth living.” And yet it seems to be the case that many – if not most – human beings live their lives without ever spending any time reflecting on the meaning and purpose of their lives. What are the implications of Socrates’ position? Why do you think he felt it was so important to be able to critically examine one’s life?
4. Socrates argues that the person who knows how little they know is wiser than the one who thinks she knows it all. Explain his argument/position. Does this position make any sense? Why or why not?
5. In the Apology, Socrates argues that the good person need not fear death. What is his argument(s)? Do you think that this is true? Why or why not?
6. What does Socrates take to be the meaning of the Delphic oracle? What distinction in wisdom/knowledge (are there different kinds?) does he draw? What is human wisdom, according to Socrates? What do you consider to be human wisdom? Do you agree with Socrates (explain why or why not)?
7. Why has Socrates avoided public office? How could we say that even though he is not part of politics, he is still “political”? -Please give examples of your own on how someone can be political and not take part in politics to help make your point-
8. Why does Socrates not appeal to the Assembly for mercy? How would this undermine his commitment to being a critical thinker?
9. Why does Socrates believe that the unexamined life is not worth living? What constitutes human virtue/good, according to Socrates? What is the relationship between human virtue and human happiness, on his view? Does this make sense to you? Why or why not?
10. In the Apology, Socrates claims that “[t]he true champion of justice, if he intends to survive even for a short time, must necessarily confine himself to private life and leave politics alone.” What does he mean by this?  Do you agree with Socrates here? Is this true in some sorts of societies in particular? Is it true in the USA today? (Maybe read “survive” in not so literal a fashion.)
11. Why does Socrates think that the Athenians would be harming themselves rather than harming Socrates if they put him to death? What service has he provided the city of Athens by philosophizing there?
12. Do you think Socrates is wise to disregard the possibility that he may die if he does not please the court?
13. How does Socrates interpret the pronouncement of the Oracle of Delphi that no one is wiser than he? Do you think that the sort of wisdom he claims to possess is really wisdom? How does he use the realization from the Oracle to defend himself against the charge of impiety?
14. What is Socrates’ argument for the claim that it is impossible that he corrupts the young willingly? Is his argument convincing? Why or why not?
15. Socrates says that he cannot be held responsible for the conduct of those who have talked with him or heard him speak. Why not? Do you agree? Please give parallel modern-day examples that help make your point.

Section 5:

1. What are three Theories of Truth? Give examples of each. Could they work together? Explain.
2. How does Descartes try to close the gap between appearance and reality? Is he successful? Why or why not?
3. What is the Cartesian circle? Is there a way out? What is it?
4. What are Parmenides’s arguments for the impossibility of change? Zeno’s? Do you find them convincing?
5. What is Descartes Dream Argument? Evil Genius Argument? What are they meant to do (convince us of)? Do you find them convincing?
6. The ultimate virtual reality machine would present a world so real that we couldn’t tell that it was fake. Can you know that you’re plugged into this machine right now? If not, what difference does it make?
7. Descartes assumes that we can be certain about our mental states. Is that true? Could you be mistaken about your mental states? Could you be mistaken that you are in pain? If so, what does this mean for the Cartesian project?
8. Can the epistemic principles that Descartes uses to prove the existence of the external world also be used to prove the existence of other minds? Why or why not?
9. Science and Faith Thought Probe in 7.1 (5th edition, pg 560-Other editions should have the same thought probe should be in other editions)
10. Constructing Reality Thought Probe in 7.1 (5th edition, pg 564-“”)
11. Can we be certain that the way the world appears corresponds to the way it really is? Why or why not?
12. Does knowledge require certainty? Why or why not? Does it matter? Why or why not?

Section 6:

1. Do you think the argument from illusion requires the postulation of sense-data? Are there other ways of accounting for illusions?
2. Must a representative realist believe that some sense-data actually resemble the qualities of material objects? Is it enough if the sense data just represent the qualities of material objects? Why or why not?
3. Do you think the argument from illusion requires the postulation of sense-data? Are there other ways of accounting for illusions?
4. Is there any difference between a perfect illusion and the real thing? If so, what is that difference?
5. Hypthothesizing the Eternal World Thought Probe in 7.2 (5th edition, pg 572-“”)
6. How does Berkeley try to close the gap between appearance and reality? Is he successful? Why or why not?
7. How would Berkeley deal with this question: If a tree fell in a forest and no one was around to hear it, would it make a sound? What does they say about or how does it connect to his epistemology/metaphysics?
8. Is it inconceivable for something to exist unconceived? Why or why not?
9. What is the difference between direct and representative realism? Give a case for or against one of the views.
10. What is the difference between rationalism and empiricism? Give examples from everyday as well as academic sources.
11. What is philosophical skepticism? What do skeptical doubts arise from? Give examples from everyday as well as academic sources.

You have been tasked to merge the staffs of two organizations, one based in the United States and one in a foreign country, which your company has just acquired

Using a fictitious company of your choosing, create a PowerPoint presentation of at least 10 slides (not counting the title slide or references slide) with speaker notes to address the numbered topics below. Each speaker note should be at least one paragraph containing 5-10 sentences. In the presentation, you need to include the following items.

1. Create a staffing plan for the upcoming merger. Explain the four approaches to international staffing and select the one(s) that your organization should use.
2. Describe to what extent expatriates will be employed in the overseas location.
3. Describe how training and orientation plans will prepare expatriate employees for success abroad and for their return home.
4. Include specific strategies for increasing the participation and success of women in expatriate assignments in your staffing plan.
5. Describe the key components of the international compensation program.

Civil Engineer economic

 PAPER- 6 Pages  APA

This assignment requires you to research a contemporary issue in engineering and present an issue-focused pro and con paper on it (including an economic discussion).

 Topic : Flood control and management with some specification of Florida recent  issues. Develop an unbiased “topic statement,” then present contrasting sides of the issue in your paper, with a conclusion you feel represents the topic fairly and impartially. The paper should explore the following information:
a. Overview of the topic
b. Organizations involved in the initiative/project and other major parties involved
c. Overview of the costs, any financing information, and sources of funding (this is an
Econ class!)
d. Planned schedule and completion date
e. Any challenges to the initiative/project
f. Any new technologies, materials or procedures comprising the initiative/project
2. Papers should be 6 pages in length (not counting the title page, abstract, or reference
page), written in APA style, double-spaced, 1” margins, 12-point font, with all references
cited within the body of the paper (at least two “reputable” websites; one peer-reviewed
journal/magazine article) and properly listed at end (APA style)